meta- meta- meta- +!

 

INDIVIDUAL

|

 INTERPERSONAL    :     SCIENCES               

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

SOCIOLOGY  :   POLITICAL 

|

GROUP

META-COGNITIVE	META-GENOMICS
META-SOCIOLOGICAL	META-POLITICAL

meta-conceptual - anyone?

+! all the other 'meta-'s you wish to consider ...

Source: Reference to 'metagenomics' in -

Mancini, D.P., 'Monkeypox mutating faster than expected, study finds', FT Weekend. 25-26th June 2022.  p.6.

See also: Previous posts 'meta'

Hodges' model and trial by vampires ...

Hodges' model was created in the mid-1980s.

 

Since then models of nursing, models of care and nursing theory are no longer fashionable.

 

Hodges' model was produced in Manchester, NW England, so as far as the rest of the World is concerned: it was 'not invented here'. 

The eponymous title, means many people may defer: this model is clearly not mine, or ours. Why should we use this one, let alone consider it?

In addition ...

"Academics are novelty vampires. They crave new stuff ..."

Brian Foote

Waste not - Want not: An Item for Discussion (to refine) ...

Proposed item for discussion:

That this meeting reflect on the need and case for a generic and foundational conceptual framework across health and social care disciplines. This will help all (lifelong) learners to develop as reflective practitioners and critical thinkers to better support integrated and person-centred care, to appreciate and achieve parity of esteem and the leadership required to further high quality healthcare outcomes, health promotion and self-care.

Many nurses, including students, will no doubt have heard the words of wisdom: “Things go round in big-big circles, some of them decades long. You'll see!” We realise there are problems that seem perpetual. Health care seems to have its share of legacy issues, that is, problems that stretch across the decades and confound successive generations of practitioners, managers and policy makers. These issues are ongoing subjects for discussion and debate like this proposal. Nursing is a vibrant profession, things, including 'us' change. There are theories and practises that (thankfully) fall out of fashion. Nurse education is no exception with its own approaches. Some are permanent becoming accepted fixtures, while others wax and wane. Respective examples are educational technology, a fixture whether on the desk, one's lap, in the hand or simulation lab; nursing theory and models of nursing had their moment several decades ago as now they struggle for attention. To a degree this is understandable; curricula are over-crowded, practice must be evidence-based, healthcare is multidisciplinary, nursing is person, patient and carer-centred. Society also 'moves on'. Crucially, however; we must remember that to nurse - is to be a reflective practitioner and critical thinker.

Mention of models and theories of nursing may reveal something of the proposer. Much has changed for the profession since the late 1970s. Nursing [UK] has been challenged both publicly and from within; culminating in serious individual and organisational failures. Such incidents, plus associated reports and recommendations, called into question the quality of nurse education, nursing and care. No system is 100% effective in terms of checks and balances: to err is human. In nursing, however, our constant aspiration should be to disprove this fact of human frailty. In healthcare and nursing so much of what we do is predicated on the quality of our communications. Demographic trends impose pressure on proportionally fewer staff. There are more patients and carers who need reassurance, explanation, time and attention. How can nursing solve the ongoing productivity conundrum?

While communication is the common factor for all health disciplines and the essence of humanity, there is no accepted overarching theory of health communication. Although this may seem an academic question, in healthcare it is paramount. Poor communication can undermine shared awareness, responsibilities, understanding and is a constant factor in patient safety. Now, we must also recognise the patient as expert and raise the level of health literacy of the public. While there is progress in overcoming stigma within mental health, public mental health remains lost within public health. The issue of parity of esteem, extends beyond the much debated and still to be reconciled fields of physical and mental health care.

In response, this discussion calls for a generic, foundational conceptual framework across all fields of nursing, including midwifery, learning disability, mental health, veterans and prison services and end of life. If more argument is needed then without such a generic framework, the health and social care goal of our times - that of truly 'integrated care' - will just be (circular?) hyperbole. For the people who are self-caring and those in our care, the empathy and rapport they experience will more likely be process-driven, our patient-carer-public-centred care invariably off-target.

