SNAPPS is a learner-centered approach to case presentation in the clinical setting. This model allows the student to take an active role in their educational encounter by discussing the patient encounter beyond the facts, verbalizing their clinical reasoning, asking questions, and engaging in follow-up learning pertinent to the educational encounter. This exercise is designed to develop the student’s ability to organize patient information in a meaningful way and guide the student in their oral patient presentations in the clinical setting.
Activity Learning Outcomes
Through this assignment, the student will demonstrate the ability to:
- Summarize patient findings into an organized oral presentation. (WO2.3) (CO 5)
- Identify their own knowledge gaps and inquire about uncertainties, difficulties, or alternative approaches to diagnosis & treatment of a patient. (WO2.3) (CO 5)
The oral presentation and written assignment are due by Sunday 11:59 p.m. MT.
Total Points Possible: 100
- Using a patient seen in their clinical setting, students will give an oral presentation (via Kaltura) using the 6-step learner-centered SNAPPS model to mimic a real-life presentation to the preceptor by:
- Briefly summarizing the relative history and findings;
- Narrowing the differential to three relevant possibilities using the pertinent positive and negative findings;
- Analyzing the differential by comparing and contrasting the possibilities;
- Probing the preceptor by asking questions about uncertainties, difficulties, or alternative approaches;
- Identifying a treatment plan for the patient; and
- Select a case-related issue for self-directed learning
- In addition to the oral presentation, the student will submit the written findings of their research for the case-related, self-directed learning topic that was identified in the presentation.
- The written portion of this assignment will be submitted on the “SNAPPS Template for Written Assignment” using appropriate evidence-based, scholarly references and using appropriate APA reference and in-text citations.
- The oral presentation must be submitted to the Week 2 discussion board before Sunday, 11:59 p.m. MT. The written portion of the assignment must be submitted on the template provided to the assignment box before Sunday, 11:59 p.m. MT. If any of the required items are missing or are submitted after the deadline,late penalties will be applied according to the Late Assignment Policy as discussion in the Syllabus.
Preparing the presentation and paper
The oral presentation part of this assignment should be prepared using the following guidelines:
- Students will present a patient seen in their clinical setting for a single, problem-focused (acute) visit.
- The oral presentation will be recorded and should mimic a presentation that would be given to the preceptor.
- The oral presentation must be recorded in Kaltura (slides are not required).
- The presentation should be 5-7min.
- The presentation should be shared with the class for viewing by posting a link in the Week 2 discussion board BEFORE Sunday 11:59pm MT.
- To help organize your data in preparation for the presentation, it is recommended that students use the “SNAPPS TEMPLATE FOR ORAL PRESENTATION”. This document is only a guide and is not required. It should NOT be submitted to the discussion board or assignment box.
- Students should refer to the SNAPPS videos in the Week 2 lesson as an example of the oral presentation.
- As part of the patient presentation, the student must provide the following:
- Chief complaint with pertinent HPI, ROS and PE findings
- Identification of the differential
- An analysis of the differential with arguments for or against each diagnosis ranked in order from most likely to least likely
- Probing questions that were asked of the preceptor or areas of uncertainties
- Novice level plan management (diagnosis, medication, education and follow-up instructions)
- The student states the self-directed learning topic that they will investigate further. (NOTE: A self-directed learning topic is something that you want to know more about that relates to the condition, but is not the condition itself).
The written portion of this assignment should be prepared using the following guidelines:
- The student’s findings of the self-directed learning topic must be completed on the “SNAPPS WRITTEN ASSIGNMENT TEMPLATE”
- The report should be between 5-7 paragraphs in length, discussing something learned from the student’s research about the self-directed learning topic.
- Correct grammar, punctuation, and spelling should be observed.
- In-text citations and reference page should be written in APA format and scholarly evidence-based medicine (EBM) references must be used.
- The written report must be submitted to the Week 2 assignment box before Sunday 11:59pm MT.
What is the self-directed learning issue that was identified in your oral presentation?
|Causes and risk factors of UTI
Research the self-directed learning issue and provide a summary of your findings which is fully supported by appropriate, scholarly, EBM references.
|According to Bartges(2018), a wide range of UTIs is caused by the bacterium Escherichia coli (E. coli) which is mainly found in the digestive system. The mycoplasma and chlamydia bacteria can infect the urethra but cannot infect the bladder.
UTI has different types, depending on their location of occurrence. These include cystitis (bladder infection), urethritis (urethral infection), and pyelonephritis (kidney infection) (Anger et al., 2019). Cytitis UTI makes patient feel the need to urinate a lot. UTIs are more prevalent in women as compared to men. Pyelonephritis U
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