Paper: What factors influence evidence use in policy? An updated systematic map

 Abstract  [ REVIEW | Article in Press ]

In 2014, a large systematic map found that relational factors were amongst the most frequently reported facilitators of evidence use in policy. Since then, there has been a growth in evidence-use initiatives and research, many of which have attempted to address relational factors. In this timely updated map, we describe the current state of research about which factors influence evidence use in policy. A search strategy combining ‘evidence’, ‘barriers and facilitators’ and ‘policy/policymakers’ was used to identify studies across 15 electronic databases between 2012 and 2022. Studies were screened for those that include empirical data about evidence use in policy. Data extraction enabled descriptive analyses characterising studies in terms of focus, topic area, setting, and types of factors influencing use. Two thousand, one hundred and ninety-nine studies were included, a 20-fold increase over 10 years. The most commonly reported factors influencing use were the relevance of evidence, and then organisational (resources, skills, personnel and managerial support). A large number of studies reported on evidence-use interventions (n = 877) of which 379 were evaluations. Findings may indicate a shift towards relational and systemic thinking about evidence use. There appears to be a growing recognition of the resourcing, work, time, and workforce required to embed evidence use within and between organisations. With this huge growth in the literature, particularly in new evidence use interventions being tested across policy sectors, continued review and mobilisation is necessary to effectively inform the design and implementation of evidence use interventions and research.

Oliver, K., Malin, J., Akerlof, K.L. et al. What factors influence evidence use in policy? An updated systematic map. Humanities and Social Sciences Communications. (2026). 
https://doi.org/10.1057/s41599-026-08391-6

Not a citation for Hodges' model, but I am grateful to Prof. Oliver and co-authors for being able to assist with data extraction using EPPI-Reviewer Screening Wizard. The preceding patience and guidance to complete the coding tasks was also invaluable in being transferable. I learned a great deal and it has been perversely reassuring (disheartening!) to see that the path to final publication is also 'circuitous' for academics.^  An additional lesson is building on existing work and publication (Oliver, 2014) to revisit a method and research question. (Updates to follow).

Previously: 'map' : 'systematic' : 'policy'

^A conclusion, much shared I believe: academic publishing is systematically dysfunctional.

BCS SPECIALIST GROUP ON ARTIFICIAL INTELLIGENCE (SGAI) - Ethical and Legal Aspects of AI

The next in our series of free evening virtual seminars will be on Wednesday May 6th from 6 p.m. to 7.30 p.m. (UK time). The topic will be Ethical and Legal Aspects of AI.

 

The speakers will be

• Prof. Bernd Stahl (University of Nottingham) on 'Artificial Intelligence for a Better Future - An Ecosystem Perspective on the Ethics of AI'
• Prof. Dr. Griet Verhenneman (Ghent University, Belgium) on 'Patch Day in Brussels: How the EU AI Act ran into the unusual scenario of reform prior to application' and
• Dr Uchenna Nnawuchi (Sheffield University) on 'The “Why” being Algorithmic Decision Making: Explainability as the Backbone of AI Governance'.

The seminar will be chaired by Dr. Carlisle George (Middlesex University).

 

The virtual seminar series is free and open to all. For further details and for the zoom link to use go to https://bcs-sgai.org/seminars/2026-05-06/.

 

Details of future SGAI events will be placed on the website at https://bcs-sgai.org as they become available. To register to be sent information about future SGAI events by email go to https://www.bcs-sgai.org/register/.

 

Max Bramer

Chair, BCS SGAI

----------------------------------------------------

Chair, British Computer Society Specialist Group on Artificial Intelligence

Emeritus Professor, School of Computing, University of Portsmouth, UK
http://www.maxbramer.org

My source: BCS SGAI list

Hodges' model - Locus of Care & Control?

Draft notes:

There are obvious geometric features (Stewart, 1981) in Hodges’ model. Application of the model is a holistic affair. The centre of the model is its centre (as a template), but in application it is not fixed. There are several degrees of freedom, determined by the context of application. Consider figures 4a, 4b and 4c. Perhaps it can be argued there is what amounts to a care locus? As Persons (2025) notes:

‘Primary care is considered the first line of defense in health care, and it is the locus of the maintenance of both individual and population health.‘ p. 15.

 Emphasis can be placed on selected domains, as the situation dictates:

Stewart, I. (1981) Concepts of Modern Mathematics, Harmondsworth: Penguin Books.

