- Email: [email protected]
Occupational therapy approaches to stroke
Heron’s six category intervention analysis is used as the theoretical framework for the exercises. This in my opinion, represents both a weakness and a strength. ‘I‘he framework is too tight, could he unduly constricting and gives the impression that it is the only possible approach. ‘I’he advantage is that, because the teaching of human skills is complex, the inexperienced tcachcr gets a simple manual, a map to encourage and guide them through an exciting journey.
nutrition in which develop knowledge to do this.
Themes
nurses do need and expertise.
in Nursing:
Research
cncouragemcnt but this book
to fails
for Practising
Nurses Vera H Darling & Jill Rogers Macmillan 1986 78 pp Illus kg.95 Clinical Nutrition and Dietetics for Nurses 4 W Goode, J P Howard & S Woods Hodder & Stoughton 1985 214 pp Illus L5.95 ‘rherc were only two chapters in this book which I found interesting and enjoyable. These were on ‘Oral or Entcral Feeding’ and ‘Parenteral or Intravenous Feeding’. They both took a practical and could easily stimulate and helpful attitude, nurses to delve deeper. The other chapters used a framework whereby each diet discussed used the same format; the aim of the diet was followed by ‘Relevant Drugs’, and a section called ‘Important Points’, next an outline of ‘General Modifications’ which could bc made to the finally ‘General Observations’. ‘I’his usual menu, format sounded hopeful, but in practice it just did not work. It resulted in cstremely superficial accounts and tedious repetition. I am unsure how nurses or teachers could use this book. If they attempt to read it from cover to cover aiming to increase their knowledge of clinical nutrition, it is too repetitious. Yet. if they were to consult one aspect of it, say, for rxample, a patient requiring a low purine diet, the account would be far too superficial and they would need to look elsewhere to gain the knowledge and background to make responsible nursing decisions. Generally, the approach taken was prescriptive with minimal rationale or backup. It was neither analytical nor discursive and no reference was made to research either from nursing or clsewhcre. ‘I’he earlier chapters create an image of the nurse as a constantly vigilant and watchful checker, pcrsistcntly frisking relatives alld searching lockers for forbidden food. ‘I’hc number of times the italic print reminded the nurse to refer to the doctor and dictician irritated me. ‘l’he illustrations were unhelpful and conf&ing and in many cases unrelated to the text. ‘I’hcrc arc man!stimulating aspects of clinical
‘l’hc authors state clearly that this book is intended both to enable practising nurses to read research reports more effectively and to introduce those considering undertaking research work to the research process. The authors with experience in nursing and nurse education (Darling), and in education and research related to health care (Rogers), seem well qualified to do this. It is short and easy to read; is well set out and indexed, so information is easily obtainable. Its brevity means that discussion in any depth is not possible, but the annotated bibliography is of value to the reader who wants to read further. As an introduction to research it is concise, understandable and comprehensive. The occasional use of summary points is most helpful. Tables and graphs arc used cffectivcly to support and enhance the text. However, the naive illustrations, included to add humour, barely achieve this aim, at the expense of distracting and annoying the rcadcr. ‘I’his book achieves what it sets out to do; it is a valuable reference for nurses starting to read research reports, contemplating doing research or carrymg out an rxtcnded study such as is required for some ENB post basic nursing courses. At Lg.95 the book may appear expensive but it is of value not only for the information presented but it’s excellent bibliography.
