- Email: [email protected]
Teaching in nursing practice: a professional model
The beauty and utility of this book is not so much in the data collected, as one must keep in mind that data were collected over 10 years ago with no previously set precedents to follow, but in the methodology followed and the recognition of its limitations. Other strengths of the book are its clarity of writing style and tables. Several limitations of cancer information services such as Can-Dial are suggested by study findings. As one might expect, males, widowed, elderly and less educated persons were among the lower users of the system. One can hypothesize that methods of promotion (print and public service advertisements) were not successful motivators for this audience and/or these audiences are not comfortable with dial-access information. In addition, Can-Dial was promoted as a public service and, as a result, it was not necessary for callers to provide information in order to use the service. The sample of callers was based on those for whom there was adequate data, i.e. telephone numbers. Since not all individuals provided this information, the sample baaed was biased. Despite limitations, data were collected on 1024 callers and 2034 noncaller controls. Information collected provided an indication of the time people used the system, characteristics of users, reasons for use and reported behavior as a result of information provided. Those who would find this easy-to-read book useful include staff operating and managing telephone information services and educators and counselors whose clients have access to telephone sources of information. The one major drawback to the book is its price - $37.95. Barbara D. Blumberg, Sc.M. Patient Education Manager Fox Chase Cancer Center Philadelphia, PA, U.S.A.
Nancy I. Whitman, Barbara A. Graham, J. Carol Gleit andMarlynDuncanBody. Teaching in Nursing Practice: A Professional Model, Norwalk, CT: AppletonCentury-Crofts, 1986. Paperback, 293 pages. The overall purpose of this text is to prepare nurses as health teachers. The text is organized into four fairly comprehensive units, which include ‘Health Education and Professional Practice’, ‘Teaching and Learning Vari‘Learner Readiness: Factors Affecting the ables: A Holistic Perspective’, Client as a Learner’, and, ‘Strategies for Health Education’. Although many of the 16 chapters are very good as far as content, documentation, usefulness, and up-todate, this reviewer found at least four chapters to be especially beneficial to anyone who has patient contact, and therefore patient teaching responsibilities. Chapter 2, ‘Policies, Guidelines, and Legal Mandates for Health Teaching’ provides the reader with a
224
clear understanding of factors that affect the need to teach as reflected in national trends, federal legislation, and accrediting agency mandates. Chapter 4 ‘Theories of Learning’ provides a clear synopsis of theories from three perspectives: Behaviorist; Cognitive; and, Humanist. In this chapter, as well as several others in the text, it is stressed that patient teaching is a partnership with the clients, in which mutual decision-making must occur for teaching-learning to be effective. ‘Strategies for Teaching Health Values’, the topic of Chapter 13, describes the Affective Domain of the intellect - an often ignored aspect of patient teaching programs. Constructive means for assisting individuals to change health-related behaviors are offered and illustrated. Chapter 14, ‘Teaching Populations with Special Needs’, gives clear advice on working with clients who are educationally disadvantaged, from different cultures, and those who are mentally retarded, aphasic, blind and deaf. In addition to those already stated above, the text has several strengths. It contains many tables to illustrate what is being described in the narrative. It is clear and easy to understand (one does not need an ‘interpreter’ to use the material); it describes ‘Contracting’ with the client for more effective outcomes; two illustrations are provided which give hand signals for common hospital situations (e.g. ‘thirsty’), and the manual alphabet is provided for the hearing impaired; and, it has immediate applicability at the bedside or wherever teaching-learning takes place. This review found only three limitations: multidisciplinary collaboration, discharge planning, and referral of unmet learning needs upon hospital discharge could not be found within the text by this reviewer. These three elements are most essential, especially under the current time constraints and shortened lengths of stay. This would be an excellent resource for graduate and undergraduate students in nursing. It would also be a useful addition to the personal library of any health care professional who has patient care contact, and therefore patient teaching responsibilities.
Department
Donald A. Bille, Ph.D., R.N. School of Nursing Professor Graduate Faculty of Nursing Education, Administration and Health Policy School of hbrsing University of Maryland at Baltimore Baltimore, MD, U.S.A.
225
Nancy I. Whitman, Barbara A. Graham, J. Carol Gleit andMarlynDuncanBody. Teaching in Nursing Practice: A Professional Model, Norwalk, CT: AppletonCentury-Crofts, 1986. Paperback, 293 pages. The overall purpose of this text is to prepare nurses as health teachers. The text is organized into four fairly comprehensive units, which include ‘Health Education and Professional Practice’, ‘Teaching and Learning Vari‘Learner Readiness: Factors Affecting the ables: A Holistic Perspective’, Client as a Learner’, and, ‘Strategies for Health Education’. Although many of the 16 chapters are very good as far as content, documentation, usefulness, and up-todate, this reviewer found at least four chapters to be especially beneficial to anyone who has patient contact, and therefore patient teaching responsibilities. Chapter 2, ‘Policies, Guidelines, and Legal Mandates for Health Teaching’ provides the reader with a
224
clear understanding of factors that affect the need to teach as reflected in national trends, federal legislation, and accrediting agency mandates. Chapter 4 ‘Theories of Learning’ provides a clear synopsis of theories from three perspectives: Behaviorist; Cognitive; and, Humanist. In this chapter, as well as several others in the text, it is stressed that patient teaching is a partnership with the clients, in which mutual decision-making must occur for teaching-learning to be effective. ‘Strategies for Teaching Health Values’, the topic of Chapter 13, describes the Affective Domain of the intellect - an often ignored aspect of patient teaching programs. Constructive means for assisting individuals to change health-related behaviors are offered and illustrated. Chapter 14, ‘Teaching Populations with Special Needs’, gives clear advice on working with clients who are educationally disadvantaged, from different cultures, and those who are mentally retarded, aphasic, blind and deaf. In addition to those already stated above, the text has several strengths. It contains many tables to illustrate what is being described in the narrative. It is clear and easy to understand (one does not need an ‘interpreter’ to use the material); it describes ‘Contracting’ with the client for more effective outcomes; two illustrations are provided which give hand signals for common hospital situations (e.g. ‘thirsty’), and the manual alphabet is provided for the hearing impaired; and, it has immediate applicability at the bedside or wherever teaching-learning takes place. This review found only three limitations: multidisciplinary collaboration, discharge planning, and referral of unmet learning needs upon hospital discharge could not be found within the text by this reviewer. These three elements are most essential, especially under the current time constraints and shortened lengths of stay. This would be an excellent resource for graduate and undergraduate students in nursing. It would also be a useful addition to the personal library of any health care professional who has patient care contact, and therefore patient teaching responsibilities.
Department
Donald A. Bille, Ph.D., R.N. School of Nursing Professor Graduate Faculty of Nursing Education, Administration and Health Policy School of hbrsing University of Maryland at Baltimore Baltimore, MD, U.S.A.
225