Persons, G. A. (2025). Health Care Safety Nets: Vital Participant Roles and Varying Policy Contexts. Phylon (1960-), 62(1), 5–30. https://www.jstor.org/stable/27396595

Argumentation - Journal: Informal Logic

Early evening (UK) yesterday, I joined a further webinar on argumentation. Through the speaker, and discussion, I was led to a journal

INFORMAL LOGIC

It is in informal logic that I see a role for Hodges' model. The model's structure providing a universal foundation of knowledge domains to be applied in practice. The bonus of this journal, is its being open access, a search revealed the following paper:

Mark Weinstein. Towards a Research Agenda for Informal Logic and Critical Thinking. XII.3, Fall 1990.
https://ojs.uwindsor.ca/index.php/informal_logic/article/view/2609

'This paper recommends that the recent concern with informal logic and critical thinking be redirected from its general philosophical focus and towards a greater appreciation of the particulars of practice in the various domains of human understanding. The redirection recommended is prompted by the central role that critical thinking and informal logic can be seen to play in meaningful educational reform, especially at the undergraduate level.' 

'Critical thinking, similarly, should be redirected from concerns typical of philosophers and towards issues and approaches more representative of critical thinking both within and across the wide range of disciplines represented by the course of undergraduate studies.' p.121.

'The sense that there is an internal relationship between arguments, argumentation and domains of knowledge persists despite attempts to show relevant and useful notions of critical thinking that are generally available for instruction and neutral in respect of the disciplines. The resolution of the issues generated by these competing views, requires that reflective practitioners of the disciplines, students of the history of ideas, methodologists and specialists in teaching increasingly engage in the task of generating and organizing the data upon which an informed and adequate notion of critical thinking across the disciplines must be based.' p.125.

I believe that the structure of Hodges' model provides a basis for Weinstein's ordinary argumentation and stylized argumentation.

For me (at present) ordinary argumentation, is 'open' argumentation. That is, without differentiation in (using) Hodges' model. I might (well, I would) have Hodges' model in mind, but choose not to apply it. As per the paper, stylized argumentation is using Hodges' model and doing so in a multidisciplinary manner - within my discipline. 

The problem and challenge for nurses and other health professionals is the need, if:

• person/patient-centred;
• integrated;
• and holistic - having regard for parity of esteem (mind - body)

- not to stray, extend the disciplinary scope, while working within one's professional scope.

In highly effective multidiscioplinary teams that touch on being transdisciplinary (hybrid?), can experienced team members have insight into the stylized argumentation of their colleagues?

Ack. ​Argumentation network of the AMERICAS - https://www.argnet.org/ethics-of-arg.html

Previously: 'critical thinking'

Graphene just broke a fundamental law of physics

Graphene just broke a fundamental law of physics.

Its electrons just did something physicists thought was impossible. For nearly 200 years, metals have obeyed the Wiedemann-Franz law – the rule that electrical conductivity and thermal conductivity always rise and fall together. 

But in ultra-clean graphene, researchers at the Indian Institute of Science found the opposite. As electrical conductivity increased, thermal conductivity dropped, shattering a principle taught in every physics textbook. 

The key lies at the “Dirac point,” a strange electronic tipping point where graphene is neither a metal nor an insulator. Here, electrons stop behaving like individual particles. Instead, they flow collectively as a nearly perfect fluid – a state called a “Dirac fluid.” 

This discovery doesn’t just rewrite the rules for graphene. It provides a tabletop window into extreme physics usually reserved for black holes and high-energy colliders. Scientists say this behavior could help probe mysteries of quantum entanglement, black hole thermodynamics, and the very fabric of matter itself.

 ["Universality in quantum critical flow of charge and heat in ultraclean graphene." Nature Physics, 2025] ...

Individual

|

      INTERPERSONAL    :     SCIENCES               

HUMANISTIC  --------------------------------------  MECHANISTIC      

 SOCIOLOGY  :    POLITICAL 

|

Group

While I can't fully understand this paper (even the abstract!), I realise that it is taking what seems a long time^ for industry and business to understand and realise the potential of graphene in industrial and technological applications.
Hopefully, applications will emerge, that are beneficial to all. Reducing energy use, improving efficiency, removing pollutants even more effectively, imcreasing the durability and hence lifetime of materials and products, and more.	Also, marvellous to see global collaboration at work, as science continues to asks questions. ^I could have written exploitation there, but could we put the collective and planetary first?

