- learn about the conceptual framework Hodges' model. A tool that can help integrate HEALTH and SOCIAL CARE, INFORMATICS and EDUCATION. The model is situated, facilitates person-centredness, integrated - holistic care and reflective practice. A new site using Drupal is an ongoing aim - the creation of a reflective workbench. Email: h2cmng @ yahoo.co.uk Welcome

Thursday, December 31, 2015

"Dual Legacies of a Health Career and a Baton to Match" BMJ Evidence Based Nursing Blog

Approached through twitter I was invited to write a blog post on a mental health nursing related topic of my choice. The final text manages to reflect the time of year, the time of my career, student's careers and the health career.

Not sure about the photo though! ;-)

There is of course a great deal of other very informative content.

BMJ Evidence Based Nursing blog post

Twitter: EBNursingBMJ

Thanks to Gary Mitchell, Associate Editor.

Out of the Shadows - Mental Illness

"How a pioneering approach to treating mental illness is helping to fight one of the world’s most neglected diseases."

My source: Email re. INTAR 2016 conference call.

Wednesday, December 30, 2015

‘Trans-Cultural Dialogues about Mental Health, Extreme states and Alternatives for recovery': INTAR 2016

Dear colleagues,

Wishing you all a Merry Christmas and hope Santa brought you a bagful of gifts already!

This is to share with you that, Bapu Trust has the privilege of organizing the INTAR of 2016, in Pune city, India. We are really excited about this opportunity, to bring top of the class regional and global programs on Alternatives into the Asian region.

The International Network Toward Alternatives for Recovery (INTAR) is a loose network of individuals working in mental health, who have since last 10 years, been working to showcase and promote genuine alternatives for people who are experiencing distressing/altered/extreme mental states. The Network has stopped by in many major world cities, providing local people and organizations a space to dialogue on humane mental health care using non-medical approaches. We know that around the world alternative service models have been developed that show truly promising results. Yet, as you may know, such viable models have been under-utilized, under-funded and continue to operate in relative obscurity.

INTAR, since the beginning, has been guided by two important principles: full recovery is possible and that the dignity and autonomy of the individual is paramount. INTAR's mission: To document the effectiveness of Alternatives; to refine and expand their use and to make them more accessible to people that need them.

The Bapu Trust, a national mental health advocacy organisation in India, resonates with these principles. Such a platform has become all important for India, and the Asian region. In this program, we also hope to have cross cultural dialogues between mental health / alternatives service providers, persons with psycho-social disabilities, academics, and activists from the global North and the global South.

Our latest flyer on the forthcoming event is up on the web.


The program is between 26-28th November of 2016, in Pune city, India.

We hope that you will be very interested in these opportunities for new cross cultural experiences and learnings in the last weeks of November next year and to bring your work across to Asia. We certainly look forward to welcoming some of you into Pune city next year.

We are sharing news well in advance so that you may prepare, singly or as organizations in your countries, to mentally prepare for a long haul flight, to put together materials that you may want to share, and to raise the funds required to travel to India. If you write us, we can provide more details about the venue, conferencing options, opportunities to present your work, or answer other queries that you may have.

Warmest regards from
Bhargavi Davar

My source: Jill Anderson, MHHE

Tuesday, December 29, 2015

Care for the ear - Svetlana Alexievich

humanistic --------------------------------------- mechanistic
group - population

"Flaubert called himself a human pen; 
I would say that I am a human ear."

"I am drawn to that small space called
 a human being . . . a single individual."

"It always troubled me that the truth 
doesn't fit into 
one heart, 
into one mind, 
that truth is somehow splintered. 
There's a lot of it, it is varied, 
and it is 
strewn about the world."

Alexievich, S. (2015) 'Speak with a human voice', Life & Arts, FT Weekend, December 19-20. pp.1-2.

The Nobel Prize in Literature 2015 Svetlana Alexievich

Svetlana Alexievich, Voices from Big Utopia

Monday, December 28, 2015

Newton and Einstein had it right - Reflection in H2CM

In the New Year I've a series of posts that almost seemed to write themselves after reading:

Johnson, D.D. (1994) Dualistic, Multiplistic, and Relativistic Thinking as it Relates to a Psychology Major. Honors Theses. Paper 202. http://opensiuc.lib.siu.edu/uhp_theses/202/
What (I believe) Hodges’ model does provide through its combined structure and care (knowledge) domains is ready cognitive access to three forms of thought as discussed by Johnson:
  1. Dualist
  2. Multiplistic
  3. and Relativistic Thinking
In selected papers within the bibliography and here on W2tQ since 2006 I've made many claims about Hodges' model. The old website (defunct) introduced Hodges' model from the standpoints of patient (intra- interpersonal); carer (sociology); student - life long learner (sciences); lecturer, institution (political - did I mention 'citizen' in there?).

