Wk 2 SNAPP presentation ORAL - FNP_NR511_Week 2_SNAPPS_Template for Oral Presentation, Exams of Health sciences

Download Wk 2 SNAPP presentation ORAL - FNP_NR511_Week 2_SNAPPS_Template for Oral Presentation and more Exams Health sciences in PDF only on Docsity! SNAPPS ORAL PRESENTATION TEMPLATE This template should only be used to organize your oral presentation, IT SHOULD NOT BE SUBMITTED. Knowing which antibiotic to use, allergy to sulpha or pcn Rapid strep comes back negative but it’s clearly strep and give medication anyway SUMMARIZE Using a patient seen in the practicum setting, summarize the H&P into an organized and concise format. CC Sore throat, cough, congestion 28 year old female. HPI statement using OLDCARTS data O – Onset Sore Throat This is a new problem. The current episode started yesterday. The problem has been unchanged.  L – Location Neither side of throat is experiencing more pain than the other.  D – Duration Continuous for past 24 hours  C – Character Maximum temperature: low grade, 99.5. The fever has been present for less than 1 day. Associated symptoms include congestion and coughing. Pertinent negatives include no ear pain or shortness of breath. Pt reports pain as 6/10 and scratchy and sore throat, and positive for nasal congestion and cough.  A - Alleviating and Aggravating factors Swallowing makes the sore throat worse, no reported alleviating factors  R – Radiation denies  T – Treatments Pt tried OTC NSAIDS with mild relief  S – Severity  The pain is reported to be moderate and bothersome but does not distruct ADLs Pertinent ROS Review of Systems Constitutional: Positive for diaphoresis and fever. Negative for chills. HENT: Positive for congestion, postnasal drip, sinus pressure and sore throat. Negative for ear pain and sinus pain. Respiratory: Positive for cough. Negative for shortness of breath and wheezing. negative d/t the new onset of the sore throat? PLAN At a novice level, propose an appropriate plan to confirm and/or manage the problem. An appropriate, novice level diagnostic and therapeutic plan to manage the problem is identified and consideration to cost, availability or patient preference is addressed . We tested the patient for strep and the rapid test came back negative. Since the patient was clearly having symptoms, we decided on symptom management. By prescribing BENZONATATE 100 MG CAPSULE – TID PRN - FLUTICASONE PROPIONATE 50 MCG/ACTUATION NASAL SPRAY,SUSPENSION – two sprays each nostril once a day PRN Charitussin – 10ml PO TID daily PRN up to 7 days We discussed supportive therapies of Discussed supportive care treatment with fluids, rest and analgesia. - Call back if drooling, increased temperature, symptoms of dehydration and/or still sick in one week Assessment and Plan ASSESSMENT/PLAN: 1. Acute pharyngitis, unspecified etiology - ICD9: 462, ICD10: J02.9 - suspect viral - Rapid Strep negative in the office today - - RAPID STREP TEST B/O - 99213EST PATIENT VISIT LEVEL 3 SELF-DIRECTED LEARNING Identify one issue for self-directed learning. How accurate is the rapid strep test in diagnosing strep throat? In the written portion of this assignment, you will present your findings. Activity Learning Outcomes Through this assignment, the student will demonstrate the ability to: 1. Summarize patient findings into an organized oral presentation. (WO2.3) (CO 5) 2. Identify their own knowledge gaps and inquire about uncertainties, difficulties, or alternative approaches to diagnosis & treatment of a patient. (WO2.3) (CO 5) Due Date: The oral presentation and written assignment are due by Sunday 11:59 p.m. MT. Total Points Possible: 100 Requirements: 1. 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:  o Briefly summarizing the relative history and findings; o Narrowing the differential to three relevant possibilities using the pertinent positive and negative findings; o Analyzing the differential by comparing and contrasting the possibilities; o Probing the preceptor by asking questions about uncertainties, difficulties, or alternative approaches; o Identifying a treatment plan for the patient; and o Select a case-related issue for self-directed learning 2. 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. 3. 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. 4. 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: 1. Students will present a patient seen in their clinical setting for a single, problem- focused (acute) visit. 2. The oral presentation will be recorded and should mimic a presentation that would be given to the preceptor. 3. The oral presentation must be recorded in Kaltura (slides are not required). 4. The presentation should be 5-7min. 5. 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. 6. 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. 7. Students should refer to the SNAPPS videos in the Week 2 lesson as an example of the oral presentation. 