Majumdar, Aniket and Chadha, Nisarg and Pal, Pritam and Gugnani, Akash and Ghawri, Bhaskar and Watanabe, Kenji and Taniguchi, Takashi and Mukerjee, Subroto and Ghosh, Arindam. (2025) Universality in quantum critical flow of charge and heat in ultraclean graphene, Nature Physics. http://dx.doi.org/10.1038/s41567-025-02972-z

Arxiv: https://arxiv.org/abs/2501.03193

My source: https://x.com/Rainmaker1973/status/1966896966316474505

Which includes a video 5m 'Quantum Critical Flow in Graphene: Charge & Heat Dynamics'

https://www.youtube.com/watch?v=LrImy9PAHGk

See also on W2tQ: 'physics : 'women'

'Proper domain' c/o Machery 2017

On a visit to London 4-7th, in Foyles on Charing Cross Road amongst many desirable titles I came across:

Machery, Edouard, Philosophy Within Its Proper Bounds (Oxford, 2017; online edn, Oxford Academic, 24 Aug. 2017), https://doi.org/10.1093/oso/9780198807520.001.0001, accessed 24 June 2025.

Philosophy and knowledge are in constant play: hide and seek. So the title's 'proper bounds' piqued my interest. I found a previous paper by Machery, also cited in the book:

MACHERY, E. (2011). THOUGHT EXPERIMENTS AND PHILOSOPHICAL KNOWLEDGE. Metaphilosophy, 42(3), 191–214. http://www.jstor.org/stable/24439937

The paper is technical (as 'metaphilosophy' suggests) with discussion of thought experiments, parity defence, but there is utility here:

'If we have reason to suspect that a physical skill or a psychological capacity is applied outside its proper domain, our confidence in the success of this application should decrease. If we have no further information about the circumstances in which the skill or capacity is applied or about how these circumstances impact its reliability, then, for all we know, the reliability of the skill or capacity in this particular application might be almost as high as it is in its proper domain, or it might be very low: that is, we have a reason to believe that its reliability is lower than in its proper domain, but we do not know how low it is. In these conditions, we should be reluctant to express much confidence in the success of the application of the skill or capacity'. p.201.

I'm hoping for an e-copy of the book, which avoiding even more screen-time, I won't read through (review - as I call it...) but I will search, read selectively and post again.

Geneva Health Forum 2025 (May 20-23) - Register Now!

Dear HIFA team

Can you share in your network this information. Thanks for your help

Sincerely

[HIFA profile: Eric Comte is Executive Director, Geneva Health Forum, External Affairs Directorate, Geneva University Hospitals. eric.comte AT unige.ch ]

--------------------------------------------------

Geneva Health Forum 2025 (#GHF2025) is approaching quickly!

Bringing together global health leaders, researchers, frontline practitioners, and policymakers, the annual Geneva Health Forum event serves as a unique platform to exchange knowledge, present innovations, and advance equitable and sustainable solutions to the world’s most pressing health challenges.

We are present every year during the week of the World Health Assembly, at the end of May, to enable academic and civil society players to make their voices heard during the World Health Assembly.

This 2025 edition will focus on four thematic priorities: • Malnutrition • Climate Change and Health • Migration, Health, and Equity • Digital Health

Each theme will be addressed through evidence-based dialogue, multi-sector collaboration, and a strong emphasis on real-world practices with the potential for broader application and impact.

Please note: registration is free but required individually for each session or event. To secure your participation, visit the dedicated page for the event(s) of interest and click on the “Register” button.

To see the program and to register click on this link : https://conference2025.genevahealthforum.com/

We invite you to secure your spot for this important event by registering today!

We look forward to welcoming you to Geneva very soon!

If you have a question, contact us : contact AT genevahealthforum.com

My source: HIFA

Are you planning a health* study in 2025?

New Year - new project perhaps?

*nursing, mental health, theory, practice, management, workforce, medicine, allied health professions, social work, psychology, labs, diagnosis, palliative, end of life, diseases, public health, public MENTAL health, -isms, prevention, protection, education, learning disability, parity in care, informatics, information, literacIES, AI, arts, policy, leadership, migration, history, future, women, children, men, LGBTQ+, ethics, rights, health economics, social care, systems, services, climate change, refugees, conflict, law, leadership, resources, commerce, fraud, self-care, UN, WHO, UNESCO, regional, national, global, or planetary ..., ...

