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Transfer of Australian nursing education from hospitals to tertiary institutions
NunrEdwarirmTcdq(l991) 11,401-404 @ Longman Group UK Ltd 1991
of Au&r&an nursing education from hospitals to tertiary institutions
Transfer
Gillian Dooley S. Australian College of Ad. Education 1955-1990 58pp illus ISBN: 086803-033-3
$30
This is a book which would be of particular use and interest to anyone embarking on a study tour in Australia or to those about to work in that country. It is not, however, a book to casually browse through although each abstract is quite readable and comprehensive. The introduction contains valuable information on the way in which the book is set out. However, it does need to be more prominently positioned to ensure that the valuabIe information it contains is not missed. The contents page really needed more page numbers since only the beginning of each part was listed. Once it was realised that the index listed paragraph and not page numbers, the use of the book was much easier. This is a text book that would prove invaluable to anyone embarking upon a comparative study of nurse education in the UK and Australia especially since papers from UK sources are included. As a starting point for further research and as an example of a well produced annotated bibliography, this book should be a useful addition to any College of Nursing library. DIANNE YARWOOD
RGN DipN(Lond) RNT RCNT BSc Critical care nursing Joan T. Dolan F. A. Davis 1990 1531~~ illus ISBN: O-8036-2691-6
f32.32
This large American Textbook has been designed to meet the educational needs of nurses with an interest in the specialty of critical care nursing. It is divided into twelve sections. The first gives an overview of critical care nursing. Eight other sections are divided into the following systems-nervous, endocrine, renal, respiratory, cardiovascular, gastrointestinal, immune and hematologic. Two sections deal with oncology in the critical care nursing and the ethical theories and legal concerns which affect the practice of nursing in critical care settings. Each section is divided into chapters which have very useful learning objectives set out on the first page. The first chapter reviews in detail the relevant ana-
tomy and physiology, the second focuses on a nursing assessment of the system. The framework used is that of Gordon’s functional health patterns which includes a clinical history and physical examination. This framework appears much more medically oriented than those used in Britain. The other chapters describe the nursing management of patients with specific disorders of the system involved. Each chapter finishes with a comprehensive Bibliography. Although this textbook uses a medical model and mentions many examinations and procedures which American nurses carry out and which are not relevant to British nursing, it is well set out and worth having for reference in nursing libraries. JANICE MCCALL
RGN RCT Learning human skills 2nd Ed
Philip Burnard Butterworth/Heinemann 1990 24lpp illus ISBN: 0-433-00432-O
f12.95
The theme of this book is concerned with the ‘truism’ that, ‘. . . if we can get to know ourselves better we are likely to be of greater help to others.’ (P.IX). The book has two parts to it with the first part attempting to discuss the highly complex notions of ‘self, ‘self-awareness’, and ‘experiential learning’ in 74 pages. Within a few pages there is mention of the theoretical-philosophical ideas of Sartre, Buber, Laing, Kelly, Rogers, Maslow, Jung, and Descartes with the inevitable result that most are treated very superficially. The second part of the book is the ‘practical’ section. Following an initial scene-setting chapter on using experiential learning activities, the rest of this part of the text provides exercises (many of which are familiar) related to the topics of counselling, groups, and self-awareness. Undoubtedly, copies of this new edition should be bought for the library as it serves as a resource for teachers and as an introduction to ‘learning from experience’ for students on first-level courses. I feel, however, that many of the experientiallyorientated authors referred to by Burnard (Egan; Bond and Kilty; Heron; Alexander etc.) are worthy of reading in their own right, particularly for those undergoing more advanced courses. PETERAMORRALL
MSs PGCE RGN RMN RNMH 401
of Au&r&an nursing education from hospitals to tertiary institutions
Transfer
Gillian Dooley S. Australian College of Ad. Education 1955-1990 58pp illus ISBN: 086803-033-3
$30
This is a book which would be of particular use and interest to anyone embarking on a study tour in Australia or to those about to work in that country. It is not, however, a book to casually browse through although each abstract is quite readable and comprehensive. The introduction contains valuable information on the way in which the book is set out. However, it does need to be more prominently positioned to ensure that the valuabIe information it contains is not missed. The contents page really needed more page numbers since only the beginning of each part was listed. Once it was realised that the index listed paragraph and not page numbers, the use of the book was much easier. This is a text book that would prove invaluable to anyone embarking upon a comparative study of nurse education in the UK and Australia especially since papers from UK sources are included. As a starting point for further research and as an example of a well produced annotated bibliography, this book should be a useful addition to any College of Nursing library. DIANNE YARWOOD
RGN DipN(Lond) RNT RCNT BSc Critical care nursing Joan T. Dolan F. A. Davis 1990 1531~~ illus ISBN: O-8036-2691-6
f32.32
This large American Textbook has been designed to meet the educational needs of nurses with an interest in the specialty of critical care nursing. It is divided into twelve sections. The first gives an overview of critical care nursing. Eight other sections are divided into the following systems-nervous, endocrine, renal, respiratory, cardiovascular, gastrointestinal, immune and hematologic. Two sections deal with oncology in the critical care nursing and the ethical theories and legal concerns which affect the practice of nursing in critical care settings. Each section is divided into chapters which have very useful learning objectives set out on the first page. The first chapter reviews in detail the relevant ana-
tomy and physiology, the second focuses on a nursing assessment of the system. The framework used is that of Gordon’s functional health patterns which includes a clinical history and physical examination. This framework appears much more medically oriented than those used in Britain. The other chapters describe the nursing management of patients with specific disorders of the system involved. Each chapter finishes with a comprehensive Bibliography. Although this textbook uses a medical model and mentions many examinations and procedures which American nurses carry out and which are not relevant to British nursing, it is well set out and worth having for reference in nursing libraries. JANICE MCCALL
RGN RCT Learning human skills 2nd Ed
Philip Burnard Butterworth/Heinemann 1990 24lpp illus ISBN: 0-433-00432-O
f12.95
The theme of this book is concerned with the ‘truism’ that, ‘. . . if we can get to know ourselves better we are likely to be of greater help to others.’ (P.IX). The book has two parts to it with the first part attempting to discuss the highly complex notions of ‘self, ‘self-awareness’, and ‘experiential learning’ in 74 pages. Within a few pages there is mention of the theoretical-philosophical ideas of Sartre, Buber, Laing, Kelly, Rogers, Maslow, Jung, and Descartes with the inevitable result that most are treated very superficially. The second part of the book is the ‘practical’ section. Following an initial scene-setting chapter on using experiential learning activities, the rest of this part of the text provides exercises (many of which are familiar) related to the topics of counselling, groups, and self-awareness. Undoubtedly, copies of this new edition should be bought for the library as it serves as a resource for teachers and as an introduction to ‘learning from experience’ for students on first-level courses. I feel, however, that many of the experientiallyorientated authors referred to by Burnard (Egan; Bond and Kilty; Heron; Alexander etc.) are worthy of reading in their own right, particularly for those undergoing more advanced courses. PETERAMORRALL
MSs PGCE RGN RMN RNMH 401