Dear Editorial Office,

Dear Dr. Jones,

My name is Editorial Office, and I am writing on behalf of the selected journal. I came across your article, "A Conceptual Mapping Exercise of Deprivation of Liberty Safeguards in Residential & Community Care Using Hodges' Model and Threshold Concepts". Its focus on deprivation of liberty safeguards, Hodges' model, older adults caught our attention. I would like to invite you to consider a new and unpublished contribution to the selected journal.

For this invited contribution, we are pleased to offer a Full APC Waiver. Invited manuscripts receive priority editorial handling, and we aim to provide an initial editorial decision within one week. This invitation does not imply acceptance, and editorial standards remain unchanged.

If you are interested, a working title or short abstract is enough for an initial discussion. If your current work is not closely aligned with this journal, you are also welcome to share your present research topic and we can check whether another journal in our portfolio may be more suitable.

I would be glad to answer any questions and look forward to hearing from you.

Best regards,
Editorial Office
the selected journal

Dear Editorial Office,

Re. 'the selected journal: Invited Contribution – Full APC Waiver'

Thank you for your communication and recognition of my recent paper.

Unfortunately you have not specified the 'selected journal'. Without this detail it is difficult to proceed at all, or ascertain what benefit is provided by the 'full APC waiver'. 

I am more troubled, however by your name. Is it really 'Editorial Office'?

Again the specific journal matters here. If it is materials science, chemistry, or quantum physics or related this is (slightly?) less of a problem. Otherwise, I do worry that with Hodges' model being person-centred your being de-personalised does not sit very well with the purposes and values of Hodges' model.

It is however reassuring to learn that I should not take your invitation to suggest acceptance, and that accordingly your editorial standards remain intact - especially in these times.

Again, even if I were interested, I am at a loss to provide either a working title, or abstract.

I do hope you understand my difficulty? 

Although perhaps I ask too much.

Can it be - this IS in fact the journal?

'The Selected Journal'?

Yours Faithfully,

Mr^ P Jones

^'Conceptual Surgeon' 4th class

(and not sent.) 

"Hey Jonesy: Where's the book?"

This prompt from yesterday is far from new. There are outlines for papers on W2tQ.

Seriously though, what would a book outline look like - now?

The introduction is probably already written, it just needs to be pulled-together. But, in truth it (desperately) needs a new perspective. The question of how to update the explanation - short of running a workshop? The model's original purposes 1-4 are a statement of fact. The intro figures that invariably show how the axes 'create' the model's care, or knowledge domains? What if...? Could we also present the inverse? That would be a new slant. Does the model still 'work'? 

Details aside, here is a quick outline:

Part 1

Introduction and Background 

1.1 Brian E. Hodges and Post-Registration Nurse Education

1.2 Peter Jones - Primed to mind-map

1.3 Web presence: Initial website 1998-2015 - Blog 'Welcome to the QUAD' 2006 ...

1.4 Brian's original lecture notes

1.5 Looking back and forward: Models of care for the 21^st Century

1.6 Confessions: So, where is the new site / platform? 

Part 2

 The Four (Five) Care Domains 

2.1 Science

2.2 Interpersonal (& Intrapersonal)

2.3 Sociology

2.4 Political

2.5 Spiritual

Part 3

Hodges' model in Practice - Applications

3.1 Self care

3.2 Clinical

3.3 Social Care - Community 

3.4 Management

3.5 Informatics

3.6 Policy 

3.7 Education

3.8 Workforce: Local - Global 

Part 4

The Legacies (still) in Our Midst

4.1 Person-centredness

4.2 Integrated Care

4.3 Holistic Care

4.4 Parity of Esteem

4.5 The Theory-Practice Gap

4.6 Change - Transformation: When? Disease to Prevention

Part 5

It's Tomorrow Now

5.1 Health Promotion

5.2 Public (Mental) Health & Protection

5.3 Citizenship

5.4 Global Health

5.5 Planetary Health

Part 6

Research

6.1 Hodges' model as a Research Tool

6.2 Climate change

6.3 Planetary Health

6.4 Beyond the Bio-Psycho-Social Model: The Political Domain

6.5 The Literacies 

6.6 InterDisciplinary, Multi- and Transdisciplinary

6.7 Hodges' model as a Mathematical Object?

Part 7

Philosophy

 

7.1 Revisiting the Original Purposes

 

7.2 AI - The Elephant in Mind

 

7.3 Value & Values  

...?