Johnson has provided a fresh impetus to consider the model anew and with it threshold concepts and other ideas. In the posts to follow there are for example at least four ways in which Hodges' model supports dualist thinking and (importantly) mitigates against its possible excesses.

Sunday, December 27, 2015

H2CM bibliography: New reference in "The Psychology of Arson"

I have only just caught up with a new addition to the bibliography for Hodges' model (please see the side bar).

The Psychology of Arson

  • One in ten patients in secure mental health settings have a conviction for deliberate firesetting.
  • This chapter views the issue of inpatient care and management from a forensic mental health nursing perspective. 
  • Hodges’ Health Career – Care Domains – Model (HCM; Hodges, 1998) is used to provide an overview of the political, biological, psychological and sociological aspects of care and management.
  • Nurses can deliver and/or support all aspects of care and treatment and have particularly significant roles related to management of relational security and recovery-oriented practice. 
  • The HCM can be usefully supplemented by a firesetting specific model to enhance nursing assessment.

Dickens, G.L. & Doyle, M. (2015) Mentally disordered firesetters in secure mental health care: a forensic mental health nursing perspective (Chapter 17) In, The Psychology of Arson, 1st Ed., (Eds.) Doley, R.M., Dickens, G.L., Gannon, T., pages 260-275. Oxford: Routledge. ISBN: 978-0-415-81069-2

Saturday, December 26, 2015

WHO (2010): A conceptual framework for action on the social determinants of health

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

 Behaviours (individual)


Micro level - individual interaction


Material circumstances
Living and working conditions
Food availability
Behaviours (social)
Social policies

Culture and Societal Values        Gender
Ethnicity (racism)


Social cohesion & Social capital 

Social determinants 

Labour market, Land
economic                 Governance
Public policies

Occupation     Income

class               HEALTH SYSTEMS

Structural determinants

The concepts mapped within Hodges' model above are taken from:
Figure 5. Final form of the CSDH conceptual framework - page 48.

Solar O. & Irwin, A. (2010) A conceptual framework for action on the social determinants of health. Social Determinants of Health Discussion Paper 2 (Policy and Practice). Geneva: World Health Organisation. p.48.

Wednesday, December 23, 2015

Visual Literacies as Visual Imageries - 8th Global Meeting of the Visual Literacies Project

It is a stretch from Hodges' model to the visual literacies that allow visual culture to be read, theorised and practised through "writing, letters, graphic novel, storytelling" and yet I'm sure there is a connection.

In 2012 I was able to attend a workshop on visual methodologies in Newcastle (UK). The speakers there took me out of my comfort zone; children's drawings, video, self-generated data, photographs. How much of health (digital, ...) literacy is visual? That preceding sentence itself bears closer examination. Is this a legitimate question? What do how and much mean in this context? What is the measure that provides the much? Where are the values? These may be initially intangible but social media and the portrayal of images, files, dialogue, what is personal and confidential could suddenly undermine values. What of the outcomes and the dependencies between literacy forms that can confound us? How are we to respond to critics of the many literacies that are proposed?

In health and social care dementia can amount to storytelling by proxy, but this is subtraction. Taking away, diminishing identity while also acknowledging the need to assure individual stories and narratives. There is a need to try to anchor identity in an accessible form across the senses and media. So much of health and social care is invisible: knowledge lies and is found in all its forms. It may be fragmented and fragmentary. Practitioners seek to illuminate. The matter of where, when, why and how to cast the light. Increasingly the patient must navigate their own course, be independent in their illness. Even if vision is physically limited, visual literacy is still demanded. The unique, personal sense of seeing. Policy dictates people see, the sick see and they recover through self-care, coping strategies, personal resources.

Concepts are increasingly a visual currency; reflection, reflective practice, the exchange of ideas across disciplines and much more. What is very interesting in this call is the invitation for cross-over presentations. Looking back to the 2012 workshop I am reminded about the frequent lack of overarching ideas or theory to encompass things like health communication or literacies.

Does this matter?

