Hodges' Model: Welcome to the QUAD

- provides a space devoted to the conceptual framework known as Hodges' model. A potential resource within HEALTH, SOCIAL CARE, INFORMATICS and EDUCATION the model incorporates two axes: individual-group and humanistic-group with four care (knowledge) domains - Sciences, Interpersonal, Political and Social. Follow the development of a new website using Drupal as I commence post graduate distance-learning studies in January 2014. See our bibliography, archive and please do get in touch. Welcome.

Thursday, March 26, 2015

Call for Papers: session on "Social Networks and Health Inequalities"

http://sunbelt2015.org/

Call for Papers for an organized session on "Social Networks and Health Inequalities"
at the XXXV Sunbelt Conference of the International Network for Social Network Analysis (INSNA), June 23–28, 2015 in Brighton, United Kingdom

This session intends to focus on the role of social networks for explaining health inequalities. We invite interdisciplinary approaches dealing with social network influences on health behaviors and outcomes. We encourage submissions that use different methods (quantitative, qualitative, mixed methods) and focus on health inequalities at different stages in the life course and/or different vulnerable groups. Theoretical and empirical work that connects life course and network dynamics is especially welcome.

Session organizers:
Andreas Klärner, University of Hamburg, Dept. of Social Economics, Germany
Sylvia Keim, University of Rostock, Institute of Sociology and Demography, Germany

Please submit your abstract by 31 March 2015 at 17:00 GMT using the following link to the conference's abstract submission system: http://insna.org/sunbelt2015

Please limit your abstract to 250 words. The oral presentation is scheduled for 20 minutes.
When submitting your abstract, please select “Social Networks and Health Inequalities” as session title in the drop down box on the submission site. To be extra sure please put a note in the "additional notes" box on the abstract submission form that states Sylvia Keim and Andreas Klärner as the session organizers. For further information on the venue and conference registration see http://sunbelt2015.org/

Please contact us, if you have any questions. We look forward to your submissions!

Best wishes
Andreas Klaerner & Sylvia Keim

Contact: Andreas Klaerner, University of Hamburg, Dept. of Social Economics, Welckerstr. 8, D-20354 Hamburg, E-Mail: andreas.klaerner AT wiso.uni-hamburg.de

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Wednesday, March 25, 2015

A cheap post... the cost of Zero?

Sometimes things become blurred
- unresolved -
things do not touch as they should,
lines of communication and care
are compromised; things fragmented...

individual
INTERPERSONAL : SCIENCES
humanistic ------------------------------------------- mechanistic
SOCIOLOGY : POLITICAL
group
WHERE DO VALUES RESIDE?

I-deals

Vs.

We-deals
5 minutes travel time client to client
WHOLE-ISTIC
SOCIAL CARE

In-deed
HR
Zero Hour Contracts


BBC Radio 4 Today: Care workers not paid for travel between patients, 24 March 2015.


Image sources:
5 minutes -
http://www.explaininja.com/

Zero as coins: original image -
http://www.spiritresourcing.com/blog/training-providers/fe-sector-zero-hour-contracts-will-the-o-have-to-go/

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Friday, March 20, 2015

Line of sight, light touch, looking for (care) assurance if not truth

Sometimes things become clearer
- resolved -
when they touch,
even if as lines they cross
and all is rendered more complex...
individual
INTERPERSONAL : SCIENCES
humanistic ------------------------------------------- mechanistic
SOCIOLOGY : POLITICAL
group

Learning of self and other
greetings, friendship, relationships, intimacy
the POLITICS of touch
power


See also:
Reading between the lines...

2011... looking ahead: Line of sight - Lines of insight

Image source:
http://ecx.images-amazon.com/images/I/81e0YLWhjcL.jpg

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Thursday, March 19, 2015

Reading between the lines...


n.b. This post my not display in some browsers, older versions of IE - please upgrade if needed.

