NR511 Week 2 SNAPPS Oral Presentation and Written Assignment Brief

Chamberlain University College of Nursing
Course: NR511 Differential Diagnosis and Primary Care Practicum
Assessment Type: Oral Presentation (Kaltura) + Written Summary
Weight: 100 points
Due: Sunday, 11:59 p.m. MT (Week 2)

Context

This assessment brief applies to NR511 Differential Diagnosis and Primary Care Practicum at Chamberlain University College of Nursing for the Fall 2026 session. The SNAPPS Oral Presentation requires you to select a patient from your practicum setting and deliver a recorded oral case presentation via Kaltura, followed by a written summary of a self-directed learning topic identified during the presentation. The SNAPPS model is a learner-centered approach that positions you as the active driver of the clinical encounter, verbalizing your clinical reasoning, asking questions, and engaging in follow-up learning. The SNAPPS mnemonic has six steps: Summarize, Narrow, Analyze, Probe, Plan, and Select. The model has been used in medicine and has been shown to facilitate concise patient summaries, clinical reasoning, and case-based uncertainties in a brief presentation driven by learners rather than preceptors. This assignment develops your ability to organize client information in a meaningful way and guides you in oral client presentations in the clinical setting.

Overview

You will select a patient seen in your clinical setting for a single, problem-focused (acute) visit. If you have not seen any clients in the clinical setting who match these criteria, reach out to course faculty for guidance on completing the assignment. This assignment has two components: a recorded presentation via Kaltura using the 6-step learner-centered SNAPPS model and a written summary of an identified self-directed learning issue. The oral presentation should last 5-7 minutes and mimic a real preceptor presentation. Slides are not required. Use the SNAPPS Template for Oral Presentation to organize client data. The SNAPPS approach has been used in medicine and has been shown to facilitate concise patient summaries, clinical reasoning, and case-based uncertainties in a brief presentation of approximately 5 minutes that is driven by learners rather than preceptors.

Task Instructions

Part 1: SNAPPS Oral Presentation (5-7 minutes, recorded via Kaltura)

Complete the following requirements for the oral presentation:

SUMMARIZE

Present a brief, organized summary of the client’s chief complaint (CC), history of present illness (HPI) using OLDCARTS data, pertinent and relevant review of systems (ROS), and pertinent and relevant physical exam (PE) findings. Include no additional or unnecessary data.

NARROW

Based on the H&P key findings, identify three appropriate differential diagnoses relative to the pertinent positive and negative findings. All diagnoses should be relevant to the chief complaint.

ANALYZE

Analyze the differential by comparing and contrasting the possibilities. Use pertinent positive and negative findings to argue for or against each diagnosis. Rank the diagnoses in order from most likely to least likely.

PROBE

Verbalize any knowledge gaps, points of confusion, or dilemmas regarding your understanding of the case by identifying three questions directly related to the case that you did (or would) ask your preceptor about uncertainties, difficulties with the process, or alternative approaches.

PLAN

Provide a novice-level treatment plan including: methods for confirming the diagnosis, medications prescribed or recommended (with dosage and frequency), client education, follow-up (including timeframe and reasons to return sooner), and considerations for cost, availability, or client preferences in treatment selection.

SELECT

Identify a self-directed learning topic to investigate further. The topic should relate to the condition but not be the condition itself.

Part 2: SNAPPS Written Assignment (5-7 paragraphs)

Write a summary of your research for the self-directed learning topic identified in the SNAPPS presentation. Use the SNAPPS Written Assignment Template. Summarize the topic, reflect on how you will apply the learning to practice, and cite at least three relevant scholarly sources as defined by program expectations. The written submission should be 5-7 paragraphs.

Grading Rubric

Sample Answer / Example Writing Help

Chief Complaint and Clinical Summary

A 54-year-old male presents with a three-day history of productive cough, subjective fever, and pleuritic chest pain localized to the right lower lung field. Symptom onset was gradual, beginning with nasal congestion and sore throat that resolved as the cough worsened. The cough produces thick, yellow-green sputum and occurs throughout the day, with nocturnal exacerbation. He reports subjective fevers and chills but has not measured his temperature. Pain is sharp, rated 6/10, and intensifies with deep inspiration and coughing. He denies hemoptysis, weight loss, night sweats, or recent travel. Past medical history includes hypertension controlled with lisinopril 20 mg daily and a 15-pack-year smoking history, though he quit two years ago. Vital signs reveal temperature 38.4°C, heart rate 102, respiratory rate 22, blood pressure 128/78, and SpO2 94% on room air. Auscultation reveals coarse crackles and bronchial breath sounds over the right lower lobe posteriorly, with dullness to percussion in the same region. The clinical presentation is consistent with community-acquired pneumonia, and the patient’s CURB-65 score of 1 supports outpatient management with close follow-up.

Narrowing the Differential

The differential diagnosis for this patient includes community-acquired pneumonia (CAP), acute bronchitis, and pulmonary embolism. CAP is the most likely diagnosis given the acute onset of fever, productive cough, pleuritic chest pain, and focal auscultatory findings. The presence of coarse crackles and bronchial breath sounds over a single lobe is a classic finding, and the patient’s CURB-65 score of 1 places him in a low-risk category appropriate for outpatient care. Acute bronchitis remains a possibility, though the focal examination findings and high fever make this less likely; acute bronchitis typically presents with diffuse wheezing and lacks consolidation on imaging. Pulmonary embolism is the least likely diagnosis given the absence of risk factors such as immobility, recent surgery, or prior VTE, and the presence of fever and productive cough points more strongly toward an infectious etiology.

