This classification aligns with a people-centred approach to health and well-being outlined in the WHO global Guideline on Self-Care Interventions for Health and Well-being. This classification has a health system focus and aims to promote an accessible and bridging language for researchers, policymakers, donors and health programme managers working on self-care.
Please register here:
https://attendee.gotowebinar.com/register/7796921047088796688
WHO resources on self-care interventions:
https://www.who.int/health-topics/self-care#tab=tab_1
WHO Classification of self-care interventions:
https://www.who.int/publications/i/item/9789240039469
We look forward to your participation!
Ados V. May, MPA | WHO/IBP Network
Senior Technical Advisor
email: ados.may AT phi.org
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Service planning and development Public engagement Informal carers Social care Care Givers Accountability Value for Money Population Health Users Patient - Self - Citizen Research? |
Health For All Human Rights Health Services Reporting, Statistics and Planning, Standards Information Systems Infrastructure Governance, Regulation Population Health Finance, Value for Money Outcomes - Policy: National - International Sustainability |
My source: IBP Network
Dear Colleagues,
‘PHENOMENOLOGY AND SHAME EXPERIENCES’
SPECIAL PANEL BSP ANNUAL UK CONFERENCE 2022
Call For Papers for special panel for the 2022 British Society for Phenomenology Annual Conference
Location: University of Exeter, UK, in-person and virtual (hybrid)
Date: Tuesday 30 August – Thursday 1 September 2022
CFP deadline: Thursday 31 March 2022 (midnight UK).
The “Phenomenology and Shame Experiences” Call for Papers invites abstracts to be considered for a special panel for the 2022 British Society for Phenomenology Annual Conference on the theme of Engaged Phenomenology II.
This panel is sponsored by the Shame and Medicine Project and the aim of the panel is to encourage an engaged phenomenological approach to considering shame in its various forms, and how it relates to and effects features of lived experience such as embodiment, affective life, consciousness, sociality, intersubjectivity, intercorporeality, health, among others.
Check out the full CfP for ‘Phenomenology and Shame Experiences’.
https://shameandmedicine.org/call-for-papers-phenomenology-and-shame-experiences/
Individual
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COGNITION lived experience emotions mental health interpersonal skills self-conscious shame self-stigma subjectivity |
physical health dis-ability place - privacy medicine health care HEALTH STATUS objectivity |
STIGMA SHAME SOCIAL COGNITION communication meanings dignity and respect |
health status [REAL?] power health professionals (whose parity of esteem, autonomy, control?) 'Cost' to health systems? |
My source:
Philos-L "The Liverpool List" Department of Philosophy, University of Liverpool https://www.liverpool.ac.uk/philosophy/philos-l/
@PhilosL @LiverpoolPhilos
The call for expressions of interest opens on 1st February and closes on 22nd February 2022. You can access the expression of interest guidance, plus further resources here. If you have any questions, please visit zinc.vc/catalyst or email the team at catalyst AT zinc.vc
My source:
Wendy Zhou, CHAIN Manager
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: www.chain-network.org.uk
Individual
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doing activity place reablement |
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sense making relationships roles belonging |
 |
https://www.walesonline.co.uk/news/wales-news/former-homeless-veteran-who-built-22551325
My source:
Parker, C. One man’s castle helps in the fight for mental health. The Times, 6 January 2022, p.13.
Convenor: Catarina Tello de Castro and Julian Reiss
 |
My source and in liaison with the panel convenors:
Philos-L "The Liverpool List" - Department of Philosophy,
University of Liverpool
https://www.liverpool.ac.uk/philosophy/philos-l/
Practice in forensic psychiatry: Expanding on the post about a further reference for Hodges' model:
Here, and on twitter I have sought to stress the limitations of the biopsychosocial model in healthcare, and I value Holmes et al. recognition of Hodges' model as politico-biopsychosocial.
The authors also identify the structural nature of the model.