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Tuesday, March 17, 2015

Healthcare: theDataMap [subjects, agents & agencies] c/o Harvard University

individual
INTERPERSONAL : SCIENCES
humanistic ------------------------------------------- mechanistic
SOCIOLOGY : POLITICAL
group

*person*
patient, self, client

physician, nurse, allied health professional, social worker...
(experiential) 
public health, 
carers

payer, insurer, provider, government, tax payer,
(corporate social responsibility)



http://thedatamap.org/
theDataMap - Copyright © 2012-2013 President and Fellows Harvard University

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Monday, March 16, 2015

The Willis Report on Nursing Education [ III ]

See also:
The Willis Commission on Nursing Education [I]
The Willis Commission on Nursing Education [II]

Having related (in part ii) some of the skill sets within the technical papers to Hodges' model what next? Well, instead of the 2x2 table, below I've included a screen capture of the quads page. This indicates the potential conceptual scope of the four care domains of Hodges' model. If the skill set listing by Watts and Gordon (2012) is succinct, the quads page is anything but. It might however drive home, the need for the Willis report and the educational challenges for nursing and other healthcare disciplines. Another common element here with Willis' findings are some of the original purposes that Hodges' model can address:

  • the theory - practice gap (Watts and Gordon, 2012, p.7)
  • curriculum development 
Just for the moment imagine picking up the curriculum? Yes, picking it up; all of it.
Can you feel it? Can you? OK well, try this (odd - Find Wally-like?) exercise:
  1. Visit the quads page.
  2. Print the page (in black and white).
  3. Make a cup of your preferred beverage.
  4. Cross out what in your opinion is NOT part of the nurse curriculum.
    • Most of these items are learned through our being socialised and during formative education (when available)?
  5. Outcomes are certainly in vogue, so what are yours in completing steps 1-4? Any surprises, frustrations; did you find the plumbing - kitchen sink and all...?
  6. If you feel there is something - important - missing please let me know.
individual
INTERPERSONAL : SCIENCES
humanistic ------------------------------------------- mechanistic
SOCIOLOGY : POLITICAL
group

You have to hand it to educationalists and policy makers who wrestle with curricula. The very word could almost be some disorder of the posture, such are the contortions the curriculum demands. What to include, what as a consequence to remove. One thing not included in quads.htm is the hidden curriculum. Additional complications are no doubt many; I'll add just one. Such are the recruitment challenges that a Trust setting out to train their own student nurses, that is through non-Health Education England places (Hazell, 2015).

The word 'innovation' is all over the media, the HSJ, and this blog. As I read the recommendations of Willis (see emphasis in first post), the technical papers and Hodges' model I can't help but wonder about history and the potential here - and now. Especially in terms of supporting learners in their acquisition, practice and delivery of compassionate care or caring behaviour.

Hazell, W. (2015) Lancashire trust to train its own nurses, Health Service Journal, 16 January. 125:6430, p.15.

Hazell, W. (2015) First self-funded nursing course launched to tackle shortage in NW, Nursing Times, 7 January.
http://www.nursingtimes.net/nursing-practice/specialisms/educators/first-self-funded-nursing-course-launched-to-tackle-shortage-in-nw/5077980.article

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Sunday, March 15, 2015

The Willis Report on Nursing Education [ II ]

See also:
The Willis Commission on Nursing Education [I]
The Willis Commission on Nursing Education [III]

The Willis Report website includes a series of technical papers one of which Pre-registration nurse education: Overview of themes from literature 2010-2012 outlines Skill Sets. I could relate Hodges' model to the identified skill sets in this paper using the 2x2 HTML table, but perhaps there's another way by considering the skills sets:

  • ICT skills/health informatics 
  • Literacy and numeracy skills
  • Life support and airway management 
  • Infection prevention 
  • Genomics
  • Bioscience 
  • and Learning disabilities
Using these I can also explain how they both help and hinder the case for Hodges' model and illustrate the complexities of nurse education.

