Showing posts with label mapping. Show all posts
Showing posts with label mapping. Show all posts

Thursday, 17 July 2014

The Global Health Research Process Map

As a conceptual ready reckoner Hodges' model helps us locate, isolate and contextualise the commonly cited 4Ps. In the h2cm matrix below I have related the 4Ps, as before, to the four care domains:
individual
INTERPERSONAL : SCIENCES
humanistic ------------------------------------------- mechanistic
SOCIOLOGY : POLITICAL
group
PURPOSEPROCESS
PRACTICEPOLICY

I raise this learning of a new process oriented resource for global research produced by The Global Health Network.

Processes are critical.  

Think of the relationship of purpose, practice and policy in relation to triage and emergency care? When I reflect on a situation even if the priority, context is process driven I am mindful of the bigger picture.

+++++++++++++++

The Global Health Network has launched a brand new, interactive Global Health Research Process Map, the first digital toolkit designed to enable researchers anywhere in the world to initiate rigorous global health research studies.

As the HIFA community know all too well, health research is often lacking in the regions where evidence to improve health is needed most. Crucial evidence is not being generated because doctors and nurses lack access to training, information, and support. Effort is also regularly duplicated or conducted using different criteria in different territories and studies, and sometimes it falls by the wayside from lack of simple resources and guidance on best practice. The Global Health Research Process Map (http://processmap.org/) is set to change this. It’s an open-access internationally-available online resource that guides every process and method needed to initiate a health research study. For each step researchers and their staff are provided with the information, support and training that they need to successfully run a health study. Researchers will also gain the opportunity to engage with their peers along the way, aiding collaboration and the spread of ideas.

The Process Map was released just over one week ago, and has already generated nearly 2,500 views from around the world. It is the product of four years of best practice gathered and refined by the research community who use the pioneering Global Health Network to guide and support their effort to conduct research in challenging settings. The Global Health Network works like an online science park for exchanging knowledge, sharing research methods and facilitating collaboration among global health professionals to fuel faster and better evidence to improve health. The Global Health Network facilitates global partnerships between researchers ­ allowing researchers in low-resource settings and those with more support to learn from each other ­ and conduct research studies in places where this is difficult and unusual.

The Process Map is a pioneering research tool that centralises the information and resources that researchers anywhere in the world need to develop and initiate rigorous and effective global health studies. It has the potential to revolutionise the current process, speeding the development of new drugs and vaccines, and improving how diseases are managed. With this toolkit, researchers can access the guidance, training and support that they need in order to run their own studies. This is important because there is much evidence that shows that locally-led research rarely happens in low-income settings because health workers lack research skills and any access to training and support. Therefore the Global Health Network is meeting that gap and the Global Health Research Process Map will take them through the process of conducting accurate research, step-by-step. 

Visit the tool today, and click on each node to access formally written information, links to eLearning courses, guidance articles, discussions, blogs, up-to-date news, and all sorts of tools and templates which will help you complete each step. As with everything else on the Global Health Network, it’s completely free and open-access, and always will be. Your feedback is always greatly appreciated, so feel free to have a look and leave comments, either here* or on the map itself.

Thank you!
Tamzin

Tamzin Furtado
Project Manager
The Global Health Network

*My source: HIFA2015
 

Monday, 7 July 2014

Book: The social atlas of Europe

www.europemapper.orgSee Europe as never before!

The social atlas of Europe
Dimitris Ballas, University of Sheffield
Danny Dorling, University of Oxford
Benjamin Hennig, University of Oxford

"An insightful look at today's Europe - through the underlying realities that Europeans live every day, all brought to life in charts and maps that reveal the human geography of this vitally important area of the world." Robert B. Reich, University of California at Berkeley.

