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Co-operative Learning Group 4: Exploring the Nurse-Patient/Client Partnership - HEA00117I

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

Module will run

Occurrence Teaching cycle
C Summer Term 2018-19 to Summer Vacation 2018-19

Module aims

This module aims to facilitate student exploration of the progression of their role from practitioner to partner. Students will draw on their Personal, Aesthetic and Empirical Ways of Knowing (Carper 1978), in order to consider how their role as a patient/client partner has evolved in response to their experiences in practice and their interpretations of literature. During this module students will explore their role as a partner to the patient/client within the context of the multi professional team by analysing professional conversations from the practice setting and exploring the relationship between the nurse and patient/client and the factors that impact upon it.

Module learning outcomes

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

  1. Critically reflect on the nature of the nurse patient/client relationship and the factors that impact upon it eg culture, resources etc.
  2. Explore the key principles that underpin the nurse patient/client relationship such as power, equality, negotiation, shared control and consider the implications for developing partnerships with patients/clients.
  3. Analyse how the language used in practice encounters reflects the values of practitioners and influences their actions and behaviours.


Task Length % of module mark
Essay - 3000 words
N/A 100

Special assessment rules



Task Length % of module mark
Essay - 3000 words
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

  • Benner, P. (2001). From novice to expert: excellence and power in clinical nursing. Commemorative ed. Upper Saddle River, N.J.: Prentice Hall.
  • Campbell, A.V. (1984). Moderated love: a theology of professional care. London: SPCK.
  • Carper, B. (1978). Fundamental patterns of knowing in nursing. Advances in Nursing Science, 1(1), 13-23.
  • Cox, C. (2010). Professional issues in primary care nursing. Chichester: Wiley Blackwell.
  • George, J.B. (2010). Nursing theories: the base for professional nursing practice. 6th edn. London: Prentice Hall.
  • Hugman, R. (1991). Power in caring professions. Houndmills: Macmillan Press.
  • King, I.M. and Fawcett, J. (1997). The language of nursing theory and metatheory. Indianapolis: Honor Society of Nursing/Sigma Theta Tau International.
  • Lave, J. and Wenger, E. (1990). Situated learning: legitimate peripheral participation. Cambridge: Cambridge University Press.
  • Manthey, M. (1992). The practice of primary nursing: relationship-based, resource driven care. London: Kings Fund.
  • McCormack, B. and McCance, T. (2010). Person-centred nursing. Chichester: Blackwell.
  • McMahon, R. and Pearson, A. (1998). Nursing as therapy. 2nd edn. Cheltenham: Stanley Thornes.
  • Nursing & Midwifery Council (2015) The Code: professional standards of practice and behaviour for nurses and midwives. London: NMC
  • Peplau, H.E. (1988). Interpersonal relations in nursing: a conceptual frame of reference for psychodynamic nursing. Basingstoke: Macmillan Education.
  • Theodosius, C. (2008). Emotional labour in health care: the unmanaged heart of nursing. Abingdon: Routledge.
  • Thompson, N. (2005). Anti-discriminatory practice. 4th edn. Basingstoke: Palgrave Macmillan.
  • Watson, J. (2008). Nursing: the philosophy of science and caring. Rev. ed. Colorado: University Press of Colorado.
  • 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.

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