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Co-operative Learning Group 3: Exploring Therapeutic Interventions in Nursing Practice - HEA00116I

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

Module will run

Occurrence Teaching cycle
A Autumn Term 2019-20 to Spring Term 2019-20

Module aims

This module aims to help students explore practice uncertainties and establish the efficacy of therapeutic interventions, prescribed for and delivered to their patients/clients. It seeks to expand students' literature searching skills gained in Stage 1 by exploring objective empirical data and in addition looks to develop their ability to interpret evidence in the context of patient/client care. During this module students will seek, find and interpret evidence related to the therapeutic interventions delivered to their patients/clients in practice and appraise the suitability of therapies delivered 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 current therapeutic interventions adopted for patients/clients within their field of practice.

Module learning outcomes

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

  1. Identify uncertainties in relation to therapeutic interventions in practice.
  2. Develop focussed questions to address uncertainties in relation to treatments and therapeutic interventions in practice.
  3. Execute a search of appropriate empirical evidence and national/international guidelines using suitable academic data bases.
  4. Review the nature of objective, empirical evidence and its role in addressing uncertainties and providing rationale for treatments and therapeutic interventions in practice.
  5. Construct a resolution of the uncertainties through an appraisal of the available evidence for the therapeutic intervention.
  6. Discriminate the range of factors in practice that lead to continuing uncertainty and influence the application of the therapeutic intervention.


Task Length % of module mark
Oral presentation/seminar/exam
Poster Presentation with Supporting Documentation
N/A 100

Special assessment rules



Task Length % of module mark
Oral presentation/seminar/exam
Poster Presentation with Supporting Documentation
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 edn. 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.
  • Kent, B. and McCormack, B. (2010). Clinical context for evidence-based nursing practice. Chichester: Wiley Blackwell.
  • Lave, J. and Wenger, E. (1990). Situated learning: legitimate peripheral participation. Cambridge: Cambridge University Press.
  • Polit, D.F. and Beck, C.T. (2010). Essentials of nursing research: appraising evidence for nursing practice. Philadelphia: Lippincott, Williams and Wilkins.
  • Risjord, M. (2009). Nursing knowledge: science, practice and philosophy Chichester: Wiley Blackwell.
  • Ryecroft-Malone, J. et al. (2004). What counts as evidence in evidence-based practice? Journal of Advanced Nursing, 47(1), 81-90.
  • Wenger, E. (1998). Communities of practice. Cambridge: Cambridge University Press.

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.

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