NURS322-01 Therapeutic Interventions & Relationships Page 1 of 11

School of Sciences, Technology & Allied Health

Department of Nurse Education
P.O. Box 175, Port of Spain,
Trinidad, W.I.

Course Outline
COURSE DESCRIPTION:
- NURS322-01 Therapeutic Interventions & Relationships
- Semester: Two, 2021 -2022. Time: 6:30-8:10 Days: (Wed-01 Zoom class)
- Credits: 2
- This course is organized on a Face-to-Face/Remote basis.

COURSE OVERVIEW
- This course is aimed at assisting students to develop interpersonal skills in dealing with patients
and their families in the clinical setting. It covers many areas including: interpersonal
communication, verbal and nonverbal communication, attending techniques and group
interaction, self-awareness, the therapeutic relationship and communication skills that are
integral to the professional practice of Nursing. It also introduces the students to therapeutic
group activities that expose the nursing students to group cohesiveness
- This course is also designed for nursing students to remain responsive to the ever-increasing
body of knowledge and scientific rationale nurses need to base their knowledge and practice on
best available evidence.
- Pre-requisites – Students should have completed Foundations of Nursing, Introduction to
Psychology and have at least one year of Clinical experience working at various teaching
hospitals in the country.
- Please retain this course outline as a reference to your future study

INSTRUCTOR INFORMATION
- Name of Instructor: Nicola Reefe-Babb, B.Sc., MSc., Ed.D (c)
- Rank: Instructor (Adjunct)
- Office address & Contact No.: Kennedy Industrial Arts Building (868) 662 2241 ext2711
- E-mail: nicola_reefe@usc.edu.tt
- Office Hours: Wed -8:30am--5pm
- Communication Policy – preferred method of contact: emails

PURPOSE OF THE COURSE/COURSE RATIONALE

- The purpose of this course is to help the student to develop an understanding of the value of
Therapeutic intervention and relationships in the practice of Nursing.
- This course is also designed to help nurses understand that there is a fundamental, powerful
and universal need or desire among humans to interact with others. Across time and settings
people everywhere have subscribed to the view that close meaningful ties to others is an

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essential feature of what it means to be fully human. Thus, they will learn why interpersonal
skills are at the very epicentre of our social existence.
- Nurses will understand their role as both providers of health care services and consumers and
how they are well positioned to not only improve the economic status of health care
expenditures but to also to advance the science of communication skills and therapeutic
relationships through the practice in nursing.

LETTER TO THE STUDENT

Dear Students,
Welcome to the new semester. During this course I will teach you therapeutic skills and help you to
understand your role as a nurse in the communication process between you and the patient in your
journey to becoming the absolute nurse. You will also get the opportunity to practice, analyse and
discuss those therapeutic skills so that you can apply them to your profession. Please pay careful
attention to information provided in this course outline.

This course, Therapeutic interventions and relationships may seem a bit challenging at times and even a
bit provoking to your spirit in that you may try really hard to understand your own behaviour and those
of your patients. I implore you to not be discouraged press on; each one of you students can make a
difference wherever you are planted. I believe that as you continue on in the course you will find it very
insightful and will appreciate the value to you personally and academically. I look forward to a stimulating,
lively and learner friendly environment, maintaining mutual dignity and respect for all.

From Ms. Nicola Reefe-Babb

Instructor

INTEGRATION OF FAITH & LEARNING

Umbrella Declaration:
The University of the Southern Caribbean is a faith-based institution where the Seventh-day Adventist
understanding of the Holy Scriptures of the Christian Bible informs our worldview and provides the
context for our pursuit of knowledge.

General Course Reference

In this course, as we study about communication and therapeutic interventions, we will acknowledge
that God is the Greatest Communicator and daily He ccommunicates his love to us by becoming one of
us, sharing our humanity, our pain, our trials, our sorrows.

Specific Course Content

This course content opens the door for us to contemplate on the precepts of who Jesus was as the
greatest communicator and the way in which He continuously listened to the needs of the people who
followed Him and helped and cared for the whole man: physically, spiritually, emotionally and morally.

Teaching Method
In our professional delivery of this course, as teachers we have the opportunity to model the Master
Teacher – Jesus – and serve our students with loving kindness, grace and patience.

**Each class session will have scriptural references and devotionals to support each topic being taught

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GOALS/AIMS
• To equip students with the basic knowledge of Therapeutic interventions and relationships and to gain
an appreciation of the impact that this can have on the nurse and on the health status of individuals.

• To administer care to patients in a holistic manner, understanding how communication skills and
attributes can influence patients’ health and social functioning.

• To assist individuals to work in an environment that is cohesive and transformational in that there is
the underlying understanding of respect and dignity in the work setting.

• To understanding the value of relationships and therapeutics in the lives of nurses and their clinical
practice.