Jones, P. (1996). An overarching theory of health communication? Health Informatics Journal, March, 2:(1), 28-34. http://jhi.sagepub.com/content/2/1/28.abstract
(My source: Inter-Disciplinary.Net )

Call for Participation 2016

Wednesday 6th July – Friday 8th July 2016
Mansfield College, Oxford

Concepts like picture, visual art, and realism circulate in newspapers, galleries, and museums as if they were as obvious and natural as words like dog, cat, and goldfish. – James Elkins
Human societies of all kinds have throughout history always generated their own distinctive visual cultures. However, with the possible exception of art historians this sense of immense diversity and rich historical precedence has been somewhat ignored. Everyday discussions in all forms of media appear to suggest that ours is the visual generation, when this is clearly not the case. Indeed, the term ‘visual literacy’ has crept into our general language use indicating that there is a code for interpreting visual texts of all kinds. This notion in itself has become a source of discussion in many areas and forms one of the key topics for this conference. This project seeks to place a reflective pause in the busy lives of the delegates who attend, and the visual bombardment we all encounter with the aim of unpacking how the visuals in the respective professional and personal worlds represented actually create meaning. As Sherwin (2014: xxvi) suggests, its time that we all “retool our minds” in this digital-visual age in order to “judge well how we judge.” Or to put it another way, one of the key focal points will be the reimagining of how the visuals we deal with on a day to day basis generate understanding
Hence, this project aims at generating an interdisciplinary forum in which the notion visual literacy can be explored and expanded by a range of delegates from all walks of life. The conference as a whole could be of interest to a spectrum of delegates ranging from those who are simply interested in how visual frames create a sense of meaning in social media, everyday encounters as well as those interested in art history, advertising, drawing and doodling, comics, movies, museum curation and painting. As stated, in particular one of the key discussion points of this event is the reimagining of where the visual field as whole could move into in the future. In considering this overall domain and future directions, Gretchen Bakker (2015:205) begins her critique of this overall area with the statement: “Let us imagine ourselves.” Bakker’s comment reveals the shift in thinking across several fields related to visual literacy who would appear to have begun to question how visual elements actually create meaning. This project offers the time and space for these individual fields to describe not only how meaning is made within their field or daily walk, but future directions for their fields.
Thus, this project will seek to take this statement as a core theme, asking accepted delegates to not only imagine how their work could evolve beyond their current interests and understanding, but also imagine how their work connects to those working in other fields. There are numerous concurrent and intersecting fields at this current time.
Looking to encourage innovative inter- and transdisciplinary dialogues, we warmly welcome papers, narratives, presentations, artwork, or performances from all disciplines, professions, and vocations which grapple with issues related with visual literacies and visual imageries. These may be related to, but not limited by, any of the following themes;
1. Visual Literacy as a Focus and Framework
~ Is there such a thing as visual literacy in your experience and/or discipline?
~What are the current debates in your experience and field?
~What are the various elements that are a part of visual literacy in your experience?
~What are the modes and nodes of interdisciplinary connections to visual literacy in your field?
~How will the concept of visual literacy be described in the next decade in your discipline?
2. Visual Literacy as Practice
~What are the forms of representation and realization of visual literacy in your field?
~What are the current debates and issues around the notion of ‘practice’ in your field?
~What are the current ‘tools, approaches and applications’ of visual literacy in your field?
~What are the current interdisciplinary connections to the ‘tools, approaches and applications’ of visual literacy in your field?
~What are the ‘insiders views’ visual literacy? (That is from the perspective of artists, taggers, digital natives, digital or visual immigrants)
3. Visual Literacy as Analysis
~What are the modes of visual literacy analysis in your field?
~What are the ‘tools’ of visual literacy analysis in your field?
~What are the current debates around analysis in your field?
~What are the current debates and forms of analysis in the areas of art history, fine arts, creative arts, multimodality, cinema, television, drama and IT?
Call for Cross-Over Presentations
The Visual Literacies as Visual Imageries project will be meeting at the same time as a project on Diaspora. We welcome submissions which cross the divide between both project areas. If you would like to be considered for a cross project session, please mark your submission “Crossover Submission”. 

Additional links:

Visualities Research Group, Newcastle Univ.

Rose, G. (2012) Visual Methodologies An Introduction to Researching with Visual Materials, 3rd ed., London: Sage Publications Ltd.

Thursday, December 17, 2015

Workforce: What binds us all together?

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

Empathy  Rapport

"The Force is what 
gives a Jedi his power. 
It's an energy field 
created by 
all living things. ...