Supporting information: (links deactivated and may no longer work)

Francis Report
https://researchbriefings.parliament.uk/ResearchBriefing/Summary/SN06690

NMC Code
https://www.nmc.org.uk/standards/code/read-the-code-online/#fourth

NMC Revalidation
http://revalidation.nmc.org.uk/what-you-need-to-do/reflective-discussion.html

RCN: Revalidation
https://www.rcn.org.uk/professional-development/revalidation/reflection-and-reflective-discussion

NICE: Reflection and reflective practice
https://www.evidence.nhs.uk/search?q=reflection+OR+%22reflective+practice

HSJ: The importance of reflective practices
https://www.hsj.co.uk/workforce/the-importance-of-reflective-practices/5048994.article

The King's Fund: Integrated Care
https://www.kingsfund.org.uk/publications/making-sense-integrated-care-systems

The King's Fund: Shared responsibility for Health
https://www.kingsfund.org.uk/publications/shared-responsibility-health

Health and Social Care Act 2012
http://www.legislation.gov.uk/ukpga/2012/7/contents/enacted

ERCIM News No. 115 Special theme "Digital Twins"

Dear ERCIM News Reader,

ERCIM News No. 115 has just been published at https://ercim-news.ercim.eu/


The Special Theme "Digital Twins", coordinated by the guest editors Benjamin Sanderse (CWI) and Edgar Weippl (SBA), features 23 articles illustrating the many facets of this growing scientific field. The special theme contributions give insight in ongoing projects and allow for a glimpse into the future of digital twin technology.

The section Research and Innovation reports on news about research activities and innovative developments from European research institutes.


This issue is also available for download in pdf and ePUB


Thank you for your interest in ERCIM News. Feel free to forward this message to anyone who might be interested.

Next issue:
No. 116  January 2019
Special Theme: "Transparency in Algorithmic Decision Making"

My source:
Peter Kunz
ERCIM Office
2004, Route des Lucioles
BP93
F-06902 Sophia Antipolis Cedex

Of particular interest in this issue:

How will your Digital Twin be born?

In-silico models of human physiology and pathology are aimed at progressing and complementing medicine in several ways. These models can reproduce physiological processes and events on multiple scale levels. The goal of the individual models is to help predict the outcome of a specific disease or to support the decision-making process during treatment. p.18.

[ Plus DSLs, pp. 10-12; SpeechXRays, pp. 49-50. ]

After 41 years of listening - now it's your turn [ please ]...

If you are a researcher, author, lecturer or editor ... (you get the gist already...) and the project that currently has your undivided attention (well, almost) is a draft paper or literature review on any of the following:

metamodels of care / nursing / healthcare / global health
metacognition of care / nursing / healthcare / global health

holistic care / nursing
integrated care / nursing

models of care

models of nursing
theories of nursing

models of healthcare

conceptual frameworks in health, social care or education
(across - theory, practice, commissioning, funding)
history, current state, future of the above..

(I could add more)

- then please consider this request.

If there is no reference in the work to Hodges' model, as in:

The Health Career Model

Hodges' Health Career Model

Hodges' Health Career - Care Domains - Model

The Health Career - Life Chances - Model

- then I would humbly suggest to you that the work in front of you is incomplete.

Yes. I am variously disappointed, dispirited, desperate* since the terms of a well thought out, comprehensive search strategy should surely pick up a breadcrumb leading to Hodges' model? Fellow mentors and supervisors I need some help.

But, help with which one you may well ask?

Well, here's some background to account for the seeming lack of version control:

The Health Career Model

 &
Hodges' Health Career Model

These were the original titles for the model. The 'health career' has always referred to the idea and phenomena of 'life chances' (see bibliography in sidebar for Hughes).

Hodges' Health Career - Care Domains - Model

The original website from 1998 appeared to cause some confusion with visitors taking career to relate to work and professional opportunities. The 'care domains' addition sought to distract from that, to emphasize the care knowledge quality of the model.

The Health Career - Life Chances - Model

I have always tried to include Hodges' in the titles I have employed. More recently, it appears that using a name appears to accentuate the perception for others that the model was "Not invented here". Plus, there may be copyright and other proprietary provisions.

The reference to Hughes and life chances goes back to 1958, but seems even more relevant now given the importance of epigenetics, technology, sustainability, ecology, universal health care, access to information and healthcare knowledge and global health.

So, even if not germane to the main arguments of the paper or work at hand I would hope that the model might at least be referenced, as per:

Maffissoni, André & Vendruscolo, Carine & De Lima Trindade, Letícia & Zocche, Denise. (2018). Redes de atenção à saúde na formação em enfermagem: interpretações a partir da atenção primária à saúde. Revista Cuidarte. 9. 1-13. https://revistacuidarte.udes.edu.co/index.php/cuidarte/article/view/549

Many thanks!

Q. What is nursing work? A. Hodges' model

Presenting during the afternoon sessions: What is nursing work? My new model from a meta narrative review at @theRCN's #research2018 https://t.co/kLsGGl9YXb see you there! pic.twitter.com/Wtj6S7fldl

— Jennifer Jackson (@JJackson_RN) April 15, 2018

Image: Jennifer Jackson

The above also reflects the domains of Hodges' model which is derived from the following questions:

Who do nurses (healthcare professionals, carers) care for?

This provides us with the INDIVIDUAL - GROUP (Population) vertical axis.

What types of activities, tasks - work do nurses then have to carry out to deliver care?