In comparing 'models of care' there is the question of whether Hodges' model is a model of care. As a generic conceptual framework Hodges' model can of course be used in the health care (as per its original design and creation) but it can be used to compare models of care.
Below, translated by Google are the models used in the paper.
I have altered the listing bringing the Tidal and Recovery model s together. Some I've 'mapped' in pairs, using formatting to indicate the differences.
Tidal Model
"The Tidal Model is a humanistic nursing model of recovery developed by Barker (12) with the premise that the person with mental disorder has strengths, abilities, personal priorities and a future ahead (13). This model of care, popular in forensic psychiatry circles, recognizes certain deficits of the hospitalized patient but it is especially interested in the meaning that the latter attributes to them. The sick person is the expert in his life and is therefore the one who contributes the most to his own recovery. This nursing perspective is therefore centered on the phenomenological experience (lived experience) of the patient and on the role of the staff, which is to allow healing and restore hope (12,14)."
Recovery Model
"A popular model in mental health care, the recovery model is increasingly gaining ground in psychiatric care settings (28). The postulates of this humanistic model state that anyone, including those suffering from mental disorders, can aspire to a fulfilling future, participate in rewarding and inspiring activities, self-determination and finally, be able to live in an environment free of stigma and discrimination (29). The peculiarity of this model lies in the fact that recovery is part of a process where the person with mental illness can continue to show symptoms while being able to adapt to their condition (often chronic) and pursue their goals. life (30)."
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recovery strengths, abilities, personal priorities deficits healing and hope phenomenological - (lived experience) personal responsibility fulfillment - life goals patient as expert personal adaptation living with x,y,z... coping strategies |
place as context my future deficits signs - symptoms chronicity Institutional settings clinical - hospital |
humanistic - human qualities social expectations social contribution participation - social inclusion free from stigma deficits |
Institutional settings politics of recovery free from discrimination forensic deficits |
<>
Integrated Practice Model
"This model was developed by Virginia Lynch, a pioneer in forensic psychiatry, and it guides the role of practicing staff in this care setting (15). There are three main theoretical foundations: 1) the fields of expertise involved (nursing, criminal justice and forensic science), 2) the health system (victim and offender, health care and forensic nursing ) and 3) the social impact (social sanction, human behavior, crime and violence) (16). According to this model, patients should be cared for using an interdisciplinary and holistic approach (15)."
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nursing forensic psychiatry 2. health system interdisciplinary holistic OFFENDER |
nursing theoretical foundations forensic science 1. fields of expertise 2. health system interdisciplinary holistic |
VICTIM role of practitioners 2. health system 3. social impact (social sanction, human behavior, crime and violence) |
criminal justice 2. health system |
<>Model of Nursing Interaction
"This model of care includes six categories of forensic nursing interaction with the goal of establishing a relationship with the patient: establishing and maintaining a relationship (relationship based on honesty, respect and trust), encouraging and support interactions (help the patient to recognize his qualities and use his resources), the learning of social skills (encourage the patient to do social activities and talk to others), reality orientation (help the patient patient to be aware of his way of being and of acting), reflective interactions (the perception of the patient and his problems) and the learning of practical skills (encouraging the patient to develop good lifestyle habits) ( 17,18)."
