The Nursing Oral History Project - User contributions [en]

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2014-09-28T23:20:45Z

Martin:

Category:Military Uniforms

2014-09-28T23:19:56Z

Martin: Created page with "{{Topic |intro_text=When nurses volunteered during World War One, they had an integral role to play as officers in the military. However recognition as an officer was slow to..."

{{Topic
|intro_text=When nurses volunteered during World War One, they had an integral role to play as officers in the military. However recognition as an officer was slow to come. This article published in Nursing Praxis in New Zealand in 1997 examines the battle undertaken by New Zealand’s military nurses to gain recognition as officers. The fight to win this battle took from just prior to World War One to mid-way through World War Two – twenty seven years. Issues such as male domination of the military and the government, the generally accepted work of women in war and the lack of knowledge concerning nursing’s professionalism combined to create a situation whereby practical recognition of the nurses did not take place until visual alterations were made to uniforms in 1941.

Access the article here: [http://www.nursingpraxis.org/121-new-zealand-military-nurses-fight-for-recognition-world-war-one-world-war-two.html]

Reference: Clendon, J. (1997). New Zealnd Military Nurses’ Fight for Recognition: World War One – World War Two Nursing Praxis in New Zealand, 12(1), 24-28<br><br>

|topic_name=Military Uniforms
|show_article_links=1
|columns=3
|parent_category=Nursing Uniform
}}

MediaWiki:MenuSidebar

2014-09-28T23:18:19Z

Martin:

MediaWiki:MenuSidebar

2014-09-28T23:15:02Z

Martin:

An Online Archive of Nursing Oral Histories in NZ

2014-09-25T00:47:58Z

Martin:

{{Home_Banner_Slider}}


{{Left_Col_Start}}
<h2>Preserving the Past</h2>

<p>Nursing in New Zealand has a long and illustrious history. There are many fascinating stories and experiences that have been captured over the years through a variety of projects and research completed by academics, nurses and families. The aim of this website is to capture this rich history and create a resource that nurses, students, academics and family members can access in order to gain a better understanding of nursing history in New Zealand.</p>
<p>The website is funded by the Nursing Education and Research Foundation and includes the oral history project undertaken by Auckland University in 2012 and 2013. This project recorded the stories of nurses who trained during the 1950s and 1960s. You can listen to these oral histories on this website and see other associated photos and information. Earlier oral histories are stored with the Alexander Turnbull Oral History Centre in Wellington.</p>
<p>We welcome contributions to the site and hope this will become an online repository for all things associated with nursing history.</p>

----

<h4>What's New</h4>
<div class="wrapper">
{{Excerpt
|image = Home-excerpt-one.jpg
|title = Grace Benson
|text = Growing up on Great Barrier Island in the 40s gave Grace the desire to enter the nursing profession
|read_more = Grace_Annie_Hight_Benson
}}
{{Excerpt
|image = Home-excerpt-two.jpg
|title = Cornwall Hospital
|text = New records of Cornwall Hospital in 1956
|read_more = #
}}
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<div id="by-name" class="search-link-box" onclick="location.href='About_Us';"><h4>Search by Name</h4></div><div id="by-date" class="search-link-box" onclick="location.href='About_Us';"><h4>Search by Date</h4></div><div id="by-topic" class="search-link-box" onclick="location.href='/index.php/Category:The_Archives';"><h4>Search by Topic</h4></div>
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<h4>Can You Help?</h4>
Do you have a story to tell?

Do you know someone with information or photos about New Zealand’s nursing history?

<span class="purple-semibold">Find out more about contributing your memories here.</span>

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Form:Abstract V2

2014-09-24T01:14:47Z

Martin:

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Form:Abstract V2

2014-09-24T01:14:03Z

Martin: Created page with "<noinclude> This is the "Abstract V2" form. To create a page with this form, enter the page name below; if a page with that name already exists, you will be sent to a form to..."

<noinclude>
This is the "Abstract V2" form.
To create a page with this form, enter the page name below;
if a page with that name already exists, you will be sent to a form to edit that page.

{{#forminput:form=Abstract V2}}

</noinclude><includeonly>
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Template:Abstract V2

2014-09-24T01:13:04Z

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MediaWiki:Hf-nsfooter-Category

2014-07-27T06:10:35Z

Martin:

<div id="custom_footer" class="container">
<div class="one_fourth">
<div class="heading">Latest Archive Additions</div>
<DPL>
category=*The Archives
goal=pages
mode = userformat
count = 5
order = descending
ordermethod = categoryadd
format = ,\n* [[%PAGE%|%TITLE%]],,
</DPL>
</div>
<div class="one_fourth table_links">
<div class="heading">About Us</div>
{|
|[[Organisation|Organisation]]
|-
|[[Staff|Staff]]
|-
|[[Privacy_Statement|Privacy Statement]]
|-
|[[Terms_of_use|Terms of use]]
|}
</div>
<div class="one_fourth">
<div class="heading">Contact Details</div>
Nurses Education Research Foundation<br />
123 Our Street<br />
Our Address<br />
Our Town<br /><br />
P: 03 544 1234<br />
F: 03 544 1234<br />
[mailto:info@nerf.org.nz E: info@nerf.org.nz]
</div>
<div class="one_fourth last">
<div class="heading">Contact Details</div>
Nurses Education Research Foundation<br />
123 Our Street<br />
Our Address<br />
Our Town<br /><br />
P: 03 544 1234<br />
F: 03 544 1234<br />
[mailto:info@nerf.org.nz E: info@nerf.org.nz]
</div>
<div class="clear"> </div>
</div>

MediaWiki:Hf-nsfooter-

2014-07-27T06:10:10Z

Martin:

Pat Oettli

2014-07-27T06:05:23Z

Martin:

{{Abstract
|banner_description=<p>Born in Hamilton 1940, Pat Oettli grew up in Dargaville. Pat left school at aged 16 and worked as a nurse aide at Dargaville Hospital for a year. She was determined to be a nurse from a young age, influenced by novels such as those by Sue Barton. One of her older sisters had trained as a nurse at Auckland Hospital, but Pat and her friend decided to train at Waikato Hospital: ‘We liked the look of the Peter Pan collars’. She had an aunt in Hamilton, so her parents supported her decision. Each hospital was different; when Pat was later a tutor at Auckland’s Green Lane Hospital the head tutor told her off as, she said, Pat had ‘trained these girls to make beds the Waikato way!’</p>
<p>Pat began her training in 1958, there were 42 in her class; 24 of them sat the final examinations in 1961. She recalls that many patients in the 1950s stayed in hospital for a long time, sometimes on total bed-rest. Patients on the wards during her training included those who had had heart attacks, rheumotoid arthritis, and tuberculosis, and one patient had hydatid cysts. She feels that students often nursed in ignorance of the emotional state of their patients. They had little support when dealing with death.v One of her outstanding tutors was Ailsa McCutcheon, whom she describes as formidable and an intellectual.</p>
<p>Pat describes the Nurses’ Home as very similar to a boarding school, with the Home Sisters taking on a surrogate parent role. Visitors were allowed during the day time in the sitting-room, but never in the bedrooms. Pat came from a family of five girls, and so found it luxurious to have endless bath water, being able to stay in her dressing gown all day, and access to food with no rationing. With all meals and accommodation provided, they ‘never felt poor’, and for most this was the first money they had earned. The trainee nurses made their own clothes, knitted, rode bicycles and so they didn’t spend a lot. The nurses formed groups, and went on holiday together; they didn’t fraternise with girls from other years. Smoking was ‘the cool thing to do’; they smoked in their bedrooms. Pat recalls the Nurses’ Home with a balcony out front; ‘local males would come up and sit outside and toot their horns’. She recalls the doctors’ residence, Lindisfarne, as ‘famous for its parties’.</p>
<p>Hers was the first class under a new curriculum which included obstetrics in the general nurse training. After graduating in 1961, she undertook midwifery training at Wellington where she topped the New Zealand midwifery examinations in 1962. She then became tutor sister in the Preliminary School at Green Lane Hospital, but one day she met Joan Coles, the matron of St Helens, and said she missed midwifery; Coles said ‘Come back’, and so she did.
In 1965 she accompanied her husband on a sabbatical to Germany, and ended up taking a seven-year break from nursing/midwifery during which time she had three children. She went back to full-time nursing in 1972 when the children were aged 5, 7 and 9 respectively.</p>
<p>Returning to midwifery at Waikato Hospital in 1972, from 1975 to 1980 she was Charge Nurse (Midwifery). Following a stint as tutor at Waikato Polytechnic in 1982-3 (at that time she had started doing a Diploma in Nursing Studies at Massey University, which she completed in 1989), she became Senior Supervisor (Midwifery) at Waikato Hospital in 1984, the midwifery representative on Nursing Council (1984-1990), and then Manager of Waikato Women’s Hospital from 1990 to 1994. In 1994 she helped set up a new fertility clinic based in Hamilton as a branch of Fertility Associates, where she worked until 2008. In 1998 she was invited, and brought her considerable nursing skills to bear, on a new role as Community Magistrate, a post which she feels her nursing career prepared her for and which held for the next twelve years.</p>
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Pat Oettli

2014-07-27T06:04:59Z

Martin:

{{Abstract
|banner_description=<p>Born in Hamilton 1940, Pat Oettli grew up in Dargaville. Pat left school at aged 16 and worked as a nurse aide at Dargaville Hospital for a year. She was determined to be a nurse from a young age, influenced by novels such as those by Sue Barton. One of her older sisters had trained as a nurse at Auckland Hospital, but Pat and her friend decided to train at Waikato Hospital: ‘We liked the look of the Peter Pan collars’. She had an aunt in Hamilton, so her parents supported her decision. Each hospital was different; when Pat was later a tutor at Auckland’s Green Lane Hospital the head tutor told her off as, she said, Pat had ‘trained these girls to make beds the Waikato way!’</p>
<p>Pat began her training in 1958, there were 42 in her class; 24 of them sat the final examinations in 1961. She recalls that many patients in the 1950s stayed in hospital for a long time, sometimes on total bed-rest. Patients on the wards during her training included those who had had heart attacks, rheumotoid arthritis, and tuberculosis, and one patient had hydatid cysts. She feels that students often nursed in ignorance of the emotional state of their patients. They had little support when dealing with death.v One of her outstanding tutors was Ailsa McCutcheon, whom she describes as formidable and an intellectual.</p>
<p>Pat describes the Nurses’ Home as very similar to a boarding school, with the Home Sisters taking on a surrogate parent role. Visitors were allowed during the day time in the sitting-room, but never in the bedrooms. Pat came from a family of five girls, and so found it luxurious to have endless bath water, being able to stay in her dressing gown all day, and access to food with no rationing. With all meals and accommodation provided, they ‘never felt poor’, and for most this was the first money they had earned. The trainee nurses made their own clothes, knitted, rode bicycles and so they didn’t spend a lot. The nurses formed groups, and went on holiday together; they didn’t fraternise with girls from other years. Smoking was ‘the cool thing to do’; they smoked in their bedrooms. Pat recalls the Nurses’ Home with a balcony out front; ‘local males would come up and sit outside and toot their horns’. She recalls the doctors’ residence, Lindisfarne, as ‘famous for its parties’.</p>
<p>Hers was the first class under a new curriculum which included obstetrics in the general nurse training. After graduating in 1961, she undertook midwifery training at Wellington where she topped the New Zealand midwifery examinations in 1962. She then became tutor sister in the Preliminary School at Green Lane Hospital, but one day she met Joan Coles, the matron of St Helens, and said she missed midwifery; Coles said ‘Come back’, and so she did.
In 1965 she accompanied her husband on a sabbatical to Germany, and ended up taking a seven-year break from nursing/midwifery during which time she had three children. She went back to full-time nursing in 1972 when the children were aged 5, 7 and 9 respectively.</p>
<p>Returning to midwifery at Waikato Hospital in 1972, from 1975 to 1980 she was Charge Nurse (Midwifery). Following a stint as tutor at Waikato Polytechnic in 1982-3 (at that time she had started doing a Diploma in Nursing Studies at Massey University, which she completed in 1989), she became Senior Supervisor (Midwifery) at Waikato Hospital in 1984, the midwifery representative on Nursing Council (1984-1990), and then Manager of Waikato Women’s Hospital from 1990 to 1994. In 1994 she helped set up a new fertility clinic based in Hamilton as a branch of Fertility Associates, where she worked until 2008. In 1998 she was invited, and brought her considerable nursing skills to bear, on a new role as Community Magistrate, a post which she feels her nursing career prepared her for and which held for the next twelve years.</p>
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|see_also=* [[Pat_Oettli|Pat Oettli - abstract 1]]
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Pat Oettli

2014-07-27T06:03:22Z

Martin: Created page with "{{Abstract |banner_description=<p>Born in Hamilton 1940, Pat Oettli grew up in Dargaville. Pat left school at aged 16 and worked as a nurse aide at Dargaville Hospital for a y..."

{{Abstract
|banner_description=<p>Born in Hamilton 1940, Pat Oettli grew up in Dargaville. Pat left school at aged 16 and worked as a nurse aide at Dargaville Hospital for a year. She was determined to be a nurse from a young age, influenced by novels such as those by Sue Barton. One of her older sisters had trained as a nurse at Auckland Hospital, but Pat and her friend decided to train at Waikato Hospital: ‘We liked the look of the Peter Pan collars’. She had an aunt in Hamilton, so her parents supported her decision. Each hospital was different; when Pat was later a tutor at Auckland’s Green Lane Hospital the head tutor told her off as, she said, Pat had ‘trained these girls to make beds the Waikato way!’</p>
<p>Pat began her training in 1958, there were 42 in her class; 24 of them sat the final examinations in 1961. She recalls that many patients in the 1950s stayed in hospital for a long time, sometimes on total bed-rest. Patients on the wards during her training included those who had had heart attacks, rheumotoid arthritis, and tuberculosis, and one patient had hydatid cysts. She feels that students often nursed in ignorance of the emotional state of their patients. They had little support when dealing with death.v One of her outstanding tutors was Ailsa McCutcheon, whom she describes as formidable and an intellectual.</p>
<p>Pat describes the Nurses’ Home as very similar to a boarding school, with the Home Sisters taking on a surrogate parent role. Visitors were allowed during the day time in the sitting-room, but never in the bedrooms. Pat came from a family of five girls, and so found it luxurious to have endless bath water, being able to stay in her dressing gown all day, and access to food with no rationing. With all meals and accommodation provided, they ‘never felt poor’, and for most this was the first money they had earned. The trainee nurses made their own clothes, knitted, rode bicycles and so they didn’t spend a lot. The nurses formed groups, and went on holiday together; they didn’t fraternise with girls from other years. Smoking was ‘the cool thing to do’; they smoked in their bedrooms. Pat recalls the Nurses’ Home with a balcony out front; ‘local males would come up and sit outside and toot their horns’. She recalls the doctors’ residence, Lindisfarne, as ‘famous for its parties’.</p>
<p>Hers was the first class under a new curriculum which included obstetrics in the general nurse training. After graduating in 1961, she undertook midwifery training at Wellington where she topped the New Zealand midwifery examinations in 1962. She then became tutor sister in the Preliminary School at Green Lane Hospital, but one day she met Joan Coles, the matron of St Helens, and said she missed midwifery; Coles said ‘Come back’, and so she did.
In 1965 she accompanied her husband on a sabbatical to Germany, and ended up taking a seven-year break from nursing/midwifery during which time she had three children. She went back to full-time nursing in 1972 when the children were aged 5, 7 and 9 respectively.</p>
<p>Returning to midwifery at Waikato Hospital in 1972, from 1975 to 1980 she was Charge Nurse (Midwifery). Following a stint as tutor at Waikato Polytechnic in 1982-3 (at that time she had started doing a Diploma in Nursing Studies at Massey University, which she completed in 1989), she became Senior Supervisor (Midwifery) at Waikato Hospital in 1984, the midwifery representative on Nursing Council (1984-1990), and then Manager of Waikato Women’s Hospital from 1990 to 1994. In 1994 she helped set up a new fertility clinic based in Hamilton as a branch of Fertility Associates, where she worked until 2008. In 1998 she was invited, and brought her considerable nursing skills to bear, on a new role as Community Magistrate, a post which she feels her nursing career prepared her for and which held for the next twelve years.</p>
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<li>[[#three|Gallery]]</li>
<li>[[#four|See also]]</li>
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|heading_one=Oral History Abstract - part 1
|audio_file=Pat_Oettli_001.mp3
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|heading_four=See Also
|see_also=* [[Pat_Oettli|Pat Oettli - abstract 1]]
|parent_category=Oral Histories
}}

File:Pat Oettli 001.mp3

2014-07-27T06:02:01Z

Martin: Pat Oettli

Pat Oettli

Grace Annie Hight Benson (5)

2014-07-27T05:48:42Z

Martin: Created page with "{{Abstract |banner_description= |banner_image= |banner_image_caption= |menu=<ol> <li>Oral History Abstract 5 <br>000'16" Staff Nurse <br>008'00" Maternity Nursin..."

