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the Editors and indeed, this is evident in a well presented, well referenced and reasonably priced text.

The first part of the book provides an interesting overview of the present trends in nursing. It considers the issues of change, power and the debate concerning the professional status of nurses. Chapters which are directed towards the organisation and management of nursing work are clear and concise.

The second part of the book introduces topics frequently encountered in post-basic training and essential for a nurse’s professional development in today’s service. These include teaching and learning, an introduction to nursing research, quality assurance, assertiveness skills and staff support. Each chapter is informative and underpinned by well recognised and accepted principles. Sections are of such length that interest is maintained.

Throughout the book, appropriate illustrations add a welcome touch of humour. References are few in number but are familiar, relevant and would be easily obtainable. Some chapters contain exercises which could be useful, provoking ideas and further thought on the issues discussed. Finally, a comprehensive index completes this book which, in total, is an essential addition to any nursing library at the present time.

EDWINAMGERRY RGN RCNT RNT DipN BSc

Communication Skills Training for Health Professionals D A Dickson et al Chapman & Hall 1989 347pp ISBN: O-412-32710-4 216.95

In recent years many texts have emerged on com- munication skills and inter-personal relationships but few have tackled the aspect of guidance for trainers. This lively book with amusing anecdotes redresses the balance. It is well structured and divided into logical sections. These examine the underpinning conceptual framework, the range of skills involved, the process of preparation, training and sensitive feedback and how to set up a communication skills training programme.

Despite a theoretical sounding title it proves to be a very practical book. The scene is firmly placed in the practice setting by the use of realistic examples right from the beginning. Suggested exercises could be used within a comprehensive training programme or selected ones could be used individually. They are mainly applicable to the face-to-face interaction of small groups.

Skilful inter-personal communication is at the root of effective health care, it has previously been ignored and misunderstood but can now be seen receiving the attention it deserves.

It is an easy to handle book with excellent refer- encing and index and a reasonably priced asset to any teacher of health care professionals.

ROSEMARYDSMITH SRN SCM MTD

Readings in Sociology S Cunningham-Burley & N P McKeganey Routledge 1989 261pp illus ISBN: o-415-00833-6 f10.95

Whilst psychology has been served fairly well in the medical and nursing field, sociology has been less so. Collections of medical sociology research reports are rather thin on the ground. This new volume makes an important and interesting contribution to the literature.

The authors have brought together a range of research papers thus making available original work and topical findings in a well presented and accessible form. A variety of issues are approached, from the relationships between health professionals and clients to meanings of health and illness in the family and from AIDS related behaviours to health care man- agement.

I will find this a useful source of information for teaching purposes. It will be of great value to anyone undertaking courses in sociology related to health care who needs up to date research findings and is a useful means of appreciating a range of research methods in modern sociology. The book is attractively produced and reasonably priced for the information it contains. Now all we need is for someone to produce a book of readings in nursing sociology.

PHILIPBURNARD MSc RMN RGN DipN CertEd RNT

Community Psychiatric Nursing: Myth and Reality L C Pollock Scutari 1989 243pp illus ISBN: 1-871364-18-3 213.75

This is a published version of Linda Pollock’s import- ant PhD thesis on community nursing. Using a variety of research methods, the author compared the litera- ture on community psychiatric nursing with the ‘rea- lity’. To explore the reality, she used a range of research methods ranging from repertory grid tech- niques to questionnaires. She analysed her data with another range of methods including computer-driven statistical packages and content analysis. The result is an intensive and fairly exhaustive analysis of what it is that CPN’s think they do and how their patients perceive them. Amongst her various conclusions is one that suggests that CPN’s are not offering individu- alised care but are continuously having to juggle resources.

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This is an unvarnished, ‘warts and all’ report and one that offers valuable insights into the problems of planning and executing research. The result is an heroic effort but one that does not make for easy reading. I suspect that this is because the report is a relatively unmodified PhD thesis. I feel that some judicious editing would have produced a much more readable and, possibly, a much more practical text. In the end, I think there are important differences between a thesis presented for a degree and a book written for a wider readership. Also, this book has no index: an important omission.

Despite these reservations, this is an important work and one that will be useful to anyone studying com- munity psychiatric nursing or who wants to know how to conduct both qualitative and quantitative research.

PHILIPBURNARD Msc RMN RGN DipN Cert Ed RNT

Technologies and Professional Communications in

Education D Smith NCET 1988 168pp illus ISBN: 0-86184-184-O 28.95

This informative text addresses a number of key areas related to information technology within general education. The main chapters are set in a pleasing type style and are not over burdened with the jargon of the subject, which many novices to this area find bewilder- ing. There is a systematic approach throughout the text, with the last chapter addressing four case studies.

While the illustrations in the main are clear, my only criticism would be that the material, reduced from a word processing format is a little difficult to follow.

This book is particularly relevant to educationalists working with information technology in nursing, or those studying the subject as part of an educational qualification. I would recommend this book for the general stock within the nursing library.

MICHAELWALL RGN DipN RNT BEd(Hom)

Teaching Interpersonal Skills P Burnard Chapman 8c Hall 1989 19Opp illus ISBN: 0412-34590-O 210.95

This is a useful book that enables experiential learning to be carried out in the classroom without hours of painful preparation and has a lively stimulating text. The first chapter offers a fairly detailed analysis of the concept of experiential learning. The second gives some personal examples of the methods that can be used and the third chapter discusses examples of interpersonal skills for use in the health profession. The main part of the book gives details of how to organise, set up and run interpersonal skills training

workshops and groups with examples from practice. The practical approach adopted in this book helps to demystify an area that has been neglected because of the understanding that lengthy training was a pre- requisite of all teachers of interpersonal skills. Overall a most useful book with useful recommended further reading.

CJ HOUGH BA(H0n.s) RGN RHV RNT

Sharing Counselling Skills Scottish Health Education Group SHEG 1989 342pp ISBN: o-9063323-57-6 f23.50

This is the best resource for teachers I have seen in a long time. It is a step by step guide to running counselling skills courses of varying lengths for nurses, midwives and health visitors. It could easily be used by teachers of any disicpline in health care. It is presented in a user-friendly, durable ring-binder and has excellent design features. The style facilitates easy access to each section.

The guide is in 6 parts, each clearly identifiable from the thumb-index. The teacher is taken through each step of planning, implementing, evaluating and moni- toring effects of courses. Nothing is excluded.

Part 1 introduces the subject with background information and practicial tips for running courses. The guide evolved from courses originally mounted for nurses in Scotland by the Scottish Health Edu- cation Group (SHEG) and the theories, values and assumptions of the authors are clearly stated. Part 2 gives practical hints of the day to day running of various courses. Part 3 provides actual session plans with background notes including a ‘looking after ourselves’ section. Part 4 is the only section I have a problem with in practice. It is a comprehensive guide to the use of ‘games’ which in summary may be used to encourage constructive and positive group dynamics. The details and presentation of this section are as good as the rest of the guide. I have personally found that games irritate course participants and are seen as time-wasters, and I have gradually ceased to use any more than an occasional warm-up game for the less experienced groups.

Part 5 provides materials that, like the rest of the guide, the author suggests should be adapted rather than adopted for use. Permission is given in the text to photocopy any of them. Part 6 is a very useful guide to resources - written, audio-visual and people and organisations.

Overall, this is excellent value for money and a very well-planned and designed guide. While in practice I have found specific courses in these skills (e.g. counselling those with life-threatening illness) need