Is there a 'space' for Hodges' model in your study?

IF NOT, IMHO YOUR STUDY MAY BE INCOMPLETE!

Is this statement ...?

INDIVIDUAL

|

   INTERPERSONAL : SCIENCES              

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

 SOCIOLOGY : POLITICAL   

|

GROUP

utter nonsense and arrogance a psychological threat^ it's either a great joke, or a grand delusion look - get real, we can't cover all the bases calling attention to the high-degree of subjectivism in academia and health research no, actually it is blatant evidence of bias and a lack of objectivity! Who is Hodges? shamefully egotistical our project does not need to consider: reflection - reflective practice critical thinking holistic - integrated care: parity of esteem person-centredness the curricula (however 'expressed') methods - methodology - philosophy a sign we've found the true 'meta-' tool (Yes, this is interesting!)

to the Nth degree! a physical threat^ a fact - when critiqued using Hodges' model limited apprehension of 'HEALTH'.. sheer ignorance proof of an incomplete (grey) literature search proof that 'not invented here' prevails identification of relations and relationships is catered for, as are ... safety, situational awareness, scoping, mapping, evaluation, analysis, synthesis, diagrams - graphical approaches, project mangement potentially supporting inter- multi- transdisciplinarity a sign that ('fashion') science, evidence have moved on: get over it!

a soul in search of a community of practice? demonstrating much effort is falling on deaf ears? time to listen, with all that's going in the world Hodges, did you say? Sorry not here!

not commissioned/funded by a 'us'.  what? No Doctorate? Go away: please! who does that person think they are!    fao project/research management group/committee?

Brian E. Hodges (1942-2022) RIP

"Hi! I'm new to Hodges' model - and this blog - what's it about?"

^No threat is implied, on the contrary frustration ... If Hodges' model may be of use, please do get in touch. Thanks to all for your visits and best wishes with your respective projects, studies and careers.

"Hi! I'm new to Hodges' model - and this blog - what's it about?"

INDIVIDUAL

|

   INTERPERSONAL : SCIENCES              

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

 SOCIOLOGY : POLITICAL   

|

GROUP

The model was created in the early - mid 1980's with four purposes in mind - to facilitate: 1. reflection & develop reflective practitioners; 2. person-centred, integrated (holistic) care; 3. help bridge the theory-practice gap; 4. curriculum design, planning and development. This was prompted by the change in the UK to university-based nurse education, which was to commence in (Project) 2000. Learning and applying Hodges' model in 1987-88, and creating a website 1998-2015, I am clearly invested in Hodges' model and biased, questions and debate are welcome. Created by Brian E.

Hodges' model is a generic framework -  a conceptual framework. This model is situated, as 'generic' suggests which means of course it is universal. If you've a problem, scenario forthcoming project, or one that is nearing completion Hodges' model can assist in reflection and critical thinking to plan, scope, or evaluate as per your purpose. This blog has posts about papers, events that interest me (PJ), plus many posts using this two-by-two table approach that suggests how the model can be applied in a variety of contexts. This blog also has a bibliography and template in the sidebar.

Hodges^ As noted previously (and last month!), it is marvellous to hear news of a paper citing Hodges' model. If you are planning a piece of writing, research and believe that Hodges' model may be of help please get in touch. If you don't and can see merit in Hodges' model asit is presented, that is fine also. In fact, although I mention collaboration unique - untainted perspectives are probably much needed. Learning of a citation after publication is great news and encouragement. This could and should be an amazing community: Welcome to the QUAD Thank you for your visit and interest. Any questions pleased to try to help: h2cmng AT yahoo.co.uk

As a nurse who trained in learning disability, Brian Hodges was acutely aware of the political in health care, the role of the institutions and the aspiration of community-based and person-centred care. Yes, you can use the model. It is open source.  All we* ask is that you cite and credit the source. With the 'politics of health' much in mind there are many papers to write on the model that includes: reflection; person-centredness; integration of care; self care TO planetary health FROM ?; Inter- multi- transdisciplinary in Hodges' model; A model of healthcare viewed mathematically: Surely you're joking Mr Hodges? This blog started in 2006, the template is dated, comments are disabled. A new site - repository is needed.

*In Brian's memory too : Brian E. Hodges (1942-2022) RIP^

Update on draft papers iii

There was news today about the draft paper on:

"First Episode of Psychoses, Early Intervention, Cardiovascular Nursing, Research Methods and Hodges' model."

