jectives. One chapter illustrates how be- havioral objectives can be developed and measured for clinical as well as class experi- ences.

Although the text is deceptively simplistic in its approach, the methodology is set out in a precise manner with good examples. There are also appropriate references at the end of each chapter for further development of each concept.

The second edition differs slightly but signif- icantly from the first. Chapter 2 includes an update of the present status of nursing theory development. In Chapter 4, Reilly presents Krathwohl’s principle of internalization as a basis for developing behavioral objectives in the affective domain. Content reflecting spe- cial considerations when developing multiple response items for testing has been included in Chapter 8, and Chapter 10 adds concepts of clinical practice evaluation related to the use of behavioral objectives. Two new chapters are also presented. Chapter 6 is directed to writing behavioral objectives for continuing education programs. Due to their target population and the restriction of time and scope, these pro- grams require special consideration. Chapter 9 focuses on introducing the process of test construction and provides numerous exam- ples for clarity. The second edition also has a new title, which more accurately reflects its contents. The choice of print and different paper selection make this edition easier to read.

The author challenges nurse educators to make evaluations “fair” by using clear be- havioral objectives that communicate the ex- pected behavior signifying the learner’s achievement. The text provides an excellent resource for meeting this challenge.

Judy Etzel, RN Houston

Self-directed Learning in Nursing. Signe S Cooper, ed. Nursing Resources, 12 Lakeside Park, Wakefield, Mass 01 880, 1980, 160 pp.

Self-directed learning is one of many ways for nurses to meet mandatory continuing educa- tion requirements and improve the quality of care provided to patients.

The book came about as a result of the participation by three of the authors in the 1978

American Nurses’ Association Convention. The material in one of the chapters is based on papers presented at the convention. The book is designed for both learners and instructors and will serve as a good reference book for the do-it-yourself nurse.

Part I, Overview of Self-Directed Learning, covers what self-directed learning is, the steps of self-development, characteristics of self- directed learners, and resources for them.

Self-directed learning programs you design yourself are covered in part II. Topics include facilitating self-directed learning and an ex- perience in designing a learning project.

The final part is about self-directed learning programs designed by others. It covers sub- jects such as developing audiocassette courses, mobilizing nursing department re- sources for education programming, and de- signing materials for self-directed learning.

The serious nurse learner will appreciate the chapter summaries, samples, examples, and reference lists. There are also appendices covering resources for designing your own self-directed learning project and a list of re- gional medical libraries of the National Library of Medicine.

Sister Kane, RN, RHSJ, MEd Cornwall, Ontario

Nurse consultants elect new officers The Nurse Consultants Association (NCA) held its second annual meeting on Saturday, March 7. NCA is a professional organization of registered nurses working as consultants in the health care product manufacturing and service industries.

In addition to business and educational programs, the members elected new officers. They are president, Mary Jane Koch, Hollister; vice-president, Susan Lee, private nurse consultant; treasurer, Joan Vogler, American Convertors; secretary, Arlene Somodi, G D Searle; and directors, Nancy Coyne, Davol, Inc and Mary Froelich, American Cystoscope Makers.

For information, write Ann Robinson, 1507 Parkridge, ,Arlington, Tex 76012.

AORN Journal, June 1981, Vol33, No 7 1353