Numéro
Pédagogie Médicale
Volume 22, Numéro 4, 2021
Page(s) 167 - 176
Section Recherche et perspectives
DOI https://doi.org/10.1051/pmed/2021022
Publié en ligne 1 décembre 2021
  1. Goudreau J, Boyer L, Létourneau D. Clinical nursing reasoning in nursing practice: A cognitive learning model based on a think aloud methodology. Qual Adv Nurs Educ 2014;1. https://doi.org/10.17483/2368-6669.1009. [Google Scholar]
  2. Pitt V, Powis D, Levett-Jones T, Hunter S. The influence of critical thinking skills on performance and progression in a pre-registration nursing program. Nurse Educ Today 2015;35:125‐31. [CrossRef] [PubMed] [Google Scholar]
  3. Benner P, Sutphen M, Leonard V, Day L. Educating nurses: A call for transformation. San Francisco (CA): Jossey-Bass, 2010. [Google Scholar]
  4. Hunter S, Arthur C. Clinical reasoning of nursing students on clinical placement: Clinical educators’ perceptions. Nurse Educ Pract 2016;18:73‐9. [CrossRef] [PubMed] [Google Scholar]
  5. Herron E, Sudia T, Kimble L, Davis A. Prelicensure baccalaureate nursing students’ perceptions of their development of clinical reasoning. J Nurs Educ 2016;55:329‐35. [CrossRef] [PubMed] [Google Scholar]
  6. Wolpaw TM, Wolpaw DR, Papp KK. SNAPPS: A learner-centered model for outpatient education. Acad Med 2003;78:893‐8. [CrossRef] [PubMed] [Google Scholar]
  7. Chapados C, Audétat M-C, Laurin S. Le raisonnement clinique de l’infirmière. Perspectives infirmières 2014;11:37‐40. [Google Scholar]
  8. Schön DA. The reflective practitioner: How professionals think in action. London: Routledge, 1992. [Google Scholar]
  9. Wolpaw T, Côté L, Papp KK, Bordage G. Student uncertainties drive teaching during case presentations: More so with SNAPPS. Acad Med 2012;87:1210‐7. [CrossRef] [PubMed] [Google Scholar]
  10. Wolpaw T, Papp KK, Bordage G. Using SNAPPS to facilitate the expression of clinical reasoning and uncertainties: A randomized comparison group trial. Acad Med 2009;84:517‐24. [CrossRef] [PubMed] [Google Scholar]
  11. Wolpaw T, Wolpan D, Papp K. SNAPPS: A six-step learner centered approach to clinical education. Acad Med 2013;78:893‐98. [Google Scholar]
  12. Barangard H, Afshari P, Abedi P. The effect of the SNAPPS (summarize, narrow, analyze, probe, plan, and select) method versus teacher-centered education on the clinical gynecology skills of midwifery students in Iran. J Educ Eval Health Prof 2016;13:41‐41. [CrossRef] [PubMed] [Google Scholar]
  13. Seki M, Otaki J, Breugelmans R, Komoda T, Nagata-Kobayashi S, Akaishi Y, et al. How do case presentation teaching methods affect learning outcomes? − SNAPPS and the one-minute preceptor. BMC Med Educ 2016;16:12. [CrossRef] [PubMed] [Google Scholar]
  14. Pascoe JM, Nixon J, Lang VJ. Maximizing teaching on the wards: Review and application of the One-Minute Preceptor and SNAPPS models. J Hosp Med 2015;10:125‐30. [CrossRef] [PubMed] [Google Scholar]
  15. Cayley WE Jr. Effective clinical education: Strategies for teaching medical students and residents in the office. WMJ 2011;110:178‐81. [PubMed] [Google Scholar]
  16. 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? Med Teach 2015;37:379‐84. [CrossRef] [PubMed] [Google Scholar]
  17. Weitzel KW, Walters EA, Taylor J. Teaching clinical problem solving: A preceptor’s guide. Am J Health Syst Pharm 2012;69:1588‐99. [CrossRef] [PubMed] [Google Scholar]
  18. Heinerichs S, Vela LI, Drouin JM. A learner-centered technique and clinical reasoning, reflection, and case presentation attributes in athletic training students. J Athl Train 2013;48:362‐71. [CrossRef] [PubMed] [Google Scholar]
  19. Pierce C, Corral J, Aagaard E, Harnke B, Irby DM, Stickrath C. A BEME realist synthesis review of the effectiveness of teaching strategies used in the clinical setting on the development of clinical skills among health professionals: BEME Guide No. 61. Med Teach 2020;42:604‐15. [CrossRef] [PubMed] [Google Scholar]
  20. Kapoor A, Kapoor A, Kalraiya A, Longia S. Use of SNAPPS model for pediatric outpatient education. Indian Pediatr 2017;54:288‐290. [CrossRef] [PubMed] [Google Scholar]
  21. Creswell JW. Educational research: Planning, conducting, and evaluating quantitative and qualitative research (5th ed.). London: Pearson, 2015. [Google Scholar]
  22. Loiselle CG, Profetto-McGrath J, Polit DF, Beck CT. Méthodes de recherche en sciences infirmières : approches quantitatives et qualitatives. Montréal : ERPI, 2007. [Google Scholar]
  23. Huberman AM, Miles BM. Data management and analysis methods. In: Denzin NK, Lincoln YS (eds.). Handbook of qualitative research. Thousand Oaks: Sage Publications, 1994:428‐44. [Google Scholar]
  24. Seki M, Otaki J, Breugelmans R, Komoda T, Nagata-Kobayashi S, Akaishi Y, et al. How do case presentation teaching methods affect learning outcomes? – SNAPPS and the one-minute preceptor. BMC Med Educ 2016;16:12. [CrossRef] [PubMed] [Google Scholar]
  25. Magalhães AMM, Costa DGD, Riboldi CO, Mergen T, Barbosa ADS, Moura G. Association between workload of the nursing staff and patient safety outcomes. Rev Esc Enferm USP 2017;51:e03255. [PubMed] [Google Scholar]

Les statistiques affichées correspondent au cumul d'une part des vues des résumés de l'article et d'autre part des vues et téléchargements de l'article plein-texte (PDF, Full-HTML, ePub... selon les formats disponibles) sur la platefome Vision4Press.

Les statistiques sont disponibles avec un délai de 48 à 96 heures et sont mises à jour quotidiennement en semaine.

Le chargement des statistiques peut être long.