As highlighted previously - this question needs a conceptual base from which to argue* from.
When we talk of 'access' to justice, healthcare, information (accurate, valid) we need to see access simultaneously across the domains of (care) knowledge in which it is relevant. Or, more simply to view access in a situated - context sensitive manner.
Hodges' model provides a conceptual foundation for reflection, critical thinking, and from a safety perspective situational awareness.
Through the model's structure and knowledge domains the model encourages the user to consider 'access' in this case:
• cognitively
• physically
• socially
• politically
• & spiritually
The center of the model is not fixed. In this way the model can respond to a required emphasis -
individual, couple - dyad, family, group, population
- A PERSON'S UNDERSTANDING OF 'x' - The public's understanding of 'x' (and SCIENCE generally)
society - sciences
supply - demand
quality - quantity
literacy - ignorance
information provenance - validity - evidence - countering information disorder..
On the blog:
'access'
https://hodges-model.blogspot.com/search?q=access
*The model's inclusion of a political domain asserts the validity of argumentation, learning (esp. our children) to agree to differ, the need for advocacy, listening.
Best to all,
Peter Jones
Community Mental Health Nurse and Researcher
CMHT, Prescott House, Salford NW England, UK
Blogging at "Welcome to the QUAD"
http://hodges-model.blogspot.com/
http://twitter.com/h2cm
HIFA profile: Peter Jones is a Community Mental Health Nurse with the NHS in NW England and a a part-time tutor at Bolton University. Peter champions a conceptual framework - Hodges' model - that can be used to facilitate personal and group reflection and holistic / integrated care. A bibliography is provided at the blog 'Welcome to the QUAD' (http://hodges-model.blogspot.com). h2cmuk AT yahoo.co.uk
