ENHANCING CLINICAL REASONING SKILLS USING THE SNAPPS MODEL AMONG NURSING STUDENTS THROUGH EVIDENCE-BASED PRACTICE (EBP)

Abstract

Background: Clinical reasoning is an essential competency for nursing students, enabling them to interpret patient information, prioritize clinical problems, make informed decisions, and provide safe, evidence-based care. Conventional teaching approaches may emphasize knowledge acquisition rather than active clinical reasoning and reflective decision-making. The SNAPPS (Summarize, Narrow, Analyze, Probe, Plan, and Select) model provides a structured, learner-centered approach to case presentation that promotes active participation, analytical thinking, questioning, and reflection. Integrating SNAPPS within an Evidence-Based Practice (EBP) framework may help bridge the gap between theoretical knowledge and clinical application. Aim/Objectives: To evaluate the effectiveness of the SNAPPS model in enhancing clinical reasoning skills among undergraduate Nursing students during clinical case presentations. Methodology: A pretest–posttest educational intervention project was conducted among eight sixth-semester BSN students at Reflex College of Nursing. The project focused on mental health nursing topics, including schizophrenia, anxiety, and personality disorders. A self-developed rubric based on the SNAPPS model was used to assess students’ case-presentation and clinical reasoning skills. Following a baseline assessment, students participated in structured SNAPPS-based case presentations over two consecutive weeks. Each session lasted approximately 45 minutes. A post-intervention assessment was conducted in the fourth week using the same assessment rubric. Pretest and posttest scores were compared using a paired-samples t-test. Results: The mean pretest score was 16.75 ± 4.234, which increased to 20.75 ± 2.765 following the intervention, representing a mean improvement of 4.00 points. The paired-samples t-test demonstrated a statistically significant improvement in posttest scores (t = −4.989, df = 7, p = 0.002). The 95% confidence interval for the pretest–posttest mean difference ranged from −5.896 to −2.104. The reduction in standard deviation from pretest to posttest also indicated greater consistency in students’ performance following implementation of the SNAPPS model.