Snap Models and Unifying Factors

The SNAP (Saskatchewan Nursing Advanced Practice) model can be understood as a program design and a curricular framework of the CNPP (Collaborative Nurse Practitioner Program). SNAP was derived from the strong and advanced nursing practice model otherwise referred to as “Strong Model of Advanced Practice Nursing.” This model has gained recognition as a reliable and sound way of demonstrating the advanced practice of nursing in the context of modern international health. The strong model has some weaknesses one of them being that much attention is given to education practice. It is for this reason that the development committee of CNPP resulted to the utilization of the strong model. Particular attention was given to the existing contextual factors evidenced in the healthcare system in Canada. The context was used to inspire the integration of cultural and patient safety and a shift from the research approach to one focused on practices that are evidence based (University of Regina, 2013).
SNAP model is more focused on provision of care to the community, families and patients as well as the healthcare system in general. SNAP model integrates nurses’ practitioner clinical skills with the intelligence of the systems, leadership and educational commitment. There are five domains that come together to define the competencies of the nurse practitioner in SRNA and they are: comprehensive care provided directly, practice that is informed by evidence, professional leadership, educative practice and systems support. The conceptual framework of SNAP was designed in agreement and in collaboration with CNPP based on literature review, progressive models of practice and the competencies of Canada in directing the process of curriculum growth for nursing advanced practice. The criteria for placing an application for admission into CNPP demands complete capabilities in the nursing practice for registered nurses. This means that CNPP applicants understand the essential concepts that are fundamental to nursing practice (University of Regina, 2013).
The objectives of the course are associated with these five domains. The practice of advanced nursing is unified by the processes of collaboration, cultural safety, collaboration, patient safety and relational ethics. These processes are portrayed in the CNPP model. They also influence on every nursing practice domain. The processes that unify the nursing practice are augmented in the entire curriculum. Expertise development is cultivated into the CNPP model and is directly associated with the strategy of digital portfolio in the illustration of the process of developing competence across the entire program (University of Regina, 2013).
A major process that unifies the practice of advanced nursing that ought to be considered by the teams working in the inter-professional nursing care unit is the process of collaboration. Collaboration can be understood as the interpersonal and dynamic process through which more than one person determine to commit to one another with a goal of engaging each other constructively and authentically in solving problems and in learning from one another. The ultimate goal is to achieve common outcomes, purposes and goals. Individual members are required to articulate and identify common values responsible for making it possible to commit. It is important to remember that sound relationships for professionals are important for creating a sound working environment and assisting in the enhancement of care quality and the management of patients (Hamric, Spross & Hanson, 2008).
The Association of American Nurses is alive to the fact that every professional healthcare practice is subject to changes and great care quality is dependent on acknowledgement of the expertise of one another, common focus, reciprocal knowledge and ideas exchange, skills appreciation and the sharing of knowledge across disciplines (Hamric, Spross & Hanson, 2008).
Clinical competence, effective communication and interpersonal skills, and a common purpose are required for collaboration to be successful. Value for one another’s skills and knowledge, mutual respect, and trust are also important although they develop gradually with time. In order for these qualities to grow, aspiring partners must face each encounter with a desire to trust, determination to respect other professionals, and a willingness to acknowledge the value of other people’s skills and knowledge. In a sense these qualities are important preconditions but can only be fully achieved following numerous fruitful and constructive interactions. The facilitation of collaboration occurs when partners are alive to the fact that it is possible to solve problems when the input of each partner, their participation and expertise are implored. Humour among members is also an important aspect that helps the team to remain determined to support the collaborative efforts (Boyer, 2018).
It is first of all fundamental to identify the clinicians, managers and leaders whom other members to a team can go to for assistance whenever difference emerge, for problem solving, or for assistance when communication become a problem. Secondly, collaboration development among the clinical staff requires some time especially for the purpose of developing mutual trust. In order to trust to develop new nursing practitioners have to prove their level of competence in the management of their patients (Contandriopoulos et al, 2015).
Much literature is focused on the association between nursing practitioners and physicians. This is not to say that collaboration between nurse clinicians and NPs isn’t fundamental. Empirical data reveals that it is important to have an adjustment period where nurses get to familiarise themselves with one another and share their responsibilities and visions, and build their relationship with time. It is also important to allocate some time for members to discuss their values and vision for the roles and the manner in which these can contribute to the provision of services. In collaboration space is strategic. Professionals have to be allowed some time to come together and talk informally and formally (Contandriopoulos et al, 2015).

Lastly, the practice of collaboration is never spontaneous. Literature of the collaboration between nurse practitioners and physicians as per reviews endorse some strategies of learning like discussion of cases, building of scenarios, discussions focused on organisational and clinical issues. NPs will appreciate the activities that involve corporate training and discussions relating to clinical cases. These activities are considered important for construction of joint practice. Discussions focused on care quality and an approach that is centred on patients is fundamental ways through which team productivity is cultivated (Contandriopoulos et al, 2015).
The SNAP model incorporates the core competencies from the Association of Canadian Nurses for clinical specialists, advanced practice and the competencies of nursing practitioners for the purpose of conceptualising the depth and scope of superior nursing practice. CAN framework has a purpose of supporting educational programs for nursing practitioners and the assessment of the competency of NP roles. The indicators of SNAP model define the competencies of the role of Canadian NPs and SRNA. These indicators are also rational pointers of the competence of NP role and advanced practice (Weaver et al, 2016).









References
Boyer, S., PSPO. (2018, June 15). The Importance of Collaboration in the Workplace. Retrieved September 17, 2018, from https://www.nutcache.com/blog/the-importance-of-collaboration-in-the-workplace/
Contandriopoulos, D., Brousselle, A., Dubois, C.-A., Perroux, M., Beaulieu, M.-D., Brault, I., … Sansgter-Gormley, E. (2015). A process-based framework to guide nurse practitioners integration into primary healthcare teams: results from a logic analysis. BMC Health Services Research, 15, 78. http://doi.org/10.1186/s12913-015-0731-5
Hamric, A. B., Spross, J. A., & Hanson, C. M. (2008). Advanced Practice Nursing E-Book: An Integrative Approach.
University of Regina. (2013). Proposed Collaborative Nurse Practitioner Program (CNPP). Retrieved September 17, 2018, from https://www.uregina.ca/president/assets/docs/council-minutes/2013/Attachment A to FGSR Report.pdf
Weaver, C., Delaney, C., Weber, P., & Carr, R. (2016). Nursing and informatics for the 21st century: an international look at practice, education and EHR trends. HIMSS Publishing.