This question accounts for the horizontal axis of Hodges model.

individual

|

INTERPERSONAL : SCIENCES

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

SOCIOLOGY : POLITICAL

|

group

COGNITIVE	PHYSICAL CARE
EMOTIONAL	ORGANISATIONAL

The Radical, Interpretative and Functionalist in Hodges' model

individual

|

INTERPERSONAL : SCIENCES

 SUBJECTIVE ------------------------------------ OBJECTIVE
humanistic --------------------------------------- mechanistic

SOCIOLOGY : POLITICAL

|

group

This post (subject to further revision) is intended to highlight the similarities of the above structural and conceptual basis for Hodges' model and a table and figure in Keith Tudor's book from 1996 'Mental Health Promotion' from which I drew a post earlier in the year:

Inner model II: Hodges' model - helping to locate Social Sciences...

In this post I'm returning to what are some pivotal figures in regard to the status of Hodges' model. Viewing this below you are invited to simultaneously superimpose Hodges' model.

THE SOCIOLOGY OF RADICAL CHANGE

'Radical humanist' individual experience of health and autonomy in making healthy choices	'Radical structuralist' materialist view of natural and social world
'Interpretative' actors involved in the social process	'Functionalist' regulated behaviour -  and regulating healthy behaviour (pp.46-49)

THE SOCIOLOGY OF REGULATION

In the book Figure 1.4 is  reproduced above with the 'subjective' and 'objective' to the left and right respectively. I have placed these within the axes of Hodges' model topmost. I appreciate you do need the text (especially table 1.3 and the many references provided) to understand Tudor's purposes in defining mental health. The book is well worth locating - despite its age. I must admit I already have three books in the box for the next trip to Hay. This one though is a keeper. Whilst in Hodges' model the vertical axis is:

individual

|

(dyad) group (population)

this is not challenged by the dual sociological form above and in the book. Health and social care are predicated on the individual in the first instance. Change lies with the individual. We are all social beings, socialised entities.

Keith Tudor writes (p.33):

Drawing on the notion of paradigm, developed by Kuhn (1970), and putting these two dimensions, the subjective-objective and the regulation-radical change, together as axes, Burrell and Morgan (1979) define four distinct sociological paradigms (figure 1.4).  

... First, although each paradigm will contain a variety of viewpoints there will be, nevertheless, a 'commonality of perspectives', an essential unity within the paradigm, defined and described by the differences between the paradigms. Secondly, 'all social theorists can be located within the context of these four paradigms according to the meta-theoretical assumptions reflected in their work' (Burrell and Morgan, 1979, p.24). The paradigms thus provide a useful map with which to explore conflicting theories and practices. Thirdly, the four paradigms are mutually exclusive: a synthesis is not possible' (Ibid., p.25).

I am still digesting this. Even to wondering that a synthesis may be possible, even if fudged through a series of overlays?

This occasional paper by Tudor may be also help:
Mental Health and Health Promotion

My source: Table 1.3 A scheme for analysing assumptions about the nature of society in relation to mental health. Figure 1.4 Four paradigms for the analysis of social theory (Burrell and Morgan, 1979, p.22) & In Tudor, K. (1996). Mental Health Promotion, Paradigms and practice, Part 1 Defining the field; Chapters 1-2. London: Routledge, pp.32-33.

c/o Marschalek (2017) Public Engagement in Responsible Research and Innovation

This blog often features EU research initiatives and conferences and a European project (2014-2016) to build a Responsible Research and Innovation (RRI) Toolkit also has a conference series and various publications. Marschalek's dissertation is a invaluable resource on RRI, drawing on the need for reflection, reflexivity, critical thinking and highlighting many models within sciences and participative methods. Reading the following you will hopefully glean the basis for my interest in the document and what might follow the project overall.

1.2 The Relevance of (Self-)Reflection and Reflexivity  

Scientists are not typically asked to anticipate future societal effects of their work. ...  

... But reflections, particularly on non-intended effects, are rarely undertaken. Reflection is not (yet) viewed as an integral part of scientific work. Many other more important issues need to be addressed within a scientific career. ...  

... Studies like this and others have revealed that researchers are rarely encouraged to self-reflect. ... 

... What is needed is to »step into the helicopter« (Schuurbiers, 2011, p. 784) to look at one’s own work from a distance. A look from the outside and feedback also help reflection. »Researchers are not accustomed to viewing their decisions from a normative perspective or discussing the normative aspects of decisions explicitly. ... 

... Unfortunately, not many reflection tools are available as yet. Quality standards and codes of conduct should »stimulate the reflection of the relation between one’s own values and that of external parties« (Asveld, Ganzevles & Osseweijer, 2015, p. 585) and there are self-reflection initiatives to motivate individuals to reflect on the impact of their work, e.g. a »Hippocratic Oath for individual scientists« (Sutcliffe, 2011), but even fewer ask organisations for self-reflection. Marschalek (2017) pp.15-16.