8. As part of the patient presentation, the student must provide the following: o Chief complaint with pertinent HPI, ROS and PE findings o Identification of the differential o An analysis of the differential with arguments for or against each diagnosis ranked in order from most likely to least likely o Probing questions that were asked of the preceptor or areas of uncertainties o Novice level plan management (diagnosis, medication, education and follow-up instructions) 9. 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: Week 2 SNAPPS Assignment_Sept19_NOVupdate Week 2 SNAPPS Assignment_Sept19_NOVupdate Criteria Ratings This criterion is linked to a Learning OutcomeAssignment Content Possible Points = 90 Points Summarize the H&P in a brief and concise manner. The summary includes: 1) Chief complaint; 2) History of present illness; 3) Subjective and objective findings relevant to the case; 4) The summary is brief and concise without additional unnecessary data (4 critical elements) 10.0 pts Excellent All 4 required elements are present 9.0 pts V. Good 1 critical element is missing 8.0 pts Satisfactory 2 critical elements are missing 5.0 pts Needs Improvement 3 critical elements are missing 0.0 pts Unsatisfactory 4 critical elements are missing This criterion is linked to a Learning OutcomeNarrow the differential diagnoses. 1) The student identifies 3 reasonable diagnoses as part of the differential 2) All diagnoses are relevant to the chief complaint 20.0 pts Excellent 3 reasonable diagnoses are presented AND All 3 diagnoses are relevant to the chief complaint 18.0 pts V. Good 3 diagnoses are presented BUT 1 diagnosis is not completely relevant to the chief complaint 16.0 pts Satisfactory 3 diagnoses are presented BUT 2-3 diagnoses are not completely relevant to the chief complaint 10.0 pts Needs Improvement Only 1 or 2 diagnoses are presented BUT All diagnoses presented are relevant to the chief complaint 0.0 pts Unsatisfactory 1-2 diagnoses are presented BUT 1 or more are not relevant to the chief complaint; OR there are no identified diagnoses presented as part of the differentia Week 2 SNAPPS Assignment_Sept19_NOVupdate Criteria Ratings This criterion is linked to a Learning OutcomeAnalyze the differential. 1) The student uses substantial key positive and negative findings to argue for or against a diagnosis 2) The diagnoses are ranked in order from most to least likely in the oral presentation 20.0 pts Excellent Student provides substantial support for each differential using both key positive and negative findings to argue for or against each diagnostic hypothesis AND The differential is appropriately ranked from most likely to least likely 18.0 pts V. Good Student uses a few (but not substantial) key positive and negative findings to argue for or against each diagnostic hypothesis AND The differential is appropriately ranked from most to least likely 16.0 pts Satisfactory Student uses a few (but not substantial) key positive and negative findings to argue for or against each diagnostic hypothesis BUT The differential is not appropriately ranked from most to least likely 10.0 pts Needs Improvement Student uses some unrelated findings (non- key data) to argue for or against each diagnostic hypothesis AND The differential is not appropriately ranked from most to least likely 0.0 pts Unsatisfactory Diagnostic hypotheses are not supported with any data Week 2 SNAPPS Assignment_Sept19_NOVupdate Criteria Ratings This criterion is linked to a Learning OutcomeProbe the preceptor/instructor with self-identified knowledge gaps, points of confusion or dilemmas in the oral presentation. 1) Student verbalizes 3 questions that were addressed to preceptor regarding knowledge gaps, points of confusion or dilemmas 2) All questions are directly relevant to the case study 10.0 pts Excellent Student verbalizes knowledge gaps, points of confusion or dilemmas by identifying 3 appropriate questions for the preceptor AND All questions are directly relevant to the case study 9.0 pts V. Good Student verbalizes knowledge gaps, points of confusion or dilemmas by identifying 3 questions for the preceptor BUT 1 or more questions are not directly relevant to the case study 8.0 pts Satisfactory Student verbalizes knowledge gaps, points of confusion or dilemmas by identifying only 1 or 2 appropriate questions for the preceptor BUT The questions are directly relevant to the case study 5.0 pts Needs Improvement Student verbalizes knowledge gaps, points of confusion or dilemmas by identifying only 1 or 2 appropriate questions for the preceptor BUT 1 or 2 of the questions were not directly relevant to the case study 0.0 pts Unsatisfactory There are no questions asked of the preceptor Week 2 SNAPPS Assignment_Sept19_NOVupdate Criteria Ratings length 2) The written research of the self-directed learning topic is five (5) to seven (7) paragraphs in length 3) The research is submitted on the SNAPPS written template PLUS All in-text citations and references are written in correct APA format (3+ critical elements) This criterion is linked to a Learning OutcomeLate penalty deductions Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment. Quizzes and discussions are not considered assignments and are not part of the late assignment policy. 0.0 pts Manual deductions 0.0 pts Manual deductions Total Points: 100.0 Previous Next