It has been accepted and I can submit formally. 👍

This project - yes, a further distraction (that has borne fruit) started in March resulting in 4,800 words, an illustration of the model and 4 figures (2x2 tables). That I think, with the editors, guide the reader in applying Hodges' model, or at least the scope of its application, which is situated and person-centred.

I approached a journal regards the draft "Society, Technology and COVID19 in Hodges' model". Having reduced the original 12000 words to 7700, the paper is of interest, but is (as expected) too long. There is the possibility of reducing the word count to 5000, or splitting the essay.

This invites revisiting the original and teasing out the informational themes: fake news, mis- dis- malinformation and agnotology (in part 2?). Then I would (to a degree), finally be returning to the concept of 'information':

Jones, P. (1996) Humans, Information, and Science, Journal of Advanced Nursing, 24(3),591-598.

- which keeps 'calling' (with complexity, emergence...).

I will consider the options, but submit the above: an instance of much appreciated encouragement and support by the editors. Writing this has proved an enjoyable challenge.

As ever, if you have any sources to add to the bibliography, wonder about using Hodges' model I would be pleased to hear from you: h2cmng at yahoo.co.uk

Social Prescribing Student Champion Scheme - APPLICATION FORM

We are looking for champions!!! Student Nurses, Midwives, AHPs and Medics! Come join us!!! Share on all platforms as there is only one week remaining before the deadline! @LJMU_MHN_Soc @LJMU @LJMU_Health #socialprecribing #supportinthecommunity #futureofhealthcare https://t.co/p0BoW7CY7H

— student_ nurse _2021 (He/Him/His) (@STN_JW2021) October 6, 2022

 
APPLICATION FORM

There is a QR code to apply too.

The paradox of Service Vs Person-Centred Care

Looking at Hodges' model and its basic structure of axes and care (knowledge) domains, I wrote a note to the effect that:

- the INTERPERSONAL (INTRA-) and SCIENCES domains are fundamental to individual care. 

This follows, of course, from the vertical axis.

Then I added, that the SOCIOLOGICAL and POLITICAL domains are fundamental to person-centred care.

 

Person-centredness is vested, is realised in and by the care domains that involve concepts mediated and related by the group, the collective.

 

There seems a (strong?) recognition of social justice and justice at work.

INDIVIDUAL

|

 INTERPERSONAL    :     SCIENCES               

HUMANISTIC --------------------------------------  MECHANISTIC      

SOCIOLOGY  :   POLITICAL 

|

GROUP

individualised	individualised
person-centred	person-centred

Perhaps this is the implicit origin of the call to new learners and professionals alike to 'Make a Difference', 'Be the Difference'?

Then I thought of the perennial duality of service-centred and person-centred care.

 

Accepting the idealised nature of these thoughts, when 'presented' with a case, health services - through their practitioners, focus on the individual. The individual may express personal choices, hopes, but the extent to which these garner a response, are acted upon, also depends on the SOCIOLOGICAL and POLITICAL domains. 

In terms of the ideals (that apply, and what I will call upon) there are two extremes - I have mentioned previously, consider:

In the triage situation, apart from establishing consciousness - communication and interpersonal are collapsed into seconds, and response to stimuli / pain, communication is not key. Task orientation, practice, procedure, events, rehearsal, stock and equipment checks are to the fore.

 

Alternately, there is the level of interpersonal skills that are exercised to communication with the patient, to learn of, recognise, and respond to their personal choices.

 

All of a sudden things seem to be reversed.

 

Short of being plain wrong (?) -

THIS seems powerful, essential and required medicine for the 21st century.

service	SERVICE
person	PERSON

It is even more nuanced, however, and I'm not trying to clever (mathematics and logic are definitely not my subject), but making the above easier to describe:

s	S
p	P

Above, I'm trying to suggest and represent:

1. A lack of regard and relative neglect of the humanistic domains [ s AND p ];
2. This is then reflected in the ongoing issues of parity of esteem for mental health, illness and psychological interventions [ s OR S ].

In #1, we can add the UK decade long, debacle of funding for social care and the status and recognition of the workforce; the legacy (lessons) of medical sociology and the potential of attention to the social determinants of health and the sustainable development goals (paper to follow mapping the SDGs to h2cm).