Marschalek, Ilse. (2017). Public Engagement in Responsible Research and Innovation.
A Critical Reflection from the Practitioner’s Point of View. University of Vienna, Vienna.
https://www.zsi.at/object/publication/4498/attach/Marschalek_Public_Engagement_in_RRI.pdf


My source and with thanks:
International Science Shop Contact Point
Norbert Steinhaus
Wissenschaftsladen Bonn - Bonn Science Shop
Reuterstr. 157 - 53113 Bonn – Germany

Responsible Research & Innovation: RRI Tools
www.rri-tools.eu
www.facebook.com/RRI.Tools.Project
Twitter: @RRITools

Hodges' meta-model...?

In combination the empty foreground and background brings us simultaneously to what is 'now': the situation, the context. The personal, social, political and physical are constantly re-presented in the health:ill-health duality. Our focus remains: ill-health. We still lack the depth of vision to resolve this duality. Focus needs structure: only from simplicity may we travel to complexity. 

The need for simplicity, structure, meaning and recording can be found, accomplished and apprehended through the conceptual framework known as Hodges' model. Its cruciform span is coincidental, and yet can be interpreted as four ways. Four ways of looking - seeing, learning and knowing. Five ways and even. As the model and the user reflects the innumerable perspectives that can be found as these conceptual spaces breathe: waxing and waning. Always from that initial state. Emptiness with structure.

Drupal, Hodges model, content types and metadata

I'd like to think I am rather more than a cell, which has me wondering why I seem to be relying on osmosis as a way to learn how to put a new site together. In searching for the starting line - never mind starting - regulars here know it appears I'm waiting expectantly for a micro-macro biological miracle to happen.

Halfway through Hall's Digitize This Book! I came across another quote and ah! ah! moment...

For in even requesting contributors to identify themselves and their research by title, author, publication, date, subject area, abstract, keywords, and so forth we are not being open to the other but asking them, demanding of them, that they conform to certain preestablished rules, laws, and criteria. p. 101.

The data Hall refers to is of course bread and butter to papercentric publishing. Essential to finding information on paper and in electronic databases. The significance of the quote above? Well Hall goes on to highlight the stated items as (common) metadata (data about data) that his own e-archive CSeARCH (formerly demanded) of its users.

So what should I provide and ask of users on the next website?

There are some default content types in Drupal that could quickly be implemented in a new site. There are modules that allow you to create new content types and there's the rub.... Ideally it would be great to have at least one dedicated content type structured according to Hodges model. Think of it as a h2cm case study on wheels - ready to roll. The problem is having a stab at this. I don't want to constrain users and yet order and structure are essential.

So, in the same way that any site would be in 'beta', that is the way with the content types. Quite straightforward really! Then the users and possibly a community of users (should that come about) will be able to use the first content type and the metadata and data will emerge and evolve from the initial effort - whatever form that takes... .

Reflection: programming and caring II

Reflection: (Ruby Pocket Reference, O'Reilly, 2007, p. 147.)

The ability of a language such as Ruby
to examine and manipulate itself.
For example, the reflection method class from Object
returns an object's class ("hello".class # => String).

Reflection within health and social care - is there a further definition ...?

Well yes, there are several, but there may be another ...?

The ability of a health and social care model such as Hodges' model
to examine and manipulate itself ^*
in response to an individual's (and family's)
care situation and context.
For example, the reflection method class from Object
returns an object's class (Intrapersonal.class # => Domain)^#.

^*This would require of course that Hodges' model is represented as a programming language or formalised conceptual space of some sort....
^#Or something like this....

H2CM: Some Reflections on Purposes

Of the purposes associated with h2cm:

1. To produce a curriculum development tool.
2. Help ensure holistic assessment and evaluation.
3. To support reflective practice.
4. To reduce the theory-practice gap.

(Source: Brian Hodges)

- the primary purpose must be to facilitate and support holistic practice. The reasoning for this runs (it is hoped) as follows:

Although reflection is often conducted with a particular task - frequently a question - and hence a set of associated experiences in mind; the individual should be encouraged to think universally. If in general reflection is constrained then perhaps the activity is no longer reflection?

If the curriculum developers intend to produce holistic practitioners* then once again holistic considerations should preempt and influence curriculum development.

Theory and practice are surely as 'holistic' as holistic is? This purpose though seeks to assist in closing the theory-practice gap and the existence of this gap suggests that there is something else – even if only space. This space means we must once again defer to holistic.

Or am I getting confused...? What do you think? h2cmng at yahoo.co.uk

*holistic in terms of the range of thought (holistic bandwidth) - not holistic new-age therapies.