In a 'paperless NHS' - let's not forget...

The benefits of information technology across all sectors are well recognised when they are realised:

individual
INTERPERSONAL : SCIENCES

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

SOCIOLOGY : POLITICAL

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creativity usability readiness to hand context	information storage and retrieval, access, efficiency, space, security, information sharing, patient safety, legibility
digital inclusion	cost, savings, governance, reporting (locally, nationally, internationally), policy integration

As we head towards a paperless NHS let's not forget that health care is both an art and a science.

Links:

The Digital Challenge (due for an update?)

Digitising the NHS by 2018 - One Year On. techUK report | March 2014.

What of the impact of the pending election 2015? Time inconsistency problem:
The NHS needs a 'Bank of England moment' HSJ.

drawMD Pediatrics - Patient Education by Drawing on Medical Artwork for Healthcare Providers

Medical-Artist

Technology Enhanced Learning: A Medical Student Conference, Belfast, 3rd October 2014

Abstract submissions are open for the Technology Enhanced Learning: A Medical Student Conference being held on Friday 3^rd October in Riddel Hall, Queen’s University, Stranmillis, Belfast. The team welcome abstracts reporting on innovations in technology enhanced learning within medical education. This could include the development of electronic materials as well as medical education research. Further details on abstract submissions including the categories and the types of presentation opportunities can be found on the QUB website.

Deadline for receipt of abstract submissions: Wednesday 17^th September.

Bookings are also open for this event through the Higher Education Academy’s website for students and educators to join the team in Belfast for a celebration of student engagement in the area of technology enhanced learning within medical education. The day will showcase student presentation poster presentations and demonstrations. In addition there will be a keynote from Jane Hart from the Centre for Learning & Performance Technologies and a group discussion on the future of technology enhanced learning in medical education. Prizes will be awarded for best poster and best presentation.

For further information about the event please go to the QUB event page or contact Karen Murphy from the School of Medicine, Dentistry and Biomedical Sciences.

Global Research Nurses competition: win attendance to UK research nursing conference

The Global Research Nurses’ network is pleased to announce the second competition for nurses working in clinical research …

THE WINNER WILL BE INVITED TO ATTEND THE ROYAL COLLEGE OF NURSING INTERNATIONAL NURSING RESEARCH CONFERENCE IN NOTTINGHAM, UK, 20th – 22nd APRIL 2015, ALL EXPENSES PAID.

SECOND PRIZE – ONE YEAR’S SUBSCRIPTION TO 2 ONLINE JOURNALS:

THE JOURNAL OF ADVANCED NURSING & THE JOURNAL OF CLINICAL NURSING

To enter, research nurses should write a 1,000-1,500 word article to discuss the role of the research nurse: “Using examples from research projects that you have worked on discuss what skills nurses contribute to a clinical research team.”

Full information and criteria, as well as information on how to upload your entry, can be found at https://globalresearchnurses.tghn.org/extra/competition-2015/

Entries must be received by 31st October 2014. Please share this opportunity widely!

Thanks and kind regards
Tamzin

Tamzin Furtado
Project Manager
The Global Health Network

HIFA profile (and source): Tamzin Furtado is Project Manager of Global Health Trials, UK. Professional interests: Global health, clinical trials. tamzin.furtado AT ndm.ox.ac.uk

HIFA Voices Database - launched 12 August 2014

The HIFA Voices database will bring together the experiential knowledge of HIFA members: more than 12,000 professionals from over 2500 organisations in 170 countries, ranging from senior executives at the World Health Organization in Geneva to community health workers in rural Gambia. Our common vision is a world where every person and every health professional has access to the information they need to protect their own health and the health of those for whom they are responsible. HIFA Voices will be launched on 12 August 2014.

HIFA Voices harnesses the practical expertise of providers and users of healthcare information, together with relevant health information sciences literature. This helps us to understand the healthcare information needs of different users in different contexts and how these needs can be more effectively addressed. Further information about HIFA Voices.

Read the blog about HIFA Voices on the ElsevierConnect website, and the press release from mPowering Frontline Health Workers and Intel Corporation.

We are currently seeking further financial and technical support to enable us to develop HIFA Voices through 2015 and beyond. Please contact us for details.

My source: HIFA2015 list.

Psychiatric Bulletin - Letter: Psychiatry for medical students: need for a more holistic approach to teaching?

From: Psychiatric Bulletin -

http://pb.rcpsych.org/content/38/3/138.2.full

Kristina Rodney and Laura Wilkinson

Kristina Rodney and Laura Wilkinson are both ST4 medical students, Newcastle University, Newcastle, UK, email:k.rodney AT newcastle.ac.uk.