Individual
|INTERPERSONAL : SCIENCEShumanistic ------------------------------------------ mechanisticSOCIOLOGY : POLITICAL|Group
patient qualities, resources
reflective interaction
self-perception of problems
reality orientation
awareness of way of being and of acting
practical skills
develop lifestyle skills
reality orientation
learn social skills
develop lifestyle skills encourage social activities
talk to othersencourage and support interactions
reality orientation
perception of patient and problems
Healthy Living Program
"This model was developed in response to metabolic syndrome and physical illnesses that may develop in people with severe mental illness (19). It includes programs related to health promotion activities such as weight reduction, smoking cessation, physical exercise, etc. It is a voluntary approach that not only improves physical health, but also independence and recovery. For the program to work in the institution and to fit into its organizational culture, the approach must be flexible and systematically maintained by the entire interdisciplinary team."[ PARITY OF ESTEEM]
mental health - metabolic syndrome physical illnesses
Individual
|INTERPERSONAL : SCIENCEShumanistic ------------------------------------------ mechanisticSOCIOLOGY : POLITICAL|Group
recovery
voluntary approach
(physical) health promotion activities such as weight reduction, smoking cessation, physical exercise,
independence
recovery
voluntary approach
for program to work in the institution and to fit into its organizational culture, the approach must be flexible and systematically maintained by the entire interdisciplinary team<>
Holistic Model
"This model is used in forensic care in the assessment, health care and psychotherapy of patients with personality disorder (22). Holistic care includes the physical (diet and exercise), cultural, spiritual, and psychosocial needs of the patient. This model is based on problem solving, anger management and decision making. Caring is a central concept in the holistic model and is actualized in an emotional, psychosocial, constant and authentic caring response (23). It is for caregivers to be present for the patient, to respect his situation, to understand his experience and to demonstrate a desire to help."
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holistic care personality disorder [mental] health care psychotherapy assessment emotion problem solving, anger management decision making actualized psycho- |
holistic care 'caring' assessment diet, exercise health care 'being present' |
-social culture holistic care 'being present' constant and authentic caring understand person's experience respect person's situation desire to help |
forensic care holistic care desire to help (also exemplified in the organisation?) |
Good Lives Model
"This model focuses on the offense committed by the mentally disordered offender, his recovery, the promotion of personal goals, the reduction of the risk of reoffending, and the treatment of mental illness (24,25, 26). The model favors an approach based on the strengths of the patient. In addition, mechanisms of change are present, that is to say that behaviors judged to be poorly adapted are replaced by adapted behaviors when the patient is equipped with the skills, resources and support provided by the nursing staff. This model contextualizes the offense, focuses on the symptoms of mental illness while conceptualizing both as inappropriate behaviors.This model helps to better understand the relationship between mental illness and crime in order to create an individualized plan of care."
Risk-Need-Responsivity Model
"This model (27) imported from the correctional environment was adapted to the psycho-legal context by the addition of the “mental illness” dimension. It was developed primarily to reduce the risk of recurrence. Care interventions are geared towards the identification and treatment of criminogenic factors. This model is based on three major principles: the risk principle (granting the highest level of resources to the group most at risk of crime), the needs principle (identifying dynamic criminogenic risk factors and targeting them in treatment) and the principle of receptivity (adjusting programs according to the characteristics of the person: learning style, motivation, strengths, etc.) (24,25)."
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mentally disordered (diagnosis) recovery characteristics of the person learning style (evidence?) motivation, strengths 3. principle of receptivity treatment: skills, resilience personal goals “mental illness” <-> crime recurrence individualized plan of care |
1. risk principle -> resource allocation recurrence treatment 2. dynamic criminogenic risk factors support of nursing staff |
treatment [social determinants?] mechanisms of change adapted behaviours inappropriate behaviours recurrence |
offense reoffending correctional environment contextualise the offence treatment principles [policy] recurrence |
<>
Hodges' Health Career Model
"This model has a
politico-biopsychosocial structure which is consistent with contemporary
interdisciplinary practice (20); that is, it relies on a
multidimensional critical approach, incorporating writings in sociology
and politics, in order to understand the person in context. It is based
on four objectives: measuring learning, providing holistic care,
supporting reflective practice and closing the gap between theory and
practice (21). This model is applicable in various clinical situations
in a psycho-legal context. When this model is used as a frame of
reference, it emphasizes the role of caregivers who must meet the
patient's needs and focus on their problems. It also serves as a guide to
assess and provide assistance to the patient vis-à-vis their physical,
psychological and social needs as well as with the justice system in
order to promote their recovery. The theoretical foundations call on
four sources of knowledge: interpersonal, scientific, sociological and
political (21)."