The social atlas of Europe is the first human geography atlas to consider the European economy, culture, history, human and physical geography as a single land mass and a more unified European people. It provides an accessible overview of Europe and a human geography contribution to debates about a wide range of topics. It includes:

- Maps on over 80 topics ranging from life expectancy, greenhouse gas emissions to Eurovision Song Contest voting patterns
- Uses innovative full colour visualisation methods
- Explores Europe's society, culture, economy, politics and the environment
- State-of-the-art Geographical Information Systems (GIS) and new human cartography techniques

More information about the book is available on its website www.europemapper.org

Available at the special price of £19.99 (plus p&p) at www.policypress.co.uk/display.asp?K=9781447313533
Kathryn King
Marketing Manager
Policy Press, University of Bristol
6th Floor, Howard House, Queen's Avenue, Clifton, Bristol BS8 1SD
Tel: +44 (0) 117 331 5369
Email: kathryn.king AT bristol.ac.uk

My source: EUROPEAN-SOCIOLOGIST list at JISCMAIL.AC.UK

Saturday, 12 April 2014

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.

Thursday, 20 March 2014

[c/o hipnet] Data Visualization Enthusiast? Join us on the Data Viz Hub!

Dear Colleagues

The recently launched Data Viz for Development Hub [http://datavizhub.co] is a vibrant community for sharing resources, tools, examples, and ideas about data visualization. Using graphs, charts, maps, tables, infographics, and other visualizations can improve how we communicate information to stakeholders and the larger development community. With a wealth of resources available, and a growing interest across international development practitioners to build effective visualizations, the Hub will help keep communicators, evaluators, developers and others in the know about data viz best practices and new tools, connecting visualizers from all domains of expertise.

Check out the Hub at datavizhub.co, and join the community listserv by emailing:
dataviz AT knowledge-gateway.org with the subject "Join." We look forward to connecting with you about all things data viz!

Questions? Contact Libby Skolnik at libby.skolnik AT jhu.edu

Source: http://www.hipnet.org/

Saturday, 1 February 2014

Care pathways: 15 minutes on Monday - how far is that?

On Monday I have a quick visit for 15 minute slot on care pathways at an interprofessional study day for 2nd and 3rd year students.

After the short presentation I'll ask the question of what difference the students can make to the patient's care pathway. There may be value in continuing the 'journey' metaphor?

They can ensure the care pathway is well-documented (otherwise it doesn't exist, and travel on it never happened) they can check it is accessible (an achievable goal) and that it does not trip anyone up (we don't do - iatrogenic).

There are further tests: is it navigable, tried and tested, a safe (evidenced-based) route? As the student's contemplate a major step in their health career, we really need them to focus on the health career of the persons in their care.

[ There won't be time for this: but do we need to wait until the 'end' for the outcome and capturing that (feedback). Or can do we this verbally, incrementally (positive impact on quality)? ]

I could ask them all to stand and make like sign-posts, but for the risk of poked eyes. It's true though, sign-posting is an important job, but how we do that is another post (the value of self-discovery as learning).

Once medically fit the key thing should be checking the person's (not viewing them totally as patient) wayfaring skills.
OK, who took my care pathway?

Can they read the map (are they health literate)? Can they find a map? Do they have a stay-well, recovery and well-being ... compass (a conceptual framework, an app, care plan)? If there literally is no self-care pathway under the patient at present, then the student can help them and their carer if necessary to find or create this compass - across the required care domains.

THEN this person (potential future patient) can avoid having to step off their self-care pathway and onto the health care pathway. You see there's a risk and a cost in that particular transfer.




Image source: http://www.farlandgroup.com/customer-journey-mapping/

Sunday, 12 January 2014

Book: Thinking as Communicating - Sfard (the intra- interpersonal domain)

Previously I wondered about a term that might combine thinking and the formation and process of mental mapping, the creation of a conceptual map - a mental conceptual geography - cogneography?

Thinking as Communicating
Finding Anna Sfard's 1998 paper this past week led me to her book. The following is from the introduction:
I define thinking as individualized form of interpersonal communication. The disappearance of the time-honored dichotomy is epitomized in the term commognition, which combines communication with cognition. The commognitive tenet implies that verbal communication, with its distinctive property of recursive self-reference, may be the primary source of humans’ unique ability to accumulate the complexity of their action from one generation to another.

Sfard's work will have to go on the 'to read' pile (part-time studies begin tomorrow), but it may help provide ways to understand and unravel the intra- and interpersonal domain within Hodges' model. The mathematical emphasis (even though I may struggle with this) is an added bonus.

Sfard, A. Thinking as communicating: Human development, the growth of discourses, and mathematizing. Cambridge, UK: Cambridge University Press.

Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27(2), pp. 4-13.
http://www.colorado.edu/physics/phys4810/phys4810_fa08/4810_readings/Sfard.pdf

Sunday, 14 July 2013

ERCIM News No. 94 Special theme: "Intelligent Cars" (memory and driving - PJ)


Dear ERCIM News Reader,

ERCIM News No. 94 has just been published at
http://ercim-news.ercim.eu/en94

Special Theme: "Intelligent Cars"
Guest editors: Jaroslav Machan (Å KODA AUTO a.s., Czech Republic) and Christian Laugier (Inria, France)
http://ercim-news.ercim.eu/en94/special/


Keynote: "Collaborative Mobility – Beyond Communicating Vehicles"
by Ilja Radusch, Ilja Radusch, head of department “Automotive Services and Communication Technologies” at Fraunhofer FOKUS and head of the Daimler Center for Automotive IT Innovations

This issue for download
pdf
: http://ercim-news.ercim.eu/images/stories/EN94/EN94-web.pdf
epub format: http://ercim-news.ercim.eu/images/stories/EN94/EN94.epub

Next issue: No. 95, October 2013 - Special Theme: "Image Understanding" (see Call at http://ercim-news.ercim.eu/call)

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

Peter Kunz
ERCIM News central editor
------------------------------------------------------------------------
About ERCIM
ERCIM - the European Research Consortium for Informatics and Mathematics - aims to foster collaborative work within the European research community and to increase co-operation with European industry. Leading European research institutes are members of ERCIM. ERCIM is the European host of W3C.
http://www.ercim.eu/
<>

Each issue of ERCIM NEWS is a gift and for me it does not have to be a special theme that speaks directly to the health care, informatics or education communities. I have followed this publication and posted on W2tQ about many fascinating new issues. I'm sure it is over a decade ago since I also subscribed to Technicity, a magazine from Daimler. I bring the two publications together for two reasons (not due to sponsorship - how I wish):

Firstly, this is such a difficult time socio-economically in the EU, evinced in the proportions of younger adults who are unemployed. Publications like this show the opportunities for young people who aspire, but to do so they need the support and opportunities. Safety, design, materials science, energy systems and storage, city transport infrastructure and planning, security, nanotechnology, communications, vehicular informatics ... the possibilities for youths are amazing. In turn, however we need to recognize and respond to the employment potential of those whose path is not primarily academic and research based.

Secondly, in community mental health nursing services for older adults we often come across people who are still driving when their competency is most likely compromised. They should report an admission to hospital, prescribed medication or a specific diagnosis to the DVLA. ERCIM and Technicity both presage the arrival of autonomous vehicles. At present of course an 'intelligent car' depends on the intelligence of the driver. Which is why we get so annoyed when someone drives like an *^%$£!

Driving is a great responsibility and privilege. It is central to who we are, how we define ourselves, our independence, sustaining real social networks and - in my case livelihood. I recognised decades ago there will come a time to hand over the keys. Doing so gracefully, informed by insight and self-awareness is the trick. I don't envy family doctors who have to deal with this when a patient  insists that they are safe behind the wheel. Sometimes we are ageist, hoping that a meeting with their doctor of some 20-30 years might carry some gravitas that their generation will still respond to. Add to this though that the person concerned is not always elderly. It can be very difficult for the driver (person, patient) concerned and their families too. Amid all this, as a community nurse you are trying to establish trust, empathy and rapport. Each time this issue is encountered: it is novel.

I don't want to suggest that suddenly the person behind the wheel is 'unintelligent', far from it. Evidence shows that a diagnosis of dementia does not immediately mean surrender of a driver's license. Behind dementia, however lie altered faculties that add up to more than synonyms: cognitive impairment, impaired perception, recall, and decision making, reduced concentration and attention. I thought there might be something in this issue of ERCIM related to dementia; monitoring the physiological state of the driver, reactions, attention, stress levels, eye movement. Is there a signature for health in driving behaviours?
Unlike other methods of detecting tiredness, the Mercedes-Benz system evaluates a series of indicators in order to assess the alertness of the driver and to recognise the gradual transition between being awake and being tired. AME.info
Our sense of being, of personhood is heightened by movement. When do we feel most alive? What is the most important factor in health and well-being? There are moments when we are stationary and time passes us by. There are other occasions when we move through time. We literally project our ego through time. We enjoy sharing with friends where will be in the future and when we can also suspend time. Cars and air travel extend these abilities, AND mobilities.