The subjects of genomics and bioscience can be placed quite reliably in the sciences domain. Life support and airway management are pretty explicit in their physicality. In an emergency you need to act. The individual's physiological (mechanics) functioning is compromised. This must be assessed urgently and compensated for. The model was also created with people living with learning disability very much in mind; consider the reference to the individual, the family, the increasing relevance of the POLITICAL domain to this client group and their families? ICT skills are primarily directed at intrapersonal knowledge and skills, physical and virtual spaces, drawing on the sciences. These domains are the preserve of the individual, in terms of learning, experience and sense making.

The biggest challenge for Hodges' model is context. Context is rarely rectilinear, try as we might it springs out of the intended boxes and categories we try to stuff it into. We very quickly have to acknowledge the social and political dimensions of ICT skills and health informatics. For example, the importance of information governance, confidentiality, legislation, policy and training provision. Returning to the learning disabled individual, they must contend (often as a community) with ongoing social stigma and the socio-political matter of having access and opportunity to education, buildings, facilities and technologies. Access then is not just a matter of cognition and physical mobility, movement and proximity.

If Hodges' model encourages us to place concepts in boxes
(the care domains)
 it also forces the realisation of the need 
to think outside the box. 

To relate, to associate with the domains adjacent - 'next door'. Ultimately can we integrate the care concepts providing a conceptual scaffold for person-centred, holistic care? There is in effect a cognitive rule, a heuristic - that is not necessarily very expensive cognitively or temporally, but can (I believe) pay huge dividends in assuring the quality of care. It runs as follows:

For any given care concept in learning
 consider how it applies and relates 
to each of the care domains.

Part iii to follow...

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Saturday, March 14, 2015

The Willis Commission on Nursing Education [I]

from the commission website:

The Willis Commission has now published its full report into the future of nursing education.

See the key findings from the report below (with my emphasis)
Willis Commission: Report
  • Patient centred care should be at the heart of all pre-registration nursing education and continuing professional development.
  • There were no shortcomings found in nursing education that could be directly responsible for poor standards of care or a decline in care standards.
  • Nurses and their organisations must stand up to be counted on the challenge of poor care and loss of public confidence in order to restore professional pride.
  • Nursing education needs to imbed patient safety and dignity as a top priority.
  • Better evaluation of and research into nursing education programmes is necessary to ensure a programme that is fit for purpose.
  • The future nursing workforce requires nurses to work in a variety of settings.
  • Recruitment campaigns need to widen their diversity in order to encourage the widest, best possible range of applicants.
  • Health care service providers must fully support nursing education.
  • Universities need to recognise nursing as a practice and research discipline.
  • Attention needs to be paid to developing a strategic understanding of the nursing workforce as a whole and as a UK-wide resource.
View the full report here (1,105kb)
View the executive summary here (PDF 708kb)
View the executive summary here in Welsh (PDF 612kb)

Image source:
http://www.hud.ac.uk/news/2013/february/qualitycarewithcompassion.php

See also:
The Willis Commission on Nursing Education [II]
The Willis Commission on Nursing Education [III]

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Friday, March 13, 2015

"The Five Phases of Psychosis" - a 2:38 minute film by Jim van Os

Jim van Os is a consultant psychiatrist and Professor of Psychiatric Epidemiology at Maastricht University, in The Netherlands.



I wonder, is it possible to conceive of an approach (model of madness) and response system sophisticated enough to allow us to jump straight from Phase 2 to Phase 5 in the model the film describes?

This would mean a jump straight from the 1:00 second mark to the 2:00 second mark in this film and miss as much as possible of the messy, often horrific and, arguably, mostly iatrogenic, two stages in between?

For a more detailed discussion of one possible model of madness that could support the development of a response system, here is a 15 minute film by Jim van Os - Connecting to Madness, TEDxMaastricht

Jim is a psychiatric epidemiologist and has co-authored 198 journal articles since 2013 according to Google Scholar.

He most recent work is published in a leading Dutch newspaper this week, co-authored by other leaders of Dutch psychiatric organisations. In this Click hear, outlining the case that schizophrenia does not exist at http://www.nrc.nl/handelsblad/van/2015/maart/07/laten-we-de-diagnose-schizofrenie-vergeten-1472619 (download and use Google Chrome for instant translation).

