[Home ] [Archive]   [ فارسی ]  
:: Main :: About :: Current Issue :: Archive :: Search :: Submit :: Contact ::
Main Menu
Home::
Journal Information::
About the Journal
Editorial Board
Aims& Scopes
Journal News
Articles archive::
All Issues
Current Issue
Browse by Authors
Browse by Keywords
For Authors::
Call for Papers
Submission Instruction
Submission Form
For Reviewers::
Reviewers Section
Registration::
Registration Information
Registration Form
Contact us::
Contact Information
Contact us
Site Facilities::
Site map
Search contents
FAQ
Top 10 contents
Inform to friends
::
Search in website

Advanced Search
..
Receive site information
Enter your Email in the following box to receive the site news and information.
..
Citation
magiran
..
Civilica.com
/https://civilica.com/l/139890
..
:: Volume 1, Issue 1 (6-2023) ::
Knowledge of Nursing 2023, 1(1): 91-98 Back to browse issues page
SNAPPS Case Presentation Method and Clinical Reasoning in Midwifery Students
Zeynab Abbasi Senjedari * , Akram Peyman , Mehrandokht Nekavand
Midwifery Department, Nursing and Midwifery School, Tehran Medical Sciences Islamic Azad University, Tehran, Iran , zabasi@iautmu.ac.ir
Abstract:   (757 Views)
Background and Aim: SNAPPS is a case presentation technique that has been shown to use the expression of clinical reasoning. This study aimed to evaluate the efficacy of SNAPPS and clinical reasoning in midwifery students in an ambulatory setting.
Materials and Methods: A semi experimental study with a pretest-posttest design was carried out on all 80 midwifery internship students in a women's health ambulatory setting (Tehran Medical Sciences Islamic Azad University) in 2020. A simple random allocation method was used to assign students to the intervention and conventional groups. The two groups were matched in terms of age and grade point average. Both groups participated in a virtual pretest including 40 multiple-choice questions identified as "must know". The intervention group was then subjected to the SNAPPS technique by watching videos over three 45-min sessions. Next, both groups attended in a two-week ambulatory rotation and after individual work in the case, the main investigator and four instructors recorded the data on a data-recording sheet. Both groups then participated in a posttest. Data were compared by independent t-test.
Results: There was a statistically significant difference in favor of SNAPPS compared with the conventional group (P=0.000). The students of the SNAPPS technique summarized patients records more concisely (P<0.005), were clearer about their diagnostic hypothesis (P<0.005), and better differential diagnoses (P=0.002).
Conclusion: The SNAPPS technique provides the opportunity for expression of clinical reasoning which is highly challenging for instructors to evaluate in a standardized fashion
Keywords: Ambulatory Education, Model, Learning, Clinical Reasoning
Full-Text [PDF 188 kb]   (609 Downloads)    
Type of Study: Research | Subject: Special
Received: 2023/05/28 | Accepted: 2023/04/10 | Published: 2023/04/10
References
1. Benner P. Educating nurses: a call for radical transformation-how far have we come? Journal of Nursing Education. 2012 Apr 1;51(4):183-4. [DOI:10.3928/01484834-20120402-01]
2. Levett-Jones T, Hoffman K, Dempsey J, Jeong SY, Noble D, Norton CA, Roche J, Hickey N. The 'five rights' of clinical reasoning: An educational model to enhance nursing students' ability to identify and manage clinically 'at risk 'patients. Nurse education today. 2010 Aug 1;30(6):515-20. [DOI:10.1016/j.nedt.2009.10.020]
3. Pinnock R, Young L, Spence F, Henning M, Hazell W. Can think aloud be used to teach and assess clinical reasoning in graduate medical education? Journal of graduate medical education. 2015 Sep;7(3):334-7. [DOI:10.4300/JGME-D-14-00601.1]
4. Delany C, Golding C. Teaching clinical reasoning by making thinking visible: an action research project with allied health clinical educators. BMC medical education. 2014 Dec; 14:1-0. [DOI:10.1186/1472-6920-14-20]
5. Simmons B. Clinical reasoning: concept analysis. Journal of advanced nursing. 2010 May;66(5):1151-8. [DOI:10.1111/j.1365-2648.2010.05262.x]
6. Larue C, Dubois S, Girard F, Goudreau J, Dumont K. Le The development of clinical reasoning skills and leadership: personal factors and organizational factors. Rech Soins Infirm. 2013 Mar;(112):76-87. French. PMID: 23671988. [DOI:10.3917/rsi.112.0076]
7. Wolpaw TM, Wolpaw DR, Papp KK. SNAPPS: a learner-centered model for outpatient education. Academic Medicine. 2003 Sep 1;78(9):893-8. [DOI:10.1097/00001888-200309000-00010]
