Discussion: "Reflecting on Health, Well-Being and Staying Well"

c/o Josh Bailey, Bailey's Grill

6th February 2020 2pm
30-60 mins plus discussion

Bailey's Grill and Bar CIC
25 Heath Road
Ashton-in-Makerfield
WN4 9HH
United Kingdom

This interactive session will, with the audience, generate a framework to help us individually reflect upon our own health and the health of others, whether family members, or as a health / social care professional.

It might help (not essential) to bring a pen and some paper.

Review: vi Kinchin's Visualising Powerful Knowledge to Develop the Expert Student

I have had a look at CMAP Tools over the years. My not actually using this software is an omission I must admit.. This year I will give CMAP a concerted try (and a review)?

My notes at the end of chapter 5 include: from bedside manner to fireside with regard to well-being. I think this was prompted by the conclusion students developing expertise (knowledge structures) not just as part of the curriculum, but motivation to extend their knowledge to "integrate characteristics of their future profession within their current studies" (p.84). My thought points to an increasing challenge to the 'professions' that governing bodies must be acutely mindful of, but also sustains and expands the space for non-professional experts - hence the 'fireside'. In mental health were lived experience continues to be pathologised and governments look to economise (professional rates of pay) this really brings home the future agenda.

Chapter 6 "Embedding Wider Theory" begins with a timeline from the 1960s that identifies key steps in theories, software conferences and journals (p.87).

By default Hodges' model can help transcend differences in terminology and make the links and overlap between the theories of Ausubel (in Psychology) and Bernstein (sociology, p.89). Diagrams being used to depict their respective work and support a more holistic view (my wording). Threshold Concepts are introduced (pp.89-92) and the discussion that follows of semantic gravity is a great insight (pp.93-100) together with the idea of punctuated learning. Perhaps the latter is also assisted by having a conceptual Swiss army knife ready-to-hand for when a burst (a step) of learning is initiated? There are many quotes here that I might return to later in the year.

As a student previously and mentor feedback is central and chapter 7 builds on chapter 6 and continues a call for change in feedback on learning AND teaching. 'Recipience' is stressed with its own section (pp.111-12); students may bemoan a lack of feedback but when provided do they engage with it? The book is rich throughout including this chapter and chapter 8 (final). As already noted an index would help, but I'm still bound to consider the related titles.

These posts have been text heavy, but for illustration purposes, the pièce de résistance is figure 44 on page 124:

Figure 44, page 124

I wonder if there is a common model that can act as a generic structure for readers and students disciplinary AND experiential knowledge structures?


Roland Tormey (2014) The centre cannot hold: untangling two different trajectories of the ‘approaches to learning’ framework, Teaching in Higher Education, 19:1, 1-12.
DOI: 10.1080/13562517.2013.827648

Novak, J.D. and Symington, D.J. (1982) Concept mapping for curriculum development. Victoria Institute for Educational Research Bulletin, 48: 3–11.

Kinchin, I., (2016) Visualising powerful knowledge to develop the expert student. Rotterdam: Sense Publishers.

Many thanks to Brill for the review copy:

https://brill.com/view/title/37823

BRILL  | Plantijnstraat 2 | 2321 JC Leiden | The Netherlands
BRILL  | P.O. Box 9000 | 2300 PA Leiden | The Netherlands


See also:

Intro post

Review One

Two

Three

Four

Five

Paper: "Obtaining Consensus in Psychotherapy: What Holds Us Back?" c/o Goldfried

In respect to Goldfried's paper and the disciplines of psychology, psychiatry and psychotherapy; please also consider research as it applies to all, across the domains of Hodges' model. Hence, to include: objective, subjective, methods, methodology, quantitative, qualitative, communication, meaning, integration, data, information, policy, autonomy, accessibility (to therapy) and agency. As per the review of Kinchin - to be completed next post, it is the links/relationships to be made and understood between these concepts that are fundamental.

"There are at least three problematic issues that seem to contribute to the difficulty we have in obtaining a consensus within the field of psychotherapy: The first involves our long-standing practice of solely working within theoretical orientations or eclectic combinations of orientations. More-over, not agreeing with those having other frameworks on how to bring about therapeutic change results in the prolif-eration of schools of therapy (Goldfried, 1980). The second issue involves the longstanding gap between research and practice, where many therapists may fail to see the relevance to their day-to-day clinical practice and also where many researchers do not make systematic use of clinical observations as a means of guiding their research (Gold-fried, 1982). The third issue is our tendency to neglect past contributions to the field (Goldfried, 2000). We do not build on our previous body of knowledge but rather rediscover what we already know or—even worse—ignore past work and replace it with something new. What follows is a description of how these three issues prevent psychotherapy from achieving a consensus, after which there will be a consideration of some possible steps that might be taken in working toward a resolution of these issues." p.484.

