Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the UK Copyright Designs and Patents Act, 1988, this publication may not be reproduced, stored, or transmitted, in any form or by any means, without the prior permission in writing of the publishers, or in the case of reprographic reproduction only in accordance with the terms of the licences issued by the Copyright Licensing Agency in the UK, or in accordance with the terms of licences issued by the appropriate Reproduction Rights Organization outside the UK. Enquiries concerning reproduction outside the terms stated here should be sent to the publishers at the London address printed on this page.The publisher makes no representation, express or implied, with regard to the accuracy of the information contained in this book and cannot accept any legal responsibility or liability for any errors or omissions that may be made. A catalogue record for this book is available from the British Library Library of Congress Cataloging-in-Publication data White, Ruth, 1926-Clinical teaching in nursing 1 Ruth White and Christine Ewan.-1st ed. p. cm. Companion v. to: Teaching nursing 1 Christine Ewan and Ruth White. c1984. Includes bibliographical references and index. 1. Nursing-Study and teaching. I. Ewan, Christine E.
The work patterns of interns were observed, recorded and analysed into categories descriptive of service and training functions. As would be expected, the service component predominated, while only 7-13% of interns' time could be identified as educative. Interns make little use of formal postgraduate educational sessions and visit the library rarely. They acquire the necessary clinical skills and attitudes to fit them for future practice largely by osmosis and from discussions with residents and registrars. Consultants play only a small role in their education . Non-formal education, which is acquired as part of the service function, has the most potential for effective training. Its unsystematic character, however, may present a problem for both interns and their supervisors since neither may have a comprehensive view of what requires to be learned or what progress is being made. There is a need for interns and their supervisors to identify the learning objectives and experiences which they should attain during each term.
Re|:)etition Strain Injury (RSI), a non-specific and controversial constellation of work-related hand, arm and neck symptoms, became endemic in Australian industry in the early 1980s. Fifty two women who worked in a telecommunications organisation and chicken processing factory and had been diagnosed as having Repetition Strain Injury were interviewed about their perceptions and experiences of the illness. Their accounts ofthe effects of the pain and limitation on their work, home lives and identity reveal pervasive and ramifying consequences, including unemployment, a reduced capacity to do housework, disruption to family relationships and plans for the future, financial hardship, emotional and mental distress, loss of sleep, and an erosion of self-esteem and involvement in leisure activities. Dominant themes in the interviews are the ambiguity of the illness and uncertainty about the prognosis, the disbelief of others which marginalises sufferers and contributes to a sense of loss of 'self and integrity, and the emotive political climate in which the women are forced to renegotiate roles and adapt to the limitations which RSI places on their lives.
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