The PERSON in Context
(situated)
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INTRAPERSONAL INTERPERSONAL reflective practice conceptual structure psychological needs measure of learning psycho- |
SCIENTIFIC physical needs theory-practice gap |
SOCIOLOGICAL reflective practice (develop self-awareness) social needs practice-theory gap |
POLITICAL justice system (needs) -legal |
[ all embedded within the SPIRITUAL ]
Not just 'problems' Hodges' model can incorporate any desired stance, perspective or philosophical approach - strengths, disease, skills, weaknesses or deficits, psychosocial for example.
I am not sure about explicitly 'measuring learning, but the model can be used by learners and teaching staff / mentors to demonstrate their understanding and justify their output - formulation.
There is an instrumental potential in Hodges' model as a whole. Hodges' model can illustrate the degree of holistic intent - whether this is realised could also be indicated using the model.
Once again I am grateful to the authors for their inclusion of Hodges' model. The reference is listed in the blog's bibliography (please see the sidebar for others) which includes:
Doyle, M., Jones, P. (2013). Hodges’ Health Career Model and its role
and potential application in forensic mental health nursing. Journal of Psychiatric and Mental Health Nursing. 20, 7, 631-640.
http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2850.2012.01961.x/abstract
Jones
P. (2014) Using a conceptual framework to explore the dimensions of
recovery and their relationship to service user choice and
self-determination. International Journal of Person Centered Medicine. Vol 3, No 4, (2013) pp.305-311.
See also on W2tQ (with overlap):
https://hodges-model.blogspot.com/search?q=forensic
https://hodges-model.blogspot.com/search?q=justice
https://hodges-model.blogspot.com/search?q=interdisciplinary
Plus the following
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mental disorientation study - philosophy - ideas liminal - liminality ethical practice creativity reflection threshold concepts uncertainty - meaning - ambiguity |
physical disorientation time, place, 'person' process theory transition - threshold - doorway media |
art - arts practice socialisation (orientation) rites of passage status meanings |
-isms political orientation power - boundaries professionalism posture? status |
Previously on W2tQ:
'threshold concepts'
Q. Do we, must we, always 'stand' when presented with a 'threshold'? Discuss ...
Practice in forensic psychiatry: Checking through emails I missed a notification from ResearchGate about an additional citation for Hodges' model:
Holmes, D. Perron, A. Jacob, J.D. Paradis-Gagné, É. & Gratton, S (2018). Pratique en milieu de psychiatrie légale: proposition d’un modèle interdisciplinaire. Recherche en soins infirmiers, (Practice in forensic psychiatry: A proposed interdisciplinary model). 134, 33-43. DOI: 10.3917/rsi.134.0033
This is very welcome, even though in December 2021, I am 'late to the party'. This it seems is how news of potential additions to the bibliography are bound to arrive, which is a bit frustrating. It would be marvellous to learn of a project much earlier - while the work is 'live'. Not to jump on-board as a co-author necessarily, but to share the dynamism of work-in-process.
I continue to take encouragement from the fact that researchers appear able to find, understand and apply Hodges' model in their respective theoretical, practical and work context.
This is rewarding in itself so many thanks to the authors.
If I can access the English copy I will post again with any observations and comments that arise.
Translated by Google:
"Hodges' Health Career Model
This model has a politico-biopsychosocial structure which is consistent with contemporary interdisciplinary practice (20); that is, it relies on a multidimensional critical approach, incorporating writings in sociology and politics, in order to understand the person in context. It is based on four objectives: measuring learning, providing holistic care, supporting reflective practice and closing the gap between theory and practice (21). This model is applicable in various clinical situations in a psycho-legal context. When this model is used as a frame of reference, it emphasizes the role of caregivers who must meet the patient's needs and focus on their problems.It also serves as a guide to assess and provide assistance to the patient vis-à-vis their physical, psychological and social needs as well as with the justice system in order to promote their recovery. The theoretical foundations call on four sources of knowledge: interpersonal, scientific, sociological and political (21)."
