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Co-operative Learning Group 1: Patient/Client Experience & Contemporary Nursing Practice - HEA00080M

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  • Department: Health Sciences
  • Module co-ordinator: Mrs. Linda Currie
  • Credit value: 10 credits
  • Credit level: M
  • Academic year of delivery: 2021-22

Module will run

Occurrence Teaching period
B Spring Term 2021-22

Module aims

Responding to criticisms of nurses' capacity to care (Parliamentary and Health Service Ombudsman 2011, Francis Report of the Mid Staffordshire NHS Foundation Trust public inquiry 2013), current guidance calls for nurses to develop carative skills alongside technical competence (NHS Future Forum 2012, Willis Commission 2012, Commissioning Board of the Chief Nursing Officer and DH Chief Nursing Adviser 2012) and put the patient experience at the centre of nursing care (NICE 2012).

This module aims to facilitate student exploration of the lived experience of patients in order to develop shared understandings of the meaning of illness that form the basis for therapeutic nursing care.

Through critical self-reflection and appraisal of relevant qualitative research students will draw on their Personal and Aesthetic Ways of Knowing (Carper 1978) and develop their capacity to respond to patients/clients therapeutically. Through these exploratory processes students will develop interpretive understandings of the lived experiences of patients and clients and gain insight into how intersubjectivity can inform nursing care.

Module learning outcomes

At the end of the module, students will be able to:

  1. Drawing on appraisals of relevant qualitative research articulate a comprehensive understanding of the meaning of episodes of illness/wellness in the socio-cultural context of life experiences of patients/clients.
  2. Critically reflect on personal interpretations of the experiences of patients/clients and identify their contribution to aesthetic understandings.
  3. Taking a reflexive stance, explore the tensions between patient, professional and political perspectives on priorities for nursing care.
  4. Explore how intersubjective interpretations of the experiences of clients can enhance nursing practice and provide opportunities for human flourishing.

Assessment

Task Length % of module mark
Essay/coursework
Presentation Abstract - 500 words		 N/A 0
Oral presentation/seminar/exam
Presentation		 N/A 100

Special assessment rules

Non-compensatable

Reassessment

Task Length % of module mark
Essay/coursework
Presentation Abstract - 500 words		 N/A 0
Oral presentation/seminar/exam
Presentation		 N/A 100

Module feedback

Written feedback for summative assessment is provided on the standard proforma, within the timescale specified in the programme handbook.

Indicative reading

  • Carper, B. (1978). Fundamental patterns of knowing in nursing. Advances in Nursing Science. 1(1) 13-23.
  • Commissioning Board of the Chief Nursing Officer and DH Chief Nursing Adviser (2012). Compassion in practice. Nursing, midwifery and care staff, our vision and strategy. London: Department of Health.
  • Department of Health (2010). Essence of care. London: Department of Health.
  • Department of Health (2014). The NHS outcome framework 2015/2016. London: Department of Health.
  • Freshwater, D. (2008). International textbook of reflective practice in nursing. Oxford: Blackwell Publishers.
  • HM Government (2014). Valuing every voice, respecting every right: making the case for the mental capacity act. London: Crown copyright.
  • Francis Report (2013). Report of the Mid Staffordshire NHS Foundation Trust Public Enquiry. The Stationery Office: London.
  • Johns, C. (2013). Becoming a reflective practitioner. 4th edn. Chichester: John Wiley and Sons.
  • Johns, C. (2010). Guided reflection: a narrative approach to advancing professional practice. Oxford: Wiley-Blackwell.
  • McCormack, B. (2010). Person-centred nursing: theory and practice. Chichester: Blackwell.
  • National Institute for Clinical Excellence (2012). Patient experience in adult NHS services (CG138). London: NICE.
  • NHS (2013). NHS Constitution. London: NHS.
  • NHS Future Forum (2012). Education and training - next stage: a report from the NHS Future Forum. London: Crown Copyright.
  • NMC (2008a) The Code: Standards of conduct, performance and ethics for nurses and midwives. NMC: London.
  • Parliamentary and Health Service Ombudsman (2011). Care and compassion? Report of the Health Service Ombudsman on ten investigations into NHS care of older people. London: The Stationary Office.
  • Parliamentary and Health Service Ombudsman (2012). Listening and learning: The Ombudsman's review of complaint handling by the NHS in England 2011-12. London: The Stationary Office.
  • Rolfe, G., Jasper, M. and Freshwater, D. (2011). Critical reflection in practice generating knowledge for care. 2nd edn. Basingstoke: Palgrave Macmillan.
  • Segal, Z. V., Williams, J.M.G. and Teasdale, J.D. (2012). Mindfulness-based cognitive therapy for depression: a new approach to preventing relapse. New York: Guildford Press.
  • Sellman, D. (2011). What makes a good nurse? London: Jessica Kingsley Publishers.
  • Watson, J. (2008). Nursing: the philosophy of nursing science. Revised edition. Colorado: University Press of Colorado.
  • Willis Commission Report (2012). Quality with compassion: the future of nursing education. London: Royal College of Nursing.


The information on this page is indicative of the module that is currently on offer. The University is constantly exploring ways to enhance and improve its degree programmes and therefore reserves the right to make variations to the content and method of delivery of modules, and to discontinue modules, if such action is reasonably considered to be necessary by the University. Where appropriate, the University will notify and consult with affected students in advance about any changes that are required in line with the University's policy on the Approval of Modifications to Existing Taught Programmes of Study.