We are two medical students who wish to offer a perspective on undergraduate education and psychiatry.

During our student placement, we attended the old age psychiatry module at the Northern Deanery MRCPsych programme focusing on dementia and ethics. This was aimed at trainees and not specifically medical students but we were surprised to find that this was not above our level of knowledge. This prompted discussion of undergraduate psychiatry training more broadly, which we felt focused too heavily on the diagnosis of mental illness and less so on the holistic approach to the patient and their presentation as covered by the MRCPsych course. From our experience of undergraduate psychiatry we feel that the assessment by means of a logbook of conditions encourages students to find patients with a certain diagnosis, and in doing so overlooks the true essence of psychiatry. To our mind this incorporates the ability to consider all aspects of a patient’s life and formulating these, while demonstrating compassion for another person at a time of most need.

Through choosing a 6-week placement in old age psychiatry we have been able to explore the specialty more thoroughly and broadly than facilitated within the standard undergraduate programme, and we have realised how little of psychiatry we have been exposed to as undergraduates. We have become more aware of the importance of considering the patient’s personal and social circumstances alongside their diagnosis, and how these can influence each other. Specifically, the importance of a sound ethical approach to practice has been highlighted through the higher-level teaching we experienced, where the Mental Capacity Act was discussed in detail.

We believe that it would benefit undergraduates to experience a more realistic and rounded placement in psychiatry and truly consider the social implications of mental illness. As it currently stands, undergraduate education in psychiatry is oversimplified to focus on diagnosis and does not acknowledge the capabilities of medical students to adopt a holistic approach. An opportunity to consider all aspects of a psychiatrist’s role may encourage more students to consider a career in this field.

<>

I have contacted the authors of this letter to inform them of Hodges' model and its scope in assuring holistic and integrated care. The model could also facilitate curriculum development. The authors of the letter are not endorsing Hodges' model, I am seeking to highlight the need for such a resource.

Thanks to:

Lucy Alexander
Rights and Permissions Manager
Royal College of Psychiatrists

Never give up on someone ...

individual
INTERPERSONAL : SCIENCES
humanistic ------------------------------------------- mechanistic
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Never give up on someone with Mental Illness – 

when 'I' is replaced with -
'We'  'illness' becomes 'Wellness'

Thanks to colleague Julie Draper - apparently this is doing the rounds on Facebook and elsewhere.

3-day Short Course in Systematic Reviewing and GRADE, 2-4 July 2014, UCL and NCCMH

Dear all,

I’d be very grateful if you could forward this onto any colleagues you think would be interested in attending. Many thanks.

Introduction to Systematic Reviewing and the GRADE Approach
3-day short course
UCL, London

Led by Dr Craig Whittington, with over 10 years’ experience developing NICE clinical guidelines and Cochrane reviews.

• A practical approach to systematic reviewing taught by experts developing clinical guidelines for NICE.
• Get the latest advice about GRADE, the sensible and transparent approach to grading quality of evidence and strength of recommendations, adopted by the Cochrane Collaboration.
• Bring an idea for a systematic review; leave with a protocol and toolkit to get the work completed to the very highest standard.

Please visit:
http://www.ucl.ac.uk/clinical-psychology/CORE/short-courses/grade-approach.htm

To book please email snaqvi AT rcpysch.ac.uk
Best wishes,
Sabrina Naqvi

Sabrina Naqvi
Project Manager
National Collaborating Centre for Mental Health
The Royal College of Psychiatrists
3rd Floor | 21 Prescot Street | London E1 8BB
Website: http://www.rcpsych.ac.uk

MEMO: .health as a top-level domain

m e m o r a n d u m

Date:	20 May 2014
To:	ICANN
From:	PETER JONES
Subject:

Please do not try to put a full stop to ongoing efforts to utilise the internet to benefit the true health and well-being of the world's citizens.

The work is a challenge, much has been achieved and there is great promise for the future and not merely through the quantified self, personalised medicine, biotechnology and the virtual healthcare market. ...

The self, indeed this whole effort must be assured, integrated and qualified.

This means of course that the provenance, standards and values vested in health related data, information and knowledge must be of the highest quality.

Then - we can start to think about -




Yours sincerely,

Peter Jones

Additional link:
http://www.jmir.org/2014/3/e73/

[hifa2015] World Medical Association calls for a moratorium on the sale of the .health top-level domain

Dear colleagues,

The World Medical Association has called for a moratorium on the sale of the .health top-level domain (TLD). This is significant as the WMA 'is an international organization representing approximately 9 million physicians of all specialties and sectors.'