In comparing several models of care please note how the authors here recognise how Hodges' model is not just bio-psycho-social; yes - it is politico-biopsychosocial.
See also on W2tQ (with overlap):
https://hodges-model.blogspot.com/search?q=forensic
https://hodges-model.blogspot.com/search?q=justice
https://hodges-model.blogspot.com/search?q=interdisciplinary
Submissions are OFFICIALLY open for our Liminal Issue.
Φ Magazine is a quarterly publication aimed at showcasing the creative talents of Philosophy students across the globe outside the academic realm. Be it photography, painting, poetry, prose, or anything in between then it can find a place in the pages of Φ.
My source:
Philos-L "The Liverpool List" https://www.liverpool.ac.uk/philosophy/philos-l/
@PhilosL @LiverpoolPhilos
Thanks to Chiara at PHI Magazine for the cover image by Taudalpoi.
n.b. I will add a further post to relate the above call to threshold concepts and Hodges' model.
Revisiting this book Curriculum Development In Nursing Education [CDNE] in its 4th edition is pure co-incidence as I champion and study four care domains (and besides with the spiritual - there are five care domains). Working on a paper in summer 2020 I realised it was a decade since my review of the 2nd edition.
While I, we all like - to think we progress in our thought, I see I'm picking up on the same themes - so this in itself is helpful. The graphics inside the front and back cover pages tell me to remember the 'brief' and not look for clinical practice (content) here. There's continuity in the style of the cover design and format. The text clear and prose easy to follow while very detailed with numerous sources referenced.
The book's webpage covers:
Overview, Table of Contents, About the Author(s), Sample Materials, and Instructor Resources. The latter include:
CDNE is front (back) and center focussed on the processes involved in curriculum development, through scholarship, faculty development and ongoing appraisal. It's always useful to revisit key terms and definitions. It is not only technology that is dynamic, as the past two years have shown. Plus, things have clearly moved-on since my original PGCE studies, teaching experience, mentoring and mentor updates.
As regular readers will realize I constantly seek out links, associations and support for the project here. I still have an 'itch' regards nurse theory. The theory-practice gap is noted (p.347) and nursing conceptual frameworks (p.313). So and in due order, the book isn't about the content of curricula, but the organization. The discussion on definitions of 'curriculum' is salutary since 2019-2020:
1. post-COVID-19 (watch this space)
2. nursing - the curriculum - in the 21st century
(self-care, nursing workforce, the profession, global health, climate change, technoscience)
This is a major task. CDNE is vested in actions: especially by faculty, data gathering, implementation, checking of standards - fidelity of delivery. Once again there are template - form examples for data gathering. The book is general in terms of specific approaches to curriculum development.
The table (using Hodges' model) below represents figure 13-5 (p.347) "Examples of concepts addressed in Professional, Ethical, and Legal Obligations: A Critical Appraisal 2017-2018."
I have indicated overlaps. Curriculum planning, design and development is about assurance, so too is Hodges' model with this being an original purpose for the model.*
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clients communication relational practice ethical practice critical reflection patient safety |
clients critical reflection (time, events, context, place) patient safety |
ethical practice collaboration (team work inc. patient & carers) communication (family) relational practice social determinants of health patient safety (public health) social |
health and healthcare policy political influences advocacy patient safety professionalism: accountability, self-regulation justice |
Reconceptualizing curriculum design sounds a rather academic exercise, and as such the book brings home the role that concepts play and the impact of such activities can have not only on teaching staff, but their numbers which are also explored (p.328). Emphasis on innovation and creativity in teaching, learning and deployment of educational technology are discussed at length (chapter 16). Chapter 16 is a reminder of how the combination of LMS and CMS is a non-trivial requirement in education. It seems the book was published just prior to COVID-19's intervention. We are all too aware of the effects of COVID on student's experiences and how suddenly the strengths and limitations of learning technology and video were exposed. Social media was shown in its dual-coated regalia of gift and curse. Social media is in the text (p.350, 353 for example) but is not listed in the index (as with values).