Occupational Therapy Approaches Ann Allart Wilcock Churchill Livingstone 1986 235 pp Illus L15.00 Written achieves
for occupational therapy its aim of integrating
to Stroke
students, different
this book techniques
~iito o,c~uparional lhcrapy practice. It is a bvcllr,c,tircxc.cd, cotnprrhcnsivc text on the causes. cff‘ects, ,I\SCYSITlc~llt. trcatmettt and care of patients with ~tt~okc in acute attd long-stay settings and at horn?. 1Iriy hook \\ould Ix extremely useful to nurses and 011tc.r 1)rotixionals to incrcasc their understattding (It Ilit. imllorlattcc 01 incorporatitq daily activities into tlIr~tap\. IIll~ artthor rrvic\\\ traditional and nc\\ appro‘I( tt(,\ 10 occupatiottal therapy fbr srrokc paticttts. Sotttc knowtcdgc of di&cttt approaches is assumcct. I >ilt thtw rwr rdb-cttcrs to specific texts for rcadrrs rll&ittq more ittf~~rmatiot~. ‘l’hr detailed informatiott (III .~ssvwtlcxt of paticttts scttsori-motor and psychoI( qic.al i’uttc,tions utrtbrtunately includes ottI) a bric.4 ttll~tttion of .\Dl, scales so often used by occupational ~l~c~rap~~ts. rZ r,ritical rcliew of the dcvelopmcnt and vtltx,ti\ ~‘ttcss of thcsc Fvoutd ltavr hertt valual,lc. I:uc~4t~~trt pltotqgraplts support the text on helping tltc, p:l’icnt to manage balance. mobility and daily Ii\,iltq ,tctivitics. .I‘hc photographs show VI‘ students t ~,l(~-l)l,r\,ing rhr paticttr and therapist. ‘l‘hc ‘patient’ ikt’,irb .I lumpsutt tn twv colours. the ‘hctniplegic‘ ,irit, d.trk and thr ‘tmaffccted’ side light, w makiq III~(‘~IIIc,t,ttiott of the photographs cas) I rhall rcc‘om!/ ~c,nd I his I)ook to ttursr students.
Medical Care of the Elderly 2nd Edition 11 R P Hall. LVJ MacIxnnatt & hI D \1: I,yc Jolln l\:ilc\ & Son5
.\\\ ,YR.I I).\- \f..\f ‘l‘his 15 a short. con&c handbook written for anyone \\orking in the cat-c of elderly people. Thr authors 1 i(7v c>ld pcopl( as succrasful survivors who have a cc~rrtittuirrq role to play in society if allowed to do 50, ,~ttti \vtto should Ix able to take the ncsccssary risks ot’ normal living open to all of us. Also refresliing to \(I(’ ik rccoqniticln of the so oficn inaccurate ‘diagtt~& ot’ ‘tar~ ~uf tltr‘ lx~~k. Summary descriptions arc yi\.cri 01‘ the, patient and her/his problems. clinical I~xamirtaticbrl findings. and the mattagrmcnt required Ii-c~rtt diftivtrt mc~m~,crs of the health cart tram. ‘I‘hc .111111rll-~idc:ttil\ tlr(. role 8~1‘the doctor and spc,ciiic
I) \.I l’f.l;
(:I 114 .\f’//j
nutrition in which develop knowledge to do this.
Themes
nurses do need and expertise.
in Nursing:
Research
cncouragemcnt but this book
to fails
for Practising
Nurses Vera H Darling & Jill Rogers Macmillan 1986 78 pp Illus kg.95 Clinical Nutrition and Dietetics for Nurses 4 W Goode, J P Howard & S Woods Hodder & Stoughton 1985 214 pp Illus L5.95 ‘rherc were only two chapters in this book which I found interesting and enjoyable. These were on ‘Oral or Entcral Feeding’ and ‘Parenteral or Intravenous Feeding’. They both took a practical and could easily stimulate and helpful attitude, nurses to delve deeper. The other chapters used a framework whereby each diet discussed used the same format; the aim of the diet was followed by ‘Relevant Drugs’, and a section called ‘Important Points’, next an outline of ‘General Modifications’ which could bc made to the finally ‘General Observations’. ‘I’his usual menu, format sounded hopeful, but in practice it just did not work. It resulted in cstremely superficial accounts and tedious repetition. I am unsure how nurses or teachers could use this book. If they attempt to read it from cover to cover aiming to increase their knowledge of clinical nutrition, it is too repetitious. Yet. if they were to consult one aspect of it, say, for rxample, a patient requiring a low purine diet, the account would be far too superficial and they would need to look elsewhere to gain the knowledge and background to make responsible nursing decisions. Generally, the approach taken was prescriptive with minimal rationale or backup. It was neither analytical nor discursive and no reference was made to research either from nursing or clsewhcre. ‘I’he earlier chapters create an image of the nurse as a constantly vigilant and watchful checker, pcrsistcntly frisking relatives alld searching lockers for forbidden food. ‘I’hc number of times the italic print reminded the nurse to refer to the doctor and dictician irritated me. ‘l’he illustrations were unhelpful and conf&ing and in many cases unrelated to the text. ‘I’hcrc arc man!stimulating aspects of clinical