{{Abstract
|banner_description=
|banner_image=
|banner_image_caption=
|menu=<ol>
<li>[[#one|Oral History Abstract 5]]
<br>000'16" Staff Nurse
<br>008'00" Maternity Nursing
<br>013'53" Post Maternity Training Bible Training Institute
<br>019'25" Part Time Work after Marriage
<br>022'50" King Country Te Kuiti Hospital
<br>026'00" Te Kuiti Hospital
<br>028'53" Dannevirke Hospital
<br>034'31" Grace's Career
<br>039'49" Teaching and Further Education
<br>042'00" Work as Nurse Tutor
<br>047'02" Further Career Goals
<br>050'00" Registered Nurses Association Involvement
<br>055'30" Nursing as a Career in the 1970s
<br>058'45" Move to Manukau Institute of Technology 1982
<br>065'15" Changes to Structure of Course
<br>066'50" Further Education 1990s
<br>072'24" Reflections on Study
<br>075'00" Changes in Medicine and Nursing Over the Years
<br>078'34" Retirement</li>
<li>[[#four|See also]]</li>
</ol>
|heading_one=Oral History Abstract - part 5
|audio_file=Benson_Grace_005.mp3
|recorded=29 JUN 2012
|interviewer=Debbie Dunsford
|equipment=Fostex FR-2LE Digital Recorder
|abstractor=Debbie Dunsford
|details=<html>
<table id="audio_details">
<tbody>
<tr>
<td class="time">000'16"</td>
<td class="details"><h5>Staff Nurse</h5>Becoming a <span>STAFF NURSE</span> after graduating, giving more individualised patient care, working with doctors. Describes. [Sister <span>GRANDISON</span>, Ward 4 (medical) at <span>MIDDLEMORE</span>, Miss <span>BARKER</span> (Assistant Matron) and Miss <span>CLELAND</span> (Matron)]. Describes <span>FRIENDSHIP</span> Sister Grandison and Miss Barker.</td>
</tr>
<tr>
<td class="time">008'00"</td>
<td class="details"><h5>Maternity Nursing</h5><span>MATERNITY NURSE TRAINING</span>. Describes practices at time including fathers not usually being present [<span>DR AND MRS LILEY</span>]. Experience influenced her views on how <span>CHILDBIRTH</span> should be. Describes own choice of maternity hospital [<span>GRANTLY DICK-READ</span> and Dr <span>SPACKMAN</span>].</td>
</tr>
<tr>
<td class="time">013'53"</td>
<td class="details"><h5>Post Maternity Training Bible Training Institute</h5>Describes finishing four years with <span>AUCKLAND HOSPITAL BOARD</span> (1960). Received medals and prize [Miss <span>MILLAR</span>, Matron]. Describes <span>GRACE</span> (in 1961) and <span>ALAN</span> going to BTI (<span>BAPTIST TABERNACLE, QUEEN STREET</span>, and then in <span>LINCOLN ROAD, HENDERSON</span>). Bible studies and communication training. <span>MARRIAGE</span> January 1962. Health problems [<span>GLANDULAR FEVER</span>] Alan at <span>TEACHERS' COLLEGE</span>, then <span>GLADSTONE ROAD PRIMARY SCHOOL</span>. Grace's <span>PREGNANCY</span> [daughter <span>MICHELLE BENSON</span> born at <span>BELLEVUE PRIVATE HOSPITAL</span>].</td>
</tr>
<tr>
<td class="time">019'25"</td>
<td class="details"><h5>Part Time Work after Marriage</h5>Describes being a mother and working at <span>WARRENGATE PRIVATE HOSPITAL, MT ALBERT</span>. Describes patients, medications, nursing care and contrast with public hospitals.</td>
</tr>
<tr>
<td class="time">022'50"</td>
<td class="details"><h5>King Country Te Kuiti Hospital</h5>Alan got <span>TEACHING</span> job at <span>MAPIU SCHOOL</span> [between <span>TE KUITI</span> and <span>TAUMARUNUI</span>]. Lived at <span>ARATAURA</span>. Describes life and work by both in school and Alan drove school bus. <span>MIDDLEMORE</span> colleague came to live at <span>KOPAKI</span> nearby. Describes <span>SOCIALIZING</span> at the time. Recalls encounter groups at <span>GREAT BARRIER ISLAND</span>, started to build own place in the 1970s.</td>
</tr>
<tr>
<td class="time">026'00"</td>
<td class="details"><h5>Te Kuiti Hospital</h5>Worked as <span>NIGHT SUPERVISOR</span> around 1966. Daughter <span>KAREN BENSON</span> born <span>TE KUITI HOSPITAL</span>. Describes <span>TE KUITI HOSPITAL</span>. Describes skill of Indian-born surgeon <span>MR AZAIREH</span>.</td>
</tr>
<tr>
<td class="time">028'53"</td>
<td class="details"><h5>Dannevirke Hospital</h5>Describes career move for Alan so Grace could work full-time [<span>DANNEVIRKE HOSPITAL, TAHARAITI SCHOOL</span>]. Describes involvement with <span>MAORI MORMON</span> community of <span>TAHARAITI</span>. Influence on family's lives and thinking. Learned about <span>TREATY OF WAITANGI</span>. Learned about <span>DEATH</span>, dying and <span>TANGI</span>.</td>
</tr>
<tr>
<td class="time">034'31"</td>
<td class="details"><h5>Grace's Career</h5>Recalls how they planned the <span>CAREER</span> of each. Alan involved <span>NEW ZEALAND EDUCATIONAL INSTITUTE [NZEI]</span>. Thinks unusual at time. Alan able to look after children also. Worked as <span>AFTERNOON</span> and <span>NIGHT SUPERVISOR</span>, then took <span>FULL TIME CHARGE NURSE (MEDICAL SURGICAL WARD)</span>. Contrasts <span>MIDDLEMORE</span> and <span>DANNEVIRKE</span>. <span>TEAM NURSING</span> starting and more <span>REGISTERED NURSES</span> on shifts. Describes closing of <span>REGISTERED NURSE TRAINING SCHOOL</span> at <span>DANNEVIRKE</span> mid 1960s and move to 18 months <span>COMMUNITY NURSE TRAINING</span>. Describes her desire to teach mid 1970s.</td>
</tr>
<tr>
<td class="time">039'49"</td>
<td class="details"><h5>Teaching and Further Education</h5>Describes beginning of own <span>EDUCATION</span> to be a teacher (<span>MASSEY UNIVERSITY, BACHELOR OF ARTS</span>). Became interested in movement of <span>NURSING EDUCATION</span>. Involved in <span>REGISTERED NURSES ASSOCIATION</span> as nursing training moved to <span>TECHNICAL INSTITUTES</span>.</td>
</tr>
<tr>
<td class="time">042'00"</td>
<td class="details"><h5>Work as Nurse Tutor</h5>Recalls challenge between theory and practice of teaching and teaching on the ward. Attended <span>WELLLINGTON TEACHERS COLLEGE</span> course for tutors in hospital schools of nursing. Learned how to teach and lecture. Six weeks then advanced course. Stayed at <span>WELLINGTON HOSPITAL</span> with <span>MISS BONNER</span> [previously <span>MATRON</span> of <span>DANNEVIRKE</span> and was <span>PRINCIPAL</span> of <span>WELLINGTON</span>].<br><br><span>DANNEVIRKE HOSPITAL</span> enrolled course. Describes women doing it and type of nursing undertaken. Grace puts her view that <span>COMMUNITY NURSE</span> training didn't really fit as they always had to work under supervision. Reflects on own growth as a teacher of nursing. Quite a few <span>MAORI</span> on community nursing course.</td>
</tr>
<tr>
<td class="time">047'02"</td>
<td class="details"><h5>Further Career Goals</h5><span>CAREER DEVELOPMENT</span>. Wanted to teach in a <span>TECHNICAL INSTITUTE</span>. Describes unsuccessful application for <span>PRINCIPAL NURSE</span> at <span>DANNEVIRKE HOSPITAL</span>. Time to leave <span>DANNEVIRKE</span>. Accepted MIT [<span>MANUKAU INSTITUTE OF TECHNOLOGY, SOUTH AUCKLAND</span>] as tutor. Describes reasons for accepting [<span>JAN GRANT, YVONNE SHADBOLT</span>]. Alan got job at <span>WINDY RIDGE SCHOOL</span> on <span>NORTH SHORE</span>.</td>
</tr>
<tr>
<td class="time">050'00"</td>
<td class="details"><h5>Registered Nurses Association Involvement</h5>Involved <span>DANNEVIRKE BRANCH NZRNA [LATER NZNO]</span> many years. On local association Council and two years as President of branch. Organising meetings, going to conferences, being very aware of what <span>NZNO</span> were doing. Describes changes in nursing education [<span>NAN KINROSS</span> at <span>MASSEY</span> and <span>SCHOOL OF ADVANCED NURSING</span> in <span>WELLINGTON</span>] and being involved. Describes personal focus on professional nursing and education, theory needed for nursing. <span>DANNEVIRKE HOSPITAL</span> the hub for <span>NZRNA</span>. Mostly hospital nurses, some district and public health nurses. Keen group had social dinners, went to conferences, study days. Some opposed change.</td>
</tr>
<tr>
<td class="time">055'30"</td>
<td class="details"><h5>Nursing as a Career in the 1970s</h5>Describes <span>HIERARCH</span>Y of <span>MEDICINE</span>, <span>PHYSIOTHERAPY, NURSING</span> and challenge for nursing of identifying its specialty alongside other professionals. <span>FLORENCE NIGHTGALE</span> trying to teaching that back in 1860. Autonomy not as easy to see as in nursing as other professions. <span>OCCUPATIONAL THERAPISTS</span> came up as a specialty.</td>
</tr>
<tr>
<td class="time">058'45"</td>
<td class="details"><h5>Move to Manukau Institute of Technology 1982</h5>Describes professional transition from teacher to lecturer in move to MIT. Refers colleague <span>BEV JOHNSON</span>. Describes relationship with students and teaching work. Refers <span>MIDDLEMORE</span>. Reflects on own training as a nurse and modern education including ethics, communication skills, cultural safety and the <span>TREATY OF WAITANGI</span>.</td>
</tr>
<tr>
<td class="time">065'15"</td>
<td class="details"><h5>Changes to Structure of Course</h5>Refers to changes to nursing qualification and <span>CURRICULUM</span> at <span>MIT</span>. <span>DIPLOMA OF NURSING. BACHELOR OF HEALTH SCIENCE. BACHELOR OF NURSING</span>.</td>
</tr>
<tr>
<td class="time">066'50"</td>
<td class="details"><h5>Further Education 1990s</h5>Describes own further <span>EDUCATION</span> in 1990s. <span>AUCKLAND UNIVERSITY. BACHELOR OF EDUCATION. VICTORIA UNIVERSITY OF WELLINGTON. MASTERS DEGREE</span>. 'Best years of my life'. Refers <span>JILL WHITE, MARGIE MARTIN, SHERYL MOSS</span>. Part time study while working full time (1996-1999). Describes support of husband Alan.</td>
</tr>
<tr>
<td class="time">072'24"</td>
<td class="details"><h5>Reflections on Study</h5>Reflects on being a student, stress of working and studying, health issues.</td>
</tr>
<tr>
<td class="time">075'00"</td>
<td class="details"><h5>Changes in Medicine and Nursing Over the Years</h5>Reflects on nursing as a speciality of working with human responses to their health problems. Nurses need a problem solving approach. Whatever technology or drugs available, nursing always there with its basic premise of caring and responding to the patient. Teaching nurse to look at the patient who has all the monitors and drains, and touch their skin, and feel them and be there for them.</td>
</tr>
<tr>
<td class="time">078'34"</td>
<td class="details"><h5>Retirement</h5>Reflects on career, changes in nursing and new developments in teaching nurses. Refers <span>MIDDLEMORE</span> and <span>COUNTIES MANUKAU HEALTH BOARD</span>.<br><br>FILE 5 AND INTERVIEW ENDS 80 MINS 48 SECS</td>
</tr>
</tbody>
</table>
</html>
|heading_two=
|media_description=
|media_image=
|media_image_caption=
|heading_three=
|gallery=
|heading_four=See Also
|see_also=* [[Grace_Annie_Hight_Benson|Grace Annie Hight Benson - abstract 1]]
* [[Grace_Annie_Hight_Benson_(2)|Grace Annie Hight Benson - abstract 2]]
* [[Grace_Annie_Hight_Benson_(3)|Grace Annie Hight Benson - abstract 3]]
* [[Grace_Annie_Hight_Benson_(4)|Grace Annie Hight Benson - abstract 4]]
|parent_category=Oral Histories
}}

Grace Annie Hight Benson (4)

2014-07-27T04:48:04Z

Martin:

{{Abstract
|banner_description=
|banner_image=
|banner_image_caption=
|menu=<ol>
<li>[[#one|Oral History Abstract 4]]
<br>003'27" Christmas at the Hospital
<br>006'05" Homesickness
<br>008'06" Senior Nurses on Wards
<br>011'00" Ward Hierarchy
<br>014'55" Doctors' Rounds and Ward Work
<br>016'58" Male Nurses
<br>018'12" Social Life and boyfriend
<br>022'00" Friendships and Relationships
<br>023'34" Boyfriend [Alan Benson]
<br>027'17" Social Life and Hospital Social Life
<br>032'27" Socialising with Hospital Staff
<br>034'20" Alcohol and Smoking
<br>039'00" Engagement, Careers and Marriage
<br>044'12" Intimate Relationships
<br>048'36" Sport
<br>050'00" Nurses Christian fellowship
<br>051'25" Sickness
<br>054'06" Nursing Compared to Other Jobs
<br>055'12" Nurses Association
<br>056'12" Pay and Conditions
<br>063'13" Final Exam and Graduation</li>
<li>[[#four|See also]]</li>
</ol>
|heading_one=Oral History Abstract - part 4
|audio_file=Benson_Grace_004.mp3
|recorded=29 JUN 2012
|interviewer=Debbie Dunsford
|equipment=Fostex FR-2LE Digital Recorder
|abstractor=Debbie Dunsford
|details=<html>
<table id="audio_details">
<tbody>
<tr>
<td class="time">003'27"</td>
<td class="details"><h5>Christmas at the Hospital</h5>Describes <span>CHRISTMAS</span> as 'a beautiful time' in hospitals.</td>
</tr>
<tr>
<td class="time">006'05"</td>
<td class="details"><h5>Homesickness</h5>Recalls coping with <span>HOMESICKNESS</span>. Recalls trips home to <span>GREAT BARRIER ISLAND</span>. <span>FREDDIE LADD</span> ran a <span>GRUMMAN WIDGEON</span> seaplane service and took her right home once, landed on <span>MEDLANDS BEACH</span>. Visited family at <span>MILFORD</span> and friends in <span>MT ALBERT</span>.</td>
</tr>
<tr>
<td class="time">008'06"</td>
<td class="details"><h5>Senior Nurses on Wards</h5>Describes relationship to and teaching role of <span>SENIOR NURSES</span> on wards. Some more able than others.</td>
</tr>
<tr>
<td class="time">011'00"</td>
<td class="details"><h5>Ward Hierarchy</h5>Describes ward <span>HIERARCHY</span> with similar structure throughout the <span>AUCKLAND HOSPITAL BOARD</span>. /span>STUDENT NURSES</span> able to speak to <span>STAFF NURSES</span>, but not usually to <span>CHARGE NURSES</span> or doctors until later. Recounts story of <span>HIERARCHY</span> during mother's training at <span>THAMES HOSPITAL</span>. Mentions <span>DR ROY LANGE</span> (father of <span>DAVID LANGE</span>, New Zealand Prime Minister in the 1980s <br><br>Grace won the <span>DR AND MRS LANGE PRIZE</span> at her graduation (Highest marks in State Examination for <span>MIDDLEMORE</span> Nurses).</td>
</tr>
<tr>
<td class="time">014'55"</td>
<td class="details"><h5>Doctors' Rounds and Ward Work</h5>Recalls getting ready for <span>DOCTORS' ROUNDS</span> and preparation of patients for surgery.</td>
</tr>
<tr>
<td class="time">016'58"</td>
<td class="details"><h5>Male Nurses</h5>Doesn't recall any <span>MALE TRAINEE NURSES</span> at <span>MIDDLEMORE</span>. There were <span>ORDERLIES</span>.
</td>
</tr>
<tr>
<td class="time">018'12"</td>
<td class="details"><h5>Social Life and boyfriend</h5>Describes days off with <span>FRIENDS. SHOPPING, OTAHUHU, QUEEN STREET, FARMERS TRADING COMPANY, MEALS</span>. Went to <span>BEACH</span> in friend's [<span>AUDREY MITCHELL</span>] car. <span>OTAHUHU BAPTIST CHURCH</span> group. <span>BOYFRIEND [ALAN BENSON]. CHARGE NURSE [JOAN BENSON]</span>. Mentions <span>BOYFRIENDS</span> and <span>MARRIAGE</span> straight after training.</td>
</tr>
<tr>
<td class="time">022'00"</td>
<td class="details"><h5>Friendships and Relationships</h5>Describes <span>FRIENDSHIPS</span> and <span>COLLEAGUESHIP</span>, encouragement of <span>PINKIES</span> who had done their <span>NURSE AIDE</span> training at <span>CORNWALL HOSPITAL</span>. Mentions group from <span>NURSES CHRISTIAN FELLOWSHIP</span> and social activities. Recalls <span>MONEY</span> not a problem as family helped. Some did find it difficult. Went on Sundays to services at <span>OTAHUHU BAPTIST CHURCH</span>. Describes relationships between intakes of nurses.</td>
</tr>
<tr>
<td class="time">023'34"</td>
<td class="details"><h5>Boyfriend [Alan Benson]</h5>Describes <span>ALAN BENSON's</span> encouragement of her <span>WORK</span> and <span>STUDY. ALAN</span> worked at <span>OTAHUHU RAILWAY WORKSHOPS</span> as trainee accountant, then <span>BIBLE TRAINING INSTITUTE [BTI]</span> in 1960. Describes <span>ALAN's</span> desire to be a missionary with <span>CHINA INLAND MISSION</span>. Grace could go as a nurse. Did one year at BTI completing four years nursing. <span>GLANDULAR FEVER. MARRIGE</span>. Comments on emotional tension for student nurses.</td>
</tr>
<tr>
<td class="time">027'17"</td>
<td class="details"><h5>Social Life and Hospital Social Life</h5>Recalls going to <span>CINEMA</span> at <span>MISSION BAY</span> and <span>OTAHUHU</span>. Also <span>BALLET</span> and <span>CIVIC THEATRE</span>. Describes activities at <span>SOCIAL HALL</span> at <span>MIDDLEMORE</span>. Hard to get off duty.</td>
</tr>
<tr>
<td class="time">032'27"</td>
<td class="details"><h5>Socialising with Hospital Staff</h5><span>PARTIES</span> and <span>SOCIALISING</span>. More likely after graduating. Describes.</td>
</tr>
<tr>
<td class="time">034'20"</td>
<td class="details"><h5>Alcohol and Smoking</h5>Describes lack of <span>ALCOHOL</span> use as students. Family was <span>SALVATION ARMY</span>. Lack of <span>SMOKING</span> among student nurse colleagues. Describes her own attempts at <span>SMOKING</span>. Awareness of health concerns about <span>SMOKING, TB WARDS, GREEN LANE</span>. Describes.</td>
</tr>
<tr>
<td class="time">039'00"</td>
<td class="details"><h5>Engagement, Careers and Marriage</h5>Thinking about <span>ENGAGEMENT</span>. Describes. [<span>GREAT BARRIER ISLAND</span>]. Describes consideration of each other's <span>CAREERS. ALAN BENSON</span> unable to be <span>MISSIONARY</span>, and became a <span>TEACHER</span>. Some friends <span>MARRIED</span> immediately after <span>GRADUATION</span>. Describes with examples.</td>
</tr>
<tr>
<td class="time">044'12"</td>
<td class="details"><h5>Intimate Relationships</h5>Not aware of <span>LESBIAN RELATIONSHPS</span>. Strong <span>FRIENDSHIPS</span>. Describes. Shared confidences but kept <span>PATIENT PRIVACY [JOAN BENSON]</span>. Not aware of <span>PREGNANCIES</span> among student nurses.
</td>
</tr>
<tr>
<td class="time">048'36"</td>
<td class="details"><h5>Sport</h5><span>TENNIS</span> at <span>MIDDLEMORE</span>. Native tree walk at <span>MIDDLEMORE</span>. Describes sending seedlings from <span>GREAT BARRIER ISLAND</span> to <span>MIDDLEMORE HOSPITAL</span> when established [<span>FOREST AND BIRD SOCIETY</span>].</td>
</tr>
<tr>
<td class="time">050'00"</td>
<td class="details"><h5>Nurses Christian fellowship</h5>At <span>MIDDLEMORE</span>. Describes.</td>
</tr>
<tr>
<td class="time">051'25"</td>
<td class="details"><h5>Sickness</h5>Describes procedure if sick. <span>SICK PARADE</span> with <span>DR COLVIN, MEDICAL SUPERINTENDENT</span>. Austere.
Not sick often. Describes circumstances including MEASLES. Good care in SICK BAY.</td>
</tr>
<tr>
<td class="time">054'06"</td>
<td class="details"><h5>Nursing Compared to Other Jobs</h5>Valued nursing as a <span>PROFESSION</span>. 'I was always so glad I was a nurse. It was so complex and it was so interesting and it was so huge and it was so important and it was so amazing.'</td>
</tr>
<tr>
<td class="time">055'12"</td>
<td class="details"><h5>Nurses Association</h5>Does not recall a <span>STUDENT NURSES' ASSOCIATION</span> at <span>MIDDLEMORE</span>. Joined <span>REGISTERED NURSES ASSOCIATION</span> once qualified. Describes rewards of qualification.</td>
</tr>
<tr>
<td class="time">056'12"</td>
<td class="details"><h5>Pay and Conditions</h5>Describes hard work, long hours. Little change during training. Describes short shifts 'short change'. Describes finishing shifts late, especially when a <span>DEATH</span>, ward tidy for afternoon shift. Describes provision of <span>UNIFORM, LAUNDRY, LODGING. PAY</span> 'minimum' but happy to get it. Unaware of <span>MALE NURS</span>E pay or others' wages. Work hard but very satisfying.</td>
</tr>
<tr>
<td class="time">063'13"</td>
<td class="details"><h5>Final Exam and Graduation</h5>Recalls formal <span>GRADUATION</span> ceremony at <span>AUCKLAND TOWN HALL</span>. February or March 1960. Grace won two prizes: <span>NEWMAN CUP</span> and <span>PAPATOETOE HOSPITAL AUXILIARY PRIZE</span> for Best Theoretical and Practical Nurse at Middlemore. Describes parents's pride: 'Daughter Grace ran off with all the prizes'. Chairman of Board, <span>MR CAUGHEY</span>, and all the matrons (<span>MISS CLELAND</span> and <span>MISS BARKER</span> from <span>MIDDLEMORE</span>). Nightingale Pledge. Grace did not go to <span>GRADUATION BALL</span> at <span>SORRENTO</span>. Church upbringing, wrong to dance.<br><br>FILE 4 ENDS 71 MINS 38 SECS</td>
</tr>
</tbody>
</table>
</html>
|heading_two=
|media_description=
|media_image=
|media_image_caption=
|heading_three=
|gallery=
|heading_four=See Also
|see_also=* [[Grace_Annie_Hight_Benson|Grace Annie Hight Benson - abstract 1]]
* [[Grace_Annie_Hight_Benson_(2)|Grace Annie Hight Benson - abstract 2]]
* [[Grace_Annie_Hight_Benson_(3)|Grace Annie Hight Benson - abstract 3]]
* [[Grace_Annie_Hight_Benson_(5)|Grace Annie Hight Benson - abstract 5]]
|parent_category=Oral Histories
}}

Grace Annie Hight Benson (4)

2014-07-27T04:47:35Z

Martin: Created page with "{{Abstract |banner_description= |banner_image= |banner_image_caption= |menu=<ol> <li>Oral History Abstract 4 <br>003'27" Christmas at the Hospital <br>006'05" Ho..."