The [ S AND P] in the SCIENCES and POLITICAL domains - might (also) be indicative of the continuously espoused benefits of technology as part of health care delivery. While accessibility and improvements in this are emphasized, often Politically people are isolated due to lack of technology, or funds. There remains a SOCIO-technical divide.

The years to follow, will no doubt see the microscope from the SCIENCES placed in the humanistic domains and technology's impact - benefits examined there. Who knows: maybe a new instrument, simultaneously (transdisciplinary) qualified will be found?

Conclusion that might be drawn:

The bio-psycho-social model is insufficient for person-centred care (having an opportunity, then yes - I would say this).

The overall aim and objective of Hodges' model when applied, is not to tick boxes but to diffuse the disciplinary boundaries, to assure, and integrate.

More to follow... (a paradox?)

1+1=2

INDIVIDUAL

|

 INTERPERSONAL    :     SCIENCES               

HUMANISTIC --------------------------------------  MECHANISTIC      

SOCIOLOGY  :   POLITICAL 

|

GROUP

belief my purpose	1+1=2 0,1 ...
society social groups social networks	1+1= ? "When people talk about how math is or should be apolitical, because "1+1=2" does not depend on politics and neither does the Riemann hypothesis, it seems that the only math that they can think of is pure math. This line or argument completely falls apart for applied math."  @imathematicians [thread]

My source:

https://twitter.com/imathematicians/status/1530724466073952261?s=20&t=eF1XRD9HbkSJ2XWWbIk2qQ 

Previously: 'maths' ,  '2 + 2 = ?'

https://twitter.com/imathematicians/status/1530724466073952261?s=20&t=eF1XRD9HbkSJ2XWWbIk2qQ

NANDA International's First Webinar

On Thursday a webinar - NANDA-I's first - provided an update on Nursing Diagnoses:

 

It wasn't just what is new and revised in the diagnoses that was of interest, but the explanation and discussion of the Level of Evidence criteria. Resources, challenges, ways to get involved, and future directions were also described. The levels of evidence criteria for diagnoses submission stood out, reinforcing how 'concepts' remain key to this work and application.

In the Q&A I asked about NANDA-I (and other classification schemes) contributing to the metrics for the Sustainable Development Goals (and not just 'health' SDG-3) and Social Determinants of Health. Since the 1990s nursing informaticians saw terminology systems and technology having a role in making nursing visible. This is crucial at the global* level of SDGs, SDoH and challenges that are not 'on the horizon', but are a present and real danger: climate change, conflict, pandemics, and mass migration. Despite such uncertainties, I found the event very encouraging.

 *local, and glocal too.

TABLE OF CONTENTS:

Part 1 The NANDA International Terminology: General Information

1 What's New in the NANDA-I 2021-2023 Edition
2 International Considerations on the Use of the NANDA-I Nursing Diagnoses

Part 2 Recommendations for Research to Improve the Terminology
3 Future Improvement of the NANDA-I Terminology
4 Revised Level of Evidence Criteria for Diagnosis Submission

Part 3 The Use of NANDA International Nursing Diagnoses
5 Nursing Diagnosis Basics
6 Nursing Diagnosis: An International Terminology
7 Clinical Reasoning: From Assessment to Diagnosis
8 Clinical Application: Data Analysis to Determine Appropriate Nursing Diagnosis
9 Introduction to the NANDA International Taxonomy of Nursing Diagnoses
10 Specifications and Definitions Within the NANDA International Taxonomy of Nursing Diagnoses
11 Glossary of Terms

Part 4 The NANDA International Nursing Diagnoses
Domain 1. Health promotion
Domain 2. Nutrition
Domain 3. Elimination and exchange
Domain 4. Activity/rest
Domain 5. Perception/cognition
Domain 6. Self-perception
Domain 7. Role relationship
Domain 8. Sexuality
Domain 9. Coping/stress tolerance
Domain 10. Life principles
Domain 11. Safety/protection
Domain 12. Comfort
Domain 13. Growth/development

Intra- Interpersonal in Hodges' model

As I'm sure I've already noted, the book reviews completed on W2tQ are not standard fare. They are applied reviews in that the reading informs my understanding of Hodges' model and demonstrates the scope, relevance and quality of the book for other readers.

I realised sometime ago that the 'interpersonal' domain also incorporates the intrapersonal. In the latest book for review which focuses upon the Person-centred Practice Framework and figure 10.1* supports this formulation. Unfortunately I cannot locate a graphic and will avoid resort to a photograph. Circular in form, there is a clockwise flow from intrapersonal emotions around to interpersonal emotions.

