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Introducing a universal educational and citizenry tool
HODGES’ MODEL: A Cognitive Periplus for Life-Long Learning
This page introduces a universal conceptual framework that was originally developed in health and social care as Hodges' Health Career Model. The original title is abbreviated to h2cm. This page is supplementary to the main website which first appeared online in 1998, a blog Welcome To The Quad in 2006 and the first 30 minute audio presentation.
Developed in the UK during the early 1980s, h2cm is a conceptual framework that is person-centred and situation based. In structure it combines two axes to create four care (knowledge) domains (as per figures 1 and 2). Academics and practitioners in many fields (Wilber, 2000) create models that help support theory and practice. Models act as a memory jogger, a guide for all life-long learners. In health care generic models can encourage holistic practice directing the user to consider the patient as a whole person, not as a physically derived diagnosis. Exposure of h2cm is limited to a small (yet growing) cadre of practitioners; several published articles (Hinchliffe, 1989; Adams, 1987; Jones 2004a, b). In addition to a website (Jones, 1998) there is a blog and an audio presentation both first published in 2006.
The best way to explain Hodges’ model is to review the questions Hodges originally posed. To begin, who are the recipients of care? Well, first and foremost individuals of all ages, races and creed, but also groups of people, families, communities and populations. Then Hodges asked: what types of activities - tasks, duties, and treatments - do nurses carry out? They must always act professionally, but frequently according to strict rules and policies, their actions often dictated by specific treatments including drugs, investigations, and minor surgery. Nurses do many things by routine according to precise procedures, the stereotypical matron - machine-like efficiency? If these are classed as mechanistic, they contrast with times when healthcare workers give of themselves to reassure, comfort, develop rapport and engage therapeutically. This is opposite to mechanistic tasks and is described as humanistic; what the public usually think of as the caring nurse. In use this framework prompts the user to consider four major subject headings or care domains of knowledge. Namely, what knowledge is needed to care for individuals - groups and undertake humanistic - mechanistic activities? Through these questions Hodges’ derived the model depicted in figures 1 and 2.
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Initial study of h2cm on the website has related Hodges’ model to the multicontextual nature of health, informatics, consilience (Wilson, 1998), interdisciplinarity, and visualization. The website features a links resource dedicated to each knowledge domain:
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H2cm says nothing about the study of knowledge, but a great deal about the nature of knowledge is implied in figures 1 and 2. This prompted two web pages devoted to the structural and theoretical assumptions of h2cm (Jones, 2000a,b.). Although the axes of h2cm are dichotomous, they also represent continua. This duality is important as an individual’s mental health status is situated on a continuum spanning excellent to extremely unwell. There are various states in-between affected by an individual’s beliefs, response to stress, coping strategies, epigenetic and other influences. H2cm was created out of the need to meet four educational objectives:
- To produce a curriculum development tool.
- Help ensure holistic assessment and evaluation.
- To support reflective practice.
- To reduce the theory-practice gap.
Since h2cm’s formulation these objectives have grown in relevance. The 1980s may seem remote, but these problems are far from archaic as expansion of points 1-4 reveals. Student life is preparation for life-long learning. Curricula are under constant pressure. Despite decades of policy declarations, truly holistic care (combining physical, mental and pastoral care) remains elusive. The concept and practice of reflection swings like a metronome, one second seemingly de rigour, the next moment the subject of web based polls. H2cm can be used in interviews, outlining discussion and actions to pursue, an agenda - agreed and shared at the end of a session. The model is equally at home on paper, blackboard, flipchart and interactive whiteboard. Finally, technology is often seen as a way to make knowledge available to all practitioners; the means to bridge theory-practice gap through activities such as e-learning, governance and knowledge management.
The axes within h2cm create a cognitive space; a third axis projecting through the page can represent history – health career. In h2cm what happens when we create the individual – group and humanistic-mechanistic continua, when they overlap? It is ironic, that an act of partition can simultaneously represent reductionism and holism. Reductionism has a pivotal role to play, which h2cm acknowledges in the sciences domain. What h2cm can do is prompt the expert (single domain) practitioner that there are three other pages to reflect and write upon. Health practitioners have for millennia debated the status of ‘caring’ as a science or art.
Hodges’ model demarcates the boundaries of disciplines, but they are permeable. Being person and situation centred, h2cm does not prescribe the (nursing) theoretical stance of the user. The user of the model determines this. For example, consider the scope and flexibility of Hodges’ model globally within various HIV/Aids programmes? In Europe, Africa, Asia, Pacifica there would be particular emphasis on gender, religion, education, medication, cultural, politics, personal finances and economics. H2cm can readily be adapted according to need. Priorities, plans and responsibilities can be listed, agreed and copies made available. The political knowledge domain encourages consideration of control, compliance, concordance and advocacy from medication through to care policy. Further political issues for the UK includes work towards members of the public having secure access to a summary of their care record, across national boundaries and public involvement in service development. The quest for timely, accurate, secure delivery of health and social care information remains a holy grail locally, nationally and internationally.
References:
Adams, T. (1987). Dementia is a Family Affair. Community Outlook, Feb, 7-8.
Hinchcliffe, S.M. (Ed.) (1989). Nursing Practice and Health Care, [1st Edition only], London, Edward Arnold.
Jones, P. (1998). Hodges' Health Career Care Domains Model. Retrieved December 30, 2006, from http://www.p-jones.demon.co.uk
Jones, P. (2000a). Hodges' Health Career Care Domains Model, Structural Assumptions. Retrieved December 30, 2006, from http://www.p-jones.demon.co.uk/theory.html
Jones, P. (2000b). Hodges' Health Career Care Domains Model, Theoretical Assumptions. Retrieved December 30, 2006, from http://www.p-jones.demon.co.uk/struct.html
Jones, P. (2004a). Viewpoint: Can informatics and holistic multidisciplinary care be harmonised? British Journal of Healthcare Computing & Information Management, 21, 6, 17-18.
Jones, P. (2004b). The Four Care Domains: Situations Worthy of Research. Conference: Building & Bridging Community Networks: Knowledge, Innovation & Diversity through Communication, Brighton, UK. Retrieved December 30, 2006, from http://www.comminit.com/healthecomm/planning.php?showdetails=318
Wilber, K. (2000). Integral Psychology: Consciousness, Spirit, Psychology, Therapy. Shambhala Publications. Wilson, E.O. (1998). Consilience: The Unity of Knowledge, Abacus.
