NURSE EDUCATION TODAY 469

Know Yourself and results of the implementation of the National Phillip Burnard Health Service Act. It is not a book for superficial Scutari browsing but it would probably prove to be a worthw- 1992 192pp illus ISBN 1-871-364-45-O 512.50 bile addition to a college of nursing library.

Self-awareness is a difficult concept to communicate. DI~~NNE Y~Rwoou Difficult because awareness itself is usually the result of a complicated process of experiential encounters

BSc RGN RCNT RNT DipN(Lond)

with oneself. This book however, the latest in a series of DIY

books on such topics, makes a significant contribution to the field. Here is a book totally dedicated to self-awareness (S-A), unlike others which simply pay a passing reference to it in the opening chapters.

Flexihel Learning in Post Registration Nurse Ed

Jan Kelly & Phil Keeley ENB

It is presented as a self-learing activities handbook, packed with exercises to carry out alone, with others or in a group. Each section begins with a list of key words and a breakdown of the aims of the chapter. A summary at the end closes each section.

1992 31pp illus ISBN o-946-810-33-3 Development & Validation of an Open Learning

Janet James &Jane Marr ENB

It is a very comprehensive coverage, and 10 chapters explore the concept by discussing ‘thinking’, ‘feeling’, ‘sensing’ and ‘intuition’. Further sections deal with issues such as self-presentation, basic listening and responding skills. While the exercises are very user- friendly and clearly introduced, many have appeared in other texts e.g. Johari window, listening and reflec- ting exercises. However the strength of this book is that it tackles an often esoteric, and demanding subject in a straightforward way.

1992 5 1 pp illus ISBN O-946-8 10-33-4 Good Practice in Open Learning Within Nursing

Elisabeth Clark & Kate Kobinson ENB 1992 78pp ISBN O-946810-33-5 Costing Open Learning

Kate Kobinson & Elizabeth Clark

ENB 1992 36pp illus ISBN O-946-810-33-6 Mainstead of Margin? Mike McManus & Pat Lyne ENB

This title will benefit all students, undertaking 1992 4 1 pp ISBN O-946-8 1 O-33-7

various nurse or health care studies programmes. Its patently clear that the equation of increasing

KOB WONDRAK educational demands and the financial, organisationg

MSc BEd(H0n.s) RMN SRN DipN CertEd(HE) RCNT and market constraints upon colleges of nursing will not enable us to produce a nurse education answer that relies solely upon conventional forms of learning.

Continuity & Crisis in the NHS

Ray Loveridge & Ken Starkey Open University 1992 237pp illus ISBN O-335-15599-5 514.99

Its refreshing then in this series of monographs to find so many practical suggested solutions to this dilemma. The short series comprehensively addresses the most common problems especially if the teacher makes a start with monograph 3, which offers the key con-

This book discusses the political aspects of change in siderations in the-design and delivery of open learning the National Health Service and is edited by two so very cogently. After that, the reader may proceed in British academics. A wide range of topics are included several directions, but for me the case study illustra- which address aspects of management, social policy tion from Manchester (monograph 1) and the conver- and legislation. Although only one paper is of direct sion level 2 to level 1 study (monograph 2) was and obvious relevance to nurses, the aspects covered especially helpful. Other monographs within the should be of both importance and interest to all health series address costing considerations (monograph 4), care professionals. However, the papers are written by and the place of open learning alongside the conven- experts in their field and as a result may seem difficult tional delivery patterns within nurse education and inaccessible to those who have not previously (monograph 5). investigated political and social policy issues at this Considering the package as a whole, readers will be level. impressed with the frank and practical discussion of

Each paper is logically presented and well the strengths and weaknesses of this approach. The art referenced, although the majority of texts would probably not be found in an average nursing library.

of mixing it with conventional course delivery, setting up and maintaining a Flexible but supportive study

The contents pages are readily understood and the centre structure, and critically reviewing potential comprehensive index is included. materials are all well attended to. Its important to note,

This is a book that would prove a value to those that the series does not assume that the bulk of seeking a greater understanding of the rational for teachers will be authoring their own packages (though