Dignity   Respect

Emotional Intelligence

Open wonder


... It surrounds us and penetrates us. 
It binds the galaxy together."

Shared values






Obi Wan: "I FEEL A GREAT DISTURBANCE IN THE WORKFORCE" Illustration credit HSJ cover Malcolm Willett

Wednesday, December 16, 2015

Update: 2015 contrasts - family, studies, Drupal...

As for many people no doubt 2015 has been a year of contrasts for me. An amazing holiday in New York in April, the sudden illness of a senior family member in May (upon our return) and the magic of a new baby in October. Quite a year....

On the study - technology enhanced learning front - 'limbo' is the word. The health crisis in the family saw me totally distracted and failing the penultimate module of part 1. I couldn't believe what I initially submitted and even that did not serve as a lesson for the re-submission.

I think the paper for the final module is better, but... as with the rest of Cohort 7 I await the marks. Even then, the exam board in February has the final word. One thing I do know: my wait will be more pensive. Preparation for part 2 starts mid-January so there's not much time and yet too much.

Through twitter and then an email, I've been invited to write a 500 word blog post on a topic of my choice. The intended publication is evidence-based and mental health related. Due this w/e I look f/w to reporting on progress.

Drupal 8 is installed on the new host. Brian Hodges' original lecture notes are acting as my 'lorum ipsum'. Brian's text will give a more realistic rendering of the headings and how the styling might emerge. Having lost the old p-jones.demon.co.uk website I can establish a new site by creating an archive.

FileZilla works the local machine and remote, but I know there's a better workflow, more efficient, more secure. It's premature for me to reach for GitHub, but that's an aspiration.

Tuesday, December 15, 2015

Online Public Consultation: Development of WHO Strategic Directions for Nursing and Midwifery 2016-2020

Dear GANM members,

I would like to express my sincere gratitude for your contribution to nursing and midwifery, in particular, to WHO work in this area in many ways. Your suggestions and input into the work on nursing and midwifery is greatly appreciated. As the festival season is fast approaching, I wish you all a successful and relaxing period. Just in case you have not yet provided your comments on the draft Strategic Directions on Strengthening Nursing and Midwifery 2016-2020 yet, you can still do so on this site: http://www.who.int/hrh/en/

The deadline has been extended to the first week of January 2016. 

Many thanks to all who disseminated the information about the online Consultation broadly.

Happy Holidays,

Annette Mwansa Nkowane
Technical Officer, Nursing and Midwifery
Health Workforce Department
WHO, Geneva

Email: nkowanemwansa AT who.int

Saturday, December 12, 2015

(Reprise) Noah - Thanks Frank and Happy Birthday!

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

Trying to stay 'Young at Heart' here too.

Let's hope we can reach maturity - ecologically speaking - this weekend.

Friday, December 11, 2015

"The Revolving Boy" - and Girls 'one day soon'?

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

"Derv soon discovers that he has an extraordinary sense of direction: he is also acutely uncomfortable unless he is able to "unwind" before going to bed each night the number of times he has turned during the day. Some of all this he understands when he learns how he had been born - weightless - in space. But it is not until a friendly teacher gains the family's confidence and takes him to a group of scientists that he begins to fathom the true explanation of his unique capabilities." (sleeve notes, 1967).

space medicine, birth in space,
 radiation sources,
safety, low Earth orbit, high Earth orbit, weightlessness, microgravity, birth,
conception, speculation,
sex in space: apogee-perigee?
Why? Love?
Newton's Laws of Motion?
Einstein: Line of Sight?
"Where there's a will...."
 minerals, growth - development,
bones, diet, mobility,
space-Earth: 'Home'?
Species - Homo ?

Book cover: Friedberg, The Revolving Boy, 1967
human rights, unborn child,
non-nationality: Citizen of the World,
Earth challenges:
Space & Antarctica Treaties...
'top and tail' - Arctic

Additional links:

Sagan, C. (1973) Communication With Extraterrestrial Intelligence (Ceti). M.I.T. Press.

Vakoch, D.A. (ed.) (2011) Communication with Extraterrestrial Intelligence, New York: NY, State University of New York Press.

NASA Quest, 1999

Ack. Thanks to my friend Paul Brown who told me about this book c.1973.

Thursday, December 10, 2015

Human Rights Day 10 December 2015...