{{Abstract
|banner_description=
|banner_image=
|banner_image_caption=
|menu=<ol>
<li>[[#one|Oral History Abstract 4]]
<br>003'27" Christmas at the Hospital
<br>006'05" Homesickness
<br>008'06" Senior Nurses on Wards
<br>011'00" Ward Hierarchy
<br>014'55" Doctors' Rounds and Ward Work
<br>016'58" Male Nurses
<br>018'12" Social Life and boyfriend
<br>022'00" Friendships and Relationships
<br>023'34" Boyfriend [Alan Benson]
<br>027'17" Social Life and Hospital Social Life
<br>032'27" Socialising with Hospital Staff
<br>034'20" Alcohol and Smoking
<br>039'00" Engagement, Careers and Marriage
<br>044'12" Intimate Relationships
<br>048'36" Sport
<br>050'00" Nurses Christian fellowship
<br>051'25" Sickness
<br>054'06" Nursing Compared to Other Jobs
<br>055'12" Nurses Association
<br>056'12" Pay and Conditions
<br>063'13" 0000000000000</li>
<li>[[#four|See also]]</li>
</ol>
|heading_one=Oral History Abstract - part 4
|audio_file=Benson_Grace_004.mp3
|recorded=29 JUN 2012
|interviewer=Debbie Dunsford
|equipment=Fostex FR-2LE Digital Recorder
|abstractor=Debbie Dunsford
|details=<html>
<table id="audio_details">
<tbody>
<tr>
<td class="time">003'27"</td>
<td class="details"><h5>Christmas at the Hospital</h5>Describes <span>CHRISTMAS</span> as 'a beautiful time' in hospitals.</td>
</tr>
<tr>
<td class="time">006'05"</td>
<td class="details"><h5>Homesickness</h5>Recalls coping with <span>HOMESICKNESS</span>. Recalls trips home to <span>GREAT BARRIER ISLAND</span>. <span>FREDDIE LADD</span> ran a <span>GRUMMAN WIDGEON</span> seaplane service and took her right home once, landed on <span>MEDLANDS BEACH</span>. Visited family at <span>MILFORD</span> and friends in <span>MT ALBERT</span>.</td>
</tr>
<tr>
<td class="time">008'06"</td>
<td class="details"><h5>Senior Nurses on Wards</h5>Describes relationship to and teaching role of <span>SENIOR NURSES</span> on wards. Some more able than others.</td>
</tr>
<tr>
<td class="time">011'00"</td>
<td class="details"><h5>Ward Hierarchy</h5>Describes ward <span>HIERARCHY</span> with similar structure throughout the <span>AUCKLAND HOSPITAL BOARD</span>. /span>STUDENT NURSES</span> able to speak to <span>STAFF NURSES</span>, but not usually to <span>CHARGE NURSES</span> or doctors until later. Recounts story of <span>HIERARCHY</span> during mother's training at <span>THAMES HOSPITAL</span>. Mentions <span>DR ROY LANGE</span> (father of <span>DAVID LANGE</span>, New Zealand Prime Minister in the 1980s <br><br>Grace won the <span>DR AND MRS LANGE PRIZE</span> at her graduation (Highest marks in State Examination for <span>MIDDLEMORE</span> Nurses).</td>
</tr>
<tr>
<td class="time">014'55"</td>
<td class="details"><h5>Doctors' Rounds and Ward Work</h5>Recalls getting ready for <span>DOCTORS' ROUNDS</span> and preparation of patients for surgery.</td>
</tr>
<tr>
<td class="time">016'58"</td>
<td class="details"><h5>Male Nurses</h5>Doesn't recall any <span>MALE TRAINEE NURSES</span> at <span>MIDDLEMORE</span>. There were <span>ORDERLIES</span>.
</td>
</tr>
<tr>
<td class="time">018'12"</td>
<td class="details"><h5>Social Life and boyfriend</h5>Describes days off with <span>FRIENDS. SHOPPING, OTAHUHU, QUEEN STREET, FARMERS TRADING COMPANY, MEALS</span>. Went to <span>BEACH</span> in friend's [<span>AUDREY MITCHELL</span>] car. <span>OTAHUHU BAPTIST CHURCH</span> group. <span>BOYFRIEND [ALAN BENSON]. CHARGE NURSE [JOAN BENSON]</span>. Mentions <span>BOYFRIENDS</span> and <span>MARRIAGE</span> straight after training.</td>
</tr>
<tr>
<td class="time">022'00"</td>
<td class="details"><h5>Friendships and Relationships</h5>Describes <span>FRIENDSHIPS</span> and <span>COLLEAGUESHIP</span>, encouragement of <span>PINKIES</span> who had done their <span>NURSE AIDE</span> training at <span>CORNWALL HOSPITAL</span>. Mentions group from <span>NURSES CHRISTIAN FELLOWSHIP</span> and social activities. Recalls <span>MONEY</span> not a problem as family helped. Some did find it difficult. Went on Sundays to services at <span>OTAHUHU BAPTIST CHURCH</span>. Describes relationships between intakes of nurses.</td>
</tr>
<tr>
<td class="time">023'34"</td>
<td class="details"><h5>Boyfriend [Alan Benson]</h5>Describes <span>ALAN BENSON's</span> encouragement of her <span>WORK</span> and <span>STUDY. ALAN</span> worked at <span>OTAHUHU RAILWAY WORKSHOPS</span> as trainee accountant, then <span>BIBLE TRAINING INSTITUTE [BTI]</span> in 1960. Describes <span>ALAN's</span> desire to be a missionary with <span>CHINA INLAND MISSION</span>. Grace could go as a nurse. Did one year at BTI completing four years nursing. <span>GLANDULAR FEVER. MARRIGE</span>. Comments on emotional tension for student nurses.</td>
</tr>
<tr>
<td class="time">027'17"</td>
<td class="details"><h5>Social Life and Hospital Social Life</h5>Recalls going to <span>CINEMA</span> at <span>MISSION BAY</span> and <span>OTAHUHU</span>. Also <span>BALLET</span> and <span>CIVIC THEATRE</span>. Describes activities at <span>SOCIAL HALL</span> at <span>MIDDLEMORE</span>. Hard to get off duty.</td>
</tr>
<tr>
<td class="time">032'27"</td>
<td class="details"><h5>Socialising with Hospital Staff</h5><span>PARTIES</span> and <span>SOCIALISING</span>. More likely after graduating. Describes.</td>
</tr>
<tr>
<td class="time">034'20"</td>
<td class="details"><h5>Alcohol and Smoking</h5>Describes lack of <span>ALCOHOL</span> use as students. Family was <span>SALVATION ARMY</span>. Lack of <span>SMOKING</span> among student nurse colleagues. Describes her own attempts at <span>SMOKING</span>. Awareness of health concerns about <span>SMOKING, TB WARDS, GREEN LANE</span>. Describes.</td>
</tr>
<tr>
<td class="time">039'00"</td>
<td class="details"><h5>Engagement, Careers and Marriage</h5>Thinking about <span>ENGAGEMENT</span>. Describes. [<span>GREAT BARRIER ISLAND</span>]. Describes consideration of each other's <span>CAREERS. ALAN BENSON</span> unable to be <span>MISSIONARY</span>, and became a <span>TEACHER</span>. Some friends <span>MARRIED</span> immediately after <span>GRADUATION</span>. Describes with examples.</td>
</tr>
<tr>
<td class="time">044'12"</td>
<td class="details"><h5>Intimate Relationships</h5>Not aware of <span>LESBIAN RELATIONSHPS</span>. Strong <span>FRIENDSHIPS</span>. Describes. Shared confidences but kept <span>PATIENT PRIVACY [JOAN BENSON]</span>. Not aware of <span>PREGNANCIES</span> among student nurses.
</td>
</tr>
<tr>
<td class="time">048'36"</td>
<td class="details"><h5>Sport</h5><span>TENNIS</span> at <span>MIDDLEMORE</span>. Native tree walk at <span>MIDDLEMORE</span>. Describes sending seedlings from <span>GREAT BARRIER ISLAND</span> to <span>MIDDLEMORE HOSPITAL</span> when established [<span>FOREST AND BIRD SOCIETY</span>].</td>
</tr>
<tr>
<td class="time">050'00"</td>
<td class="details"><h5>Nurses Christian fellowship</h5>At <span>MIDDLEMORE</span>. Describes.</td>
</tr>
<tr>
<td class="time">051'25"</td>
<td class="details"><h5>Sickness</h5>Describes procedure if sick. <span>SICK PARADE</span> with <span>DR COLVIN, MEDICAL SUPERINTENDENT</span>. Austere.
Not sick often. Describes circumstances including MEASLES. Good care in SICK BAY.</td>
</tr>
<tr>
<td class="time">054'06"</td>
<td class="details"><h5>Nursing Compared to Other Jobs</h5>Valued nursing as a <span>PROFESSION</span>. 'I was always so glad I was a nurse. It was so complex and it was so interesting and it was so huge and it was so important and it was so amazing.'</td>
</tr>
<tr>
<td class="time">055'12"</td>
<td class="details"><h5>Nurses Association</h5>Does not recall a <span>STUDENT NURSES' ASSOCIATION</span> at <span>MIDDLEMORE</span>. Joined <span>REGISTERED NURSES ASSOCIATION</span> once qualified. Describes rewards of qualification.</td>
</tr>
<tr>
<td class="time">056'12"</td>
<td class="details"><h5>Pay and Conditions</h5>Describes hard work, long hours. Little change during training. Describes short shifts 'short change'. Describes finishing shifts late, especially when a <span>DEATH</span>, ward tidy for afternoon shift. Describes provision of <span>UNIFORM, LAUNDRY, LODGING. PAY</span> 'minimum' but happy to get it. Unaware of <span>MALE NURS</span>E pay or others' wages. Work hard but very satisfying.</td>
</tr>
<tr>
<td class="time">063'13"</td>
<td class="details"><h5>Final Exam and Graduation</h5>Recalls formal <span>GRADUATION</span> ceremony at <span>AUCKLAND TOWN HALL</span>. February or March 1960. Grace won two prizes: <span>NEWMAN CUP</span> and <span>PAPATOETOE HOSPITAL AUXILIARY PRIZE</span> for Best Theoretical and Practical Nurse at Middlemore. Describes parents's pride: 'Daughter Grace ran off with all the prizes'. Chairman of Board, <span>MR CAUGHEY</span>, and all the matrons (<span>MISS CLELAND</span> and <span>MISS BARKER</span> from <span>MIDDLEMORE</span>). Nightingale Pledge. Grace did not go to <span>GRADUATION BALL</span> at <span>SORRENTO</span>. Church upbringing, wrong to dance.<br><br>FILE 4 ENDS 71 MINS 38 SECS</td>
</tr>
</tbody>
</table>
</html>
|heading_two=
|media_description=
|media_image=
|media_image_caption=
|heading_three=
|gallery=
|heading_four=See Also
|see_also=* [[Grace_Annie_Hight_Benson|Grace Annie Hight Benson - abstract 1]]
* [[Grace_Annie_Hight_Benson_(2)|Grace Annie Hight Benson - abstract 2]]
* [[Grace_Annie_Hight_Benson_(3)|Grace Annie Hight Benson - abstract 3]]
* [[Grace_Annie_Hight_Benson_(5)|Grace Annie Hight Benson - abstract 5]]
|parent_category=Oral Histories
}}

File:Benson Grace 004.mp3

2014-07-27T04:08:28Z

Martin:

File:Benson Grace 005.mp3

2014-07-27T04:08:10Z

Martin:

Grace Annie Hight Benson (3)

2014-07-27T04:04:44Z

Martin:

