"What is it with all this | |
... what I want is for those with the power, to keep the planet cool." |
09.30-10.00 Tea/coffee WelcomeFurther details at https://www.bcs-sgai.org/health2026/
10.00-10.45 Medical diagnosis after LLMs (keynote talk) by Prof Brendan Delaney (Imperial College London)
10.45-11.30 AI in Mental Healthcare by Mr Anirban Lahiri (Arndit Ltd. and Kainos Ltd., UK)
11.30-11.45 Tea/coffee Break
11.45-12.30 Demystifying AI regulation by Dr Marinos Ioannides (Medicines and Healthcare products Regulatory Agency, UK)
12.30-13.15 Hand-on tutorial: Low-Code AI Agents for Health, Farming, and Food
13.15-14.15 Lunch Break
14.15-15.00 Introduction to Quantum Computing and its Relevance for Biomedical Science by Dr Oliver Thomson Brown (University of Edinburgh)
15.00-15.45 Translating Quantum Food Futures by Dr Saihong Li (University of Stirling)
15.45-16.30 Emerging Opportunities for Quantum Technologies in Food and Health by Dr Aleksey Kozikov (Newcastle University)
16.30-16.45 Close
Time, focus and community for your research on the societal impact of digital transformation
A fellowship at the Center for Advanced Internet Studies (CAIS) provides the freedom to dedicate yourself to your research and the opportunity to join a vibrant interdisciplinary community. Step away from daily work routines to gain new perspectives and build lasting connections.
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My source: https://www.jiscmail.ac.uk/cgi-bin/wa-jisc.exe?A0=AI-SGES
AbstractThe effective practice of medicine requires narrative competence, that is, the ability to acknowledge, absorb, interpret, and act on the stories and plights of others. Medicine practiced with narrative competence, called narrative medicine, is proposed as a model for humane and effective medical practice. Adopting methods such as close reading of literature and reflective writing allows narrative medicine to examine and illuminate 4 of medicine's central narrative situations: physician and patient, physician and self, physician and colleagues, and physicians and society. With narrative competence, physicians can reach and join their patients in illness, recognize their own personal journeys through medicine, acknowledge kinship with and duties toward other health care professionals, and inaugurate consequential discourse with the public about health care. By bridging the divides that separate physicians from patients, themselves, colleagues, and society, narrative medicine offers fresh opportunities for respectful, empathic, and nourishing medical care. ...
Charon R. Narrative Medicine: A Model for Empathy, Reflection, Profession, and Trust. JAMA. 2001;286(15):1897–1902. doi:10.1001/jama.286.15.1897
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| THE ODYSSEY |
As a tool for lifelong learning Hodges' model must be capable of providing a structure through which a narrative can woven. A person's career, as in work, is another distinct example. And again the 'health career' through health, illness, physical and mental trials and tribulations is perhaps the prime example. As the example, it forms the basis of myth underpinning the world's cultures, pre- and ancient histories.
Tomorrow, is the day of "Two Odysseys". No: this is not 2001, 2010, 2061 or 3001.
One odyssey, heads off to the South West, to a place where the land ends, apparently. Memories to be made, a story to unfold.
The other, is based on a voyage: an incredible tale, an epic journey - the epic (in the west). This ODYSSEY will be found in the cinema (and not on a phone, TV, PC, laptop ...); and vitally also in an amazing book. Recounting, what was originally the oral tale of Odysseus on his fantastical 10-year journey home after the Trojan War.
Hodges' model provides a structure to weave this narrative, the twists and turns of patients, carers, students and personnel - all the narrative forms.
Image: https://www.rottentomatoes.com/m/the_odyssey_2026
See also: The Hero's Journey and Joseph Campbell
Somehow, or perhaps that is being kind, I have a feeling that sources on the history of 'recent' nurse education may come to the fore. It is interesting that the guest editorial below reflects itself on the preceding 25 years. Not just several cohorts of students, careers, but a whole life-time.
We must hope today, that British nurse educators can find more security, if not the contentedness described by Rye in 1985 ...
See also: #RCN26 RCN Congress - Nurse Education'The main principles for policy change contained in the commission's report are as follows.
1 The uncoupling of education from service. Students should no longer be employees of the National Health Service. Nursing education should now be part of the main-stream of higher education, students being financed through a suggested bursary system.
2 A single level of basic nurse qualification leading to registration.
3 Curriculum development (as discussed in chapter 4 of the report) must take into account the need to retain certain speciality options, and prepare students for practice both in hospital and community settings. It creates the possibility of direct entry into district nursing, health visiting and midwifery.
