Hodges' Model: Welcome to the QUAD

- provides a space devoted to the conceptual framework known as Hodges' model. Read about this resource for HEALTH, SOCIAL CARE, INFORMATICS and EDUCATION. The model can facilitate PERSON-CENTREDNESS, CURRICULUM DEVELOPMENT, HOLISTIC CARE and REFLECTION. Follow the development of a new website using Drupal as I finalise my research question with part 2 starting in 2016. See our bibliography, archive and please get in touch [@h2cm]. Welcome.

Thursday, November 26, 2015

Foundations of Mental Health Practice - new book series

c/o Jill Anderson MHHE - Mental Health in Higher Education hub: http://mhhehub.ning.com/

Taking a closer look at the pertinent issues in contemporary mental health care, this new series gets to the heart of what matters in mental health practice. This new, interdisciplinary series explores key issues with a focus on working in an enabling and facilitative way.

Books in the series so far…
  • Models of Mental Health
  • From Psychiatric Patient to Citizen Revisited
  • Values and Ethics in Mental Health
  • Working with Dual Diagnosis
Find out more about the series:


If you are interested in reviewing any of the books in a publication or online review, please email Helen.jackson@palgrave.com

Jill Anderson

- Help build the Mental Health in Higher Education hub: http://mhhehub.ning.com/
- Join the mhhe discussion list: www.jiscmail.ac.uk/mhhe
- Follow us on Twitter: https://twitter.com/mhhehub

Stumble Upon Toolbar

Wednesday, November 25, 2015

Nursing the Research Councils

It seems incredible the way the years have flown by since 2006, the year this blog started. So many changes personal, technical, learning ... along the way.

That year I attended a research grants event in Bath, UK. An Ideas Factory organised by one of the research councils. Writing about the fraught, hard, emotionally demanding and yet very rewarding experience it struck me back then how duplication between organisations could creep in.

All those acronyms! There was in a way a lot of support for Hodges' model, with the disciplinary divides in evidence. Whether it's a 'market' view, policy or other perspective it seems innovation, serendipity, creativity and interdisciplinary progress (that might also become transdisciplinary?) might be assisted by some 'slack resource' in the system. Some opportunities, avenues for cross-fertilization of ideas to occur. Sometimes this is done deliberately, such as the Ideas Factory.

Now with austerity ongoing, UK research has been reviewed:

I hope that some capacity for mixing things up will remain.

Stumble Upon Toolbar

Saturday, November 14, 2015

Student's intellectual and ethical development (Gyurko, 2011)

I desperately need to trace out a theoretical basis for Hodges' model. The paper in this post provides a piece of the jig-saw. Hodges' model is a conceptual framework that can act as a starting grid for the ongoing intellectual, ethical and professional development of all students.

In a post to follow I have also found some insights to underpin the objective and subjective within Hodges' model...

humanistic --------------------------------------- mechanistic




Perry identifies themes or stages of experience, which cluster around nine positions that are classified into four broad categories: duality, multiplicity, relativism, and commitment (Billings et al., 1998). Duality views the world dichotomously as good–bad, right–wrong, or black–white. Those who make meaning from a dichotomous point of view do so with the belief that right answers exist for everything. With regard to learning, in this stage students simply seek the right answer. With multiplicity, students learn to honor “diverse views when the answers are not yet known” (Evans et al., 1998, p. 131). As students advance toward relativism, they begin to recognize that right and wrong and good and bad are not enough to deal with the situations of real life. In this stage, students learn how to look at specific situations in an abstract view and weigh information by problem solving (Evans et al., 1998). Finally, the movement to commitment occurs when “ethical development,” involving choices, decisions, and affirmations, is incorporated in one's lifestyle (Evans et al., 1998, p.133). (p.508)

Gyurko, C. (2011) A synthesis of Vroom's model with other social theories: An application to nursing education. Nurse Education Today, 31(5), 506-510. doi:10.1016/j.nedt.2010.08.010

Stumble Upon Toolbar

Sunday, November 08, 2015

The Divided Laing by Patrick Marmion

humanistic --------------------------------------- mechanistic

Image: Arcola Theatre
My source: The Sunday Times, Culture, 01.11.15

Stumble Upon Toolbar

Saturday, November 07, 2015

OECD Health Statistics 2015

humanistic --------------------------------------- mechanistic


"The OECD Health Database offers the most comprehensive source of comparable statistics on health and health systems across OECD countries. It is an essential tool to carry out comparative analyses and draw lessons from international comparisons of diverse health systems." (Source)

My source: Various inc. The Times, November 5 2015, p.10.

