Arriving at Hodges' model via guided discovery ...
Following Brian Hodges’ lead in his notes, I have engaged a great many learners with a guided discussion through the following questions:
Questions |
Answers |
Outcome/Significance |
Who do we care for? |
The person, individual, patient, client, carer.The group, family, community, national/global population. The 'duty of care'. The Planet. |
It is the individual (guardian) who consents to care. The subject at the top of the vertical axis of Hodges’ model is first identified. It is the person who consents to care (or their guardian); then the group occupies the bottom of the vertical axis. |
What do we do to help deliver care? |
We attempt - complete tasks and interact in ways that are both mechanistic and humanistic. We use procedures, equipment, devices, technologies, physical interventions; and the self – empathy, rapport listening, being present. Team work with effective communication, coordination and collaboration are also essential. |
To care is to act. The horizontal axis is added, with humanistic to the reader’s left; and mechanistic to the right. The axes are then complete, revealing the model’s ‘fixed’ structure. Interdisciplinary can be identified and further discussed. |
What skills and knowledge do we need to care for the individual, family and populations? |
Here we are concerned with the content of the given situation. This can encompass the whole curriculum and acknowledges experiential learning. |
The epistemological and ontological scope and scale of health is revealed from self to planet. The importance of context and situation can be stressed. Including first-aid and its rules and risk assessment. Discussion visits and demonstrates the significance of each of the domains of Hodges’ model and the spiritual to participants. The relevance of Hodges' model to the 21st century, as a bio-psycho-socio-POLITICAL model is emphasised. |
Previously: 'Hodges' model'.





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