Below are extracts from a letter from the WMA Secretary-General dated 8th March to ICANN (the body that administers internet domains). The full letter is available here:

http://www.icann.org/en/news/correspondence/kloiber-to-chehade-et-al-11mar14-en.pdf

'By now the ICANN Board is aware that .health is one of the ten most opposed new gTLDs...'

'... We, the World Medical Association (WMA), add our voice to recommend that the auction of the .health gTLD not go forward.'

Best wishes,
Neil
-----
[ c/o Neil Pakenham-Walsh ]

Let's build a future where people are no longer dying for lack of healthcare knowledge: Join HIFA www.hifa2015.org

Genetic disorder: belief's a-gender

individual
INTERPERSONAL : SCIENCES
humanistic ------------------------------------------- mechanistic
SOCIOLOGY : POLITICAL

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Y I tell you what you will believe and IF you can have an education!	X Wither women in science and engineering?
X Whose place is this? 'Who' is the community? #BringOurGirlsBack	Y Human Rights for Girls and Boys

CAPITAL

individual
INTERPERSONAL : SCIENCES
humanistic ------------------------------------------- mechanistic
SOCIOLOGY : POLITICAL

group

Phil
anthropy

Thomas Piketty's book: Capital in the 21st Century

New Republic: Thomas Piketty Is Pulling Your Leg
The Guardian: Thomas Piketty's proposals are not nearly radical enough

Image source:
http://frenchculture.org/books/events/thomas-piketty-will-discuss-his-book-capital-21st-century

[Itforum] Unique Technology / Assessment Request

The ITForum featured the following post with ongoing discussion and resources related to TEL - technology enhanced learning:

Hello Michael,

When I read your post my thought was that this was a classic example for an adaptive learning module/set of modules. This was a significant concept in the 1970s/1980s when elearning was peaking.

It seems unfortunate that the proliferation of the LMS has all but reduced the learning environment to subject-matter presentation and quizzes.

The recent proclamation of the eLearning Manifesto (http://elearningmanifesto.org) as well as ideas expressed by OULDI (http://www.open.ac.uk/blogs/OULDI/) and my own ideas of Design Alchemy (Sims, 2014) provide alternative ways of thinking about elearning. These may assist in re-thinking strategies to achieve your goals.

Roderick Sims, PhD

design alchemist
 
ITFORUM mailing list
http://listserv.lt.unt.edu/mailman/listinfo/
This is a listserv of the Association for Educational Communications and Technology. The focus of this list is instructional and educational technology topics ranging from technology integration through cognitive systems thinking and beyond.

Thanks to R Sims and Ack. ITForum. I have added the link to Sims, 2014 above.

The original question concerned - core competencies required for nursing programs....

Alex through the Looking-Glass: How Life Reflects Numbers and Numbers Reflect Life

Alex through the Looking-Glass: How...

individual

INTERPERSONAL : SCIENCES
humanistic ------------------------------------------- mechanistic
SOCIOLOGY : POLITICAL

group

	...Numbers Reflect Life
Life Reflects Numbers...

Image source:
http://pages.bloomsbury.com/favouritenumber/2

Making learning visible dodging bullet points

Since January and the start of the course in Technology Enhanced Education there's been - and still is - a lot of reading to do. I've gained new and renewed insights into possible research methods and I'll share some of this in the next few weeks. The figure below is from:

Hay, D., Kinchin, I., Lygo‐Baker, S., 2008. Making learning visible: the role of concept mapping in higher education. Studies in Higher Education. 33, 295–311. doi:10.1080/03075070802049251

Figure 4 from Hay.

Over the years I've noticed and been rewarded when after a session on the care domains model some audience members have commented that the exercise made them think. There's nothing special in that of course, simple maths makes me think. Perhaps, people felt relief for a change from the passive absorption of facts, images, acting as static targets for a slew of bullet points. What comes across though is that there was some effort involved. In the figure above we can imagine the energy needed to not only create new and maintain existing concepts, but reject others. This might also constitute one front of the theory - practice gap?

This in a way reflects my thinking that although we refer to person-centred care in theory, practice and policy, this does not automatically follow. Person-centredness should take effort, work and energy. If that is the case, it also needs time.

From local field to global arena: the rough and tumble of conceptual sport

Jo hit the deck. it was a foul tackle, an apt description for a move that Jo did not see coming.

Talk about a change of perspective!! Sheesh! Was it bone crunching, did I hear something?

It could have been worse. At least the ground knows it’s March and not January.

There was no anticipation, no reflex adjustment, no ability to shift, just in time, no poetry in motion this time.

The coach and physio dashed on to the field. Jo looked up and said “OK, tell me straight, what’s the damage?”