Stumble Upon Toolbar

Friday, November 06, 2015

RDF in the Political Domain: c/o Narayana, S., Varma, G.P.S. & Govardhan, A. (2013)

humanistic --------------------------------------- mechanistic

"Consider the scenario where user wishes to find semantic associations between two persons in the domain of ‘Politics’. Then concepts such as ‘Politician’, ‘Political Organization’, ‘Government Organization’ and ‘Legislation’ are considered to be more relevant whereas the concepts such as ‘Financial Organization’ and ‘Terrorist Organization’ are considered to be less relevant. So, user is provided facilities to define his context by selecting his interested regions from the ontology, and based on this context the associations are ranked. As an example consider the RDF graph shown in Figure 2. It shows that, the user has selected three regions belonging to ‘Political Organization’, ‘Politician’, and ‘Legislation’" (p.97).

Figure 2 is copied below.

Reference and Acknowledgement:
Narayana, S., Varma, G.P.S. & Govardhan, A. (2013) An Improved Technique for Ranking Semantic Associations. International Journal of Web & Semantic Technology. 4, 93–106. doi:10.5121/ijwest.2013.4407

Part of RDF graph: DOI : 10.5121/ijwest.2013.4407

Stumble Upon Toolbar

Wednesday, November 04, 2015

England - local Health Insights events Nov-Dec 2015

Health Insights in London was a huge success and the next stop in the series is Newcastle! Supported by HSCIC and NHS England the series will focus on providing the latest policy updates and insights into the successful creation of roadmaps leading us to a paperless NHS. We will also look into understanding some of the detail that surrounds the practicality of actually making interoperability work for both patients and citizens.

Register for your local Health Insights now!

Looking for a conference where your voice is heard and makes a difference, register now for your local Health Insights event.
Interoperable systems are fundamental to meeting ambitions of the Five Year Forward View that all patient and care records will be digital, interoperable and real time by 2020. NHS England will look at Interoperability and integration and demystifying the National Interoperability strategy.

New Series, New Format
The new format means more interaction than ever before. Throughout the day you will be given the chance to engage in table surgeries with key speakers from the NHS and voice your opinions on the hottest topics in digital health. At the end of the series the answers from the table surgeries will be written up as a white paper and be available to all delegates who attended the series.

Series Success
What our delegates said:
“I attended the Heath Insights Event in London - not only did I enjoy myself, I learnt a lot and met many interesting people from both the healthcare sector and industry. I will be recommending the future dates to colleagues in various parts of the country.” Megan Reid, NHS Graduate Management Training Scheme Trainee - Health Informatics - North East
What the press said:
“I was very impressed by the energy and ideas around the room, and the updates from the key speakers re-enforced my view that there remains a lot to be positive about across the NHS in relation to exploitation of technology - a message which I keep impressing on the supplier community!” Andrena Logue, Research Director - Kable
Why you should attend
As well as the day being filled with great speakers and the famous Roy Lilley back chairing the series, you will also benefit from meeting with leading suppliers, trying out digital solutions and embarking on roundtable discussions with experts to help answer some of your most challenging questions.

Don’t miss your chance to attend your local Health Insights FREE for all healthcare professionals and CPD accredited.

Kind regards
Jessica Bagley

@HIMSS_UK #healthinsights

(Thanks Jessica - pj)

Stumble Upon Toolbar

Tuesday, November 03, 2015

Papers - reading: Metalearning, Case-Based Learning, Reflection and Threshold Concepts

Working on the latest paper for module 4...

Jones, P. R. (1995) Hindsight bias in reflective practice: An empirical investigation. Journal of Advanced Nursing, 21(4), 783-788.

Within any web tool-resource based on Hodges' model can I try to ensure that reflection is a more 'contemporaneous' activity?

Ward, Sophie C., & Meyer, Jan H. F. (2010) Metalearning Capacity and Threshold Concept Engagement. Innovations in Education and Teaching International, 47(4), 369-378.

Metacognition, metalearning, reflection, reflective practice?

Kinchin, I., & Miller, N. (2012) ‘Structural transformation’ as a threshold concept in university teaching. Innovations in Education and Teaching International, 49(2), 207-222.

McDonald, K. (2013) Is reflective practice a qualitative methodology? Nurse Education Today, 33, 13–14. doi:10.1016/j.nedt.2012.07.011

Reflective practice as a single case study?

Kantar, L.D. & Massouh, A. (2015) Case-based learning: What traditional curricula fail to teach. Nurse Education Today, 35(8), E8-E14.

