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Operating theatre technique 5 Ed
NURSEEDUCATIONTODAY largely unsatisfying standard. Whilst staff support may be usefully summarised under half a dozen headings, counselling demands a fuller treatment, impossible within the bounds of one chapter. In summary this is a useful new text on a topic of continuing importance. Nevertheless, the reader is advised to dip in selectively, and to supplement her reading as necessary. BOBPRICE SRN BA MSc Cert Ed
operating theatre technique 5 Ed R J Brigden Churchill Livingstone 1989 968pp illus ISBN: 0-443-03364-l
I personally feel that the book gives good accounts of ‘traditional’ as well as other, ‘progressive’ forms of education. Chapters are devoted to teaching, learning, and assessing in an experiental context. The text is supported by excellent illustrations and, in some cases, original and ingenious diagrams and tables. It is also a rich source of up-to-date references and concludes with a good index. I enjoyed reading this book learning and re-learning much. My only criticism is the compact print on poor quality paper; I found myself developing eye-strain which normally does not happen to me! KEITHHURST RGN DipN RCNT CertEd
g65.00
Many textbooks have been written on different aspects of operating theatre technique. This excellent updated British textbook is very comprehensive and covers logically all the aspects from the design of operating departments, through management of them, equipment, anaesthesia and a series of chapters describing various operations. Throughout, the chapters are well illustrated with those describing various operations having many excellent diagrams to illustrate in detail specialised instruments and specific procedures. There is a list of references and suggested further reading at the end of each chapter. In addition the author refers readers to specific textbooks if he feels he has been unable to deal sufficiently with a subject in the limitations of one chapter e.g. nursing a patient recovering from anaesthesia. Some of the references are more than 20 years old but on investigation are still relevant. Many excellent new references have been added. At 265.00 I would not expect many individuals to buy their own copy of this book but would have no hesitation in recommending its purchase for libraries large and small. It is a very useful text for all Ievels of nursing staff, and theatre medical students technicians. JANICEM MCCALL RGN RCT
Teaching and assessing in nursing practice N Kenworthy & P Nicklin
Scutari 1989 168pp illus ISBN: 1-871364-15-g
1%
58.25
This compact, inexpensive but quality book, first published in 1988, was written primarily for participants in ENB Course 998 ‘Teaching and Assessing in Clinical Practice’ and similar courses, but clearly is a text for most nurse educators. It is a lucid and logical account of the theory and practice of a curriculum, based on an experiential approach to nurse education.
Faber’s pocket medical dictionary 4 Ed
E Forsythe & D Bromham Faber 1989 304pp ISBN: 0-571-15307-O
52.99
The layout of this pocket dictionary makes referencing a simple process for the user. Additional information contained within the appendices is valuable and relevant to many of the concerns that may confront individuals involved in health care matters, particularly the section relating to abbreviations. The print size is acceptable and, although there are no illustrations present, this does help to maintain the sole purpose of the text and would only distract. Pronunciations of the more difficult medical terms could have been assisted if individual words throughout the text had been broken down appropriately. Production costs have been kept to a minimum, nevertheless this does not mar the quality of this inexpensive text. MICHAELWALL RGN RNT DipN B Ed
Conceptual models of nursing 2 Ed
J Fawcett F A Davis 1989 392pp ISBN: o-8036-3410-2 A fundamental concept to this book is that nursing models and theories can be clearly distinguished, and serve different puposes. Thus, conceptual models are ‘the formal presentations of some nurses’ private image of nursing’ and their use ‘facilitates communication among nurses and provides a systematic approach to nursing practice, education, administration and research’. Models are far more abstract than theories which ‘address phenomena with much greater specificity than do conceptual models’. Models are abstract systems of concepts and propositions, which are then served and delineated by a series of specific concrete theories.
operating theatre technique 5 Ed R J Brigden Churchill Livingstone 1989 968pp illus ISBN: 0-443-03364-l
I personally feel that the book gives good accounts of ‘traditional’ as well as other, ‘progressive’ forms of education. Chapters are devoted to teaching, learning, and assessing in an experiental context. The text is supported by excellent illustrations and, in some cases, original and ingenious diagrams and tables. It is also a rich source of up-to-date references and concludes with a good index. I enjoyed reading this book learning and re-learning much. My only criticism is the compact print on poor quality paper; I found myself developing eye-strain which normally does not happen to me! KEITHHURST RGN DipN RCNT CertEd
g65.00
Many textbooks have been written on different aspects of operating theatre technique. This excellent updated British textbook is very comprehensive and covers logically all the aspects from the design of operating departments, through management of them, equipment, anaesthesia and a series of chapters describing various operations. Throughout, the chapters are well illustrated with those describing various operations having many excellent diagrams to illustrate in detail specialised instruments and specific procedures. There is a list of references and suggested further reading at the end of each chapter. In addition the author refers readers to specific textbooks if he feels he has been unable to deal sufficiently with a subject in the limitations of one chapter e.g. nursing a patient recovering from anaesthesia. Some of the references are more than 20 years old but on investigation are still relevant. Many excellent new references have been added. At 265.00 I would not expect many individuals to buy their own copy of this book but would have no hesitation in recommending its purchase for libraries large and small. It is a very useful text for all Ievels of nursing staff, and theatre medical students technicians. JANICEM MCCALL RGN RCT
Teaching and assessing in nursing practice N Kenworthy & P Nicklin
Scutari 1989 168pp illus ISBN: 1-871364-15-g
1%
58.25
This compact, inexpensive but quality book, first published in 1988, was written primarily for participants in ENB Course 998 ‘Teaching and Assessing in Clinical Practice’ and similar courses, but clearly is a text for most nurse educators. It is a lucid and logical account of the theory and practice of a curriculum, based on an experiential approach to nurse education.
Faber’s pocket medical dictionary 4 Ed
E Forsythe & D Bromham Faber 1989 304pp ISBN: 0-571-15307-O
52.99
The layout of this pocket dictionary makes referencing a simple process for the user. Additional information contained within the appendices is valuable and relevant to many of the concerns that may confront individuals involved in health care matters, particularly the section relating to abbreviations. The print size is acceptable and, although there are no illustrations present, this does help to maintain the sole purpose of the text and would only distract. Pronunciations of the more difficult medical terms could have been assisted if individual words throughout the text had been broken down appropriately. Production costs have been kept to a minimum, nevertheless this does not mar the quality of this inexpensive text. MICHAELWALL RGN RNT DipN B Ed
Conceptual models of nursing 2 Ed
J Fawcett F A Davis 1989 392pp ISBN: o-8036-3410-2 A fundamental concept to this book is that nursing models and theories can be clearly distinguished, and serve different puposes. Thus, conceptual models are ‘the formal presentations of some nurses’ private image of nursing’ and their use ‘facilitates communication among nurses and provides a systematic approach to nursing practice, education, administration and research’. Models are far more abstract than theories which ‘address phenomena with much greater specificity than do conceptual models’. Models are abstract systems of concepts and propositions, which are then served and delineated by a series of specific concrete theories.