The danger is when we pass through not only time but distance at speed without a reliable sense of judgement, without a wholly coherent sense of self and responsibility.

In the not too distant future all this of course could lead us to a new definition of self-care at least in this context?

"Self-care - put your trust in a self-driving vehicle"

 SOME PAPERS via Athens: (other suggestions welcome)

Title: Driving and dementia: what nurses need to know.
Citation: Journal of Gerontological Nursing, Aug 2011, vol. 37, no. 8, p. 10-13, 0098-9134 (August 2011)
Author(s): Flanagan, Nina M.
Source: BNI

Title: Driving with dementia.
Citation: Nursing in the Community, Jan 2005, vol. 6, no. 1, p. 27., 1649-0657 (Jan-Feb 2005)
Source: BNI

Title: Transitions in dementia care: theoretical support for nursing roles.
Citation: Online Journal of Issues in Nursing, May 2012, vol. 17, no. 2, p. 14 unnumbered pages, 1091-3734 (May 2012)
Author(s): Rose, Karen M*, Lopez, Ruth Palan
Source: BNI

Title: Dementia and driving: screening, assessment and advice.
Citation: Lancet, Oct 1996, vol. 348, no. 9035, p. 1114., 0140-6736 (October 26, 1996)
Author(s): O'Neill, D
Source: BNI

Title: Imposed versus involved: different strategies to effect driving cessation in cognitively impaired older adults.
Citation: Geriatric Nursing, Mar 2005, vol. 26, no. 2, p. 111-116, 0197-4572 (Mar-Apr 2005)
Author(s): Jett, K, Tappen, R, Rosselli, M
Source: BNI

Title: A prospective study of cognitive tests to predict performance on a standardised road test in people with dementia.
Citation: International Journal of Geriatric Psychiatry, May 2010, vol. 25, no. 5, p. 489-496, 0885-6230 (May 2010)
Author(s): Lincoln, N, Taylor, J, Vella, K
Source: BNI

Title: Effects of Alzheimer's disease and mild cognitive impairment on driving ability: a controlled clinical study by simulated driving test.
Citation: International Journal of Geriatric Psychiatry, 01 March 2009, vol./is. 24/3(232-238), 08856230
Author(s): Frittelli C, Borghetti D, Iudice G, Bonanni E, Maestri M, Tognoni G, Pasquali L, Iudice A
Source: CINAHL

Title: A community based survey of cognitive functioning, highway-code performance and traffic accidents in a cohort of older drivers.
Citation: International Journal of Geriatric Psychiatry, 01 March 2009, vol./is. 24/3(247-253), 08856230
Author(s): Ingley S, Chinnaswamy S, Devakumar M, Bell D, Tranter R
Source: CINAHL


Additional links:
Alzheimer’s Society - Driving and dementia
DVLA, UK Guide to the current medical standards of fitness to drive
The University of Nottingham - Predicting fitness to drive speed = (total distance traveled)/(total time taken)

Tuesday, 28 May 2013

Countries, places and maps (Lahiri)


“The place to which you feel the strongest attachment
 isn’t necessarily the country you’re tied to by blood or birth:
 it’s the place that allows you to become yourself. 
This place may not lie on any map.”

– Jhumpa Lahiri
  

My source: Fred Dervin via mailinglist at cosmobilities.net

Wednesday, 24 April 2013

2013 Year of Piri Reis & Navigating the world of nursing care - in Jordan

The conference in Jordan is over it has been an intense and excellent two days, with a free day tomorrow. It has been a brilliant opportunity to share and learn not just about nursing, but travel, culture and some of the people that make up the global nursing community.

I am truly grateful to the Jordanian Nursing Council for accepting my abstract. The welcome and hospitality has been truly amazing.

In the flight magazine on the way here there was an article about Piri Reis, which reminded me of Paul Cunliffe's book about Pytheas.