Three learning practices that were developed by the case study approach: (a) recognizing the particulars of a clinical situation, (b) making sense of patient data and informing decisions, and (c) reflection. Indepth analysis of these practices helped unravel four professional attributes that form the tenets of case-based learning: (1) a salience of clinical knowledge, (2) multiple ways of thinking, (3) professional self-concept, and (4) professional caring.

Several forms of situatedness are also described.

I am wondering about the possible role of 'worked examples', but am also aware through Kantar  & Massouh and others of the labour intensive nature of producing case studies (as worked examples). Is there another way to present them? One that is also student produced?

Situated Noticing
Drawing on students’ experiences in CBL, three categories emerged from the data to describe the sequence of noticing activities: (1) grasp of patient data, (2) holistic grasp of every aspect of the patient, and (3) clinical imagination (e10).

Assumpta, A. (2015) Transdisciplinary technology education: a characterisation and some ideas for implementation in the university, Studies in Higher Education, 40:9, 1715-1728, DOI: 10.1080/03075079.2014.899341

No mention of 'holis*' interesting for that?
Figure 1. Conceptual framework to understand complexity theory (Jackson and Ward 2004).

Figure 2. Traits of transdisciplinarity as a process group (Wenger 2000, 233) - includes 'A set of maps'.

(btw - the first paper is not mine.)

Stumble Upon Toolbar

Sunday, November 01, 2015

Medical (local) history II

It is quite surprising (or maybe not) the things we fail to notice in our everyday lives. Making a slight alteration to my path through the cemetery on the way down to Ashton - my home town in WN4 - I came across the gravestone photographed below.

Of course, 'surgery' in 1822 would have been radically different to that of today. In Jameson's lifetime progress was nonetheless being made on several fronts within medicine:

1796Edward Jenner develops a method to protect people from smallpox by exposing them to the cowpox virus. In his famous experiment, he rubs pus from a dairymaid's cowpox postule into scratches on the arm of his gardener's 8-year-old son, and then exposes him to smallpox six weeks later (which he does not develop). The process becomes known as vaccination from the Latin vacca for cow. Vaccination with cowpox is made compulsory in Britain in 1853. Jenner is sometimes called the founding father of immunology.
1800Sir Humphry Davy announces the anesthetic properties of nitrous oxide, although dentists do not begin using the gas as an anesthetic for almost 45 years.
1816René Laënnec invents the stethoscope.
1818British obstetrician James Blundell performs the first successful transfusion of human blood.
1842American surgeon Crawford W. Long uses ether as a general anesthetic during surgery but does not publish his results. Credit goes to dentist William Morton.
Infoplease: Medical Advances Timeline

Posting the photo and reading this gravestone I am minded about the need for respect and given to wonder about this man and his contemporaries? Is the family still local in Ashton, are they listed in parish records? Are there other records to follow...? What specific deeds gifted him this epitaph?

"Year of his Age": is thought provoking as we carry our Age literally, individually, around us, a bubble of time. Then we try to distil this into the life story of those whose living memory's fail them, but not their families and carers.

It is remarkable to see, in stark relief, the impact of a practitioner's attitude and aptitude. A lesson from the past for all healthcare professionals. This was the case thousands, hundreds of years ago, it is the case today and must be tomorrow.

As you read this slightly weathered stone there is another lesson.
Reading each word, with aged grammar and worn clarity even the past begs us to 'listen actively': the greatest lesson of all.

Bless you Mr Jameson.

Related post:

Stumble Upon Toolbar

Friday, October 30, 2015

Down at he-el (parity of esteem)

humanistic --------------------------------------- mechanistic




Stumble Upon Toolbar

Thursday, October 29, 2015

Books: Context, Subjectivity, Individuals and Axes (of Learning?)

humanistic --------------------------------------- mechanistic

The learner's intentionality is the axis from which the context can be interpreted as unified lived experience, making sense of the multiple interactions between people, and activities and resources. A context is always "local to a learner", since it consists of an individual's subjective experience of the world, that is always ...

spatially and...

historically situated (Lukin 2010, p.18). p.335.


Above from:
Esposito, A., Sangrà, A. and Maina, M. (2015) Emerging Learning Ecologies As A New Challenge and Essence For E-learning, Chap. 24 In Badrul H. Khan, Mohamed Ally (Eds) International Handbook of E-Learning. Volume 1, Oxford: Routledge. pp. 331-341. (p.335).

Lukin, R. (2010) Re-Designing Learning Contexts - Technology-Rich, Learner-Centred Ecologies, Oxford: Routledge.

