Hodges' Model: Welcome to the QUAD: May 2016

- 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

Tuesday, May 31, 2016

Individual - Group : Concepts in Conflict? What does 'genocide' mean?

** individual **
humanistic ---------------------------------------  mechanistic
** group **



My source:
BBC Radio 4 Law in Action - Crimes Against Humanity, 31 May 2016
(Available for download at time of writing)

WHO - IntegratedCare4People web platform

Dear All,

During the Sixty-ninth World Health Assembly, WHO Member States officially discussed the Framework on integrated people-centred health services and its draft resolution.


During a high-level side event at the Assembly, on Friday 27 May 2016, WHO and its Collaborating Centre, the Andalusian School for Public Health, officially launched the IntegratedCare4People web platform. http://www.integratedcare4people.org/

This platform brings together knowledge, information and a global network of people and organizations working towards the goal of integrated people-centred health services for all. Information is organized in a repository of resources, communities of practice and a practices database where technical insights and the operational know-how of health service delivery transformations are shared. The web platform for IntegratedCare4People is a collaborative platform and you are all very welcome to share your resources, your practices and to participate in the communities of practice.

We look forward to collaborating in building a truly global virtual network for change towards integrated people-centred health services.

All my best regards.

Mrs Isabelle Wachsmuth (MSc, MPH)
Project manager
Health Innovation & System (HIS)
Service Delivery & Safety (SDS)
Moderator of Global Francophone Forum - Health Information For All (HIFA-Fr)

World Health Organization
Avenue appia 20 CH-1211 Geneva 27, Switzerland
My source:
HIFA: Healthcare Information For All: www.hifa2015.org

Monday, May 30, 2016

Book: Secret diaries - span the generations...


Dutch Bestseller, 'The Secret Diary of Hendrik Groen'

Hodges' model can span the generations through 'life chances' and the 'health career'...

Book cover image: Publishers Weekly

My source: Paxman, J. (2016) Diary, FT Weekend, Life & Arts, 28-29 May. p.2.

Sunday, May 29, 2016

Networked Learning Conference 2016 leads to Barcelona which means...?

After the ICIC 2016 in Barcelona this past week I'm still reflecting on Lancaster and the Network Learning Conference. It has been a busy month. I'll write about Barcelona (again) soon, but with the ICIC presentation done (thanks to all 30+ who attended the session and engaged afterwards) I can catch up a little. Despite the stress this implies this is all positive as the challenge lies in the opportunities and tensions between nursing-healthcare, education and technology.

In Lancaster, Fran Tracy (Liverpool John Moores University) and Jesper Jensen (University of Southern Denmark) held a symposium - Designs for learning with the Semantic Web. Three papers were presented followed by discussion on:

1) the emergent nature of semantic web technologies, 2) how participatory research practices like DBR are affected during the development of semantic web technologies and 3) how both of these concepts may find a new place as we move forward into increasingly complex and changeable educational environments.
By means of introduction there were several useful pointers and reminders, including Stahl with a definition of emergence and a definition of design based learning (and DB Research). It was the combination of semantic web, DBR and networked learning which made this an immediate must-go-to session for me. My research proposal is seeking to combine these aspects plus situated learning.

I probably won't be following DBR by-the-letter(s) as defined by some advocates. My application will to some extent be emergent. There will, as I envisage it, be several invitations for users to contribute to DBR but being asynchronous this needs to be factored in. All learners - users could contribute to successive iterations, but this is unlikely and once the numbers get beyond 10-15 it would become complex and difficult to make a sense of. Poll-based reconciliation might work? As per #2 above my plan would be that a number of subjects (web users) would provide views on their experience with the model and the future site. So it is DBR on a scale that befits a small-scale evaluation study. Tracey also mentioned Wang and Hannafin (2005) and their definition of DBR:
a systematic but flexible methodology aimed to improve educational practices through iterative analysis, design, development, and implementation, based on collaboration among researchers and practitioners in real-world settings, and leading to contextually-sensitive design principles and theories. (p. 7)
The context sensitive is were I see a role for situated learning. There are a couple of hierarchies that result. Situated learning brings in the community (- of practice), but Hodges' is firstly about the student, the care situation and their learning with the model, reflection and developing reflective practice. There are few examples of technology mediated group reflection, but the technical challenges of the group form make the individual starting point more realistic?

Simonson also cites the above and notes how DBR is pragmatic. My approach is pragmatic (that's why it's taking so long).

In Hodges' model I've written before how the interpersonal care domain, combines the INTRA (an individual's metacognition - their thinking about thinking) and the INTERpersonal (how they relate to the other). The NL conference and this past week at #ICIC2016 have helped me realise that this project may also possess this property*. As an intraproject and interproject (?) subjects (students) may engage at any of the following levels:
  • Not engage in design questions at all / Read the intro materials on Hodges' model
  • Read the intro materials / use the site for their case study purposes
Drupal can (I believe and have seen demonstrated) provide a great deal of web analytics from logs and reports. There is the prospect of taking this further using web analytics to inform the specific site locations subjects have visited. (For Hodges' model visual tracking would be an excellent measure but that is beyond me). There is a potential escalator of sorts here:
  • Use the site for their case study purposes / comment on the usability of h2cm and the site
  • Comment on the usability of h2cm and the site / See their web analytics data and my conclusions about this 
  • See their web analytics data and my (other student's!) conclusions about this / Use their experience, knowledge and this feedback to respond to design questions
These design questions would then socio-technically span their nursing care learning and TEL. The project as a whole represents at its core the intra, its about the student's reflection and being reflexive. It could be that the project can progress to group and community. As posted previously I have highlighted the functionality of Drupal with respect to the semantic web. I mentioned Drupal in the discussion. The conceptual (and semantic) dimension that can be found within Hodges' model, the curriculum, the learner's vocabulary and development might facilitate that transition from individual to group? Since 2008 I've followed the development of RDF, semantic web in Drupal and the longevity of contributed modules and Drupal projects that have used them. Framing these observations with an emergent lens is fascinating in terms of the challenges, opportunities and tensions in nurse education, TEL and furthering Hodges' model.