{{Abstract
|banner_description=
|banner_image=
|banner_image_caption=
|menu=<ol>
<li>[[#one|Oral History Abstract 3]]
<br>000'01" Training How Organised?
<br>007'01" Balance between Study and Ward Work
<br>010'26" Reflections on Training Organisation
<br>012'50" Loyalty to Middlemore
<br>015'05" Most Value to Learning
<br>018'38" Nursing Curriculum
<br>021'13" Exams
<br>026'35" Celebration and Commitment to Studies
<br>031'40" Patients, Treatment and Technology
<br>036'42" Patients Treatment Continued
<br>040'50" Emotional Aspects
<br>045'07" Treatments and Equipment
<br>049'00" Weights and Lifting
<br>053'15" Nurses' Home
<br>057'20" Dining Rooms and Meals
<br>061'00" Uniforms
<br>064'14" Visitors</li>
<li>[[#four|See also]]</li>
</ol>
|heading_one=Oral History Abstract - part 3
|audio_file=Benson_Grace_003.mp3
|recorded=29 JUN 2012
|interviewer=Debbie Dunsford
|equipment=Fostex FR-2LE Digital Recorder
|abstractor=Debbie Dunsford
|details=<html>
<table id="audio_details">
<tbody>
<tr>
<td class="time">000'01"</td>
<td class="details"><h5>Training How Organised?</h5>Describes lectures and classes at <span>PRELIM SCHOOL. TUTOR SISTERS</span>, some doctors' lectures. Intravenous therapy, enemas. Not encouraged to ask questions.
</td>
</tr>
<tr>
<td class="time">007'01"</td>
<td class="details"><h5>Balance between Study and Ward Work</h5>Describes travel to <span>AUCKLAND HOSPITAL</span> for <span>STUDY DAYS</span>, fitting in study around work. Recalls keeping up because very keen. Study covered specialties: infectious diseases, diseases of women, eye, ear, nose & throat, internal diseases, children. <br><br>SHORT PAUSE WHILE PHONE CHECKED
</td>
</tr>
<tr>
<td class="time">010'26"</td>
<td class="details"><h5>Reflections on Training Organisation</h5>Describes relationship of study to ward work and being 'on tour' for different experience. Reflects on perceptions of which hospital gave best training.
</td>
</tr>
<tr>
<td class="time">012'50"</td>
<td class="details"><h5>Loyalty to Middlemore</h5>Describes student loyalty to <span>MIDDLEMORE HOSPITAL [HOSPITAL HIERARCHY]</span>. Put down by other students as if the 'country cousins'. Relates saying 'Green Lane students are social conscious, Auckland students were study conscious and Middlemore students were unconscious'. Reflects on lessons learnt from this.
</td>
</tr>
<tr>
<td class="time">015'05"</td>
<td class="details"><h5>Most Value to Learning</h5>Mentions lack of community experience in training. Mentions realising need for <span>NURSING THEORY</span>. Reflects on instinctive caring by nurses for patients rather than being taught. Recounts story of small boy dying of bone cancer.
</td>
</tr>
<tr>
<td class="time">018'38"</td>
<td class="details"><h5>Nursing Curriculum</h5>Mentions changes in nursing <span>CURRICULUM [MATERNITY TRAINING]</span> but unaware of criticisms. Very practical training. <span>AUCKLAND HOSPITAL BOARD</span> incentives for staff to stay including medal [<span>STAFF RETENTION</span>]. Recounts use of her <span>PRELIM</span> class photo in a recruitment poster (Grace in second row).
</td>
</tr>
<tr>
<td class="time">021'13"</td>
<td class="details"><h5>Exams</h5><span>JUNIOR STATE EXAM</span> end of first year. Describes study, anxiety, social life, support of friends. [<span>OTAHUHU BAPTIST CHURCH YOUNG PEOPLE</span>]. 'My first work was to be a nurse, always.' Describes preparation for <span>EXAMS</span>, hospital exam prior to <span>SENIOR STATE EXAM</span> at end of three years.
Recalls some nurses would fail and repeat <span>EXAMS</span>.
</td>
</tr>
<tr>
<td class="time">026'35"</td>
<td class="details"><h5>Celebration and Commitment to Studies</h5>Describes social activities with <span>OTAHUHU BAPTIST CHURCH</span> group and some nurses. No <span>ALCOHOL</span>. Beach visits. Friend <span>AUDREY MITCHELL</span> had a car which was unusual. In first year went for trip to <span>ROTORUA</span> together. Describes <span>MIDDLEMORE's NURSES' CHRISTIAN FELLOWSHIP</span> and her <span>FAITH</span> at time. Quotes Nurse's Prayer. Reflects that the Prayer brought together the practicalities of nursing and theory as a personal baseline for her. Thinks uncommon for nurses to seek a theory of nursing at the time.
</td>
</tr>
<tr>
<td class="time">031'40"</td>
<td class="details"><h5>Patients, Treatment and Technology</h5>Describes the types of ward at <span>MIDDLEMORE</span>, nursing experience with traction and bones, surgery and medical conditions. Describes first time she experienced fainting in horror at a <span>LUMBAR PUNCTURE</span> procedure. Describes <span>OPERATING THEATRE</span> experience 'very scary and very regimented but amazing'.
</td>
</tr>
<tr>
<td class="time">036'42"</td>
<td class="details"><h5>Patients Treatment Continued</h5>Recalls 'specialling' an agitated patient who threatened her. Felt unprepared to deal with it. Mentions <span>PLASTIC SURGERY</span> and <span>MIDDLEMORE's</span> specialties.
</td>
</tr>
<tr>
<td class="time">040'50"</td>
<td class="details"><h5>Emotional Aspects</h5>Recalls coping personally with <span>DEATH</span> or talked to other nurses off duty. 'If I had to cry, I remember going into the linen room or the sluice room and you could have a cry by the sterilisers because it was steamed up anyway.' Drew on her earlier experience of <span>DEATH</span>.
</td>
</tr>
<tr>
<td class="time">045'07"</td>
<td class="details"><h5>Treatments and Equipment</h5>Describes common drug for older people (<span>DIGOXIN</span> from digitalis plant) that could be dangerous and required extra nursing care. Cites associated mnemonic. Predominantly men with heart problems in <span>MEDICAL WARD</span>. Describes use of enema cans and bulky intravenous fluid equipment.
</td>
</tr>
<tr>
<td class="time">049'00"</td>
<td class="details"><h5>Weights and Lifting</h5>Describes lifting, problem of fixed beds, use of pillows and bed as piece of equipment. 'It was satisfying to make a person comfortable.' Agrees some nurses would have left nursing due to back problems. Some had a <span>LAMINECTOMY</span> (removal of part of spine).
</td>
</tr>
<tr>
<td class="time">053'15"</td>
<td class="details"><h5>Nurses' Home</h5>'Very regimented military <span>HOME SISTER</span>.' Thinks name was <span>SISTER GOUDIE</span>. Describes aspects of <span>NURSES' HOME</span> life. Sleep, room inspection. Some nurses came in after 10pm. Recalls loving baths. 'Get rid of aching bodies because they were aching. Our feet were sore, our bodies were aching most of the time'. Awareness of <span>MIDDLEMORE</span> work being heavier than elsewhere. Separate rooms 'our haven'. Recalls sharing and <span>FRIENDSHIPS</span>.
</td>
</tr>
<tr>
<td class="time">057'20"</td>
<td class="details"><h5>Dining Rooms and Meals</h5>escribes dining room and <span>FOOD</span>. 'Typical and common was marble - mashed potato, marble carrot and parsnip, stewed up cabbage really white and corned beef - a good meal!'
</td>
</tr>
<tr>
<td class="time">061'00"</td>
<td class="details"><h5>Uniforms</h5>Describes pale blue dress and white ward <span>UNIFORMS</span> and changes as progressed. Twin buttons on a shank. 'We always had to make time for buttoning'. Describes <span>LAUNDRY</span> process. Talks about <span>GROOMING</span>. Looking smart 'valued'. Impressed by well-groomed <span>GREAT BARRIER ISLAND NURSE Mrs McLEAN</span>.
</td>
</tr>
<tr>
<td class="time">064'14"</td>
<td class="details"><h5>Visitors</h5><span>RULES</span> around visitors to <span>NURSES' HOME</span>.<br><br>FILE 3 ENDS 65 Mins 06 Secs
</td>
</tr>
</tbody>
</table>
</html>
|heading_two=
|media_description=
|media_image=
|media_image_caption=
|heading_three=
|gallery=
|heading_four=See Also
|see_also=* [[Grace_Annie_Hight_Benson|Grace Annie Hight Benson - abstract 1]]
* [[Grace_Annie_Hight_Benson_(2)|Grace Annie Hight Benson - abstract 2]]
* [[Grace_Annie_Hight_Benson_(4)|Grace Annie Hight Benson - abstract 4]]
* [[Grace_Annie_Hight_Benson_(5)|Grace Annie Hight Benson - abstract 5]]
|parent_category=Oral Histories
}}

Grace Annie Hight Benson (3)

2014-07-27T04:04:14Z

Martin:

{{Abstract
|banner_description=
|banner_image=
|banner_image_caption=
|menu=<ol>
<li>[[#one|Oral History Abstract 3]]
<br>000'01" Training How Organised?
<br>007'01" Balance between Study and Ward Work
<br>010'26" Reflections on Training Organisation
<br>012'50" Loyalty to Middlemore
<br>015'05" Most Value to Learning
<br>018'38" Nursing Curriculum
<br>021'13" Exams
<br>026'35" Celebration and Commitment to Studies
<br>031'40" Patients, Treatment and Technology
<br>036'42" Patients Treatment Continued
<br>040'50" Emotional Aspects
<br>045'07" Treatments and Equipment
<br>049'00" Weights and Lifting
<br>053'15" Nurses' Home
<br>057'20" Dining Rooms and Meals
<br>061'00" Uniforms
<br>064'14" Visitors</li>
<li>[[#four|See also]]</li>
</ol>
|heading_one=Oral History Abstract - part 3
|audio_file=Benson_Grace_003.mp3
|recorded=29 JUN 2012
|interviewer=Debbie Dunsford
|equipment=Fostex FR-2LE Digital Recorder
|abstractor=Debbie Dunsford
|details=<html>
<table id="audio_details">
<tbody>
<tr>
<td class="time">000'01"</td>
<td class="details"><h5>Training How Organised?</h5>Describes lectures and classes at <span>PRELIM SCHOOL. TUTOR SISTERS</span>, some doctors' lectures. Intravenous therapy, enemas. Not encouraged to ask questions.
</td>
</tr>
<tr>
<td class="time">007'01"</td>
<td class="details"><h5>Balance between Study and Ward Work</h5>Describes travel to <span>AUCKLAND HOSPITA</span>L for <span>STUDY DAYS</span>, fitting in study around work. Recalls keeping up because very keen. Study covered specialties: infectious diseases, diseases of women, eye, ear, nose & throat, internal diseases, children. <br><br>SHORT PAUSE WHILE PHONE CHECKED
</td>
</tr>
<tr>
<td class="time">010'26"</td>
<td class="details"><h5>Reflections on Training Organisation</h5>Describes relationship of study to ward work and being 'on tour' for different experience. Reflects on perceptions of which hospital gave best training.
</td>
</tr>
<tr>
<td class="time">012'50"</td>
<td class="details"><h5>Loyalty to Middlemore</h5>Describes student loyalty to <span>MIDDLEMORE HOSPITAL [HOSPITAL HIERARCHY]</span>. Put down by other students as if the 'country cousins'. Relates saying 'Green Lane students are social conscious, Auckland students were study conscious and Middlemore students were unconscious'. Reflects on lessons learnt from this.
</td>
</tr>
<tr>
<td class="time">015'05"</td>
<td class="details"><h5>Most Value to Learning</h5>Mentions lack of community experience in training. Mentions realising need for <span>NURSING THEORY</span>. Reflects on instinctive caring by nurses for patients rather than being taught. Recounts story of small boy dying of bone cancer.
</td>
</tr>
<tr>
<td class="time">018'38"</td>
<td class="details"><h5>Nursing Curriculum</h5>Mentions changes in nursing <span>CURRICULUM [MATERNITY TRAINING]</span> but unaware of criticisms. Very practical training. <span>AUCKLAND HOSPITAL BOARD</span> incentives for staff to stay including medal [<span>STAFF RETENTION</span>]. Recounts use of her <span>PRELIM</span> class photo in a recruitment poster (Grace in second row).
</td>
</tr>
<tr>
<td class="time">021'13"</td>
<td class="details"><h5>Exams</h5><span>JUNIOR STATE EXAM</span> end of first year. Describes study, anxiety, social life, support of friends. [<span>OTAHUHU BAPTIST CHURCH YOUNG PEOPLE</span>]. 'My first work was to be a nurse, always.' Describes preparation for <span>EXAMS</span>, hospital exam prior to <span>SENIOR STATE EXAM</span> at end of three years.
Recalls some nurses would fail and repeat <span>EXAMS</span>.
</td>
</tr>
<tr>
<td class="time">026'35"</td>
<td class="details"><h5>Celebration and Commitment to Studies</h5>Describes social activities with <span>OTAHUHU BAPTIST CHURCH</span> group and some nurses. No <span>ALCOHOL</span>. Beach visits. Friend <span>AUDREY MITCHELL</span> had a car which was unusual. In first year went for trip to <span>ROTORUA</span> together. Describes <span>MIDDLEMORE's NURSES' CHRISTIAN FELLOWSHIP</span> and her <span>FAITH</span> at time. Quotes Nurse's Prayer. Reflects that the Prayer brought together the practicalities of nursing and theory as a personal baseline for her. Thinks uncommon for nurses to seek a theory of nursing at the time.
</td>
</tr>
<tr>
<td class="time">031'40"</td>
<td class="details"><h5>Patients, Treatment and Technology</h5>Describes the types of ward at <span>MIDDLEMORE</span>, nursing experience with traction and bones, surgery and medical conditions. Describes first time she experienced fainting in horror at a <span>LUMBAR PUNCTURE</span> procedure. Describes <span>OPERATING THEATRE</span> experience 'very scary and very regimented but amazing'.
</td>
</tr>
<tr>
<td class="time">036'42"</td>
<td class="details"><h5>Patients Treatment Continued</h5>Recalls 'specialling' an agitated patient who threatened her. Felt unprepared to deal with it. Mentions <span>PLASTIC SURGERY</span> and <span>MIDDLEMORE's</span> specialties.
</td>
</tr>
<tr>
<td class="time">040'50"</td>
<td class="details"><h5>Emotional Aspects</h5>Recalls coping personally with <span>DEATH</span> or talked to other nurses off duty. 'If I had to cry, I remember going into the linen room or the sluice room and you could have a cry by the sterilisers because it was steamed up anyway.' Drew on her earlier experience of <span>DEATH</span>.
</td>
</tr>
<tr>
<td class="time">045'07"</td>
<td class="details"><h5>Treatments and Equipment</h5>Describes common drug for older people (<span>DIGOXIN</span> from digitalis plant) that could be dangerous and required extra nursing care. Cites associated mnemonic. Predominantly men with heart problems in <span>MEDICAL WARD</span>. Describes use of enema cans and bulky intravenous fluid equipment.
</td>
</tr>
<tr>
<td class="time">049'00"</td>
<td class="details"><h5>Weights and Lifting</h5>Describes lifting, problem of fixed beds, use of pillows and bed as piece of equipment. 'It was satisfying to make a person comfortable.' Agrees some nurses would have left nursing due to back problems. Some had a <span>LAMINECTOMY</span> (removal of part of spine).
</td>
</tr>
<tr>
<td class="time">053'15"</td>
<td class="details"><h5>Nurses' Home</h5>'Very regimented military <span>HOME SISTER</span>.' Thinks name was <span>SISTER GOUDIE</span>. Describes aspects of <span>NURSES' HOME</span> life. Sleep, room inspection. Some nurses came in after 10pm. Recalls loving baths. 'Get rid of aching bodies because they were aching. Our feet were sore, our bodies were aching most of the time'. Awareness of <span>MIDDLEMORE</span> work being heavier than elsewhere. Separate rooms 'our haven'. Recalls sharing and <span>FRIENDSHIPS</span>.
</td>
</tr>
<tr>
<td class="time">057'20"</td>
<td class="details"><h5>Dining Rooms and Meals</h5>escribes dining room and <span>FOOD</span>. 'Typical and common was marble - mashed potato, marble carrot and parsnip, stewed up cabbage really white and corned beef - a good meal!'
</td>
</tr>
<tr>
<td class="time">061'00"</td>
<td class="details"><h5>Uniforms</h5>Describes pale blue dress and white ward <span>UNIFORMS</span> and changes as progressed. Twin buttons on a shank. 'We always had to make time for buttoning'. Describes <span>LAUNDRY</span> process. Talks about <span>GROOMING</span>. Looking smart 'valued'. Impressed by well-groomed <span>GREAT BARRIER ISLAND NURSE Mrs McLEAN</span>.
</td>
</tr>
<tr>
<td class="time">064'14"</td>
<td class="details"><h5>Visitors</h5><span>RULES</span> around visitors to <span>NURSES' HOME</span>.<br><br>FILE 3 ENDS 65 Mins 06 Secs
</td>
</tr>
</tbody>
</table>
</html>
|heading_two=
|media_description=
|media_image=
|media_image_caption=
|heading_three=
|gallery=
|heading_four=See Also
|see_also=* [[Grace_Annie_Hight_Benson|Grace Annie Hight Benson - abstract 1]]
* [[Grace_Annie_Hight_Benson_(2)|Grace Annie Hight Benson - abstract 2]]
* [[Grace_Annie_Hight_Benson_(4)|Grace Annie Hight Benson - abstract 4]]
* [[Grace_Annie_Hight_Benson_(5)|Grace Annie Hight Benson - abstract 5]]
|parent_category=Oral Histories
}}

Grace Annie Hight Benson (3)

2014-07-27T04:03:28Z

Martin: Created page with "{{Abstract |banner_description= |banner_image= |banner_image_caption= |menu=<ol> <li>Oral History Abstract 3 <br>000'01" Training How Organised? <br>007'01" Bala..."