Much to add, revise ... 'Education as Part X'. Political and Literacy too - a specific part - and with AI (in every part!)?

STOP!!

OK. It's a minefield. Even a proposal is a 'non-trivial' task.

Who's writing this? Not me! Not all of it, and for me; not AI either.

It would be marvellous to be one of several editors: one day? 

Clearly, a great project for students and early career researchers and current practitioners. 

An inoculation to help new cohorts deal with the realities, ravages and rewards of 'care' in its entirety*. 

P.S. With the start of a title right there? PJ

Writing - next project - parts 1 & 2 in search of titles

Currently, I'm pulling together what have become two drafts, that consider Hodges' model as a mathematical object. Part 1, put-down in the new year, and picked-up now; a good start as there is more than I thought. There's a cost of that, of course? Part 2 is a gathering of tatters. Well, it is an effort.

As I don't work in academia where connections may more readily follow, can I claim that Hodges' model also does work? That the model can help in finding potential collaborators and co-authors? Once the fundamentals are understood, and again - it's not rocket science - for some people thankfully, something clicks. It clicks absolutely where it is should.

The model can be quite addictive in a positive way, as one of many among the vast array of assessment, evaluation and other tools. It is complementary.

So, with much needed support to follow, including from previous publication (please see the bibliography in the sidebar), plus April's WCCS26 conference, I'm working away to share them in 12 days or so. Then the work really begins as I benefit from collegial input, new perspectives, views, critique and the reward of constructive debate, experience and knowledge of others. I hope the drafts reward the curiosity that's been displayed. It is still quite exciting. Hoping too that students and early career researchers might pick this up ...

Project 2000: The Judge Report 1985

Somehow, or perhaps that is being kind, I have a feeling that sources on the history of 'recent' nurse education may come to the fore. It is interesting that the guest editorial below reflects itself on the preceding 25 years. Not just several cohorts of students, careers, but a whole life-time. 

We must hope today, that British nurse educators can find more security, if not the contentedness described by Rye in 1985 ...

'The main principles for policy change contained in the commission's report are as follows.

1 The uncoupling of education from service. Students should no longer be employees of the National Health Service. Nursing education should now be part of the main-stream of higher education, students being financed through a suggested bursary system.

2 A single level of basic nurse qualification leading to registration.

3 Curriculum development (as discussed in chapter 4 of the report) must take into account the need to retain certain speciality options, and prepare students for practice both in hospital and community settings. It creates the possibility of direct entry into district nursing, health visiting and midwifery. 

This 3-year course would have educational credibility as it will be at diploma level, the first year being a foundation programme, furnishing a basis for informed choice later. The second year would contain practical placements (in the community, adult nursing and mental health). It would consist of three modules, the first to be based in a community setting, the second (focused upon the nursing of adults) in a hospital setting, and the third in a variety of environments related to mental health. Roughly 30% of the time will be dedicated to carefully supervised practice in clinical settings. The final year will be characterized by increased specialization. The opportunity to make a selection from a number of available modules will equip each successful student to become registered and to take up work either in an institutional or non-institutional setting. The academic award will be that of Diploma in Nursing Studies. 
...
This new approach to nursing education will not create a 'generic' nurse, but will prepare students to work in their chosen speciality in hospital or in the community. If nurses are to respond to the changing patterns of health care, it is critical for future development that preparation for working in the community takes place in the basic diploma programmes. This may be seen as one of the more controversial implications of the report, but the profession must address itself now to these matters, as nursing education must become more flexible and capable of change to meet the needs of clients.'