LEARNING OUTCOMES (Modules/Unit Learning Outcomes)

1. Identify the fundamental concepts and principles of interpersonal communication.

2. Explain some of the basic theories involved in interpersonal communication.

3. Critically analyse how personal and environmental factors impact on the communication process.

4. Demonstrate an understanding of the importance of verbal and nonverbal communication plays and
their roles when interacting with patients in the clinical setting.

5. Recognize the importance of rewards and reinforcement in the clinical setting.

6. Understand the importance of Attending Techniques.

7. Recognize and appreciate the importance of self-disclosure in the clinical setting.

8. Identify the differences between assertiveness and aggressiveness.

9. Negotiate with individuals in the clinical setting.

10. Gain an understanding of the dynamics involved in group interaction.

11. Be able to integrate learnt concepts into the Caribbean context with specific reference to Trinidad
and Tobago.

12. Gain an understanding of the Nurse/Client relationship.

13. Explain the concept of the Johari Window.

14. Gain an understanding of self-awareness and be able to apply the information learnt in daily
interaction with individuals.

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COURSE CONTENT
1. The Communication Process
- Communication Skill in Theory and Practice
- Core Communication Skills:
• Non-verbal
• Questioning
• Reinforcement
• Reflecting
• Explaining
• Self-Disclosure
• Listening
• Humour and Laughter
• Persuasion

2. The Therapeutic Group Process:

- Group Dynamics and formation
-
3. Therapeutic Counselling theories:
- Person-centred counselling
- Psychodynamic counselling
- Cognitive–behavioural counselling

4. Therapeutic and Non-Therapeutic Techniques

5. Specialized Context- Communication

- Asserting and Confronting
- Interacting in groups
- Negotiation and bargaining
- Relational Communication

6. The Interview:
Interviewing Context
- The helping interview
- Cognitive interview

7. The Johari Window

-Understanding the concept of the Johari Window.

8. The Nurse / Client Relationship.

-The phases of the relationship

9. Self-Awareness
-definition
-factors that influence self-awareness in the individual

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TEACHING STRATEGIES

A variety of teaching methodologies will be utilized in the course to promote learning. They may include
but are not limited to:

1. Supplement lectures with other relevant material in addition to the designated text.
2. Complementary readings will be provided to elaborate on lecture material.
3. Class discussions to explore particular concepts, questions and topical issues while providing the
opportunity to examine and debate the research implications for the individual and society.
4. Group assignments on Therapeutic group activities.
5. Student reading/research assignments.
6. Case Studies and Role-playing
7. Use of videos and other relevant resources to demonstrate theory and clinical practice.
8. Self-directed study.

RESOURCES
Textbook(s):
REQUIRED TEXTBOOK:

Hargie, Owen (2006) Handbook of Communication Skills, 3rd Edition.

London: New York Taylor & Francis Rouledge.

Wright, L. & Leahey, M. (2005). Nurses and Families: A Guide to Family Assessment and
Intervention, PA F.A. Davis Company, Philadelphia

SUGGESTED SUPPLEMENTARY READINGS:

DeLaune, S. & Lander, P. (2002). Fundamentals of Nursing: Standards and Practice, NY

Thompson Delmar Learning, Albany

Fawcett, J. (2005). Contemporary Nursing Knowledge: Analysis and Evaluation of Nursing

Models and Theories, PA F.A. Davis Company, Philadelphia

Fisher, E. & Sharp, S. (2004). The Art of Managing Everyday Conflict: Understanding
Emotions and Power Struggles, Conn Greenwood Publishing Group, Westport

Hargie, Owen & Dickson, David (2004). Skilled Interpersonal Communication: Research,
Theory and Practice 4th Edition, Routledge, London and New York.

McKenna, C. (1998). Powerful Communication Skills: How to Communicate with

Confidence, The Career press, Franklin Lakes NJ

Moore, T. & Woodrow, P. (2004). High Dependency Nursing Care: Observation,

Intervention and Support, New York Taylor and Francis, London
Peate, I. (2005). Compendium of Clinical Skills for Student Nurses, John Wiley and Sons Ltd,
London

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Rafferty, A. & Traynor, M. (2002). Exemplary Research for Nursing and Midwifery, London,
New York Routledge

Wilting, J. (1980). People, Patients, and Nurses: A Guide for Nurses Towards Improved
Interpersonal Relationships, Alberta University of Alberta Press, Edmanton

ASSIGNMENTS
• Journal article Review: Each student is expected to do one (1) Journal article Review. This
must be done in the form of a Two-page typed summary and reaction to the article. A copy of
the article to your report MUST be attached. The article MUST be related to some aspect of
therapeutic interventions for nurses. Give a brief summary (2-3 paragraphs), and your
personal reaction (1-2 paragraph) to the article. This article MUST be a scholarly article from
an online nursing journal. Your journal must be within the last five (5) years (2017-2021) and
no older. (The journal review is worth 10 marks). At the top of each report state the name of
the article, the author, source, date of the article in this format:

e.g. Reefe, N. & Joseph, B. (2019). Studying children’s development: A primer on Methods.
Journal of Child Development, 13 (2), p. 245-267.

