Marion Waite | Oxford Brookes University (original) (raw)

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Papers by Marion Waite

Journal of Advanced Nursing

Evidence Based Nursing

There is a growing body of evidence associating the use and functions of mobile devices such as t... more There is a growing body of evidence associating the use and functions of mobile devices such as text-37 message services for people with T1D to promote glycaemic control [1,2]. McGill et al. [3] addressed 38 self-adherent behaviours of teenagers (13-17 years) with T1D through an 18-month text-message 39 intervention to correlate factors associated with text-message responsiveness and glycaemic outcomes.

Abstract Aims and objectives: Purpose of this study was to gain knowledge of Nurse Case Managers'... more Abstract
Aims and objectives: Purpose of this study was to gain knowledge of Nurse Case Managers' (NCM) experiences within the German acute care context of collaboration with patients and physicians in a discharge planning role. Further to learn about patients' assignment to the management of the NCMs. Explicitly, to explore critical incidences of interactions between NCM, patients and health care practitioner in discharge planning to understand the factor that contributes to effective collaboration. Background and purpose: The defined role of Nursing Case Manager (NCM) in many contexts is a patient-centred responsibility for a central task of discharge management of patients with complex physical and social needs. Some studies have indicated that the general impact of the role reduces readmission rates. Given the necessity to work interprofessionally to achieve a safe discharge little is known about how NCMs achieve this collaboratively. Methods: A qualitative case study within a German teaching hospital of NCMs (N=8). Data were collected through semi-structured interviews prompted by a critical incident technique and rigorously analysed through the lenses of sociocultural theory. Results: Consistent object being worked upon was a safe and effective discharge from hospital with a focus on patient advocacy. Significant themes were a self-value or recognition by others of professional expertise, reciprocal value on the capabilities of others thorough relational expertise and negotiation with patients and an identification of case trajectories. Conclusion: More continuity of NCMs' care and management, clarity of role and transparency to peers, physicians and other professionals would be beneficial in ensuring appropriate referral of complex patients to NCM responsibility. Relevance to clinical practice: Clearer role description and benefit realisation of the NCM could be achieved by interventions that are interprofessional and focus on the tasks that matter from a collaborative perspective. This could lead to refinement of available indicators and policy developments. This article is protected by copyright. All rights reserved.

The International Review of Research in Open and Distributed Learning, 2013

Despite the increase in massive open online courses (MOOCs), evidence about the pedagogy... more Despite the increase in massive open online courses (MOOCs), evidence about the pedagogy of learning in MOOCs remains limited. This paper reports on an investigation into the pedagogy in one MOOC - Oxford Brookes University’s ‘First Steps in Learning and Teaching in Higher Education’ MOOC (FSLT12).FSLT12 was an open and free professional development opportunity for people moving into HE teaching. It was a small course (200 participants registered from 24 countries) which was focused on introducing HE teaching skills, and, uniquely, to deliberately integrate open academic practice as a vital part of professional development for HE teachers. A qualitative, case-study approach was used in the research, based on surveys, interviews, and social media, to provide evidence about how people learned in this course and consider wider implications for teaching and learning in higher education.The evidence shows that participants who completed the course were able to learn autonomously and navigate the distributed platforms and environments. The most challenging issues were acceptance of open academic practice and difficulty in establishing an academic identity in an unpredictable virtual environment. An interesting and significant feature of the course was the support for learners from a number of MOOC ‘veterans’ who served as role models and guides for less experienced MOOC learners.The research shows that small task-oriented MOOCs can effectively support professional development of open academic practice.

The Journal of Educational Innovation, Partnership and Change, 2015

This paper reports on a pilot project in which two postgraduate students were supported to functi... more This paper reports on a pilot project in which two postgraduate students were supported to function in the role of teaching assistants (TAs) as part of their learning experience. The project embraced the notion of students as producers rather than consumers. Using a reflective approach, this case study was jointly written by TAs and their teaching staff. It incorporates feedback from other students collected through an anonymous module feedback survey, which was analysed by attribution to themes. The role of TAs benefitted others students, staff, and the TAs; the project is a strong affirmation of the principle of treating students as producers. The impact of the role on both the students undertaking the TA role and the tutors was profound, and student experience was enhanced as a result. TAs can assist in bridging student-teacher communication gaps and support students’ learning through sharing their knowledge by creating resources. This article is written from the perspectives of ...