See also: #RCN26 RCN Congress - Nurse Education 

Rye, D.H. (1985), THE EDUCATION OF NURSES: A NEW DISPENSATION. THE REPORT OF THE RCN COMMISSION ON NURSING EDUCATION. Journal of Advanced Nursing, 10: 505-506. 
https://doi.org/10.1111/j.1365-2648.1985.tb00540.x

Royal College of Nursing (Great Britain)., & Judge, H. G. (1985). The education of nurses : a new dispensation. Royal College of Nursing. (Classed as a Book.)

See also: https://wellcomecollection.org/works/p889dx97

https://eprints.hud.ac.uk/id/eprint/10084/1/ouseycontent_9838.pdf

#RCN26 RCN Congress - Nurse Education

If you think hard-enough all the debates at RCN Congress connect to 'education', but two are laser-focussed:

Protecting nurse education

Resolution submitted by the Education Forum
That this meeting of RCN Congress asks RCN Council to lobby UK governments to protect nurse education from university sector economic pressures.

Quality of clinical placements

Matter for discussion submitted by the Students Committee
That this meeting of RCN Congress discusses ways in which the quality of clinical placements can be ensured and consistent across all 4 countries.

For more senior colleagues, you may momentarily think back - all rose-tinted - to the pre-undergraduate Schools of Nursing, but you also realise change was needed and inevitable. A new millennium was fast approaching.

Now, however it seems within the university ecosystem, nursing is a threatened subject and discipline. Nurse education is exposed and itself vulnerable. In the 21st century fitness-stakes - finance wins:

individual

|

INTERPERSONAL : SCIENCES

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

SOCIOLOGY : POLITICAL

|

group

mental fitness	physical fitness
SOCIAL VALUE  & VALUES	FINANCIAL FITNESS

 

At RCN Congress, the status of nursing as a profession in the USA, was raised. Looking online, I found the following at the U.S. Department of Education: Myth vs. Fact: The Definition of Professional Degrees.

In January 2025 I posted about the situation at Cardiff University. At Congress the matter of the quality of clinical placements, became a resolution. The protection of nurse education provoked an impassioned and emotional debate. Student nurses seeing what is happening to nurse faculty. Nurse faculty seeing the years of experience 'walk' be-pushed out through the door. It seems there is no collective noun for a group, or collection of redundancies. Mass comes to mind, especially in this instance. A 'rash' seems appropriate. But, the condition is more serious and bears further investigation:

As a Google search demonstrates - https://share.google/SViFPWuJovKWhErEE

IT doesn't stop there ...

How many of us (nurses, and other 'professionals') are seeing job offers(?) such as:

Remote
Contract

$35/hr - $80/hr (this is lower than others ...)

About the job

Nursing Informatics Specialist (AI Training)

About The Role

Your clinical knowledge is more valuable than you think — beyond the bedside. We're looking for experienced nursing professionals to help train and evaluate AI systems built for healthcare. As a Nursing Informatics Specialist at Alignerr, you'll apply your frontline expertise to ensure AI understands real-world clinical workflows, EHR systems, and nursing documentation the way actual nurses do.

This is a unique opportunity to work at the intersection of nursing practice and cutting-edge AI — on your own schedule, from anywhere.

• Organization: ---------
• Type: Hourly Contract
• Location: Remote
• Commitment: 10–40 hours/week
  
  

What You'll Do

• Evaluate AI-generated clinical content for accuracy, safety, and alignment with real nursing workflows
• Review and annotate EHR documentation scenarios, flagging errors or gaps in clinical reasoning
• Translate nursing practice knowledge into structured feedback that improves AI model outputs
• Assess how well AI systems reflect clinical informatics best practices across areas like documentation, data integrity, and care coordination
• Provide expert insight on health IT tools, including EHR platforms such as Epic or Cerner
• Work independently and asynchronously on task-based assignments
  
  

