e: k.a.christer at shu.ac.uk | t: +44 (0) 114 225 6918 | f: +44 (0) 114 225 6702 | www.design4health.org.uk
- provides a space devoted to the conceptual framework known as Hodges' model. Read about this tool that can help integrate 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 (it might happen one day!!). See our bibliography, posts since 2006 and if interested please get in touch [@h2cm OR h2cmng AT yahoo.co.uk]. Welcome.
The use of information forms the basis of nursing policies, standards and professional codes of conduct. Although used intuitively, nurses must now also grapple empirically with information needs often defined by others, and with the technology used to capture and process it. Even the briefest contemplation of 'information' reveals a truly pervasive concept. Information is ubiquitous. In order to care effectively in the so-called "information age" health care professionals need to understand information. This paper is a small contribution to that effort, attempting to conjoin the disparate fields of health and the information sciences; and the basic sciences upon which they are based.
This paper explores how definitions of 'information' formulated in computing and communication theory relate to health and other aspects of human experience. The strategy adopted to achieve this is threefold. First, there is the vexed question of defining data, information and knowledge. Second, I consider how communication - that essential nursing activity - relates to information, meaning and the messages people seek to convey to each other. Thirdly, clinical situations are described in an information oriented manner, using the concepts of 'redundancy' and 'entropy'. The conclusion provides an historical perspective.
Jones, P. (1996) Humans, Information, and Science, Journal of Advanced Nursing, 24(3),591-598.
The Journal of Community Informatics (http://ci-journal.net)
Abstract submissions due June 15, 2013
Full papers due September 1, 2013
Anticipated publication date February 1, 2014
The international peer-reviewed Journal of Community Informatics (http://ci-journal.net/) is a medium for the communication of research of interest to a global network of academics, community informatics practitioners and national and multilateral policy makers. A special issue of the journal will be devoted to examining the relationship between Community Informatics and the Millennium Development Goals (MDGs).
Community Informatics (CI) is the study and practice of enabling communities and the grassroots to improve their lives through Information and Communications Technologies (ICTs). This special issue will focus on how community-based use of ICTs can contribute to both the achievement of specific MDG targets and the development of the post-2015 global development agenda. The issue is expected to be published in early 2014 and thus provide inputs to ongoing discussions on the finalization of a new global development agenda.
Call for papers
The field of Community Informatics seeks to explore the potential of ICTs and their applications for social and economic development at the community level. It particularly seeks to ensure that marginalized individuals and communities can benefit from the opportunities that ICTs can provide. Active and meaningful participation by people at the community/grassroots level is arguably one critical element for the successful achievement of the MDGs – and any other development priorities, for that matter. As demonstrated in different parts of the world, ICTs enable the participation of people and give voice to the voiceless.
For this special issue, we are inviting original, unpublished research, points of view, case studies, reviews and field notes. All research papers will be double-blind peer-reviewed. Insights and analytical perspectives from practitioners and policy makers in the form of notes from the field or case studies are also encouraged. These will not be peer-reviewed but will be assessed as to their suitability for publication.
Expected topics in this special issue include:
1. National and local policies needed to foster synergies between CI and the MDGs
2. Local government, CI and ICTs: how to create a sound ecosystem for development and MDG achievement?
3. Enabling communities to participate in local MDG decision making processes via ICTs
4. CI and access to information and open data related to MDG development priorities
5. CI and local participation strategies to meet MDGs
6. CI and social inclusion of groups targeted in MDGs
7. CI and local MDG related capacity development: can ICTs close or widen the gap?
8. The potential role for CI in the post-2015 global development agenda;
9. Assessing the empirical evidence on the role of community ICTs in the MDGs to date
And specifically related to individual MDG targets:
10. Using community-based ICTs to address extreme poverty and hunger
11. CI approaches to achieving universal primary education;
12. CI contributions to the promotion of gender equality and women's empowerment
13. CI influence to in the elimination of child mortality and achievement of maternal health
14. CI approaches to combating HIV/AIDS, malaria and other diseases
15. CI and environmental sustainability
16. CI as a component of national and regional health information systems
17. CI contributions to developing global MDG partnerships
Special Issue Editors:
Charles Dhewa – CEO, Knowledge Transfer Africa (Pvt) Ltd, email@example.com / firstname.lastname@example.org
Jude Genilo – Head, Media Studies and Journalism Department, University of Liberal Arts Bangladesh, email@example.com / firstname.lastname@example.org
Raul Zambrano – Cluster Leader, Senior Policy Advisor, ICTD and e-governance, UNDP, email@example.com
Chris Zielinski – CEO, International Alliance on Information for All, firstname.lastname@example.org
Special Issue Assistant
Michel Castagné – email@example.com
Abstracts should be sent to the Assistant firstname.lastname@example.org no later than June 30, 2013.
H5P (also a file format) that can be integrated into Drupal to create content types for educational purposes.
H5P is a framework for creating HTML5 content and applications that can be easily moved between web-sites. H5P facilitates sharing and reuse of code used in rich content and applications. H5P also includes an authoring tool so that H5P content may be created and edited using a web-browser.Drupalcon Portland is now underway and I'm looking forward to tuning in live and following sessions, starting with Dries' keynote. This should begin at 7.30pm here in the UK. Drupalcon Munich seems ages ago now (4.7 even longer ..! ) and suddenly Prague is on the horizon.
