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Media Review
Book/media reviews
Phases 2 and 3 of this section are concerned with ‘pre-aggression’ and ‘attack’. A wide range of interventions is offered here, which includes controlling measures such as isolation, physical, demand and mechanical control. It is possible that some of these interventions may not suit or be available to every worker, but nonetheless are provided as examples of the wide range of approaches which can be utilized. Each of these is discussed in some detail, without any obvious bias towards the specific method. The final section covers such areas as hostage situations and homicide which, whilst they may be alien to many people working in health care settings, do serve to emphasize the wider and more serious implications of aggression and violence which seem to be ever more commonplace. In addition, there is considerable attention given to learning from these and all experiences. In conclusion, whilst this book does seem influenced by the authors’ experience in the forensic sector, it would be an invaluable tool for trained and untrained practitioners from any sphere of health care work. It adds to the rapidly growing body of knowledge in this area, but becomes a standard by which others can be measured. Stephen Worth MPhil, BSc (Hons), RNT, RCNT Nurse Teacher, University of Manchester doi:10.1054/nedt.2000.0503, available online at http://www.idealibrary.com on
Teaching and Assessing in Nursing Practice: An Experiential Approach Nicklin P.J. and Kenworthy N. Bailliere Tindall London, 2000 ISBN:0–7020–2537–2, 280 pages Price: £19.95
In light of the far reaching implications of Fitness for Practice (UKCC 1999), the publication of the third edition of this text could not be more timely. Much of the content is established wisdom when seen in terms of the principles and practice of teaching, learning and assessment in clinical practice. However, the injection of very recent political and professional imperatives that aim to modernize the preparation of tomorrow’s nurses
508
Nurse Education Today (2000) 20, 506–509
and midwives brings the text completely up to date. By so doing, the established wisdom which had its origins in the 1980s can be confidently seen as facilitating Fitness for Practice becoming a reality. Divided into 13 chapters, the content begins very effectively with an overview analysis of the issues that confront nursing education in the 21st century. This readable and informative chapter has much to recommend it, and should not be bypassed. Chapters 2–7 focus on experiential approaches to learning, teaching quality and the principles of teaching, learning and assessment. Chapters 8 and 9 look respectively at the importance of the learning environment and the nature of counselling skills. Chapter 10 surprised me as not having been included in previous editions, addressing as it does the now commonplace (if somewhat overlapping and confused) concepts of mentorship, preceptorship and clinical supervision. Disappointingly, although a thorough and instructive chapter, I did not find that this chapter offered the reader anything novel. Chapter 11 succinctly addresses record keeping from the perspective of the student, the supervisor and the teacher and includes requirements for professional portfolios, curricula vitae and reflective logs. Chapter 12 on evaluation now includes useful reference to the Quality Assurance Agency, and Chapter 13 gives an concise and entirely current picture of curriculum development and management. The authors have made particular effort in this third edition ‘to encourage readers to engage more actively with the text’ (p.xv). To achieve this, the chapters are peppered with activities. These are well constructed, but without (hopefully) sounding too cynical, I have yet to be convinced that readers actually use them to their full effect or whether, in reality, there is a tendency for them to be passed over. There is little that is omitted from the book and much to offer not only those who, in their different ways, are directly involved in teaching and assessing practice, but also to those who are committed to continued professional development and lifelong learning. One can only endorse the comment by Ron De Witt, who states in the Foreword that this book ‘has great clarity, is easy to read and I learned from it’ (p.xiv). It should perhaps be considered
© 2000 Harcourt Publishers Ltd
Book/media reviews
recommended reading for those involved in the innumerable issues and challenges affecting nurse education in the new millennium.