470 NURSE EDUCATION TODAY

there is some room for this too). Rather, if anything, there is a reassuring emphasis on how to employ

In summary, a very helpful resource, filling a gap in

existing materials so that they serve local circum- our theory discussions confidently and with clarity.

stances flexibly and well. BOB PRICE

Whilst some colleagues may sense a threat from such SRN BA(Hons) MSC CertEd ARRC

pre-packaged educa;on, and a narrowing of oppor- tunities to teach imaginatively face to face - there is ample in this package to indicate that the innovative teacher has little to worry about. What we may need to do is to facilitate a whole new range of authoring and facilitating skills - which may form a priority agenda when we think of nurse educationists needs under PREPP. An excellent series then and one well worth circulation and discussion within the faculty of your college.

BOB PRICE

SRN BA MSc CerlED ARRC

Towards a Discipline of Nursing G Gray & R Pratt Churchill Livingstone 199 1 ISBN 0443-04438-4 f2 1 .OO

Despite the recession, and the increasingly cynical public gaze cast upon professions and professionalism, there is a very real need to build and consolidate the theory base of nursing and its education. This Austra- lian text offers a very significant contribution to that cause and will prove an invaluable asset at undergra- duate and diploma levels, as well as within depart- ments of continuing nurse education.

The papers contained herein take a discursive and often refreshingly direct approach to the models, concepts and values of nursing, although there is a fairly obvious round of applause for reflective practice and the work of American and Australian nurse theorists of the experiential learning fraternity. That said, there is a wealth of other windows on what nursing is and should be developing - including an excellent chapter on paradigms (Crane), phenomeno- logy (Bartjes) and the future (Holmes). This seems enough to placate those of us who want to stringently review the reflective practice - scientific basis of nursing interface, and to stimulate discussion amongst nurses who are eager to explore just how theory and practice mutually enrich each other.

It would be easy to suggest that this book hasn’t travelled too well-that it stubbornly takes a particular Australian view on nursing. That however, would be far too simplistic and really most unfair. The theory discussed here is truly global, and well represented and discussed within our best seats of nurse learning. It is therefore, a worthwhile resource to lecturers and tutors, and sufficiently succinct and clear, to make a useful dip in read for students at a variety of levels.

The Practitioenr as Teacher Sue Hinchcliff Scutari 1992 2OOpp illus ISBN l-871364-70-1 f14.50

This is a very logical and easy to read text that follows a simple structure to help the practitioner explore all aspects of teaching. The first chapter begins with a very comprehensive overview of theories in teaching and learning and the application of these to teaching in nursing. Subsequent chapters take the reader through the process of assessing, planning, teaching and learning strategies and evaluating teaching. The final section focuses on teaching in clinical practice with a specific focus on the application of teaching nursing within a conceptual framework.

Each chapter is written by a different author, a factor that has probably contributed to the breadth of material explored in the text. The integration between chapters has been achieved by consistently giving readers opportunity to complete activities related to the text. A glossary of terms is contained at the end of each chapter. This, coupled with very detailed references and a short review of texts recommended for further reading, makes this a very useful text for the aspiring teacher.

Although written for the practitioner in a teacher role 1 feel this book can be recommended as a useful reference text to the qualified teacher who might occasionally need to refresh their mind about some of the important principles of teaching.

COLLFI-I‘E CLIFFORD

MSc RGN DipN(Lond) DANS OND

Research Methods for Nurses and the Caring Professions P Abbot & R Sapsford OU 1992 173pp ISBN: 0 335 09620 4 210.99

I am always delighted to see the latest addition to the growing number of textbooks on health care research, and this was no exception. This introductory text is concerned with both the appreciation and evaluation of other people’s research and with the conduct of one’s own. The focus is on social research, with particular emphasis on evaluation research as a means of assessing the efficacy of professional practice. The text has obviously been written with the needs of practising nurses, midwives and health visitors and of pre-registration students on diploma and degree courses in mind.

The text is divided into four sections. Section 1 consists of a single chapter providing an overview of