The core of the book delivers:
Of course, I appreciate the book's concept-based content (p.242) which prompts me to continue to study and keep alive the dream of a new website that seems forever virtual. Efforts to ignite learning are listed in table 13-2 (pp.351-353) across three pages from algorithms, humor, to written assignments.
Ideas on teaching, learning, educational frameworks and pedagogies is a further revision exercise and update, and for some readers may act as a primer for more reading. The linking of content to philosophy and curriculum philosophy is once again very welcome. As befits a text that originates in the USA, NCLEX®, external reviews and accreditation are activities that affect curricula worldwide. 'Wanting my cake and eating it' I wondered if some of the references need updating, not - to be clear - that I have specific suggestions; more a case of what a decade in education, today, means? The student nurse who read a draft paper and commented on the references (XXXX) clearly still resonates with me. This may be COVID-induced angst, but may be something for the 5th edition? A decade and more is not long for the educational and philosophical foundations (p.274, psychomotor domain levels), but in EdTech terms...? There are now exacerbating factors too.
As with the author's findings (pp.309-310) I have a sense that in transdisciplinary, and interprofessional education, there is much to understand and unpick - metacognition, reflection (p.310). You will find 'climate of collegiality' (p.392). Am I losing the thread again in reaching for the green spray paint? Should nursing (and all healthcare no less) curricula take into account climate change, or is this a political step too far?
It seems not:
'Anthropocene skills' - to what extent do these include reflection, critical thinking, integrated approaches..? Wither the global conceptual framework to act as a scaffold?
Is there a top 10 of research themes with fields of study? Perhaps the lack of such a list is a positive, as so many such lists are produced as social media click-bait. It might be worth referencing more recent and emerging fields; threshold concepts, networked learning for example. As in 2009, I am biased. While scholarship is a synonym for research, I would expect to see the latter in the index. The educational establishment must produce research and an ongoing conveyor of newly qualified nurses. Perhaps university and colleges in combination (p.304) may produce an educational ecosystem that can fulfill both purposes. A crucial human resource role at a time when demographics present a challenge that is local, national and global.
As a practitioner - CDNE is an excellent book, with much educational learning even if you are not working specifically on curriculum review, design, planning and development. Chapters are all accessible, and as standalone reading with the summary and case studies. The index is comprehensive and well organised.
I have some draft notes for a course on Hodges' model. This book is a great motivation to not only return to that task, but complete it.
Special thanks to Clare McMillan,
European Manage, Class Professional Publishing
https://www.classprofessional.co.uk/
- and to acknowledge, I received this book in Aug-Sept 2020. Apologies for the delay.
*This was pre-'Project 2000'. Yes a long, long time ago, the 1980s in fact.
Happy New Year everyone!
 |
| Brian E. Hodges - c/o Brian's family. |
Born in Liverpool, UK.
Community Mental Health Nurse NHS, Part-time Lecturer,
Researcher Nursing & Technology Enhanced Learning
Registered Nurse - Mental Health & General
Community Psychiatric Nursing (Cert.) MMU
PG Cert. Ed.
BA(Joint Hons.) Computing and Philosophy - BIHE - Bolton
PG(Dip.) Collaboration on Psychosocial Education [COPE] Univ. Man.
MRES. e-Research and Technology Enhanced Learning, Lancaster Univ.
Live and work in NW England - seeking a global perspective.
The views expressed on W2tQ are entirely my own, unless stated otherwise.
Comments are disabled.
If you would like to get in touch please e-mail me at h2cmng AT yahoo.co.uk
orcid.org/0000-0002-0192-8965