Learning ecologies is an approach to educational theory, practice and technology enhanced learning that I can relate to through Hodges' model and a general interest that extends to green matters and blue...

This is a fascinating chapter by Esposito, et al. (2015) that includes keystone species who have the architectural function of a keystone (p.333) to: (my rendering follows)

provide critical resources

modify the environment

act as mutualists

control potential dominants

In the discussion the role of keystone species is attributed to librarians. To modify the learning environment and community the keystone species would need access to the necessary processes, procedures, time and place. So to the right of Hodges' model we find what is mechanistic: rules, authentication, privileges, sanctions, passwords, accounts...

On the above left as an example, communities of practice rely on mutualism for their sustained existence. It is the individual (student) as the (usual) unit of analysis who is making use of the resources.

Stumble Upon Toolbar

Sunday, October 25, 2015

Lived Experience at NHS Expo 2015: video

humanistic --------------------------------------- mechanistic

I have included the structure of Hodges' model above to emphasise
the model's scope and possible use in helping to address the many
challenges presented by lived experience. ...

Stumble Upon Toolbar

Saturday, October 24, 2015

New Media Consortium Horizon Report & Reflection in a Time of Connectivism (c/o Khan & Ally, 2015, Chaps 3, 4 and 21)

My reading of Khan and Ally's International Handbook of E-Learning could amount to a review by a thousand snippets at this rate.

As other priorities also demand attention I'm still on Volume 1 and avidly looking f/w to the 2nd with thanks to the publisher. I've references for my latest study to contribute to other reading. What is interesting is contrasting the place of reflection in nursing, nurse education, education generally and technology enhanced learning. Reflection and reflective practice is a personal activity that is also extensible, something that can and must educationally be shared with others. If there are already challenges in proving the value of Hodges' model within nursing (and global health!) there are other pressures from within education and technology enhanced learning specifically. As João Mattar notes:

Although Hirumi (2011) argues that his grounded approach neither subscribes to, nor advocates any particular epistemology, his decision of distinguishing internal interactions from all others as one of the three fundamental levels within his framework seems indeed to privilege a specific type of learning in an era where connectivism claims that learning should no longer be considered an internal and individualistic activity (Siemens, 2004; Anderson & Dron, 2010,2012). (p.301)
There are lessons in all these chapters for me. Pencilled observations and things to pospost (new word?) are scrawled throughout the 320 pages so far and here are a few more:

The NMC Horizon Report 2015 Higher Education Edition is a collaborative effort between the NMC and the EDUCAUSE Learning Initiative (ELI). This 12th edition describes annual findings from the NMC Horizon Project, an ongoing research project designed to identify and describe emerging technologies likely to have an impact on learning, teaching, and creative inquiry in education. ...

In chapter 4 Stephen Downes writes:
My own theory of education is minimal (so minimal it hardly qualifies as a theory, and is almost certainly not my own): "to teach is to model and to demonstrate; to learn is to practice and reflect." Thus, minimally, we need an environment that supports all four of these on a massive scale. In practice, what this means is a system designed so that bottlenecks are not created in any of the four attributes: modeling, demonstration, practice, and reflection. p.66.
More to follow, read and write!

Mattar, J. (2015) Designing and Evaluating E-learning Interactions, Chap. 21 In Badrul H. Khan, Mohamed Ally (Eds) International Handbook of E-Learning. Volume 1, Oxford: Routledge. pp.295-307.

Corbeil, J.R. & Corbeil, M.E. (2015) E-Learning: Past Present and Future, Chap. 3 In Badrul H. Khan, Mohamed Ally (Eds) International Handbook of E-Learning. Volume 1, Oxford: Routledge. pp.51-64. (see p.59-).

Downes, S. (2015) The Quality of Massive Open Online Courses, Chap. 4 In Badrul H. Khan, Mohamed Ally (Eds) International Handbook of E-Learning. Volume 1, Oxford: Routledge. pp. 65-77.

Stumble Upon Toolbar

Friday, October 23, 2015

New ESRC seminar series: reimagining professionalism in mental health - towards co-production

Reimagining professionalism in mental health: towards co-production is a seven part ESRC seminar series which focuses on developing new approaches to professionalism in mental health.

Each seminar will focus on a particular topic: the first two seminars set the scene with a focus on co-production and democratic professionalism and on people's lived experience of co-production.

The seminars which follow consider how changes to practice, policy and education in mental health could be implemented to develop a new form of professionalism based on co-production.