8. Crampton J. Why nurses should use clinical reasoning to diagnose a cough. Primary Health Care. 2013 Sep 1;23(7). [DOI:10.7748/phc2013.09.23.7.18.e755]
9. Tanner CA. From mother duck to mother lode: Clinical education for deep learning. Journal of Nursing Education. 2010 Jan 1;49(1):3-4. [DOI:10.3928/01484834-20091216-01]
10. Purling A, King L. A literature review: graduate nurses' preparedness for recognizing and responding to the deteriorating patient. Journal of clinical nursing. 2012 Dec;21(23-24):3451-65. [DOI:10.1111/j.1365-2702.2012.04348.x]
11. Thistlethwaite JE, Davies D, Ekeocha S, Kidd JM, MacDougall C, Matthews P, Purkis J, Clay D. The effectiveness of case-based learning in health professional education. A BEME systematic review: BEME Guide No. 23. Medical teacher. 2012 Jun 1;34(6):e421-44. [DOI:10.3109/0142159X.2012.680939]
12. Sawanyawisuth K, Schwartz A, Wolpaw T, Bordage G. Expressing clinical reasoning and uncertainties during a Thai internal medicine ambulatory care rotation: does the SNAPPS technique generalize? Medical teacher. 2015 Apr 3;37(4):379-84. [DOI:10.3109/0142159X.2014.947942]
13. Collins A. Effect of continuing nursing education on nurses' attitude toward and accuracy of nursing diagnosis. International journal of nursing knowledge. 2013 Oct;24(3):122-8. [DOI:10.1111/j.2047-3095.2013.01237.x]
14. Kapoor A, Kapoor A, Kalraiya A, Longia S. Use of SNAPPS model for pediatric outpatient education. Indian Pediatr. 2017; 54:288-90. [DOI:10.1007/s13312-017-1090-6]
15. Jain V, Rao S, Jinadani M. Effectiveness of SNAPPS for improving clinical reasoning in postgraduates: randomized controlled trial. BMC medical education. 2019 Dec; 19:1-8. [DOI:10.1186/s12909-019-1670-3]
16. Practical Doc. SNAPPS. How can I help my resident become more self-directed?
17. http://www.practicaldoc.ca/teaching/practical-prof/teaching-nuts-bolts/snapps/.
18. Alberta Rural Physician Action Plan, "SNAPPS - Part 1 and 2 (Teaching for Case Presentations - Promote Self-Directed Learning)" (2015).
19. Teacher&EducatoResources.https://institutionalrepository.aah.org/educators/ClinicalTeaching/Prepatient/1
20. Wolpaw T, Côté L, Papp KK, Bordage G. Student uncertainties drive teaching during case presentations: more so with SNAPPS. Acad Med. 2012;87(9): 1210-7. [DOI:10.1097/ACM.0b013e3182628fa4]
21. Sawanyawisuth K, Schwartz A, Wolpaw T, Bordage G. Expressing clinical reasoning and uncertainties during a Thai internal medicine ambulatory care rotation: does the SNAPPS technique generalize? Medical teacher. 2015 Apr 3;37(4):379-84. [DOI:10.3109/0142159X.2014.947942]
22. Kremelberg D. Practical statistics: A quick and easy guide to IBM® SPSS® Statistics, STATA, and other statistical software. SAGE publications; 2010 Mar 18. [DOI:10.4135/9781483385655]
23. Ramazanzade K, Ebrahimzade A. Comparison of the Effect of Two Clinical Education Methods SNAPPS and conventional method on the medical students' clinical reasoning skills. Journal of Birjand University of Medical Sciences. 2018 Sep 15; 25:46-52. [Persian]
24. Ebrahimzadeh A, Ramezanzdeh K. Student-Centered Ambulatory Education Based on SNAPPS Model. RME. 2016; 8 (3) :17-23URL: http://rme.gums.ac.ir/article-1-299-en.html [DOI:10.18869/acadpub.rme.8.3.17]
25. Apturkar DK, Jorwekar GJ, Baviskar PK, Shaikh MH, Sadawarte NA. Impact of SNAPPS on clinical reasoning skills of surgery residents in outpatient setting. Int J Biomed Adv Res. 2014;5(9):418-21. [DOI:10.7439/ijbar.v5i9.852]
26. Seki M, Otaki J, Breugelmans R, Komoda T, Nagata-Kobayashi S, Akaishi Y, Hiramoto J, Ohno I, Harada Y, Hirayama Y, Izumi M. How do case presentation teaching methods affect learning outcomes? SNAPPS and the One-Minute preceptor. BMC medical education. 2016 Dec;16(1):1-7 [DOI:10.1186/s12909-016-0531-6]
27. Chinai SA, Guth T, Lovell E, Epter M. Taking advantage of the teachable moment: a review of learner-centered clinical teaching models. Western Journal of Emergency Medicine. 2018 Jan;19(1):28 [DOI:10.5811/westjem.2017.8.35277]
Send email to the article author

Add your comments about this article
Your username or Email:

CAPTCHA

XML   Persian Abstract   Print

Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Abbasi Senjedari Z, Peyman A, Nekavand M. SNAPPS Case Presentation Method and Clinical Reasoning in Midwifery Students. Knowledge of Nursing 2023; 1 (1) :91-98
URL: http://knjournal.ir/article-1-37-en.html
Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Volume 1, Issue 1 (6-2023) Back to browse issues page
دانش پرستاری knowledge of nursing
Persian site map - English site map - Created in 0.05 seconds with 41 queries by YEKTAWEB 4710