CPD for Non-Medical Prescribers, 2010

Lecture Notes in Computer Science, 2011

There are a number of mobile applications available to help patients suffering from Type 1 diabet... more There are a number of mobile applications available to help patients suffering from Type 1 diabetes to manage their condition, but the quality of these applications varies greatly. This paper details the findings from a systematic analysis of these applications on three mobile platforms (Android, iOS, and Blackberry) that was conducted to establish the state of the art in mobile applications for diabetes management. The findings from this analysis will help to inform the future development of more effective mobile applications to help patients suffering from Type 1 diabetes who wish to manage their condition with a mobile application.

Journal of Telemedicine and Telecare, 2014

Telemedicine (&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;am... more Telemedicine (&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;quot;telepractice&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;quot;) allows improved access to specialised early intervention services such as Auditory-Verbal Therapy (AVT) for children with hearing loss. We investigated the effectiveness of a tele-AVT programme (eAVT) in the spoken language development of a group of young children with hearing loss. In a retrospective study we compared the language outcomes of children with bilateral hearing loss receiving eAVT with a control group who received therapy In Person. Seven children in each group (mean age 2.4 years) were matched on pre-amplification hearing level for the better hearing ear, age at optimal amplification and enrolment in the AVT programme. The eAVT sessions were conducted via Skype. Results on the Preschool Language Scale-4 were compared at 2 years post optimal amplification. There were no significant differences in language scores between the two groups. Language scores for the children in the eAVT group were within the normal range for children with normal hearing. The results suggest that early intervention AVT via telepractice may be as effective as delivery In Person for children with hearing loss.

British Journal of Cardiac Nursing. 9 (9), Sep 5, 2014

Heart failure (HF) is a complex clinical syndrome of signs and symptoms resulting from structural... more Heart failure (HF) is a complex clinical syndrome of signs and symptoms resulting from structural or functional impairment of the heart to effectively deliver oxygen to meet the body's metabolic demands. It is associated with considerable mortality and morbidity and an uncertain disease trajectory. A significant part of the multifaceted care delivered by a community HF specialist nurse involves medicines management in relation to improving prognosis and managing symptoms. The prescribing process involves complex clinical and organisational decision-making to achieve safe and effective outcomes for patients. As part of, often small, HF specialist nurse services that work collaboratively with other health-care teams, their challenges can be less well understood within wider health and commissioning services. This practice-centred case study describes the profile of patients on a community HF specialist nurse's caseload and the nature and process of prescribing decisions made over a 3-month period and their subsequent effects on the prescribing practice, interdisciplinary working and related patient outcomes.

Keywords: Community heart failure specialist nurse, Prescribing, Polypharmacy, Interdisciplinary working, Patient outcomes

This case study explored learner participation in First Steps in Learning and Teaching in Higher ... more This case study explored learner participation in First Steps in Learning and Teaching in Higher Education (FSLT12), a short massive open online course (MOOC) aimed at introducing learning and teaching in higher education that was offered by Oxford Brookes University in June 2012. Both novice and experienced MOOC learners joined the course. The aim of the case study was to explore triggers for active participation. A mixed-methods approach was utilized in order to collect and analyze data from focus groups, individual interviews, participant blog posts, and a survey. The lenses of social constructivism, connectivism, and community of practice theories were used to enhance understanding of participation in FSLT12. Three main themes emerged: (1) Navigation: New participants felt overwhelmed by technical issues, multiple channels, and a perceived need to multitask, while experienced learners were judicious about planning their route; (2) Transformative learning: Ultimately, learners experienced a transformative shift, but it required reflection on practice, community support, and selforganization; (3) Reciprocal Relationships: New learners needed time to determine their audience and core community, as well as to realize mutual relationships within that community. Learners in a MOOC inhabit a liminal space. Active MOOC participants are skilled orienteers. Engaging local expertise of experienced MOOC learners and developing participatory skills in new learners is a key strategy for those who organize and facilitate MOOCs.

Conference presentations by Marion Waite

Open online courses at Oxford Brookes University are an accredited option leading to a postgradua... more Open online courses at Oxford Brookes University are an accredited option leading to a postgraduate certificate of teaching in higher education (PCTHE). One of the challenges has been to create an assessment strategy that meets diverse needs yet encapsulates the values of the HEA UKPSF and develops attributes for ongoing academic practice. This presentation will feature #TOOC15 as a case study to demonstrate learning design for assessment within a MOOC, and in particular assessed group work.