- 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.

Tuesday, June 21, 2016

Paper: Implications of health as ‘the ability to adapt and self-manage’ for public health policy: a qualitative study


Results 
Key themes emerging 
Overall, participants supported the new concept of health. Four key patterns emerged regarding implications for public health: (i) health as an individual asset, (ii) health as a healthy lifestyle, (iii) health as focus of the healthcare system and (iv) health in the context of social support. p.413.

individual
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(i) health as an individual asset
(ii) health as a healthy lifestyle


(iv) health in the context of social support

(iii) health as focus of the healthcare system


Jambroes, M., Nederland, T., Kaljouw, M., Van Vliet, K., Essink-Bot, M., &. Ruwaard, D. (2016). Implications of health as ‘the ability to adapt and self-manage’ for public health policy: A qualitative study. The European Journal of Public Health, 26(3), 412-416. doi:10.1093/eurpub/ckv206

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Sunday, June 19, 2016

Controlling the deluge: data, information, knowledge

"The longueil and the traversier, these are the names of the two cables that, wound on four winches called the papillonnage, tied our dredger, right and left, to the shores of Garonne. For seen from a plane, the four steel cables, the first two of which, in front, opposed the current while the two at the stern stabilized the pontoon, must have formed the edges of a transparent butterfly covering the width of the river with its spread wings." pp.11-12.

Serres, M. (2012). Biogea. Minneapolis: Univocal Publications.

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Saturday, June 18, 2016

Hodges' model: Axes as contextual thresholds

There is something intuitively commonsensical about Threshold Concepts within education and learning. Life is all about thresholds. Thresholds are a fact of life and death. They are the bread and butter of healthcare: a matter of life and death.

What is the threshold for a referral? 
What are the thresholds within diagnostic tests? 
What is the threshold for rehabilitation, staying well?

As a key component of human thought, however defined, concepts abound within and without educational contexts.

Hodges' model is like a threshold, several in fact. A drawstring, not just one but four. A net in which to capture a haul of concepts, situated to the task at hand. So many can fall away.

DO NOT! underestimate these strings. These lines.
They can partition and conjoin. They can guide and blind. They can stifle, block, iso-late, restrain, constrain.

THIS WAY! multidisciplinary, interdisciplinary inviting translation to transdisciplinary. Change. Learner's transformed.

We are excused the need to simultaneously attend to four nets since the model provides them in one cast.

One cast one throw + for one and all players


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Friday, June 17, 2016

Children's Mental Health Policy 'Black Hole', Humanitarian 'Corridor' or 'Terrorist Tunnel' ...?

you decide...

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Additional link c/o @ShaunLintern (HSJ) via @MHNAUK

Department of Health to scrap nursing advisory team as part of cost cutting drive:
http://www.hsj.co.uk/topics/workforce/dh-to-scrap-nursing-advisory-team/7005507.fullarticle#.V1rhoPHnIg0.twitter

Drawing source: (Pinterest) Acknowledgement - Anish Kapoor

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Thursday, June 16, 2016

Threshold Concepts: Pre-conference Health and Social Care

Yesterday afternoon there was a video-linked workshop between Glasgow, Halifax, Nova Scotia - Dalhousie University and an interest group member in Plymouth. This was to try to further thinking on threshold concepts in healthcare and one of two pre-conference workshops at:

6TH BIENNIAL THRESHOLD CONCEPTS CONFERENCE


Our agenda:

Workshop: To disaggregate or not? The dilemma of complex threshold concepts
  • What do we mean by complex thresholds?
  • Is this particularly relevant to healthcare and if so how?
  • Can we identify some examples in health and social care?
  • What problems do complex thresholds bring for teachers, learners, the curriculum?
  • Is disaggregation helpful (and how) or unhelpful/reductionist/simplification?
  • Do we have any evidence or theories that can help us?
We did not cover all the points in depth, but in respect of the first point I could define 'complex thresholds' with recourse to Hodges' model. The paper I'm working on includes a table that alludes to this. I could take this question more literally in that draft.

