Creating Impact

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Introduction

Recently I have attended a workshop on writing impact statements. In order to practice these skills, I have written this blog post about the impact of the collaborative writing group.

The research is based on a collaborative writing group intervention that I have implemented. This is aimed at improvement of the teaching-research nexus, and dissemination of research via peer-review publication. Student and alumni participants have a direct relationship with local, national and international healthcare organisations as they are either employed by these services or aspire to on completion of their programme. It is authentic practice-based issues that learners engage with, and influences their academic research writing. Therefore, activity and outputs of the writing group enhances research capacity, knowledge and skills of such health care organisations. Furthermore It impacts upon the link and transfer of knowledge between academia and health services for the benefit of patient care and decision-making. Knowledge gained from the research undertaken so far has   impacted upon the development of health care delivery and educational curricula, in addition to personal development for participants.

Emerging and actual impact:

Beneficial impact is being achieved for individuals and organisations in academia and healthcare through three main mechanisms. Firstly given the importance of dissemination of research-based evidence to improve the delivery of healthcare and the healthcare curriculum. Secondly, engagement of learners and alumni to work collaboratively with academic teaching staff on developments beyond the normal curriculum. Finally individuals are working towards reward and recognition for their publication achievements

Health care delivery

Participants of the writing group specifically determine an audience for their writing. Based upon the topic of the student dissertation, which specifically addresses a gap in healthcare evidence, writers target journals that are accessed by practitioners working at the frontline of healthcare delivery. Published topics include:

  • Barriers to successful implementation of prevention-of-mother-to-child-transmission (PMTCT) of HIV programmes in Malawi and Nigeria
  • Medicines management in the community: An Heart Failure Nurse Prescriber’s experience
  • Sensory interventions for dementia
  • Reliance on technology and the future of dialysis
  • The impact on nursing care of austerity measures in Spain

Healthcare curricula

A value nurtured within the writing group is ‘student as producer”. Alumni and learners are supported to write about significant student experiences. For example, a successful publication on educational preparation of male student nurses for touch interventions has influenced the redesign of the pre-registration nurse curriculum at Oxford Brookes University. The Nursing and Midwifery Council will validate this in 2016. Other published topics include:

  • The experience of a postgraduate teaching assistant pilot project
  • Supervisory relationships: the experiences of international master’s students

Evaluation of the writing group intervention suggests that activities undertaken would be beneficial at an earlier stage of dissertation writing. Therefore, I have implemented a further intervention, dissertation writing workshops.

Opportunities beyond the curriculum. Participation within formative writing interventions has enabled learners to form collegial relationships with academic staff and pursue further and ongoing collaborations. It has also strengthened alumni relationships with Oxford Brookes University.

Reward and recognition. Participation in the collaborative writing group has strengthened personal profiles for all parties and provided an ongoing pathway into research, further study and employment opportunities.

Further emerging impact

A broader range of disciplines (psychology & management) is beginning to access the writing interventions. I am integrating technology with the interventions to enhance further learning by developing a mobile application to support academic research writing,

References and web links (optional):

 

Prezi outline of project

http://prezi.com/bpush5xggwpr/?utm_campaign=share&utm_medium=copy&rc=ex0share

References and links to published outputs from the collaborative writing group:

Alyzood, M. Lansdown, G. Okoli, J & Waite, M. (2014). Supervisory Relationships. The Experiences of International Masters Students. The Brookes eJournal of Learning and Teaching. 6. (2) http://bejlt.brookes.ac.uk/paper/supervisory-relationships-the-experiences-of-international-masters-students

Blakey, E. (2014). A View from Valencia. British Journal of Nursing. 24;1

http://www.magonlinelibrary.com/action/doSearch?SeriesKey=bjon&AllField=view+from+valencia

Blakey, E. (2015). Reliance on Technology and the Future of Technology. British Journal of Nursing. 24;7

Foley, A. Gibbs, C. Waite, M & Davison-Fischer, J. (2015). Students as Producers: The Postgraduate Teaching Assistant Pilot. Journal of Educational Innovation, Partnership & Change. 1 (1). https://journals.gre.ac.uk/index.php/studentchangeagents/article/view/183

Godden, J. Waite, M. (2014). Medicines management in the community. A HF specialist nurse prescriber’s experience. British Journal of Cardiac Nursing. http://www.magonlinelibrary.com/doi/abs/10.12968/bjca.2014.9.9.444

Haigh, J. Mytton, C. (In Press). Sensory Interventions for Dementia: A Critical Literature Review. British Journal of Occupational Therapy.

Okoli, J. Lansdown, G. (2014) Barriers to successful implementation of prevention-of-mother-to-child-transmission (PMTCT) of HIV programmes in Malawi and Nigeria: a critical literature review study. PanAfrican Medical Journal. 19;154 http://www.panafrican-med-journal.com/content/article/19/154/full/

Whiteside, J. Butcher, D. (2015). ‘Not a Job for a Man’:factors in the touch by male nursing staff. British Journal of Nursing. 24;6

http://www.magonlinelibrary.com/doi/abs/10.12968/bjon.2015.24.7.413

 

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