From the UNESCO website:
The United Nations Educational, Scientific and Cultural Organization (UNESCO) has agreed to declare 2013 the year of Piri Reis on the occasion of the 500th anniversary of a map he drew up that included seven continents, reported the Anatolia news agency. 
“This map marks a significant event in the history of the country and has enabled its collective knowledge to be transmitted through generations. As a rare world map from the 15th and 16th centuries, Piri Reis World Map is an invaluable piece of the world's documentary heritage as it provides insight on the history of its time. It is therefore part of the Memory of the World and should be made better known,” stated UNESCO.

The world-renowned Ottoman captain and cartographer Reis is best known for world maps and charts collected in his “Kitab-ı Bahriye” (Book of Navigation).
Source: http://www.todayszaman.com/newsDetail_getNewsById.action?newsId=294065

Source: http://en.wikipedia.org/wiki/Piri_Reis_map


I have written before about Hodges' model as a map -

a cognitive periplus 

- for navigation through the complex world(s) of health and social care.

Would a new mariner take to the sea without a clear sky, a compass, map, or satnav? What then of our students?


Additional link: Please see the entry for Iran -

http://www.unesco.org/new/en/unesco/events/prizes-and-celebrations/celebrations/anniversaries-celebrated-by-member-states/2013/

Sunday, 16 December 2012

Clusters of empathy

There still is Complexity in Primary Care group but it is now essentially silent. I've met several people through the group over the years.

It might be decades since James Gleick's book Chaos (1987) and yet there is plenty of mileage left in complexity. One of the people I met through the group and hoped to meet in Australia at the ICN Congress is Paul Bennett who informed me of the following paper:

Academic Psychiatry, 33:6, Nov-Dec 2009 p.489
Winseman, J., Malik, A., Morison, J., Balkoski, V. (2009) Students’ Views on Factors Affecting Empathy in Medical Education. Academic Psychiatry. 33:484–491.

In explaining Hodges' model to Paul he was struck by the conceptual clustering in this paper. It isn't that there is a direct match between the paper's figure 2 and the care (knowledge) domains of the model, but multidimensional scaling is a potential tool to explore Hodges' model too.

The influence of political factors in medical education might be another aspect to consider. This is a dimension Hodges' model can encompass.

An acute concern at present in the NHS is the prospect of a seven day service, necessitating changes to the contracts of doctors and other disciplines.

Thanks to:
Paul Bennett, Primary Health Care Education Officer
Broken Hill University Department of Rural Health - Broken Hill
PO Box 457, BROKEN HILL NSW 2880
http://sydney.edu.au/medicine/drh/

Saturday, 3 November 2012

'Semantic Reefs' - All at Sea, on Land and in Mind

In reviewing some literature recently I came across the phrase 'semantic reef'. In forwarding a copy of the paper Dr Trina Myers described the semantic reef as: an architecture created to automatically infer phenomenon or alerts about coral reefs using Semantic technologies (aka. Linked Data).

The coinage of semantic reef in the paper by Myers and Atkinson really captured my imagination. While the semantic web is of interest to me and the environment is the oxygen to the human ecosystem, to our very existence and well-being; Myers and Atkinson's semantic reef is very specific:
The Semantic Reef Knowledge Representation system is an eco-informatics application designed to assist in the integration of remotely sensed data streams and historic data sets supporting flexible hypothesis design and knowledge extraction. The system is an ontology-based architecture built to allow researchers to combine disjoint data sets into a single Knowledge Base for modelling the impact of climate change on coral reef ecosystems. p.16.
I've written previously of the conceptual role that the axes of Hodges' model can play. How they act as a distinct, idealised boundary between the disciplines. Most evident is the MECHANISTIC-HUMANISTIC divide between the hard sciences and the humanities. Academics, researchers, health practitioners can become trapped in a disciplinary silo. Reefs are often a Great Barrier. Mariners have to find navigable waters to find a way through. Safe passage is recorded.

The last thing anyone wants is a shipwreck; whether in the ecosphere, designing software or health care.
Maybe this is another (long-winded-yes) way of recognising the collapse of holistic bandwidth at the point of a medical emergency, a crisis. The situation IS a shipwreck. A disaster of a very personal kind. What lies beyond the information required in that specific instant, what lies outside that atoll is suddenly not important.