INDIVIDUAL

|

INTERPERSONAL : SCIENCES

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

SOCIOLOGY : POLITICAL

|

GROUP - POPULATION

Psychotherapy (Schools) Waves? 3rd Wave of CBT? Patient (as Self, Client, Person) Therapist (as Self, Person) Clinical Psychology Occupational Psychology et al... Psychological problems person-centeredness meta-cognition, reflection ... (see list, p.488) (my) PURPOSE	Theoretical orientation(s) empirical, experiential Biological Psychiatry 'medical model'  clinical training (ref to 'the' manual, protocol) THERAPY :: RESEARCH PROCESS
Therapeutic alliance  COMMUNICATION Therapeutic change Other (as patient, subject) History (benefiting from lessons learned) Social change, expectations "the sociology of science" p.486 PRACTICE	Curricula (as political entities) supervision, governance, professionalism funding access to therapy selection criteria (for therapy, gate keeping [self-assessment as exclusion?], studies) POLICY

Goldfried, M.R. Obtaining consensus in psychotherapy: What holds us back? Am Psychol. 2019 May-Jun;74(4):484-496. doi: 10.1037/amp0000365

Jones, P. (1996) An overarching theory of health communication? Health Informatics Journal,2,1,28-34.

BAD or FAB? Let the individual (child?) decide ..

individual

|

INTERPERSONAL : SCIENCES

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

SOCIOLOGY : POLITICAL

|

group - population

BaD	FaB
FaB	BaD

BaD: Betting and Despair
FaB: Football and Betting

https://www.independent.co.uk/sport/football/news/fa-cup-games-stream-betting-website-bet365-review-broadcast-rights-heads-up-mental-health-awareness-a9274791.html

#children
#publicMENTALhealth
#vulnerability
#exposure
#mentalpollution

#BeautifulGame? 

Important new service #GamblingClinic #Sunderland@KendalICC @BarrowIcc @ulvdaltICC @Supergios @TheThewell2 @aaroncumminsNHS @claretwiggpeckh @JoConnolly_ @janet_folland @UKABIF @HeadwayUK https://t.co/6amCC1Gh4e

— ✨Glenys Marriott✨ (@cumpstonarchive) January 9, 2020

Paper: Rose, G. "Sick Individuals and Sick Populations" 1985

individual

|

INTERPERSONAL : SCIENCES

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

SOCIOLOGY : POLITICAL

|

group - population

Sick Individuals	Sick Individuals
Sick Populations	Sick Populations

Geoffrey Rose, Sick individuals and sick populations, International Journal of Epidemiology, Volume 30, Issue 3, June 2001, Pages 427–432, https://doi.org/10.1093/ije/30.3.427


My source - with thanks:
Stewart Brock - message on FutureNHS Collaboration Platform

Peter Draper: Nursing theory in British nursing (and beyond..?)

Thirty years ago Draper identified a need for British nurses to:

"... have more confidence in themselves as practitioners, researchers and theoreticians. We must put aside the argument that nursing practice based on models derived from individual nurses own beliefs about people and life will lead to confusion in the client's mind and impede recovery, and instead use the implicit theoretical notions that guide the practice of every nurse as a starting point for the development of theory which explores, explains and enhances the reality of British nursing." pp.14-15.

"The resulting theory will achieve relevance from its grounding in the phenomena and data it seeks to explain, and although it may not have the power to account for nursing in all of its complex reality, it will be more likely to form an adequate curriculum framework than will deductively based theory." p.15.

Draper, P. The development of theory in British nursing: current position and future prospects. J Adv Nurs. 1990 Jan;15(1):12-5.

Review: v Kinchin's Visualising Powerful Knowledge to Develop the Expert Student

Still just in chapter 4 'Presenting the Curriculum'...

Threshold concepts are mentioned on page 57 but not explained (as yet).

There is interesting discussion of students being able to navigate their subjects. On levels of discourse and the role of textbooks. What do textbooks do? What do they not do?

I know this 'review' is a selective reading with my eye on Hodges' model, but the 'evidence' to support #h2cm really stands out. For example, on page 60, the curriculum as a political currency. So informative that I am looking forward to teaching opportunities in the Spring and the possibility of delivering a workshop in the autumn. Tufte is referenced in discussion on Powerpoint, bullet points and the form of notes. Powerpoint is also contrasted with concept mapping, as an affordance for learning.

At the heart of the book Chapter 5 'The Expert Student' is subtitled 'The Need to Manipulate Knowledge'. This gets to nub of the 'traditional' approach to much teaching, the regurgitation of facts. Figure 28, a concept map (of course), suggests and illustrates the dichotomy between competence (chains) and understanding (nets) but these together can make both learning and teaching a fluid, dynamic and rewarding experience (p.74). This is effectively what follows in models of expertise that also addresses the theory practice gap (p.76).

Kinchin's main point for me and what I've been aware of for too many years on W2tQ is that it is the knowledge connections between concepts that are more important than the concepts themselves (p.77). C/o Elvira et al. (2016), ten interrelated instructional principle for expertise development are listed (pp.76-79) and bear specific analysis here (including the content of Hodges' model within a new web environment - how I wish...!).