Coach looked down. "Well you're talking that's a start." Assessing rapidly though and through gritted teeth he replied:

“It’s not looking good Jo.”
“Wha?

[Silence]

Oh come on tell me…”

“Well, kid it’s bad, yes, really bad.

You’ve got an academic detachment.”

Jo groaned, "Oh no, not that! What about the future!!"

<->

OK, sorry about that and I do realise that a great many world class athletes are very well educated people.

The tendency of young and promising athletes to relinquish contact with their academic side and really be the best they can be - remains a challenge for some, but this post concerns academic detachment as in - educational institutions and students with the world.

Call it a paradox, a contradiction in this hyper-connected world, what with gap years, travel opportunities.... that there seem so many examples of a lack of awareness of the bigger picture that is the international stage. Not just in students, in education, but the wider citizenry.

Does this matter. Well it does, at least according to the 2012 Conference of The Association of International Education Administrators (AIEA) which included:

Academic detachment is not an option in the 21st Century

on the theme “Building a Secure World through International Education.”

The point I’d like to make is that Hodges’ model is fit to assist in some of the objectives that the AIEA outlines in this context:

Keynote speaker Abiodan Williams, Senior Vice ‐ President of the US Institute for Peace, offered remarks at the opening plenary. Mr. Williams said that his own international education began with post ‐ secondary level study at the Lester B. Pearson College, United World College of the Pacific, in Victoria, BC. To develop graduates committed to peace and security, he urged educational institutions to teach:

• Knowledge – including greater interdisciplinarity and learning about conflict prevention
• International outlook – to shape the attitudes and outlook of a new generation, encourage all students to spend at least six months studying abroad, learn at least one new language and take at least one course about another country
• Sensibility – alluding to Fielding’s definition of ‘good nature’, developing people of benevolent and amiable temper of mind, who sympathize with the problems of others and who enjoy the happiness of others

“Academic detachment from the world is not an option in the 21st Century,” he said. Globalization is here to stay, and international education is playing a key role in contributing positive answers to many of the challenges that it presents.

Many institutions are actively engaged in programs that further environmental and energy sustainability, broader access to health care and education, resolution of conflicts, pursuit of fundamental human rights, economic development, and greater cross‐cultural understanding around the world. Harnessing the collective effort, and lessons learned, from each of these individual initiatives is important in moving internationalization forward. [AIEA conference website]

With thanks to Katy Rosenbaum:

27 March 2014:
Good morning,
Thank you for your email. I will check with my colleagues to see if they have any suggestions for someone who might be able to provide more information on work within this theme, and if they have any insights on this, I will certainly forward these on to you.
In the meantime, all conference session materials that presenters made available to download are available at the link below. The zip files include multiple presentations and handouts; underneath are links to these materials hosted on other websites: http://www.aieaworld.org/2012-conference#Presentations
The article you referred to mentioned Abiodan Williams' keynote address, which is available here: http://www.aieaworld.org/assets/docs/Conference_Materials/2012/abiodunwilliamsspeech2012.pdf
Thank you for your interest; I hope this information is useful. If my colleagues have other suggestions, I will certainly pass them on.

Best,
Katy Rosenbaum
Program Associate - AIEA
Association of International Education Administrators
www.aieaworld.org
kathryn.rosenbaum AT duke.edu

Additional link:
http://www.ruthnestvold.com/tomjones.htm
Thanks Dad.

World Health Day 2014

Vector-borne disease

Lancaster University studies - residential past week

It's not listed in the sidebar, but by far the most significant h2cm related event I've attended in the almost eight years of Welcome to the QUAD has been the residential week up at Lancaster. I had just 41 miles to travel; fellow students in cohort 7 came from much further afield: UAE, Egypt, German, Japan, Canada, Saudi Arabia, Oman, Singapore and Isle of Man (Yo! there used to be users of h2cm there!) ....

I was late on the first day.

It was 0930 start last Monday, I arrived 1015. There was an accident at Preston on the M6.

It was great to meet people, fellow students and staff that I'd shared online learning tasks with since January. Strange to think - hope! - that we'd all be meeting again in a year. Meeting cohort 6, the group 12 months ahead of us was very informative. Also exciting that the group are considering an extramural residential in other climes: I hope this happens.

The presentations were a great help and included guest speakers - Prof. Charles Crook and Dr Debbie Prescott (cohort 1).

Now I've a research study to complete and Hodges' model is (will be) a key part of this. It's looking like there will be a literature search to follow.

Yesterday 0930 I thought the day was going to be wasted. It wasn't. I settled on Zotero now and it's a boon (at least I hope I don't have to start afresh!). There are other productivity tools to find, select and master into a workflow.