More positively though a reef also represents an opportunity. It is a sign, a measure of global health. As such it IS a community. It is community. Harmony. Balance. It is the community around which others revolve. And we need to recognise; nOt that, but this and nOw. ...:

Trina Myers, Ian Atkinson (2013). Eco-informatics modelling via semantic inference. Information Systems. 38, 1, March 2013, 16–32.

Thanks to Dr Trina Myers.

Image sources:
Australian National Maritime Museum

http://en.wikipedia.org/wiki/File:Atafutrim.jpg

Saturday, 4 August 2012

IdN Extra 07: Infographics — Designing Data

Visiting Manchester twice this past fortnight I'd noticed this IdN special issue on infographics in the Cornerhouse shop. The shop's only small but there is lots to dive into - arts, media, design and philosophy.

When a database becomes a thing of beauty

Infographics or information graphics are visual representations of information, data or knowledge. They are often used when complex information needs to be presented as quickly and effectively as possible, such as signs and maps. Infographics can be as simple as a bar chart or a pie graph to represent percentages in business information; or as elaborative as some of the examples in this book to communicate stories in newspapers and magazine.

Infographics can be entertaining when the information they represent is of personal interest; but it is especially fun and challenging when the topic may be as dry as representing concepts in technical manuals or scientific statics.

 <->

I don't know if it's the reduced scale, or my right eye talking but some of the text descriptions are difficult to read. The graphics and ideas are stunning, both in themselves and the questions they provoke.

Wednesday, 20 June 2012

Visual Methodologies Workshop in Newcastle

After Oxford Drupal Education Camp this Friday-Saturday proceedings move on to a NE workshop.

If your focus is on person-centered health care then the volume of data involved that pertaining to the individual can be readily apprehended. At least the example of a single episode of care. Of course, there are exceptions, people who might be the subject of special case studies so complex is their condition and pathology. Data volumes do vary markedly from person to person. A great deal of generated data in an individual instance might be taken for granted. In the reported findings, for example, of an MRI scan that is included in a referral. When provided existing diagnoses do much to enrich the information and knowledge contained in a referral, whilst reducing possible avenues for further data gathering.

Once we move from individuals to groups and populations then the volumes involved quickly become massive. Purposes and context reflect this change in scale; codified, anonymised, aggregated the individual is lost.

Both my day-to-day work and study of Hodges' model (in nursing, informatics, literacy...) are centered on individuals. 'Caseness' in a clinical word: a referral, home visits for the day, face-to-face interaction, care concepts in assessments, plans. ... Then there is envisioning a nurse-patient (carer) interaction, or individual's episode of care through Hodges' model. As per the model's structure, however, groups and populations must also be represented. This duality of personal and data scales makes this workshop on visual methodologies of instant relevance. The two days next week cover (with my emphasis):
Introduction to working with visual methodologies: understanding epistemologies and disciplinary boundaries
  • Mapping
  • Story-boarding
  • Artefacts
Quality in visual methods: ethics, validity and reliability
Doing visual methods: lived examples of managing data capture, synthesis, analysis and dissemination
Modes of analysis: focusing on methodological and epistemological influence on the research process

Workshop part 1: working with self-created data
Workshop part 2: creating shared analytic frameworks for self-created data
Overarching ideas and ways forward for thinking about visual methodology
Hodges' model can be readily interpreted and presented as a map and a series of story boards. The model can also support analysis, synthesis: well, this is my belief that is shared by some people.

I have completed modules on research methods, but it seems increasingly that research methods, methodologies, data structures and algorithms overlap. It may be that advances in media, technology, data gathering and improved access to data sets is having this effect. Perhaps more integrative and open attitudes (interdisciplinarity) towards quantitative and qualitative research also accounts for this blurring; or it could just be me? Whatever is the case, I'm really looking forward to the programme, meeting the facilitators and students. I am hoping this will inform my project as per the aims of the workshop:
  • Consider the role of visual methods in data collection, research ethics, synthesis, analysis and dissemination;
  • Explore the theoretical prospectives, epistemological traditions and latest practices that have shaped the development of visual methodologies; and
  • Enable participants to translate how visual methodologies can be used to support their own research.
I'll try and post from Oxford this Friday - Saturday and from Newcastle next week. From Newcastle I'll be heading to Edinburgh for the Scottish Ruby Conference. Lots to follow as I put 10 days unpaid leave to use.