Tonks N. Fawcett BSc (Hons) RGN MSc RNT Lecturer, Department of Nursing Studies University of Edinburgh doi:10.1054/nedt.2000.0504, available online at http://www.idealibrary.com on
© 2000 Harcourt Publishers Ltd
Nurse Education Today (2000) 20, 506–509 509
Phases 2 and 3 of this section are concerned with ‘pre-aggression’ and ‘attack’. A wide range of interventions is offered here, which includes controlling measures such as isolation, physical, demand and mechanical control. It is possible that some of these interventions may not suit or be available to every worker, but nonetheless are provided as examples of the wide range of approaches which can be utilized. Each of these is discussed in some detail, without any obvious bias towards the specific method. The final section covers such areas as hostage situations and homicide which, whilst they may be alien to many people working in health care settings, do serve to emphasize the wider and more serious implications of aggression and violence which seem to be ever more commonplace. In addition, there is considerable attention given to learning from these and all experiences. In conclusion, whilst this book does seem influenced by the authors’ experience in the forensic sector, it would be an invaluable tool for trained and untrained practitioners from any sphere of health care work. It adds to the rapidly growing body of knowledge in this area, but becomes a standard by which others can be measured. Stephen Worth MPhil, BSc (Hons), RNT, RCNT Nurse Teacher, University of Manchester doi:10.1054/nedt.2000.0503, available online at http://www.idealibrary.com on
Teaching and Assessing in Nursing Practice: An Experiential Approach Nicklin P.J. and Kenworthy N. Bailliere Tindall London, 2000 ISBN:0–7020–2537–2, 280 pages Price: £19.95
In light of the far reaching implications of Fitness for Practice (UKCC 1999), the publication of the third edition of this text could not be more timely. Much of the content is established wisdom when seen in terms of the principles and practice of teaching, learning and assessment in clinical practice. However, the injection of very recent political and professional imperatives that aim to modernize the preparation of tomorrow’s nurses
508
Nurse Education Today (2000) 20, 506–509
and midwives brings the text completely up to date. By so doing, the established wisdom which had its origins in the 1980s can be confidently seen as facilitating Fitness for Practice becoming a reality. Divided into 13 chapters, the content begins very effectively with an overview analysis of the issues that confront nursing education in the 21st century. This readable and informative chapter has much to recommend it, and should not be bypassed. Chapters 2–7 focus on experiential approaches to learning, teaching quality and the principles of teaching, learning and assessment. Chapters 8 and 9 look respectively at the importance of the learning environment and the nature of counselling skills. Chapter 10 surprised me as not having been included in previous editions, addressing as it does the now commonplace (if somewhat overlapping and confused) concepts of mentorship, preceptorship and clinical supervision. Disappointingly, although a thorough and instructive chapter, I did not find that this chapter offered the reader anything novel. Chapter 11 succinctly addresses record keeping from the perspective of the student, the supervisor and the teacher and includes requirements for professional portfolios, curricula vitae and reflective logs. Chapter 12 on evaluation now includes useful reference to the Quality Assurance Agency, and Chapter 13 gives an concise and entirely current picture of curriculum development and management. The authors have made particular effort in this third edition ‘to encourage readers to engage more actively with the text’ (p.xv). To achieve this, the chapters are peppered with activities. These are well constructed, but without (hopefully) sounding too cynical, I have yet to be convinced that readers actually use them to their full effect or whether, in reality, there is a tendency for them to be passed over. There is little that is omitted from the book and much to offer not only those who, in their different ways, are directly involved in teaching and assessing practice, but also to those who are committed to continued professional development and lifelong learning. One can only endorse the comment by Ron De Witt, who states in the Foreword that this book ‘has great clarity, is easy to read and I learned from it’ (p.xiv). It should perhaps be considered
© 2000 Harcourt Publishers Ltd
Book/media reviews
recommended reading for those involved in the innumerable issues and challenges affecting nurse education in the new millennium.
Tonks N. Fawcett BSc (Hons) RGN MSc RNT Lecturer, Department of Nursing Studies University of Edinburgh doi:10.1054/nedt.2000.0504, available online at http://www.idealibrary.com on
© 2000 Harcourt Publishers Ltd
Nurse Education Today (2000) 20, 506–509 509