Video-recordings of the seminar series will be made available on the project website and there will be a blog to continue the discussions and conversations which take place in the seminars.

The first seminar will be on 5 January 2016 at the University of Leeds.

See here for further details: http://medhealth.leeds.ac.uk/homepage/730/towards_co-production_esrc

Jill Anderson

- Help build the Mental Health in Higher Education hub: http://mhhehub.ning.com/
- Join the mhhe discussion list: www.jiscmail.ac.uk/mhhe
- Follow us on Twitter: https://twitter.com/mhhehub

Stumble Upon Toolbar

Thursday, October 22, 2015

Adult Education and Open Educational Resources - new report for the European Parliament

“Adult Education and Open Educational Resources” is a 140-page “Study” released by the European Parliament research office on 15 October.

It reviews the current use of Open Educational Resources in Adult Education in Europe (with a focus on Member States of the European Union), assesses its potential and makes recommendations for policy interventions, taking account of the European Commission’s policy frameworks and those developed by the European Parliament and relevant European agencies. The majority of the research was carried out in the first five months of 2015.

The Study incorporates an Annex (starting on p. 77) including new research on over 12 Member States (with a focus on UK, France, Spain, Hungary, Sweden, Latvia, Germany and Romania), leveraging on a synthesis of existing research from a range of projects including POERUP (Policies for OER Uptake) and a 2014-15 study on Shared OER for the Joint Research Centre, augmented by more recent OER-related studies from Sero and others for the Joint Research Centre, Erasmus+ and the Lifelong Learning Programme.

It includes a Glossary (of over 80 items) and comprehensive bibliography (with over 410 entries) of papers and reports consulted.

The Executive Summary (pp. 7-9) gives a description of the report, the findings and a set of recommended policy interventions for the European Union and nearby countries.

The Study is available at:


The report was written by Sero with a team of advisors and country experts. Many others assisted the team in several ways – these are listed on p. 47. I was responsible for the main report and Giles Pepler was overall Editor for the Annex.

In a blog posting for the Open Education Working Group I shall summarise the recommendations and policy interventions. I hope also to encourage the country report authors/advisors to use this opportunity to provide an updated view of Open Education in their countries from the standpoint of Adult Education and Lifelong Learning.


Paul Bacsich
Coordinator, Open Education Working Group - http://education.okfn.org/blog/
Senior Consultant, Sero - http://www.serohe.co.uk/
My source:
open-education mailing list
open-education AT lists.okfn.org

Stumble Upon Toolbar

Tuesday, October 20, 2015

UCL Lancet Lecture 2015 - The new universal Sustainable Development Goals for 2030: from vision to action - 12 November 2015

(forwarded from UCL London, UK)

The new universal Sustainable Development Goals for 2030: from vision to action
By Ms. Amina J. Mohammed

Ms. Mohammed works in the United Nations Secretary office as a Special Adviser on Post-2015 Development Planning and will speak about the new set of Sustainable Development Goals (SDGs) and the challenge of implementation.

Register to watch online here (free):

My source: HIFA2015 Neil Pakenham-Walsh

Stumble Upon Toolbar

Saturday, October 17, 2015

Transformation: person, gender, arts, health services

humanistic --------------------------------------- mechanistic







1 : 4 : 9
Gilbert & George and Victoria appear together
at their studios in London ahead of Serpentine's
10th annual festival of ideas Corbis

'unsocial hours'
'out of hours'

My source: The Independent, 17 October 2015, p.7

Stumble Upon Toolbar

Thursday, October 15, 2015

Drupal 8: The stars align

Drupal 8 Release Candidate 1
Drupal 8 Release Candidate 1

I don't believe in astrology, I do it in the dark.

Amateur astronomy that is, looking at real stars. The N summer triangle is still up there (2130 BST) holding on...

The conjunctions I'm familiar with are mostly celestial but there are a couple of late that make me wonder.

The first is that Drupal 8 is now at RC 1, that is, release candidate 1 status.

There is a slide presentation on what Drupal 8 can offer:


Another coincidental event is the passing of the old website 1998 - Sept 2015. Demon had been closing down operations as a hosting provider for several years 5-10 years even. In truth though as webmaster I know the site was past its sell-by-date as it was first published: static with no database, no real means of engagement, no styling, no information architecture, no interaction and without a coherent plan and attitude towards SEO and advertising. This has to change with any new site.

I jumped onboard Drupal seeing it at version 4.7 as capable of heavy lifting. As I finalise my research question and project for the next 3 years I hope that Drupal 8 will feature in my stars.

Stumble Upon Toolbar