Part of this opinion has translated for us by Margreet de Pater, who wrote:

Their declaration includes 12 points
  1. There is no clear difference between psychotic and other human experiences.
  2. 15 % of adolescents have psychotic experiences and 80% of these disappears during development.
  3. 3.5 % of people have psychotic experiences that need help, their diagnosis is psychosis susceptibility syndrome, which is different for every person.
  4. 20 % of these people have an unfavorable prognosis.[with the right help people with psychosis do bounce back]
  5. A psychotic experience is often a reaction on trauma, a life event, disappointment, discrimination or humiliation. The thesis that it is a symptom of an underlying brain disease is scientifically not correct, and leads to a negative view [expectation] of recovery.
  6. Everyone has his own special mix of psychotic symptoms, the classifications which psychiatry makes in schizo- family of diagnoses etc. is incorrect. [But everyone has a different mix of symptoms, and does not fit well in a diagnostic box.
  7. People with psychotic experiences need hope and a perspective. Recovery is a mental process. People need to cope with their psychosis susceptibility with help of a schooled person with lived experience and if necessary of a doctor and a therapist
  8. (These services should be there) From the very first moment
  9. Going back to own environment, work and school is most important also when there are still some symptoms, waiting for complete cure is counterproductive.
  10. Everyone with psychotic symptoms must be invited to talk about it, the theme of the psychosis is the key to underlying problems
  11. Everybody with psychotic experience must be offered psychotherapy
  12. Sometimes anti-psychotic medicines can be useful when experiences are too overwhelming, but they don´t cure.
They conclude that: Schizophrenia fortunately does not exist, psychosis does and is treatable

Best Wishes
Philip Benjamin
MHN BEd MMind&Soc
Chair, ISPS Australia
isps.org.au

ISPS Australia Conference, 28-29 May 2015 at La Trobe University
New Paradigms and Therapies for Psychosis: The Experience of Listening

My source:
NURSE-PHILOSOPHY & PSYCHIATRIC-NURSING at JISCMAIL.AC.UK

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Thursday, March 12, 2015

Book: The Looting Machine

individual
INTERPERSONAL : SCIENCES
humanistic ------------------------------------------- mechanistic
SOCIOLOGY : POLITICAL
group

 rarified 
 
     oil                diamonds       
   copper        zinc      iron
gold     nickel          platinum        silver...
"The products come through to London on planes and boats, and great oil tankers carry the fuel that drives our cars. The tankers are carrying valuable cargo and are kept to high standards. On the same seas approaching Europe, thousands upon thousands of African refugees in ramshackle boats sink and drown. There could not be a crueller contrast, and Burgis has the good sense not to present it in an alarmist way, but with an understatement that is far more powerful."

Stephen Chan, Poverty amid plenty, Life & Arts, FT Weekend, 7-8 March 2015. p.9

Book: The Looting Machine


Book image:
http://www.harpercollins.co.uk/9780007523085/the-looting-machine

Additional link:
Transparency International

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Wednesday, March 11, 2015

NHS Change Day: Breaking out of the cocoon?

Today is NHS Change Day, a social movement that encourages staff, patients, carers and the public  to take part. We can all -

do
share
inspire

- as per the campaign. There isn't just one campaign but several and a few of these (all in fact?) would benefit from a reflective resource:

#TimetoChange - taking the stigma out of mental health
#DementiaDO - seeing the person, not the dementia
#PairedLearning - enabling better partnerships for the future

This is especially so as efforts are ongoing to create new models of care, to integrate health and social care amid ongoing pressures on funding.

Cleaning the greenhouse out at the weekend I came across a chrysalis on the bench. Don't worry it's safe, I've taken care of it. It's still under a plant pot, asleep. The finding has me wondering how many potentially worthwhile changes and projects are effectively 'under wraps', cocooned and waiting to emerge?