‘l’hc authors state clearly that this book is intended both to enable practising nurses to read research reports more effectively and to introduce those considering undertaking research work to the research process. The authors with experience in nursing and nurse education (Darling), and in education and research related to health care (Rogers), seem well qualified to do this. It is short and easy to read; is well set out and indexed, so information is easily obtainable. Its brevity means that discussion in any depth is not possible, but the annotated bibliography is of value to the reader who wants to read further. As an introduction to research it is concise, understandable and comprehensive. The occasional use of summary points is most helpful. Tables and graphs arc used cffectivcly to support and enhance the text. However, the naive illustrations, included to add humour, barely achieve this aim, at the expense of distracting and annoying the rcadcr. ‘I’his book achieves what it sets out to do; it is a valuable reference for nurses starting to read research reports, contemplating doing research or carrymg out an rxtcnded study such as is required for some ENB post basic nursing courses. At Lg.95 the book may appear expensive but it is of value not only for the information presented but it’s excellent bibliography.
Occupational Therapy Approaches Ann Allart Wilcock Churchill Livingstone 1986 235 pp Illus L15.00 Written achieves
for occupational therapy its aim of integrating
to Stroke
students, different
this book techniques
~iito o,c~uparional lhcrapy practice. It is a bvcllr,c,tircxc.cd, cotnprrhcnsivc text on the causes. cff‘ects, ,I\SCYSITlc~llt. trcatmettt and care of patients with ~tt~okc in acute attd long-stay settings and at horn?. 1Iriy hook \\ould Ix extremely useful to nurses and 011tc.r 1)rotixionals to incrcasc their understattding (It Ilit. imllorlattcc 01 incorporatitq daily activities into tlIr~tap\. IIll~ artthor rrvic\\\ traditional and nc\\ appro‘I( tt(,\ 10 occupatiottal therapy fbr srrokc paticttts. Sotttc knowtcdgc of di&cttt approaches is assumcct. I >ilt thtw rwr rdb-cttcrs to specific texts for rcadrrs rll&ittq more ittf~~rmatiot~. ‘l’hr detailed informatiott (III .~ssvwtlcxt of paticttts scttsori-motor and psychoI( qic.al i’uttc,tions utrtbrtunately includes ottI) a bric.4 ttll~tttion of .\Dl, scales so often used by occupational ~l~c~rap~~ts. rZ r,ritical rcliew of the dcvelopmcnt and vtltx,ti\ ~‘ttcss of thcsc Fvoutd ltavr hertt valual,lc. I:uc~4t~~trt pltotqgraplts support the text on helping tltc, p:l’icnt to manage balance. mobility and daily Ii\,iltq ,tctivitics. .I‘hc photographs show VI‘ students t ~,l(~-l)l,r\,ing rhr paticttr and therapist. ‘l‘hc ‘patient’ ikt’,irb .I lumpsutt tn twv colours. the ‘hctniplegic‘ ,irit, d.trk and thr ‘tmaffccted’ side light, w makiq III~(‘~IIIc,t,ttiott of the photographs cas) I rhall rcc‘om!/ ~c,nd I his I)ook to ttursr students.
Medical Care of the Elderly 2nd Edition 11 R P Hall. LVJ MacIxnnatt & hI D \1: I,yc Jolln l\:ilc\ & Son5
.\\\ ,YR.I I).\- \f..\f ‘l‘his 15 a short. con&c handbook written for anyone \\orking in the cat-c of elderly people. Thr authors 1 i(7v c>ld pcopl( as succrasful survivors who have a cc~rrtittuirrq role to play in society if allowed to do 50, ,~ttti \vtto should Ix able to take the ncsccssary risks ot’ normal living open to all of us. Also refresliing to \(I(’ ik rccoqniticln of the so oficn inaccurate ‘diagtt~& ot’ ‘
I) \.I l’f.l;
(:I 114 .\f’//j