This 3-year course would have educational credibility as it will be at diploma level, the first year being a foundation programme, furnishing a basis for informed choice later. The second year would contain practical placements (in the community, adult nursing and mental health). It would consist of three modules, the first to be based in a community setting, the second (focused upon the nursing of adults) in a hospital setting, and the third in a variety of environments related to mental health. Roughly 30% of the time will be dedicated to carefully supervised practice in clinical settings. The final year will be characterized by increased specialization. The opportunity to make a selection from a number of available modules will equip each successful student to become registered and to take up work either in an institutional or non-institutional setting. The academic award will be that of Diploma in Nursing Studies.
...
This new approach to nursing education will not create a 'generic' nurse, but will prepare students to work in their chosen speciality in hospital or in the community. If nurses are to respond to the changing patterns of health care, it is critical for future development that preparation for working in the community takes place in the basic diploma programmes. This may be seen as one of the more controversial implications of the report, but the profession must address itself now to these matters, as nursing education must become more flexible and capable of change to meet the needs of clients.'
Join Health Literacy UK on 4 March 2027 for an exciting national conference bringing together passionate voices from across healthcare, public health, academia, local government and the voluntary sector. Expect inspiring keynote speakers, practical learning, fresh ideas and powerful conversations focused on making health information and services accessible to all. Whether you’re new to health literacy or leading change in your organisation, this is an event you won’t want to miss.
Hear from leading experts, discover practical approaches to improving health literacy, and connect with colleagues who are committed to reducing health inequalities and creating more inclusive health and care services.
Health Literacy UK (HLUK) invites researchers, practitioners, policymakers, educators, community organisations and students to submit abstracts for presentation at our national conference on 4 March 2027 in Manchester.
Please see HLUK where additional details are provided and will follow:
https://healthliteracy.org.uk/hluk-conference-4th-march-2027/
n.b. I hope to see you there!
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My source: SOCIOTECH List at JISCMAIL.AC.UK
Individual - Person IDENTITY Personality Character Traits Spiritual identity Religious identity brain in a vat thought experiment SPIRIT level |
| ||
Social identity (cohesion) Collective & Cultural identity Role & Family identity Relational identity Languages media(-ted) identities | Local / Regional identity National identity: North-South :: West-East divide Organisational / Inst. identity Political GLOBAL NORTH:SOUTH |
Source: 'The Bay Horse' local pub and Coffee House.
Previously: 'identity' : 'philosophy' : 'alcohol' : 'South' : 'language'
Regards the two other references listed by Leapspace in the previous post:
Jones, P. (2009) Socio-technical structures, 4Ps and hodges' model. Nursing and Clinical Informatics: Socio-Technical Approaches. https://doi.org/10.4018/978-1-60566-234-3.ch011
Jones, P. (2011) Socio-technical structures, 4Ps and hodges' model. Clinical Technologies: Concepts, Methodologies, Tools and Applications. https://doi.org/10.4018/978-1-60960-561-2.ch215
The doi links above lead to a page where to read the 'View Full Text HTML', or 'PDF' you need a login. This suggests a paywall(?), but the paper can be found here:
https://papers.ssrn.com/sol3/papers.cfm?abstract_id=1842543&rec=1&srcabs=886584&alg=7&pos=3
These are not the original reference or title:
Jones, P. (2009) Socio-Technical Structures, the Scope of Informatics and Hodges’ model, IN, Staudinger, R., Ostermann, H., Bettina Staudinger, B. (Eds.), Handbook of Research in Nursing Informatics and Socio-Technical Structures, Idea Group Publishing, Inc. Chap. 11, pp. 160-174.
I am unable to check fully, but it appears in 2011, the paper was republished in another collection. It is nice to have a 'bovine' experience, with a lesson about copyright, open access, and predatory publishing. Alteration of titles is bound to result in repetition, confounding the accuracy of publication metrics and indices?
I am not going to add the second reference to the blog's bibliography.
 |
| Brian E. Hodges - c/o Brian's family. |
Born in Liverpool, UK.
Community Mental Health Nurse NHS, Part-time Lecturer,
Researcher Nursing & Technology Enhanced Learning
Registered Nurse - Mental Health & General
Community Psychiatric Nursing (Cert.) MMU
PG Cert. Ed.
BA(Joint Hons.) Computing and Philosophy - BIHE - Bolton
PG(Dip.) Collaboration on Psychosocial Education [COPE] Univ. Man.
MRES. e-Research and Technology Enhanced Learning, Lancaster Univ.
Live and work in NW England - seeking a global perspective.
The views expressed on W2tQ are entirely my own, unless stated otherwise.
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If you would like to get in touch please e-mail me at
h2cmng AT yahoo.co.uk
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