The answer to that is the 'do' - make it happen!

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Monday, March 09, 2015

Ngrams: E-portfolios, nursing theory, models of nursing...: Do the lines run true?

For the latest module I'm looking at e-portfolios in nursing education and possibly wider afield. In the FT Weekend Life & Arts there is an extract -

Capitalism’s secret love affair with bureaucracy

- from David Graeber’s book: The Utopia of Rules: On Technology, Stupidity, and the Secret Joys of Bureaucracy published this week on March 12. It includes a graph from Google Books Ngram a word count through time of 'bureaucracy'. I'd read about Ngrams and tried them quite some time ago, but never used them. Now's my chance.

The graph below began with e-portfolio and eportfolio. I tried nursing e-portfolio... but these were not found. With conceptual framework the scale was disrupted. Adding models of nursing and nursing theory provided a frame that also nicely encompasses, at least in this rendering, conceptual space and threshold concepts.

At the risk of asking too much of the graph if not the source, we might be disappointed that models of nursing is not running concurrent with e-portfolio and reassured that nursing theory has waned but is 'still up there'. This is to forget though that the count for e-portfolio here is general not nursing specific.


Ngrams are another tool and a dynamic one no doubt, when the API is utilised, the data downloaded and words are re-examined over time. In answer to the title's question, I do not believe the lines do run true but this is about nursing and e-portfolios.

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Sunday, March 08, 2015

International Women's Day: Health, Employment, Equality, Philosophy...

c/o Pan American Health Organization

Did you know that a girl born today in the Americas can expect to live to age 79.5? Nearly four years more than she could two decades ago.

Progress in women’s health has made great strides in the last decades, but there is still work to be done to make health for all women a reality!

¿‪Sabía Usted que una niña que nace hoy en las Américas puede esperar a vivir 79.5 años? Casi cuatro años más que hace 20 años.
¡Feliz ‪Día Internacional De La Mujer! 8 de marzo!
Durante las últimas décadas, hemos avanzado mucho en mejorar la salud de las mujeres, pero todavía hay mucho que hacer para que la salud para cada mujer sea una realidad!
Todos podemos hacer algo!



--

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Saturday, March 07, 2015

When does art prompt 'total internal reflection' ?

individual
INTERPERSONAL : SCIENCES
humanistic ------------------------------------------- mechanistic
SOCIOLOGY : POLITICAL
group




Stichting Ambulance Wens


Related posts:
Woman says goodbye to beloved horse from hospital bed hours before she dies

Rijksmuseum Amsterdam - health in art : art in health

My source:
The Times, 7 March 2015, 71450: pp.38-39.

Photo source:
http://www.openculture.com/2015/03/terminally-ill-patients-visit-rembrandt-paintings.html

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Let More Light In - Reflection

individual
INTERPERSONAL : SCIENCES
humanistic ------------------------------------------- mechanistic
SOCIOLOGY : POLITICAL
group

'total internal reflection' ?

tungsten oxide 
has a 
high refractive
 index

?

?

The researcher's cells use iron oxide and tungsten oxide to do the light-capturing. Iron oxide absorbs visible light and tungsten oxide absorbs ultraviolet. Also tungsten oxide has a high refractive index. This means that light finds it hard to escape once it is inside a piece of tungsten oxide because it is bounced back and forth by a phenomenon called total internal reflection, increasing the chance it will be absorbed. p.78.
Source:
Solar Cells: Tiny Balls of Fire, The Economist, June 28th-July 4th 2014, 411: 8893, 78-79.
http://www.economist.com/news/science-and-technology/21605868-how-gather-more-light-solar-power-tiny-balls-fire

Additional link:
HowTheLightGetsIn2015

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Thursday, March 05, 2015

Hodges' model: Across the Humanities and Sciences Respond - React

individual
INTERPERSONAL : SCIENCES
humanistic ------------------------------------------- mechanistic
SOCIOLOGY : POLITICAL
group

...to respond  
is to let relationship
 predominate.

