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Co-operative Learning Group 2: Evidence for Therapeutic Intervention & Working in Partnership to Resolve Uncertainties - HEA00081M

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  • Department: Health Sciences
  • Module co-ordinator: Mr. Ted Hewitt
  • Credit value: 10 credits
  • Credit level: M
  • Academic year of delivery: 2018-19
    • See module specification for other years: 2019-20

Module will run

Occurrence Teaching cycle
A Autumn Term 2018-19 to Spring Term 2018-19

Module aims

This module aims to help students explore their practice and establish the efficacy of treatments and therapeutic interventions, prescribed for and delivered to their patients/clients. It seeks to explore the interpretation of empirical data in the context the nurse - patient/client relationship. During this module students will appraise the suitability of therapeutic interventions delivered by the multi-professional team in comparison to the evidence base and current practice guidelines. Students will draw on their Empirical Way of Knowing (Carper 1978) alongside knowledge gained in related modules, to gain insight into therapeutic interventions adopted for patients/clients within their field of practice.

Module learning outcomes

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

  1. Construct focussed clinical questions to address uncertainties in relation to therapeutic interventions in practice.
  2. Appraise the nature of empirical evidence and its role in addressing uncertainties and providing rationale for therapeutic interventions in practice.
  3. Identify strategies to involve patients/clients in own care.
  4. Differentiate the factors that may arise in developing a partnership with the patient/client in resolving uncertainties about therapeutic interventions in practice.
  5. Propose a resolution to identified uncertainties and account for factors in practice that may lead to continuing uncertainty.


Task Length % of module mark
Oral presentation/seminar/exam
Poster presentation
N/A 100

Special assessment rules



Task Length % of module mark
Oral presentation/seminar/exam
Poster 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

  • Barker, J.H. (2013). Evidence-based practice for nurses. 2nd Edition. London: Sage.
  • Carper, B. (1978). Fundamental patterns of knowing in nursing. Advances in Nursing Science, 1(1), 13-23.
  • Cullum, N. et al. (2008). Evidence-based nursing: an introduction. Oxford: Blackwell.
  • Entwistle, V.A., Cribb, A. and Watt, I.S. (2012). Shared decision-making: enhancing the clinical relevance. Journal of the Royal Society of Medicine, 105: 416-421.
  • Glasdam, S., Oeye, C. and Thrysoee, L. (2015). Patients participation in decision-making in the medical field - 'projectification' of patients in a neoliberal framed healthcare system. Nursing Philosophy, 16: 226-238.
  • Kent, B. and McCormack, B. (2010). Clinical context for evidence-based nursing practice. Chichester: Wiley Blackwell.
  • Risjord, M. (2009). Nursing knowledge: science, practice and philosophy. Chichester: Wiley Blackwell.

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.

Coronavirus (COVID-19): changes to courses

The 2020/21 academic year will start in September. We aim to deliver as much face-to-face teaching as we can, supported by high quality online alternatives where we must.

Find details of the measures we're planning to protect our community.

Course changes for new students