• Group Presentation: Students are expected to do a presentation on one of the topics listed
below and presented in class on the date assigned in the course outline. These presentations are
aimed to bring the students closer together thereby assisting in the therapeutics of group
development and stages of group formation. Presentation will be evaluated on the following
points: Application, Sources, Depth of Research, Creativity (Catering for different Learning
Styles) Presentation style and the Use of Time. Presentation can be done using creative styles
such as drama, song, poetry among others. Each student will be allotted 20 - 30 minutes for
their presentation. There MUST be a scriptural reference that supports or refutes your idea in
the presentation. Each group must prepare a brochure and present it to the lecturer one day
before the presentation and to the students on the day of the presentation. Once approved by
the lecturer it will be posted on elearn so all students can access the information. Date to be
discussed in class. Worth 20 marks.

Theories of Counselling Theories of Groups

- Person Centered counselling - Social Identity Theory
- Psychodynamic counselling - Social Exchange Theory
- Cognitive- behavioral counselling - Classic theory

Theories of Personality
- The Johari Window
- Stress Management
- General Adaption Syndrome

ALL ASSIGNMENTS MUST BE COMPLETED AND PRESENTED ON TIME, PENALTIES ARE AWARDED TO
LATE /INCOMPLETE ASSIGNMENTS (10MARKS PER DAY)

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• Counselling Session: Each student is REQUIRED to do no less than five (5) counselling sessions
with a trained and licensed counsellor over the course of the semester. (The lecturer will provide
an organization that offers this service free of charge to students) Evidence of attendance MUST
be provided to the lecturer before the end of the semester. Student will provide a 1–2-page report
on their counselling experience. Worth 10 marks

• Movie Analysis: All students are required to complete a 4-6 page therapeutic analysis using one
Nurse from the TV show Nurses (2020) or Virgin River (2019) or When Call the Heart (2014). From
Season 1 of the show, you are to monitor the Nurses’ interaction with:
✓ her patients (category 1or 2)
✓ the patient’s relatives
✓ her colleagues.
- You may include quotations from the show where necessary. Analysis must be done in the
context of one of the theories of interpersonal communication, theories of personality, theories
of counselling and theories of group dynamics.
✓ Papers should be 1500 words in length or 4-6 pages (not including the cover & reference
page)
✓ Double spaced
✓ Font size: 12 inch
✓ Page numbers on the top right of each page
✓ American Psychological Association (APA) formatted throughout (including referencing).
✓ Cover & reference page Worth 30 marks.

• Quizzes: You will be given two (2) quizzes during the semester to test your knowledge and
understanding of the topics. You are advised to pay attention to all power points, presentations
and discussions as they will come back in your quiz. (Worth 20 marks).

• Science Week Assessment: You will be expected to prepare a presentation on the assigned
topic for Science Week given by your lecturer. (Worth 5 marks).

COURSE ASSESSMENT
Outcome Assignments Percentage

1 Class involvement and participation 5

2 Journal Article Reviews (1) 10

3 Quizzes (2) 20

4 Counselling Sessions 10

5 Mid Term Assessment: Group Presentations 20

6 Final Assessment: Movie Analysis 35

Total 100%

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COURSE CALENDAR

Day and Date Topic Learning Assignment/Activity Due Date

Outcome
Reference
WEEK #1 Introductions of peers, 1-3 Self-awareness and
January 10, class expectations Personality testing
2022
WEEK #2 - Introduction to The 3-4, 7 - Components of the
January 17, Communication Process communication process
2022 - Communication skills
WEEK #3 - The Therapeutic 5-6 Role of Nurse in the
January 24, Relationship Therapeutic Relationship
2022
WEEK #4 - Therapeutic 5 Barriers to the Journal 1 due
Jan 31, 2022 Techniques & Non- communication process Jan 31, 2022
Therapeutic
Techniques
WEEK #5 The interview, 8, 10 The interview/formal and
February 7, Interviewing skills informal interview
2022 Interviewing skills
WEEK #6 - Protecting the Client 8, 10 Maintaining Boundaries
February 14, from Abuse
2022

WEEK #7 Mid Semester Exam Quiz 1 Quiz 1

February 21, Feb 21, 2022
2022
WEEK #8 Mid Semester Break Mid Semester Break
February 28-
March 4, 2022
WEEK #9 March Group Presentation- 8, 10 Group Presentation - Journal 2 due
9, 2022 Stress Management & Johari’s Window March 12, 2022
General Adaptation
Syndrome (GAS)
WEEK #10 Group Presentation 8, 10 Group Presentation
March 16, 2022 Person Centered Psychodynamic counselling
counselling