Organizations and governments spend millions of dollars creating rich Internet content, games and applications. The code used may be shared here on h5p.org as libraries so that others may fill in their own content and reuse the code.
C/o of a former colleague now at Huddersfield University and the MHHE mailing list respectively, I've been aware of two learning opportunities ("up North") for quite some time and thought I would share these here:
Today there was a masterclass on Mindfulness, Compassion, Life Story Work and Cognitive Behaviour Therapy and the Older Person
Whilst this is too late, it should be repeated and the combination of CBT, older adults, long term conditions and pain are key knowledge themes to pass on - as needed - to the residential and nursing home care sectors. There are many other CPD courses including:
Cognitive Behavioural Therapy and Older People - January 2014, 30 Master's level credits
|Big Bang & The Four Elements by Aisha Caan|
|Big Bang V by Aisha Caan|
District nurse Frankie Maddox is a saint. At least she would be if it weren’t for her fondness for red wine, loud music, ghastly singing and fast cars.That line may be clunking as a piece of dramatic prose, but there is a need to make some noise that extends beyond nursing's one-to-one encounters.
Whether it’s an elderly man with dementia, a pregnant woman whose husband is on duty in Afghanistan or a sickly young child who’s never at school, nothing is too much trouble for this caring, smiley character. “Why do you always insist there’s something we can do, when sometimes there isn’t?” snaps Dr Evans (Jemma Redgrave). Because “the world is my patient,” Frankie explains, although she has the grace to grimace after delivering such a clunking line (from Radio Times).
Source: Richard Millwood - A new learning landscape
There were a great many fascinating talks at the conference in Amman. The following caught my attention:
Dr Heyam Dalky on Perception and Coping with Stigma of Mental Illness: Arab Families' Perspectives
Since I trained in the late 1970s there has been a marked positive change in the social stigma associated with medical and mental health conditions. People are by and large more enlightened regards epilepsy for example. Although perhaps some of the progress can be related to medication, medicine management and community follow-up. Mental health professionals and services are aware of the potential damage that a diagnosis of 'schizophrenia' can inflict on young adults. Despite any sense of progress I might see, there is much still to be done as campaigns such as Time To Change attest.
It was very useful then to revisit the historical development of thought in stigma. Dr Dalky also shared global insights into stigma perception within families by citing research in a range of countries; for example, in Jordan, Morocco, Sweden, Germany, China, Malaysia, and Ethiopia.
Within Hodges' model the individual, as in the self, is given a pivotal and yet mobile place (transferable from the top of the model to the center) this led me to the concept of self-stigma (Corrigan, 2009) as I draft a paper on h2cm, case formulation and diagrams.
In her presentation Dr Dalky notes:
Is a condition, a quality or a set of qualities in an individual, which is indicative of the probable extent to which one will be able to acquire under suitable training some knowledge, skill or composite of knowledge, understanding and skillThe main questions:
Ref: Mangal S L. General Psychology. Fifteenth reprint. New Delhi: Sterling Publishers Pvt. Ltd; 2008.
Do nursing students possess the required ability (aptitude) to become an effective nurse?
What abilities do we really expect from nursing students?The development of a tool to measure aptitude was described, reviewing the literature. Are there any existing tools within nursing? What exactly should a tool measure? Statistics and results were listed. This was a very interesting presentation and of particular interest to me.
The past fortnight has been quite intense in terms of conferences and the focus upon nursing education; plus as was pointed out to me I travelled from Jordan to Jordanstown. The conference in Jordan began with a beautiful prayer and I heard of this poem while away:
The Jordan conference and experience prompted me to reflect upon 'hospitality' and 'hospital'. Also hospital as a physical environment and the way this contrasts with community care; and those without access to either.
At the research workshop on Monday with Nicola McHugh Project Coordinator for the Global Research Nurses' network, we were asked to consider and record how our respective job had changed. I jotted down the following also expanded here:
|During the Middle Ages hospitals served different functions to modern institutions, being almshouses for the poor, hostels for pilgrims, or hospital schools. The word hospital comes from the Latin hospes, signifying a stranger or foreigner, hence a guest. Another noun derived from this, hospitium came to signify hospitality, that is the relation between guest and shelterer, hospitality, friendliness, hospitable reception.|
|The word hospitality derives from the Latin hospes, meaning 'host', 'guest', or 'stranger'. Hospes is formed from hostis, which means 'stranger' or 'enemy' (the latter being where terms like 'hostile' derive).|
Born in Liverpool. Three children. Community Mental Health Nurse NHS, West Lancashire, Independent Scholar & Researcher Nursing & Technology Enhanced Learning
RMN, RGN, CPN(Cert.), PGCE, BA(Joint Hons.) Computing/Philosophy
PG(Dip.) Collaboration on Psychosocial Education [COPE]
MRes. e-Research and Tech Enhanced Learning
Live and Work in Central & West Lancashire, England - working on achieving a global perspective.
The views expressed on W2tQ are entirely my own, unless stated otherwise. Comments are disabled.
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