There's mention of a 'conceptual spine' which is great to read (p.83) but I think the challenge of education and the 21st Century calls for at least two [ Why settle for one! ;-) ]. The concept of 'resilience' is over-used of late (especially in mental health) and is diminished as a consequence. Perhaps, however a call for conceptual resilience AND assurance is very appropriate (testing this resilience is learning)?

'Moving between knowledge structures', that is, theory and practice should be an inevitable experience for students in their learning. Kinchin writes specifically on this with figures to match. On twitter of late (yes, my @h2cm 'bubble') there have been many tweets expressing concern about not just nurse recruitment and retention but student's too. Kinchin notes: "When students are interested or excited with the curriculum they are more likely to develop other positive emotions." (p.83). As I write this a New Year refresh is upon us. I have a template for Hodges' model pre-populated with content that doubtless needs updating. But with every new situation and patient encounter, there is a refresh, new learning to be sought with the patient/carer.

To be completed (but don't wait for me get your own copy!) ;-)

Roland Tormey (2014) The centre cannot hold: untangling two different trajectories of the ‘approaches to learning’ framework, Teaching in Higher Education, 19:1, 1-12.
DOI: 10.1080/13562517.2013.827648

Novak, J.D. and Symington, D.J. (1982) Concept mapping for curriculum development. Victoria Institute for Educational Research Bulletin, 48: 3–11.

Kinchin, I., (2016) Visualising powerful knowledge to develop the expert student. Rotterdam: Sense Publishers.

See also:

Intro post

Review One

Two

Three

Four

Six

Thanks to Brill for my review copy.

ERCIM News No. 120 Special theme "Educational Technology"

Dear ERCIM News Reader,

ERCIM News No. 120 has just been published at https://ercim-news.ercim.eu/

ERCIM News 120

This special theme addresses the state of the art in educational technologies, “EdTech”, illustrating the range of scientific fields and challenges faced by the research community when it comes to integrating tools and systems that apply to real-life learning situations.


Guest editors: Vassilis Katsouros (Athena Research and Innovation Centre) and Martin Hachet (Inria)


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. 121, April 2020
Special Theme: The Climate Action: Mathematics, Informatics and Socio-Economics Accelerating the Sustainability Transition
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"Nurses' ability to reflect on their practice is vital to the profession" Is it?

I beg to differ with the title of this editorial, as I wonder how vital reflection really is; and not just to nursing, but to the profession. I wonder from the rather detached perspectives of:

• Wigan Pier - and the parochial view this engenders (#globalhealth - where on Earth do I think I am?);
• As a 'local' nurse practising in Bolton;
• As a mental health nurse practising in the community within the NHS
• As a champion of a pivotal* resource for reflection and critical thinking (where is everyone?);
• and several others ...

Nursing Management

Quinn notes how "Nursing continues to develop to meet the needs of the society in which it operates." Plus: "A core part of revalidation is the ability to reflect on, and learn from, our interactions with others." My reading of Kinchin (and others over the years) suggests that reflection needs to be more a practice and revalidation based. I understand this is not what Quinn is saying in this issue on "Reflection as part of revalidation". Reflection using Hodges' model can be preemptive and anticipatory. We need to get beyond introspection and the retrospective important as this is.

As to where people are, it seems they are elsewhere, maybe reflecting in the sciences domain seeking theories and evidence. Perhaps, current teaching and exposure to models and theories of nursing and healthcare has them reaching for 'pure' models of reflection - Boud, Gibbs et al. when necessary. As we talk about the legacy issue that is integrated care, in Hodges' model here is a tool - a 'freebie', a 'takeaway' yes an Ubercare, that can grow with students, newly qualified nurses and experienced staff as lifelong learners.

Now that is vital to me. When reflection is hard-wired**, a part of a practitioner's cognitive apparatus and their educational toolkit to share with the public explicitly or implicitly as the context and engagement demands.

*Pivotal? Yes, and of course in light of the above, I'd be pleased to explain and even argue the case. The irony here is the current (ongoing!) focus upon recruitment and retention. Hodges' model is 'just' a tool, I recognise this; but could the application of Hodges' model energise, inoculate and so prime students for their course of education and practice placements?

**soft-wired too - humanistic

Quinn, B. Nurses' ability to reflect on their practice is vital to the profession, Nursing Management, April 2019. 26:2, p.5.

2020 Clear Vision - 4 - Clear Care

Care concept ink *

To highlight Care - Assessment, Plan, Intervention, Evaluation, Co-Production through
improved engagement and formulation

Care concept ink

(enhance)

Vs.

Non-Care concept ink

(reduce)

*A definition of collaborative care, co-production and health literacy ... could involve assurance as to whether a particular concept has significance for the patient/carer/guardian.


My source:
https://youtu.be/B2FDbGUzNRI

In a series of videos from BMJ, Prof. Maarten Boers will show you how to choose and design better graphs and tables.

https://www.youtube.com/playlist?list=PLXU14EQbU_V9JpmolAKsaCC0VjJzbxzAN