Thinking about complexity and aggregation, by complex is this the same as compound? Compound suggests something that can be taken apart (it is composite), but complex involves the whole (domain-based?) situation / context?

The example I have in mind is learner's recognition, appreciation and understanding of:
  • mental capacity
  • best interest
  • deprivation of liberty
By learner's I am thinking of student nurses (plus other disciplines), healthcare assistants and future associate practitioners. In the era of lifelong learners, public engagement and patient involvement/engagement I have include others (despite the academic demands for specificity).

Philosophy Now 113
On the last question - Do we have any evidence or theories that can help us? - I still feel evidence can be found in Hodges' model. As ever: data, data, data!

Feelings are never enough (until they are all we are left with).

Discussion included the curriculum as the questions indicate, and again one of the original purposes for the model was in curriculum development. but in addition the position and role of the 'big picture'.

Issue 113 of Philosophy Now featured New Realism. I'm cherry picking from pragmatism, idealism and realism. New realism questions whether a unified picture (in philosophy) is available (p.7). While this is a damaging critique to Hodges' model, it might also be an opportunity.

Steinbauer, A. (2016). Interview: Markus Gabriel, Philosophy Now, Apr/May, 113; pp.6-10.

#thresholds16

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Attitude - attitude

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Attitude







Image source: The Guardian

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Friday, June 10, 2016

FROM: Worry TO: Funding & Policy (What lies in-between?)

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INTERPERSONAL : SCIENCES
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real WORRY
BBC Inside Science
Fighting Antimicrobial Resistance


BBC In Our Time
Penicillin

POLICY - FUNDING

Acknowledgement:
BBC Radio 4

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Tuesday, June 07, 2016

Meaning machines - existence (c/o BBC Radio 4)

individual
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INTERPERSONAL : SCIENCES
humanistic ---------------------------------------  mechanistic
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Self's
Search for Meaning
BBC Radio 4

purpose
thought - belief - reason
faith
Why?
meaning

What, When, Where

sciences




machines

FAITH

FAITH

Self-care - Self-efficacy
relies on a litany of literacies
How they are realized is another question....

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Sunday, June 05, 2016

Saturday, June 04, 2016

'Boxing' I

individual
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1
2

3
Ali (c) Library of Congress

Additional links;
Workplace experiences of BME and white staff published for every NHS trust across England
Briefing for NHS Boards on the NHS: Workforce Race Equality NHS workforce race equality delivers better care, outcomes and performance, NHS England 

Subsequent post: Boxing 'II'

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"eLearning for undergraduate health professional education - a systematic review informing a radical transformation of health workforce development"

"Designing for learning is a complex task which requires a holistic approach. According to Mayes and de Freitas (24), the implementation of blended learning should consider learning at three different levels: as behaviour, as construction of knowledge, and as a social practice.

The behaviourist learning theory (25,26) suggests that we learn by receiving a stimulus that consequently produces a response. It therefore concentrates on low-level cognitive tasks or psychomotor skill learning (27). ... According to Horton (28), drill-and-practice activities are useful when learners need to learn automated procedures that must be performed and applied without much conscious thought as part of higher-level activities (28). 
eLearning for undergraduate
health professional education

In contrast to the behaviourists’ approach, the cognitivists focus their attention on how students gain and organize their knowledge (27). Piaget (29) and his constructionism theory of knowledge has been particularly influential with his assumption that conceptual understanding can be reached through intellectual activity rather than by merely absorbing information. The cognitive perspective emphasizes the process of reaching “understanding” through an active process of creating hypothesis, application of knowledge and reflection (30)." (p.97)


Imperial College London, World Health Organization (2015). eLearning for undergraduate health professional education - a systematic review informing a radical transformation of health workforce development. Al-Shorbaji, N., Atun, R., Car, J., Majeed, A., & Wheeler, E. (eds.).

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