JULY 2001, VOL 74, NO 1

limitations, one of which is that data were based on parents’ per- ceptions and may not have reflect- ed the actual experience of the child. Another limitation is that patterns of care were studied from one institution only. A last limita- tion is selection bias because physicians either denied or permit- ted researchers to contact parents. The study as a whole suggests that greater attention to symptom con- trol and the overall well-being of children and better communication between parents and caregivers might ease the suffering of chil- dren dying of cancer.

MARY LYNNE WEEMERING RN, MSN, CNOR

NURSINQ RESEARCH COMMIITEE

HOOK REVIEWS

LIVING WITH HEPATITIS C: A SURVIVORS GUIDE By Gregory T. Everson, Hedy Wein berg 1998,204 p p $14.95 paperback

T h i s book is interesting and easy to read. It would be use- ful to patients diagnosed with

Hepatitis C, their family mem- bers, and their friends. This book also would be an asset to a med- ical clinic or patient library. Nurses may find this publication valuable as a patient teaching aid.

The book shares the patient’s point of view regarding concerns, questions, and aspirations in a realistic manner. Nurses will find the book can increase their under- standing of the patient and the dilemma he or she faces living with Hepatitis C.

The goals and objectives for each chapter and the entire book are defined and met; however, some chapters are repetitious. The

diagrams used in chapter two are difficult to view and not visibly clear. Identification of structures would be helpful (eg, identifica- tion of the liver and spleen on the computed tomography scan). The charts for laboratory values pres- ent an excellent pictorial that the patient should be able to under- stand.

The authors present causes, signs, and symptoms of Hepatitis C, as well as investigation and treatment. The patient is not given any false hope. A realistic approach to the disease, treatment, care, outcome, and future is pre- sented.

The personal comments from patients diagnosed with Hepatitis C are effective in conveying what a patient may experience and his or her frustrations and general feelings. Good coping strategies are outlined. The use of reference materials, resources, and the bibli- ography indicates that the authors used many resources and researched this topic thoroughly. This information also allows read- ers to further investigate the topic and helps them locate additional information.

Chapter seven, “Taking care of yourself financially, an overview,” discusses the American health care system only. That makes this book somewhat limited to the American population, and I, as a Canadian, believe that the gener- al content benefits a wider population.

This book is available from Hatherleigh Press, 11 14 First Ave, Suite 500, New York, NY 10021- 8325; http://www.hatherleigh.com.

SHEILA CAMPBELL RN, CCRN

STAFF NURSE CROSS COUNTRY STAFFlNQ

FUSZARDS INNOVATIVE TEACHING STRATEGIES IN NURSING, third ed By Arlene J . Lowenstein, Martha J . Bradshaw 2001,378 pp $49 hardback

urse educators constantly are seeking creative, innovative N strategies for teaching in the

classroom or clinical setting. This book offers ideas to help nurses become more innovative.

The first and second editions of the book provide an overview of today’s standard teaching tech- niques, such as self-directed leam- ing, critical thinking, lecture, debate, preceptors, mentors, and role-playing. The third edition dis- cusses newer topics, including reflective practice, expressive techniques, and teaching sensitive subjects.

The book begins with a review of teaching theory that may dis- tance the novice educator initially, but the first short chapter sets the basis for the text. Despite multiple authors, this book has surprisingly smooth chapter transitions because of the standardized format of each chapter. Each begins with the defi- nition, purpose, and theoretical rationale of the techniques described. Also included are the conditions of use, type of learner (ie, target audience), resources, and method use. The authors con- clude with potential problems and give actual examples of imple- mentation. Chapters average 10 to 20 pages, offering the reader mul- tiple opportunities for reflection.

Experienced educators should pay special attention to two chap- ters-“Humor in the classroom: Facilitating the learning process” and “Expressive techniques: Movement as embodied knowing.”

97 AORN JOURNAL