 

individual
|

INTERPERSONAL : SCIENCES

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

SOCIOLOGY : POLITICAL

|

group

intrapersonal emotions perceiving  ::  controlling using    ::   understanding     (motivation) interpersonal emotions

More to follow with many thanks to the publisher for the review copy.

Previously  on W2tQ:

interpersonal

intrapersonal

My source:

Lynch, B., Barron, D., McKinlay, L., Chapter 10, pp.93-101, Connecting with others, In. Fundamentals of Person-Centred Healthcare Practice,  McCormack, B., McCance, T., Bulley, C., Brown, D., McMillan, A, Martin,S. (Eds.). ISBN: 978-1-119-53308-5 February 2021 Wiley-Blackwell 384 Pages. p.96.

*Barron, D. and Hurley, J. (2012). Emotional intelligence and leadership. In: Emotional intelligence in Health and Social Care: A Guide for Improving Human Relationships (eds. J. Hurley and P. Linsley), 75-88. London: Radcliffe Publishing.

 

 

Does “#AI” stand for Augmenting Inequality in the era of Covid-19 healthcare? c/o BMJ

Fig 1 Cascading effects of health inequality and discrimination manifest in the design and use of artificial intelligence (AI) systems [BMJ]

Original graphic surgically re-rendered as per the knowledge (care) domains of Hodges' model:

individual

|

INTERPERSONAL : SCIENCES

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

SOCIOLOGY : POLITICAL

|

group

My source:

Does “#AI” stand for Augmenting Inequality in the era of Covid-19 healthcare? | via @bmj_latest https://t.co/P3zgVBeI4p

— Rob McCargow #MoveForJack (@RobMcCargow) March 16, 2021

Nurse - Health - Education Theorists and Researchers: A question ...

The theoretical and practical basis for Hodges' Health Career - Care Domains - Model

[A living project or all Petered out?]

1. Assumptions underlying the conceptual model are made explicit.

Please see below:

individual

|

INTERPERSONAL : SCIENCES

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

SOCIOLOGY : POLITICAL

|

group - population

INTRA- INTERPERSONAL domain	SCIENCES domain
SOCIOLOGY - CULTURE domain	POLITICAL domain

2. A complete description of all four concepts of nursing's metaparadigm* are presented.

*person, environment, health / illness and nursing

 

Please see, or search - the relevant tags on this blog for posts on the above concepts and the bibliographical listing.

 

If in addition you would be interested in addressing this assumption specifically please get in touch.

 

3. Propositions of the conceptual model completely link the four metaparadigm concepts.

 

 

Hodges' model can be used to do this and link the health and related challenges as exemplified in the sustainable development goals.

 

4. The internal structure of the conceptual model is logically congruent.

 

 

As required, Hodges' model could utilise several 'logics' applicable across disciplines, domains and contexts; the challenge would be the interface and translation of logics and criteria by which 'congruence' is evaluated?

 

5-7. The conceptual model is socially congruent, socially significant and socially useful.

 

 

There are numerous posts on this blog that (to varying degrees) address assumptions 5-7 and in the bibliography to date.

 

8. Empirical evidence in support of the model has accumulated.

 

In 2020 it was encouraging to learn of two new papers - listed in the bibliography [sidebar] - the authors of which applied Hodges' model.

 

As noted above if I can help you apply Hodges' model, or assist you please let me know.

Fawcett, J. (1984). Analysis and evaluation of conceptual models of nursing. Philadelphia: Davis.


My source:
Personal notes c. 1988.

Infinite space: Where do you 'read' the model?

individual

|

INTERPERSONAL : SCIENCES

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

SOCIOLOGY : POLITICAL

|

group - population

"The mind is king of infinite space, Hamlet said, "A book is better to read in the spot of choice..."	... and no better spaceship has yet been found than a book." "... 4.38 million books -
"But if one is banged up by lockdown, a book is a rope of knotted sheets."	- were bought in the first week of this month." "Escape is not the same as escapism."

My source:

Editorial, Infinite shelf space, The Daily Telegraph, 8 October, 2020, p.15.

Conference: The Foundations of Conceptual Engineering

A conference on The Foundations of Conceptual Engineering at NYU, on Sept 14 and 15, 2018. To attend, please register by following this link no later than August 31, 2018.