Wednesday, 25 January 2012

Scope, Space, Nursing, Informatics: Fusion II (care)

After Paolo Perrotta (see post January 20, 2012):

and Paolo Perrotta, (2010). Metaprogramming Ruby, The Pragmatic Bookshelf. p.75.


Imagine being a care coordinator making sense and sense making (Dervin, 2005) your way through a new health and social care referral: here is the care program(me) approach. You jump from care problem, to strength, to further assessment question ... until the care domain priority is resolved. A decision point. That's the initial scope (and in an urgent / crisis situation this is resolved in an instant).

The scope is not defined in a single program, but several in parallel. This is why health and social care is often described as complex. You find yourself in a complex. At this decision point you are at the center of a range of local variables.
You can see bindings all over the scope. p.75.
There are assumptions, hypotheses and bits of data yet to be fully apprehended. It's hard but vital to be aware of what is objective and what is subjective. Why?
Raise your head, and you see that you're standing within an object,
[ a very special object ]
with its own methods and instance variables; that's the current object, also known as self. p.75.
To your immediate left and forward there are instance variables: beliefs, choices, motivation, aspirations, memories ... and the unique ability of this self to use its methods to communicate and interact with other selves, the world and future. You notice a problem. Many of the methods you might expect are not intact. There is a problem with the capacity of memory. Where there should be several parameters in sequence: there is. One. This may even then be lacking. Reading and writing is a problem here.

To the right and forward there is a monthly weight chart, a medication administration chart, BP and pulse are also recorded. There is a history of falls, a fractured femur, and bruising. There is a diagnosis - an inguinal hernia. Two postcodes have you momentarily perplexed. Ah, one is static 'home'; the other is current location and that's a close to home telecare mediated match.
 
Turning first to your right and over your shoulder there is an issue with care management and wandering at night: a vulnerability for this person. Another instance variable then flags mental capacity for a that hernia which needs repair. Respite care vouchers have been issued, but the year's allocation remain unused.

Next, turning around to your left there are details of next of kin and the fact that the carer involved is under a great deal of stress.
Further away, you see the tree of constants so clear that you could mark your current position on a map. p.75.
You are in fact encircled by a series of official identifiers. First at 10 o'clock two first names - these are the names that are given. The names for the person, the individual who is the focus of the referral. At two o'clock a key event for this individual their DOB - date of birth. At four o'clock the digits of the NHS number and a local case record number are captured. Completing the "Full name" at 8 o'clock you find a surname, the family name. It's double-barreled too. An explicit effort to preserve and extend family history and lineage.
Squint your eyes, and you can even see a bunch of global variables off in the distance. p.75.
Global variables.
What lies behind them?

It sounds strange to describe the person as an object, even if the context alludes to informatics.
To confirm this object is special. When you think about it though this object, the patient, the person, the individual, this self has a partner: the healthcare professional.

When we say that positive, high quality care values are global that makes sense. They should be: globally. To say they are variable seems to invite poor quality care, slack standards, inequality, inequity. Acknowledging that standards do vary can help ensure vigilance and that high quality care remains the key aspiration for new learners and experts alike. Nursing and other values are then a global variable that need constant attention and governance.

Friday, 20 January 2012

Scope, Space, Nursing, Informatics: Fusion I

Paolo Perrotta writes:
Imagine being a little debugger making your way through a Ruby program. You jump from statement to statement until you finally hit a breakpoint. Now, catch your breath and look around. See the scenery around you? That's your scope.

You can see bindings all over the scope. Look down at your feet, and you see a bunch of local variables. Raise your head, and you see that you're standing within an object, with its own methods and instance variables; that's the current object, also known as self. Further away, you see the tree of constants so clear that you could mark your current position on a map. Squint your eyes, and you can even see a bunch of global variables off in the distance. p.75.

Paolo Perrotta, (2010). Metaprogramming Ruby, The Pragmatic Bookshelf.