I hope to hear next week about a research conference in September that will further h2cm studies.

The study double bind is always an interesting one, being scared out your pants ... the 60+ mark: but also reassured - "You wouldn't be here if....".

I'd applied before for other programmes (Netherlands and thought about Italy), drafting a proposal and with subsequent efforts amazed at the demonstrated ineptitude. I think there's progress.

At the reception the progression of studies was stressed. The way, if we get beyond part one, we will be learning more and more about less and less.

How does that sit with Hodges' model and all it entails?

• A generic conceptual framework?
• A series of conceptual spaces?
• Is there such a thing as 'holistic bandwidth'?
• Can Hodges' model serve as the universal conceptual framework for health care, nursing and social care?

As the birthday of W2tQ beckons later this month there's no escape. Drupal 8 is going to throttle me soon as the pressure to introduce TEL technology enhanced learning to my studies takes hold.

Over Here 2: Smart Thinking or Who do you think you are?

Of all the things that tend to merge, overlap, then appear discrete only to dissolve again we can see illness, health and well-being. To these we can add - self-help, intelligent self-help, various forms of literacy (3R's, emotional, economic, information, visual, health) and self-care.

I am sure that Hodges' model can help improve health literacy and general reflective abilities. There are some really difficult-to-reach audiences, clients and communities out there. The challenge is not just spreading the word:

A crude but generally accurate definition of what makes a smart thinking book is anything you could easily imagine being the subject of a TED talk. The recipe is to find a leading expert and get him (alas, still more often than her) to write about an idea in his field that is interesting to a wider audience and which he believes - or at least claims - can help us change our lives for the better. It has been called intelligent self-help, but since most potential readers would not appreciate the implied association with the dumber varieties, "smart thinking" has a certain advantage. ... FT Weekend. p.8

- but demonstration too.

My source: Julian Baggini, Wisdom set to work, Life & Arts, Financial Times. March 8-9, 2014, p.8.
Online: http://www.ft.com/cms/s/2/70365226-a3c1-11e3-aa85-00144feab7de.html#axzz2wiUqgpuw

[ganm] International Journal of Africa Nursing Sciences - submit today to this exciting new journal!

Dear colleague,

The International Journal of Africa Nursing Sciences (IJANS) is a new, open access, international scientific journal published by Elsevier. The broad-based journal is founded on two key tenets, i.e. to publish the most exciting research with respect to the subjects of nursing and midwifery in Africa, and secondly, to advance the international understanding and development of nursing and midwifery in Africa, both as a profession and as an academic discipline.

The fully refereed journal will provide a forum for all aspects of nursing and midwifery sciences, especially new trends and advances. The journal calls for original research papers, systematic and scholarly review articles, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing as related to nursing and midwifery in Africa and technical reports, and short communications, all of which will meet the journal's high academic and ethical standards. Manuscripts of nursing practice, education, management, and research are encouraged. The journal values critical scholarly debate on issues that have strategic significance for educators, practitioners, leaders and policy-makers of nursing and midwifery in Africa.

The journal will seek to publish the highest quality scholarly contributions reflecting the diversity of nursing. It is also inviting international scholars who are engaged with nursing and midwifery in Africa to contribute to the journal.

The IJANS is an open access journal and in 2014 there will be no publication charges for any author.

The Editor, Dr Hester Klopper (CEO, FUNDISA and President, STTI), welcomes submissions at  http://ees.elsevier.com/ijans/

With kind regards,

Tewodros Seyoum Nigussie
Lecturer, Msc in Clinical Midwifery
University of Gondar
Department of Midwifery
PO.Box 196
Email Address : tedysha AT gmail.com

University website @ Gondar: http://www.uog.edu.et/

The GANM is part of the Johns Hopkins University School of Nursing PAHO/WHO Collaborating Center.

The thoughts, opinions and views that are posted on the GANM do not reflect those of either Johns Hopkins University or WHO.

Please visit the GANM webpage at: http://knowledge-gateway.org/ganm/

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International Women's Day 2014 “Equality for women is progress for all” He for She

8 March is International Women’s Day, #IWD2014! 

This year, the theme is “Equality for women is progress for all”.

In order to achieve gender equality, we have to change what it means to be a man. For International
Women’s Day [@UN Women] highlights in its #HeforShe initiative men leaders who stand up for gender equality.

“Women’s empowerment works for men, too. Where men and women have equal rights and opportunities, societies prosper. I am a He for She.”
-Ban Ki-moon, UN Secretary-General. 

See what other prominent men from around the world have to say:
http://owl.li/ucuvz #IWD2014