Who You Are

• Registered Nurse (RN) or equivalent clinical background with hands-on experience in a healthcare setting
• Familiar with EHR systems and clinical documentation workflows
• Able to analyze clinical scenarios and communicate clear, structured feedback
• Detail-oriented with strong written communication skills
• Self-motivated and comfortable working independently in a remote environment
• No prior AI experience required — your clinical expertise is what matters
  
  

Nice to Have

• Experience in clinical informatics, health IT, or nursing informatics roles
• Familiarity with data annotation, quality review, or evaluation processes
• Background in quality improvement, patient safety, or clinical education
• Exposure to health data standards (e.g., HL7, FHIR, SNOMED)
  
  

Why Join Us

• Work on cutting-edge AI projects with leading research labs and AI teams
• Fully remote and flexible — set your own hours and work at your own pace
• Freelance perks: autonomy, variety, and global collaboration
• Apply your nursing expertise in a completely new and impactful way
• Contribute to AI that could meaningfully improve how healthcare technology serves patients and clinicians
• Potential for ongoing work and contract extension

You might think (no pun intended!): 

'Well this all about informatics. Don't worry - it will all work out fine!'

But, please notice, the clinical and nursing requirement:

"Registered Nurse (RN) or equivalent clinical background with hands-on experience in a healthcare setting."

Not exactly, Hodges' model is it? Even if specific to this role, what does it say:

• about :: the title of 'Registered Nurse'
• about :: Nurses and Nursing as a Profession
• and :: to search engines and agentic AI?

So be aware, and concerned (worried even!) for nursing and nurse education ... 
for the humanity of healthcare:

individual

|

INTERPERSONAL : SCIENCES

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

SOCIOLOGY : POLITICAL

|

group

de-humanisation	BIG TECH
"Where has everyone gone?" Social values Social justice What about research, debate, evidence..?	Nursing Faculty Universities as Institutions that reflect Society Why is there an echo in here? It's been hollowed out.

P.S. I am not a technophobe. Previously: 'AI' : 'SOCIO-technical'

Call for Abstracts: Prototypes for Humanity - Submission Deadline 22 May 2026

Dear Colleagues, 

I am pleased to invite the submission of abstracts to the Prototypes for Humanity 2026 Short Papers Platform. 

Abstract Submission Deadline: 22nd May 2026
Invitations to Successful Authors: 8th July 2026
Conference Dates: 15th - 19th November, Dubai, UAE 

** Description **

The Short Papers Platform provides a forum for professors to share their research and engage in interdisciplinary dialogue, fostering global collaboration and knowledge exchange, with a focus on driving real-world impact through academic research.

For 2026, Prototypes for Humanity is delighted to announce the launch of a strategic partnership with the Investment Corporation of Dubai (ICD), for the Short Papers Platform. This joint effort reinforces the programme’s commitment to advancing impactful innovation through collaboration between academia and industry, focusing on the key sectors and themes that reflect international research priorities and that are relevant to the city and to the fund. 

Themes 

• Wellbeing and Human Performance
• Infrastructures and Cities
• Autonomous Systems and Advanced Manufacturing
• Environment, Sustainability and Energy
• Mobility and Logistics
• Socio-Economic Empowerment, Digital Economies and Future Markets
• Open and Speculative

Awards

As part of the programme’s ongoing commitment to research translation, ICD will award a $50,000 prize to one of the short papers presented at the conference. The award recognises academic work with strong potential for practical application, identified through engagement with ICD industry experts, and will support the winning project’s next stage of development towards implementation.

Submissions

Full details can be found at: https://www.prototypesforhumanity.com/press-releases/stories/Call_For_Abstracts_2026

Apply here: https://form.jotform.com/260705028532451?source=https://www.jisc.ac.uk

Deadline for abstract submission: 22 May, 2026

We strongly encourage you to apply where your interests and research aligns with the programme’s thematic areas.

If you have any questions, please contact us at professors AT prototypesforhumanity.com

Sarah Ward
University Relations Manager
Prototypes for Humanity

E: sarah.ward AT prototypesforhumanity.com

My source: Email - https://www.bcs-sgai.org/