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Using Conceptual Nursing in Practice Mary Fraser Harper & Row 1990 27Opp ISBN:S--06-318439-7 Price not given

Mary Fraser utilises literature which is readily avail- able in the UK with the aim of assisting practising nurses in developing understanding of the conceptual basis for nursing practice. She sought out research studies which aimed at the systematic testing each model in practice. Thus the intended audience is not the beginner in nursing, but experienced nurses seeking to expand their knowledge.

The five best understood and most commonly encountered models of nursing in Britain are the book’s focus. The models selected are: Roper, Logan and ‘fierney’s activities of living; Roy’s adaptation model; Orem’s self care model: Johnson’s behavioural systems model and Roger’s model of unitary man.

Following a short introduction, the author devotes a chapter to each of the identified models. Each begins with a brief description and explanation of the nursing model and then proceeds to a discussion of a number of studies relating to that model. Each chapter finished with overall concluding statements relating both to the nature of the investigations and to the extent that each model is utilised. For example, although Roper et al is the most widely used model in Britain, it is the least well researched. On the other hand, Rogers is the most extensively researched model, but probably the least accessible.

An impressive amount of information has been brought together in a well presented, excellently referenced, reasonably priced book. It would prove a valuable tool to all practising nurses, especially those who may well be dissatisified with the model they are currently using. It is a book that would prove to be a valuable addition to any nursing library and as an educationalist I have found it to be a valuable resource.

DIANNEYARWOOD RGN RCNT RNT DipNurs(Lond) BSc

Research Awareness Module 10 Elisabeth Clark DLC 1991 67pp illus ISBN: O-848250-49-6 Price not given

This book is Module 10 of a 12-module Research Awareness Course intended for distance learning. It follows a similar format to previously published modules and includes commentary or presentation of information, reader activities and offprints of some relevant articles.

The evaluation of various aspects of a research report is discussed in separate sections, with examples to illustrate, and an overall checklist of key questions for critically evaluating research is included in an appendix. I think that it is very difficult to write about evaluating research reports successfully because a

knowledge of all stages of the research process is needed in order to do such an evaluation. This module includes some material which is not strictly part of evaluation. but which is uresumabfv included here for , completeness because it has not been covered in other modules. Thus there are two sections on reading techniques, including scanning and active reading. An overview of statistics and data presentation is also given.

Whilst overall the presentation is clear I doubt whether beginners would be able to understand the statistical sections without assistance. It might also have been useful to include an example of a complete research critique.

CHRISTINEWEBB BA MSc PhD SRN RSCN RNT

The Profile Pack Nursing Times Open Learning Programme MacMillan Magazines 1991 Loose Leaves 512.95 HB

This is a publication linked to the Nursing Times Open Learning Programme, but is designed to be useful to nurses of all grades and at all stages of their careers.

The short introduction briefly explains the under- pinning philosophy - (as professional people nurses need to develop the skills of reflecting on and learning from our experience) and the purpose of it (a mechan- ism for and record of the process). Divided into four sections - review, diary, private record and pro- fessional record - with the last two constituting the profile.

The review section is the largest and is designed to help the reader reflect on what has made her the person and the nurse she is, and focus on how she wishes to develop in the future. It is a process which could take days or weeks, and is guided by a series of activities, e.g. a personal life-line and a skills self- assessment. The results are recorded and filed in the private record. I found this section particularly valu- able. Following this review the reader sets and records goals and action plans. These are kept in the professio- nal record section. The diary and private record are much shorter sections and comprise short introduc- tions and guidelines for their use, while the professio- nal record section contains pro-formas for recording all the appropriate details.

This pack could be very useful to those nurses working on any open learning programme, and anyone interested in learning from a systematic approach to reflection, self-review and goal-setting. Such an approach is fundamental to many of our basic and post-basic courses and to a commitment to Iife- long learning. This profile pack could be one of the tools to help us on this path.

SUSANSIMMONS BSc MSc RGN RMN Cert Ed.