- 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.

Sunday, July 02, 2017

Draft: Table 2 - Should it stay or should it go....?

 Table 2 The features of Threshold Concepts as structures towards a conceptual gestalt

Returning to the draft paper - I'm not sure about keeping this table in the draft. Much of what is listed is probably not a threshold concept [TC].  Take for example, the feature of irreversibility, the listing suggests things / events that are irreversible. Once you've blown the whistle, initiated a process that's it. This should however also apply to the learning gained whether or not the experience was positive or negative? The inclusion of integrative is helpful as this justifies and might even raise the expectation of repetition across features (e.g. safeguarding)? It may be that I'm asking more of what is provided with Hodges' model in mind.

I think there is one more figure to work up for the deprivation of liberty example. That figure is a test, well a stock-take on what are the core TCs, then I think what is yet another exploratory piece will be a more finished 'draft'.

If needed this invaluable introduction and bibliography on threshold concepts may help with the meaning of the threshold concepts features.

TC FeatureLearning, Clinical elements and possible TCs?
Transformative
Pass – grades; Definitions (extended vocabulary - expanded conceptual space); Philosophies of care – disease, strengths, recovery; conceptual orientation, individual-family-community, palliative care – well-being within, learning disability – personal space, extreme responses change, chronic illness; Learning yrs 1-3.. reflects curriculum; Practical & Procedures – injection, dressings...
Troublesome
Novel experiences - aggression from patient, member of public; Personal beliefs &amp ethics - abortion; Refusal of care; Affronts “I don't (want | like) you ...” choice; Bullying; Emergency, cardiac arrest, seizure, collapse; Drug calculations; Racism, patient, public, colleague; Abuse – discrimination, emotional, financial, neglect, physical, sexual; Specific physiological concepts, shock, allergy; Psycho-somatic - placebo, nocebo; Communication – empathy and rapport, silences, language, culture - dress, preempting 'confidential disclosure', complaints; bad news, grief; Self-harm suicide risk/intent - death question; Touch; Ethnocultural awareness inc. religions; Whistleblowing; By-stander situations; Giving of self, Self-disclosure; personal life-professional practice; Conflict of interest – Patient-Nurse Relationship Mental Health Act - Sectioned; Münchhausen Syndrome; Challenging Behaviours; Behavioural and Psychological Symptoms of Dementia; Delirium; Sepsis; Positive & Negative Symptoms of Psychosis; Forensic Care, control and restraint; Hypochondria; Sexuality; Anorexia; Self-harm; Records – what to write? Information properties/governance – how to write? Untoward incidents; Reflection, how, what, detail..; Political stances in health; Research (various)
Irreversible
Interpersonal - Communication skills; Experiential maturity; Drug error reporting; Safeguarding; Disciplinary matters; Whistleblowing (actualised – a liminal journey in itself?); Confidentiality; Intercalation
Integrative
Models & Theories of Care (Hodges' as meta-model); Crossing care domains; Individual-population health; Client-self-knowledge; Recovery; Safeguarding; Ecosystems; Sustainability; Theory-practice gap; Parity of Esteem; Holistic – Integrated care; Person-centredness; Supervision
Bounded
Specific assessments; Continuing Health Care, Care Programme Approach; Mental Health Act Assessment; Anti-psychotic screening & others, Forms of Psychological Therapy; Coding and Classification
Discursive
Clinical vocabulary; Verbal handover; Adjusting grammar to context; Pattern recognition; Sensitivity; Use of information in referral for example; Use of humour, interpersonal skills; DONA – teaching; Touch as empathic signifier - Verbal-Non-Verbal skills; Literacy levels, literacy types; Personal log
Reconstitutive
Transition beginner - competence; Grades; Personal tutor – feedback, patients, family, peers; Self-efficacy (care); Failure – resit. Mentor – Sign-off Mentor relationships; Leading shift / managing with supervision, Personal Log
Liminality
Student career; Professional development; Axes traversing; Placement – University – Home – reflection; Peer supervision – networking; Meeting patient-family at hospital/clinic and home, Personal journal


h2cmng AT yahoo.co.uk

3 July 2017 I have deleted this table from the draft, it may be useful at some future point.


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