WEEK #11 Group Presentation 7, 10

March 23, 2022 Cognitive- behavioral
counselling

WEEK #12 Group Dynamics and 8, 10 Group Presentation Social

March 30, 2022 Group Formation Identity Theory

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WEEK #13 Group Presentation: Group Presentation: Classic Movie

April 6, 2022 Social Exchange Theory theory Analysis: April
9, 2022
WEEK #14 Revision Revision
April 13, 2022
WEEK #15 Final Exam Week: Final Exam Week: Quiz 2- April
April 18-29, 18, 2022
2022
WEEK #9 March Group Presentation- 8, 10 Group Presentation - Journal 2 due
9, 2022 Stress Management & Johari’s Window March 12, 2022
General Adaptation
Syndrome (GAS)

Classes begin: January 10, 2022

Mid Semester Exams: February 21-24, 2022
Mid Semester break: February 28 - March 4, 2022
Last Day of Class: April 15, 2022
Final Exam: April 18-29, 2022

ADDITIONAL INFORMATION (Standard)

University Policies:
• Attendance Policy/Regulations (USC Bulletin 2010-2012, pg. 15)
• Grading Policy (USC Bulletin 2010-2012, pg. 16)
• Assignments are due at the beginning of the class. Late assignments are subject to a 10%
penalty per assignment. The penalty begins with works turned in after the due date.
Assignments will not be accepted beyond one week of due date except in extenuating cases as
determined by the instructor.
• Plagiarism (USC Student Handbook, pg. 47)
• Formatting for Assignments: All assignments to be turned in should be typed written. Include a
title page with the essay title, your name, your student ID number, the course name and number,
class times and the date of submission on your report. Make sure to include page numbers.
Use one-inch margins on all sides of the page (top, bottom, left, and right) Use a standard, 12-
point font.

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GRADING SYSTEM (Standard)

Description of the grading system of the university

Letter % Grade
Grade Value Pt. Definition Description
per
Credit
1. Excellent mastery of course content, evidence of
A 100-90 4.0 extensive background reading. 2. Excellent
performance in analysis, synthesis and critical
Excellent expression, oral or written. 3. Excellent
performance in analysis, synthesis and critical
A- 85-89 3.67 expression, oral or written. 4. Student works
independently or in groups as is required with
unusual effectiveness
1. Very good mastery of course content, evidence
B+ 80-84 3.33 of substantial background reading. 2. Student
Very performance indicates a high degree of originality,
B 75-79 3.0 Good creativity and problem-solving skills. 3. Very good
performance in analysis, synthesis and critical
B- 70-74 2.67 expression, oral or written. 4. Student works very
well independently or in groups as is required.
1. Acceptable mastery of course content, evidence
C+ 65-69 2.33 of some background reading. 2. Students
demonstrate some degree of originality, creativity
Satisfactory and problem-solving skills. 3. Acceptable
performance in analysis, synthesis and critical
C 60-64 2.0 expression, oral or written. 4. Student works
independently or in groups at an acceptable level
1. Unacceptable mastery of course content, very
little evidence of background reading. 2. Students
Unsatisfactory demonstrate little degree of originality, creativity
and problem-solving skills. 3. Unacceptable
C- 55-59 1.67 performance in analysis, synthesis and critical
expression, oral or written. 4. Students display
unacceptable level of proficiency in working
independently or in groups.
1. Deficient in mastery of course content, no
evidence of background reading. 2. Originality,
Deficient creativity and problem solving skills absent from
performance. 3. Deficient performance in analysis,
D 50-54 1.33
synthesis and critical expression, oral or written. 4.
Deficient in ability to work independently and in
groups.

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1. No comprehension or grasp of course content,

no evidence of background reading. 2. Originality,
creativity and problem solving skills totally absent
Unacceptable from performance. 3. Unacceptable performance
F 0 – 49 0.0
in analysis, synthesis and critical expression, oral or
written. 4. Displays neither aptitude nor ability to
work independently or in groups.

HOW TO SUCCEED IN THIS COURSE

Suggestions for effective studying for this course
To succeed in this class, each student must do the following:

- Follow all instructions and guidelines given by the lecturer

- Read all lecture notes and required reading as mandated by the lecturer
- Be familiar with the APA referencing guidelines so that your assignments follow the
correct guideline
- Do not plagarize anyone’s work.
- Use APA referencing and citations for every forum, assignment and project
- Be an active participant in all class discussions
- Submit all assignments on time.
- Meet all expected deadlines
- Ensure effectively communicate with peers on group projects and assignments
- Prepare for all quizzes and exams prior to the scheduled date.

Undergraduate Course Outline: Revised January 2021-2022