Analysis and Ranking

Community-acquired pneumonia ranks first because the patient’s presentation aligns with the classic triad of fever, productive cough, and focal chest findings. The IDSA/ATS guidelines recommend using the CURB-65 or PSI to guide site-of-care decisions, and this patient’s score supports outpatient management. Acute bronchitis ranks second; while viral bronchitis can produce a similar cough, the focal crackles and high fever suggest a bacterial process with consolidation. Pulmonary embolism ranks third and would warrant consideration if the patient developed sudden-onset dyspnea, hemoptysis, or tachycardia without fever. A chest X-ray would confirm the diagnosis by demonstrating a focal infiltrate, and sputum culture would guide antibiotic selection if the patient fails to improve.

Probing Questions for Preceptor

Three questions arise from this case: First, should empiric antibiotic therapy target typical bacterial pathogens such as Streptococcus pneumoniae, or should atypical coverage for Mycoplasma and Legionella be included based on local resistance patterns? Second, what is the appropriate timeframe for follow-up imaging in a patient with a smoking history and a resolved pneumonia to rule out underlying malignancy? Third, how should the patient’s mild hypoxemia (SpO2 94%) influence the decision between outpatient and short-stay observation?

Novice-Level Management Plan

The diagnosis of community-acquired pneumonia is confirmed by chest X-ray demonstrating a new infiltrate. Empiric antibiotic therapy with amoxicillin-clavulanate 875/125 mg twice daily for 7 days is appropriate for a low-risk outpatient without comorbidities. Alternatives include doxycycline 100 mg twice daily or a macrolide if atypical pathogens are suspected. Client education should cover medication adherence, hydration, rest, and the importance of completing the full antibiotic course. Follow-up should occur in 48-72 hours to reassess symptoms and in 4-6 weeks for repeat imaging if the patient has a smoking history. Reasons to return sooner include worsening dyspnea, persistent fever beyond 72 hours, or hemoptysis. Cost considerations favor generic amoxicillin-clavulanate over branded alternatives, and the patient’s preference for oral therapy aligns with outpatient management.

Self-Directed Learning Topic: Antibiotic Stewardship in Community-Acquired Pneumonia

Antibiotic stewardship in community-acquired pneumonia focuses on selecting the narrowest effective agent, optimizing duration, and reducing unnecessary broad-spectrum coverage. Research indicates that shorter courses (5-7 days) are as effective as longer courses in low-risk patients who achieve clinical stability. Applying this learning to practice involves using validated severity scores to guide site-of-care decisions, prescribing targeted therapy based on local resistance patterns, and educating patients on the importance of adherence without pressuring clinicians for unnecessary antibiotics. A 2024 study in the American Journal of Respiratory and Critical Care Medicine demonstrated that procalcitonin-guided antibiotic therapy reduced antibiotic duration by 2.4 days without increasing adverse outcomes.

Research, Writing, Citation and Referencing Guide

Direct Answer Summary

The NR511 Week 2 SNAPPS assignment requires a 5-7 minute recorded oral presentation and a written summary of a self-directed learning topic. The oral component follows the SNAPPS mnemonic: Summarize, Narrow, Analyze, Probe, Plan, and Select. You must select a patient from your practicum setting with a single, problem-focused acute visit. The written component requires 5-7 paragraphs summarizing research on the self-directed learning topic with at least three scholarly sources in APA 7th edition format.

Frequently Asked Question

What is the difference between the oral and written components of the NR511 Week 2 SNAPPS assignment?

The oral component is a recorded Kaltura presentation that simulates a real preceptor presentation and follows the six SNAPPS steps to demonstrate clinical reasoning and case presentation skills. The written component is a separate 5-7 paragraph summary of research on the self-directed learning topic identified during the oral presentation. Both components are due by Sunday at 11:59 p.m. MT in Week 2. The oral presentation is graded on organization, clinical reasoning, and communication, while the written summary is graded on scholarly support, application to practice, and APA formatting. Students often lose points by submitting the SNAPPS template itself rather than a properly formatted written summary; the template is for organizing your oral presentation only and should not be submitted.

Why This Matters in Practice

The SNAPPS model prepares nurse practitioner students for real clinical encounters where they must present patient cases concisely and accurately to preceptors. The ability to summarize a case, articulate a differential diagnosis, and propose a management plan is a core competency for advanced practice nursing. The oral presentation skills developed through SNAPPS are used extensively from day one of clinical experiences, and studies indicate that the quality of the presentation can influence a preceptor’s view of a student’s competence. The self-directed learning component fosters lifelong learning habits essential for evidence-based practice in primary care.

A Complete Guide to the NR511 SNAPPS Oral and Written Assignment

Next Week’s Assignment (Week 3)

NR511 Week 3 Assignment: Case Study Part 1 – Differential Diagnosis and Management Plan

In Week 3, you will complete a case study assignment that builds on the clinical reasoning skills developed through the SNAPPS presentation. You will select a patient case from your practicum setting and develop a comprehensive differential diagnosis, analyze the evidence for and against each diagnosis, and propose a management plan supported by evidence-based medicine arguments. The assignment requires you to respond to at least one peer and all faculty questions using an EBM reference. This assignment is worth 100 points and is due by Sunday at 11:59 p.m. MT.

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