To react
is to let the facts 
 predominate;





Source:
Tillmanns, Maria daVenza, (2015) The Need To Move Beyond Homo Faber, Philosophy Now, February/March. 106: p.14.

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Sunday, March 01, 2015

Medical Sociology Group Annual Conference 2015 Call for Papers

Wednesday 9 to Friday 11 September 2015
University of York

We look forward to welcoming you to our 47th Annual Conference

We welcome abstract submissions for oral presentations, poster presentations and symposia / special events structured around the streams listed below. Following positive feedback, Pecha Kucha will be making a return to MedSoc in 2015. We also hope to trial new formats for oral papers so that more people have the opportunity to share their work with the medical sociology community. Whilst we particularly encourage papers reporting research findings, we also welcome abstracts related to sociological theory, social policy, ‘works in progress’ or even just new and exciting ideas!

Citizenship and Health
Mental Health
Complementary and Alternative Medicines
Methods
Critical Public Health
Open
Embodiment and Emotion
Patient – professional interaction
Ethics
Pharmaceuticals
Ethnicity
Politics of Health
Experiences of Health and Illness
Professions
Gender
Risk
Health Policy
Screening and Diagnosis
Health Care Organisations
STS and Medicine
Health Service Delivery
Teaching Medical Sociology
Inequalities
Theory
Lifecourse – reproductive health; chronic conditions; ageing; death and dying


The abstract submission deadline is Friday 24 April 2015

Please submit at: http://www.britsoc.co.uk/events/medsoc-annual-conference/submissions.aspx

Abstracts received after this date will not be considered.

For further details please visit: >http://www.britsoc.co.uk/medical-sociology.aspx

Enquiries to: events at britsoc.org.uk

Dr Sasha Scambler
Senior Lecturer in Sociology
Unit of Social and Behavioural Sciences
Division of Population and Patient Health
King's College London Dental Institute
Floor 18, Tower Wing,
Guys Hospital,
London SE1 9RW
+44 (0) 207 848 5145
sasha.scambler at kcl.ac.uk

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Saturday, February 28, 2015

Coming to the Table, Leaving, Coming to the Table ... Realpolitik

individual
INTERPERSONAL : SCIENCES
humanistic ------------------------------------------- mechanistic
SOCIOLOGY : POLITICAL
group






The 'Periodic' Table


Polonium

Memorial

Boris Nemtsov

Image: By Greg Robson
http://commons.wikimedia.org/wiki/File:Electron_shell_084_polonium.png

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A "science for safety": getting the formula - and the grid right

The grid holds great fascination for me.

It didn't start with The Grid in TRON, nor obviously TRON Legacy - even though the realisation is superb.

No, the first grid was in the cobbled back alley at my grandparent's house in St Helens. As a kid staying over in the summer I would take a spoon and the melting tar between the cobblestones was a syrupy invitation.

I must have got in trouble, as spoons were lost down the grids.

In the here and now the "science for safety" report* bears further consideration:
If healthcare is to significantly reduce patient harm, a holistic perspective is necessary to capture the requirements and needs related to the culture, workflow, and technology associated with caring for patients. In this paper, we relate the problem to other industries and how these industries have addressed safety. We identify the current gaps in today’s healthcare approach and describe the actions that can be taken, and the change in mental models that must be made by the global healthcare community, to continuously improve patient safety. p.3 [my emphasis]

The Formula 1 season beckons. The cars tested to the max are still to be tested in anger. They will soon, be ready - on the starting grid.

The "science for safety"
also needs a starting grid.

A conceptual framework recognisable and relevant to all.




*Transforming Patient Safety: A Sector-Wide Systems Approach
Peter J Pronovost, Alan D Ravitz, Robert A Stoll, Susan B Kennedy


See also: How do you Balance and Elevate Holism and Patient Safety?

Image sources:
http://www.artofvfx.com/?p=885
https://www.linkedin.com/pulse/20140820123105-48893794-help-me-i-m-successful?trk=mp-reader-card

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