One dimension of cognitive success is getting it right, i.e gaining knowledge of facts. Another dimension of cognitive success is using the right concept, i.e. framing a topic in the right way. This view, if correct, tasks inquirers with critically examining the concepts they are using and perhaps replacing those concepts with new and better ones. This task is often known as “conceptual engineering”.

The idea that conceptual engineering is an important task for inquirers in and outside philosophy has recently gained traction. Some philosophers think conceptual engineering is an important task for inquirers to pursue.  The conference is focused on foundational issues in connection with conceptual engineering. Topics to be addressed include the following:

• What are the semantic mechanisms that underlie conceptual engineering?
• What are concepts, and which role (if any) do they play in conceptual engineering?
• How can a theory of conceptual engineering be integrated with large-scale semantic theories? 
• Which precise changes does a language undergo when its speakers engineer concepts?
• Is conceptual engineering something that speakers can ever purposefully bring about?
• What is the relation between changing concepts and changing reality? 

The planned conference will focus especially on the semantic foundations of conceptual engineering and push towards a better understanding of the process.

The conference is organized collaboratively by members of NYU (Vera Flocke and David Chalmers) and members of the research project ConceptLab, located at the University of Oslo (Herman Cappelen and Andrew Peet).

 More...

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If this conference needs a workshop, a workbench, or conceptual engineering facility they might care to look at Hodges' model. Whether for conceptual brainstorming, requirements, prototyping, refactoring, combination ... Hodges' model can have a role. Some musings in this vein follow...

individual

|

INTERPERSONAL : SCIENCES

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

SOCIOLOGY : POLITICAL

|

group

One dimension of cognitive success is getting it right,
i.e gaining knowledge of facts.
Another dimension of cognitive success is using the right concept,
 i.e. framing a topic in the right way.

Acceptable to the patient (or advocate) and ethical? Achieving concordance - agreed  relevant to the context, issue, problem? Logical consistency, coherence and permanence? Holistic bandwidth is tested - semantic scope? Conceptual Engineering instantiated in software, argumentation? AI? Conceptual Spaces? Topic is person-centred  (patient, student, carer...) Testing: Concepts with positive :: negative are switched - re-framed?  Other dichotomies? Conceptual slide-rule? Known 'semantic drift' in vocabulary - concepts: disuse, archaic, new, re-purposed?

Assessment is comprehensive? Knowledge of 'conceptual engineering'  how to - rules, laws (mechanisms)? Concepts were measurable (as were previously defined) quantifiable? Flagged interdisciplinary use of concept? Transdisciplinary? Visual tools - representation, diagrams? Reversible quality: 'engineering' disassembly? Conceptual dependency on threshold(s)? Engineering concepts:  tolerance, project, professionalism, failure, risk, benefits, techne? 'Conceptual engineering' defined units & standards: word, words ... corpora? Research methodologies, methods? Literature

Available social sources were utilised, or at least pursued? Narrative derived from concepts references life history (story)? Tested and accepted by peers - multidisciplinary team? Inclusive? Quality criteria were met Cultural, ethnic due regard  met

legal? concepts used were appropriate  to outcome(s)? 'Space' for uncertainty, constraints, unwise decisions? Policy influence on language, examples found in health and social care 2008-2018 austerity? Accords with and assures the Sustainability Development Goals? 'Macro conceptual engineering' -  Level of required change in health systems:  new & existing

Fink's Taxonomy: Significant learning

By L. Dee Fink, University of Oklahoma

...

Learning goals: Significant learning

For half a century, teachers at all levels of instruction have used Bloom’s taxonomy to generate learning goals beyond “understand and remember” kinds of learning.

This taxonomy has been extremely helpful, but it does not encompass all the kinds of learning that society and educators today believe is important. So I propose a new taxonomy, one that identifies six different ways in which learning can be significant for students:

1. Foundational Knowledge: students should understand and remember the basic content of the course (e.g., terms, concepts, principles). 
2. Application: students should use the content and engage in effective and appropriate kinds of thinking. 
3. Integration: students should integrate different disciplines, major ideas, and realms of life. 
4. Human Dimension: students should identify the personal and social implications of this knowledge. 
5. Caring: students should develop new feelings, interests, and values in relation to the subject. 
6. Learning How to Learn: students should keep on learning about the subject after the course is over.

...

Source article

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Fink's taxonomy will be very useful to help frame my studies and create an online platform for Hodges' model.