I added the asterisk above as what follows from that point seems a long winded description of what is basically an experiment, with the attendant risks... I need to forget about the INTER and concentrate on the INTRA and yet both clamour for attention. Whatever follows must deliver something tangible for subjects# to mitigate the risk and translate experiment into (some resemblance of) workflow? It can't be quod cum fit, however long 'after' may be...

(The terms intra-project and inter-project are not novel, see for example: http://eprints.qut.edu.au/31946/ )

The symposium paper

Simonson, M. (2006). DESIGN-BASED RESEARCH Applications for Distance Education. The Quarterly Review of Distance Education, 7(1), pp. vii–viii.

Wang, F. & Hannafin, M. (2005). Design-based research and technology-enhanced learning environments. Educational Technology Research and Development, 53(4), 5-23.

# students, subjects, users - all these terms may be applicable.

Wednesday, May 18, 2016

Hodges' model - draft paper on case formulation informed by Rainforth and Laurenson (2014)

The following is from a literature review by Rainforth, M., & Laurenson, M. (2014) for a draft paper on Hodges' model and case formulation [CF]. They do not refer to diagrams, but two models are included and the role of modelling. The paper is supportive for Hodges' model within mental health, forensic care and supervision more generally.

Crowe et al. (2008) suggest an advantage of CF is its ability to create understanding of service user needs regardless of their diagnostic classification. Thus an emphasis on the link between training provision, training outcomes and treatment plans is needed so practitioners understand the frameworks for conceptualizing mental distress whilst also being able to recognize the expertise of the service user in CF development.
A goal of the person-specific evaluation of CF is the development of an intra-individual statistical prediction model for actuarial prediction tailored to the specific issues and life circumstances. The essence of CF is its ability to provide shared understanding of a person’s presenting problems through theoretical explanation of assumed causes and maintaining factors, so appropriate interventions can be utilized (p.208).

Rainforth, M., & Laurenson, M. (2014). A literature review of Case Formulation to inform Mental Health practice: Case formulation in mental health practice. Journal of Psychiatric and Mental Health Nursing, 21(3), 206–213. http://doi.org/10.1111/jpm.12069

Tuesday, May 17, 2016


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


Monday, May 16, 2016

Information? Let me introduce you to Empathy! (New Scientist #3073)

This week's New Scientist asks the question: "What is Information?". Its neighbouring article is on empathy. I've bought a copy to add to my small library on 'information' (and its analogue?).

humanistic ---------------------------------------  mechanistic
"I feel your pain." 

New Scientist: What Is Information? pp.28-31.

Battersby, S. (2016) The unseen agent. New Scientist, 230: 3073, 14 May, pp.28-31.

Young, E. (2016) I feel your pain. New Scientist, 230: 3073, 14 May, pp.32-35.

Thursday, May 12, 2016

"Luke, you switched off your targetting computer on International Nurses Day. What's wrong?"

I suggested the number blog posts would slow years ago and yet they've kept coming and there's a bank of drafts sitting in the backend. Whether the quality reflects that location I'm not sure, but hopefully there's more to me than putting content together.

By definition person centred care (student centred...) demands targetting AND measurement of some sort: attitudinal, evidenced, cognitive, engagement, choice, policy, outcomes...

Since April 2006 this blog has served as a personal targetting computer of sorts.

I've a few posts to follow on the Networked Learning Conference (another great community and Croatia 2018 next!), but things will slow here as Drupal beckons plus writing for papers and conferences.


Image source:

Wednesday, May 04, 2016

"End of Guidelines - a parody of End of the Line"

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

Original source (edited):

James McCormack, BSc(Pharm), Pharm D
Faculty of Pharmaceutical Sciences
UBC, Vancouver, Canada
Co-host - Best Science (BS) Medicine Podcast

Mohammad Zakaria Pezeshki, M.D.
Associate Professor
Department of Community Medicine,
Tabriz Medical School, Golgasht Avenue, Tabriz, Iran.

Monday, May 02, 2016

"Model hospital": Where to find 5mins per shift? (footprints - transformation?)

humanistic ---------------------------------------  mechanistic
Mental health

8,500 beds blocked
costing NHS providers
around £900m per year

5 mins

Social care

Operational productivity and performance in English NHS acute hospitals: Unwarranted variations


delayed transfers of care

independent sector expenditure costs £482m

lack of data (still!)

Stepdown facilities

"On staff rosters, Lord Carter said he found cases in which trusts were squeezing nurses on to weekday shifts in order to make up their weekly hours, and said 
 improving productivity by five minutes per shift could save as much as £280m." (p.11)


Model - hospital : Model - community care : Model - self-care?
Scope of disciplines
Scope of nursing... (draft paper)
Scope of footprints
Scope of transformation?

Additional link:
NHS England (March 2016) Sustainability and Transformation Plan footprints, Ref: 04902.

My source: 
Dunhill, L. (2016) Carter: be masters of your fate, Health Service Journal, 10 February, 126: 6475, 10-11.

Sunday, May 01, 2016

"I'm Spartacus!"

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

My source: The Beryl Institute