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


Spiritual - Worship


Mental health - emotional well-being



"Not Ghosts but Human Beings"

Environment - Climate

Water, Energy, Food




Social & Cultural Rights


United Nations

"This year's Human Rights Day is devoted to the launch of a year-long campaign for the 50th anniversary of the two International Covenants on Human Rights: the International Covenant on Economic, Social and Cultural Rights and the International Covenant on Civil and Political Rights, which were adopted by the United Nations General Assembly on 16 December 1966."

Freedom ----- ? ---- Oppression

Civil Rights


Tuesday, December 08, 2015

c/o CHAIN: Alzheimer Europe publications 2014 and 2015

Dear CHAIN member,

We would like to draw your attention to the following publications.  Please pass on as appropriate.  Thank you.


Alzheimer Europe released the 2015 editions of its Yearbook and Ethics Report and its 2014 Annual Report – as well as issue 21 of the Dementia in Europe magazine.

The 2014 Annual Report covers AE’s activities and finances and also has a new look, with many photos of AE meetings, lunch debates and the 24th Annual Conference in Glasgow. www.alzheimer-europe.org/Alzheimer-Europe/Our-work/Annual-Reports

The 2015 Dementia in Europe Yearbook contains an overview of dementia-friendly initiatives in European countries. Like every year, the report is a compilation of information gathered from its member associations; this year, 33 organisations from 31 countries participated in the work. They were joined by members of the European Working Group of People with Dementia, who gave valuable input on how communities, villages, cities and countries can become more dementia inclusive and dementia friendly.

AE’s2015 Ethics Report is aimed at health and social care professionals in care homes and hospitals who are faced with ethically sensitive situations and dilemmas. It provides them with training materials to tackle any issues they might encounter and enables them to reflect on the approach they adopt. The report was produced by a group of renowned experts and highly trained professionals in the field of ethics and dementia care. www.alzheimer-europe.org/Publications/Alzheimer-Europe-Reports

Issue 21 of Dementia in Europe carries coverage of AE’s June lunch debate in the European Parliament, the association’s new strategic plan and its new reports. The magazine also covers the launch of a new Written Declaration on Alzheimer’s disease in the European Parliament, a recent EU Presidency meeting and Spain’s progress toward a national dementia strategy. This issue concludes with a special section covering highlights from Alzheimer Europe’s 25th Conference in Slovenia. www.alzheimer-europe.org/Publications/Dementia-in-Europe-magazines



Irina Johnston
CHAIN Administrative Assistant

CHAIN - Contact, Help, Advice and Information Network – is an online international network for people working in health and social care. For more information on CHAIN and joining the network please visit website:http://chain.ulcc.ac.uk/chain/index.html

Follow CHAIN on Twitter: @CHAIN_Network ; Find us on Facebook; Connect with CHAIN on LinkedIn

Monday, December 07, 2015

Patient education and human rights in Hodges' model

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

"Patient education is Article 25 of the universal Declaration of Human Rights, and Article 4 of Patients' Rights Law - The right for information, the ethical principle of respect and a component of the nursing professional standard that prove the examples of good practice. The patient, with the exception of life-threatening situations, and when the relatives or contact persons are not available, receives educational information on expected handling, treatment and care processes, medication, and all that is followed by the agreement on the part of the patient to receive treatment, rehabilitation or prevention process." (p.1957)

Beta, G., & Lidaka, A. (2015). The Aspect of Proficiency in the Theoretical Overview of Pedagogical Practice of Nurses. Procedia - Social and Behavioral Sciences, 174, 1957–1965. http://doi.org/10.1016/j.sbspro.2015.01.861

Saturday, December 05, 2015

Medical Sociology: The Importance of 1894....2015 patient career - health career

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

INTERESTINGLY, it was a physician, Dr Charles McIntire who, in 1894, in a paper entitled "The Importance of the Study of Medical Sociology", was one of the first to draw attention to the potentialities of medical sociology in the field of medicine.

McKinlay, J.B. (1971) The concept “patient career” as a heuristic device for making medical sociology relevant to medical students. Social Science and Medicine, 5(5), 441-460.

McIntire, C. (1991) "The Importance of the Study of Medical Sociology," Sociological Practice: Vol. 9: Iss. 1, Article 5. Available at: http://digitalcommons.wayne.edu/socprac/vol9/iss1/5

McIntire, C. (1894) "The Importance of the Study of Medical Sociology," Bulletin of American Academy of Medicine, 1, pp. 425-33

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

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.

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

Sunday, November 08, 2015

The Divided Laing by Patrick Marmion

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

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

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.

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

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)

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.)