{{Abstract
|banner_description=
|banner_image=
|banner_image_caption=
|menu=<ol>
<li>[[#one|Oral History Abstract 3]]
<br>000'01" Training How Organised?
<br>007'01" Balance between Study and Ward Work
<br>010'26" Reflections on Training Organisation
<br>012'50" Loyalty to Middlemore
<br>015'05" Most Value to Learning
<br>018'38" Nursing Curriculum
<br>021'13" Exams
<br>026'35" Celebration and Commitment to Studies
<br>031'40" Patients, Treatment and Technology
<br>036'42" Patients Treatment Continued
<br>040'50" Emotional Aspects
<br>045'07" Treatments and Equipment
<br>049'00" Weights and Lifting
<br>053'15" Nurses' Home
<br>057'20" Dining Rooms and Meals
<br>061'00" Uniforms
<br>064'14" Visitors</li>
<li>[[#four|See also]]</li>
</ol>
|heading_one=Oral History Abstract - part 3
|audio_file=Benson_Grace_003.mp3
|recorded=29 JUN 2012
|interviewer=Debbie Dunsford
|equipment=Fostex FR-2LE Digital Recorder
|abstractor=Debbie Dunsford
|details=<html>
<table id="audio_details">
<tbody>
<tr>
<td class="time">000'01"</td>
<td class="details"><h5>Training How Organised?</h5>Describes lectures and classes at <span>PRELIM SCHOOL. TUTOR SISTERS</span>, some doctors' lectures. Intravenous therapy, enemas. Not encouraged to ask questions.
</td>
</tr>
<tr>
<td class="time">007'01"</td>
<td class="details"><h5>Balance between Study and Ward Work</h5>Describes travel to <span>AUCKLAND HOSPITA</span>L for <span>STUDY DAYS</span>, fitting in study around work. Recalls keeping up because very keen. Study covered specialties: infectious diseases, diseases of women, eye, ear, nose & throat, internal diseases, children. <br><br><span>SHORT PAUSE WHILE PHONE CHECKED</span>
</td>
</tr>
<tr>
<td class="time">010'26"</td>
<td class="details"><h5>Reflections on Training Organisation</h5>Describes relationship of study to ward work and being 'on tour' for different experience. Reflects on perceptions of which hospital gave best training.
</td>
</tr>
<tr>
<td class="time">012'50"</td>
<td class="details"><h5>Loyalty to Middlemore</h5>Describes student loyalty to <span>MIDDLEMORE HOSPITAL [HOSPITAL HIERARCHY]</span>. Put down by other students as if the 'country cousins'. Relates saying 'Green Lane students are social conscious, Auckland students were study conscious and Middlemore students were unconscious'. Reflects on lessons learnt from this.
</td>
</tr>
<tr>
<td class="time">015'05"</td>
<td class="details"><h5>Most Value to Learning</h5>Mentions lack of community experience in training. Mentions realising need for <span>NURSING THEORY</span>. Reflects on instinctive caring by nurses for patients rather than being taught. Recounts story of small boy dying of bone cancer.
</td>
</tr>
<tr>
<td class="time">018'38"</td>
<td class="details"><h5>Nursing Curriculum</h5>Mentions changes in nursing <span>CURRICULUM [MATERNITY TRAINING]</span> but unaware of criticisms. Very practical training. <span>AUCKLAND HOSPITAL BOARD</span> incentives for staff to stay including medal [<span>STAFF RETENTION</span>]. Recounts use of her <span>PRELIM</span> class photo in a recruitment poster (Grace in second row).
</td>
</tr>
<tr>
<td class="time">021'13"</td>
<td class="details"><h5>Exams</h5><span>JUNIOR STATE EXAM</span> end of first year. Describes study, anxiety, social life, support of friends. [<span>OTAHUHU BAPTIST CHURCH YOUNG PEOPLE</span>]. 'My first work was to be a nurse, always.' Describes preparation for <span>EXAMS</span>, hospital exam prior to <span>SENIOR STATE EXAM</span> at end of three years.
Recalls some nurses would fail and repeat <span>EXAMS</span>.
</td>
</tr>
<tr>
<td class="time">026'35"</td>
<td class="details"><h5>Celebration and Commitment to Studies</h5>Describes social activities with <span>OTAHUHU BAPTIST CHURCH</span> group and some nurses. No <span>ALCOHOL</span>. Beach visits. Friend <span>AUDREY MITCHELL</span> had a car which was unusual. In first year went for trip to <span>ROTORUA</span> together. Describes <span>MIDDLEMORE's NURSES' CHRISTIAN FELLOWSHIP</span> and her <span>FAITH</span> at time. Quotes Nurse's Prayer. Reflects that the Prayer brought together the practicalities of nursing and theory as a personal baseline for her. Thinks uncommon for nurses to seek a theory of nursing at the time.
</td>
</tr>
<tr>
<td class="time">031'40"</td>
<td class="details"><h5>Patients, Treatment and Technology</h5>Describes the types of ward at <span>MIDDLEMORE</span>, nursing experience with traction and bones, surgery and medical conditions. Describes first time she experienced fainting in horror at a <span>LUMBAR PUNCTURE</span> procedure. Describes <span>OPERATING THEATRE</span> experience 'very scary and very regimented but amazing'.
</td>
</tr>
<tr>
<td class="time">036'42"</td>
<td class="details"><h5>Patients Treatment Continued</h5>Recalls 'specialling' an agitated patient who threatened her. Felt unprepared to deal with it. Mentions <span>PLASTIC SURGERY</span> and <span>MIDDLEMORE's</span> specialties.
</td>
</tr>
<tr>
<td class="time">040'50"</td>
<td class="details"><h5>Emotional Aspects</h5>Recalls coping personally with <span>DEATH</span> or talked to other nurses off duty. 'If I had to cry, I remember going into the linen room or the sluice room and you could have a cry by the sterilisers because it was steamed up anyway.' Drew on her earlier experience of <span>DEATH</span>.
</td>
</tr>
<tr>
<td class="time">045'07"</td>
<td class="details"><h5>Treatments and Equipment</h5>Describes common drug for older people (<span>DIGOXIN</span> from digitalis plant) that could be dangerous and required extra nursing care. Cites associated mnemonic. Predominantly men with heart problems in <span>MEDICAL WARD</span>. Describes use of enema cans and bulky intravenous fluid equipment.
</td>
</tr>
<tr>
<td class="time">049'00"</td>
<td class="details"><h5>Weights and Lifting</h5>Describes lifting, problem of fixed beds, use of pillows and bed as piece of equipment. 'It was satisfying to make a person comfortable.' Agrees some nurses would have left nursing due to back problems. Some had a <span>LAMINECTOMY</span> (removal of part of spine).
</td>
</tr>
<tr>
<td class="time">053'15"</td>
<td class="details"><h5>Nurses' Home</h5>'Very regimented military <span>HOME SISTER</span>.' Thinks name was <span>SISTER GOUDIE</span>. Describes aspects of <span>NURSES' HOME</span> life. Sleep, room inspection. Some nurses came in after 10pm. Recalls loving baths. 'Get rid of aching bodies because they were aching. Our feet were sore, our bodies were aching most of the time'. Awareness of <span>MIDDLEMORE</span> work being heavier than elsewhere. Separate rooms 'our haven'. Recalls sharing and <span>FRIENDSHIPS</span>.
</td>
</tr>
<tr>
<td class="time">057'20"</td>
<td class="details"><h5>Dining Rooms and Meals</h5>escribes dining room and <span>FOOD</span>. 'Typical and common was marble - mashed potato, marble carrot and parsnip, stewed up cabbage really white and corned beef - a good meal!'
</td>
</tr>
<tr>
<td class="time">061'00"</td>
<td class="details"><h5>Uniforms</h5>Describes pale blue dress and white ward <span>UNIFORMS</span> and changes as progressed. Twin buttons on a shank. 'We always had to make time for buttoning'. Describes <span>LAUNDRY</span> process. Talks about <span>GROOMING</span>. Looking smart 'valued'. Impressed by well-groomed <span>GREAT BARRIER ISLAND NURSE Mrs McLEAN</span>.
</td>
</tr>
<tr>
<td class="time">064'14"</td>
<td class="details"><h5>Visitors</h5><span>RULES</span> around visitors to <span>NURSES' HOME</span>.<br><br>FILE 3 ENDS 65 Mins 06 Secs
</td>
</tr>
</tbody>
</table>
</html>
|heading_two=
|media_description=
|media_image=
|media_image_caption=
|heading_three=
|gallery=
|heading_four=See Also
|see_also=* [[Grace_Annie_Hight_Benson|Grace Annie Hight Benson - abstract 1]]
* [[Grace_Annie_Hight_Benson_(2)|Grace Annie Hight Benson - abstract 2]]
* [[Grace_Annie_Hight_Benson_(4)|Grace Annie Hight Benson - abstract 4]]
* [[Grace_Annie_Hight_Benson_(5)|Grace Annie Hight Benson - abstract 5]]
|parent_category=Oral Histories
}}

File:Benson Grace 003.mp3

2014-07-27T03:24:13Z

Martin:

Contribute

2014-07-25T01:41:32Z

Martin: Blanked the page

Grace Annie Hight Benson (2)

2014-07-24T08:35:06Z

Martin:

{{Abstract
|banner_description=
|banner_image=
|banner_image_caption=
|menu=<ol>
<li>[[#one|Oral History Abstract 2]]
<br>000'18" Mother's Stories of Nursing
<br>003'15" Siblings
<br>005'07" Secondary Schooling
<br>007'39" Desire to become a Nurse
<br>010'12" Determination to be a Nurse
<br>012'56" Becoming a Nurse
<br>016'15" Application and Interview
<br>018'31" Interview
<br>024'10" Nurses' Home
<br>028'53" Student Placement at Auckland Hospitals
<br>031'04" Prelim School
<br>034'10" Uniform and Prelim School
<br>037'34" On Woards at Middlemore
<br>046'48" Non-Patient Work
<br>050'08" Shift Structure
<br>057'03" Roles of Nurses at each level
<br>061'04" Roles of Nurses - Continued
<br>064'25" Role of Doctors</li>
<li>[[#four|See also]]</li>
</ol>
|heading_one=Oral History Abstract - part 2
|audio_file=Benson_Grace_002.mp3
|recorded=27 JUN 2012
|interviewer=Debbie Dunsford
|equipment=Fostex FR-2LE Digital Recorder
|abstractor=Debbie Dunsford
|details=<html>
<table id="audio_details">
<tbody>
<tr>
<td class="time">000'18"</td>
<td class="details"><h5>Mother's Stories of Nursing</h5>Recalls being impressed by mother's <span>NURSING</span> story of sick boy not allowed fluids but just wanted 'a little tup of tea'. Recognised <span>CARING</span> as part of <span>NURSING</span>. Recounts mother's story of fear of <span>THAMES HOSPITAL MATRON</span>.</td>
</tr>
<tr>
<td class="time">003'15"</td>
<td class="details"><h5>Siblings</h5><span>GEORGE SAMUEL, CATHERINE MURIEL, WINNIE CLARA</span>. All had name HIGHT also. Describes relationships with siblings. Describes adult <span>OCCUPATIONS</span> of siblings. Grace youngest but first to leave <span>GREAT BARRIER ISLAND</span> at 18 years old.</td>
</tr>
<tr>
<td class="time">005'07"</td>
<td class="details"><h5>Secondary Schooling</h5>Enrolled at <span>CORRESPONDENCE SCHOOL, WELLINGTON</span>, from Form 1. <span>SCHOOLING</span> 'dissolved a bit' on <span>GREAT BARRIER</span> in 1940s. Disrupted by farmwork. Describes family attitudes to <span>EDUCATION</span>. Mentions how school shifted over some years.</td>
</tr>
<tr>
<td class="time">007'39"</td>
<td class="details"><h5>Desire to become a Nurse</h5>Recalls desire for <span>EDUCATION</span> but needed on farm. 'But I always had in sight that I was going to be a nurse'. Describes observing nursing role model, <span>Mrs McLEAN</span>, first <span>DISTRICT HEALTH NURSE at GREAT BARRIER ISLAND</span>. Visited homes on horseback from the other end of the Island. Always well groomed. Another influence, Auntie <span>ANNIE MEDLAND</span>, had done some training and was known as a nurse.</td>
</tr>
<tr>
<td class="time">010'12"</td>
<td class="details"><h5>Determination to be a Nurse</h5>Recalls wanting to be a nurse but feeling anxious about her level of <span>EDUCATION</span>. Knew she needed 'only two years’ secondary education'. Describes loving family life, religious upbringing, social activities.</td>
</tr>
<tr>
<td class="time">012'56"</td>
<td class="details"><h5>Becoming a Nurse</h5>Describes desire for <span>EDUCATION</span> but difficult balance <span>FARMWORK</span> and <span>CORRESPONDENCE SCHOOL</span>.
Parents supported her going nursing but concerned about her leaving home. Describes the <span>EDUCATION</span> and work of her cousins. Gap of two years between <span>CORRESPONDENCE SCHOOL</span> and going nursing.</td>
</tr>
<tr>
<td class="time">016'15"</td>
<td class="details"><h5>Application and Interview</h5>Mother set up interview with Miss <span>(JESSIE) KIRKNESS, MATRON-IN-CHIEF, AUCKLAND</span>. Recalls social and other activities on <span>GREAT BARRIER ISLAND</span> before leaving for <span>NURSE TRAINING</span>. Refers <span>BIBLE IN SCHOOLS, SUNDAY SCHOOL, MUSIC</span>. Recalls being influenced by a <span>WEEKLY NEWS</span> glossy page of <span>NEW PLYMOUTH HOSPITAL</span>. Showed nurses doing lots of things 'and in uniform and looking amazing. And I wanted to be like that'.</td>
</tr>
<tr>
<td class="time">018'31"</td>
<td class="details"><h5>Interview</h5>Mentions travel to <span>ARDMORE AIRPORT, AUCKLAND</span> in <span>FOX MOTH</span> plane and places to stay in <span>AUCKLAND</span>. Family saw living in <span>NURSES HOME</span> as safe. 'I think my mother ran the interview'. <span>MATRON IN CHIEF, MISS KIRKNESS</span>, very formal, pleasant. Seemed to know mother's nurse cousins at <span>TIMARU</span>. Grace shy and aware nursing would be hard. Realised during interview that her world would change. Describes anxiety and excitement of interview and acceptance.
No recall medical examination or getting references.</td>
</tr>
<tr>
<td class="time">024'10"</td>
<td class="details"><h5>Nurses' Home</h5>Recalls leaving <span>GREAT BARRIER ISLAND</span> for <span>PRELIM(INARY) SCHOOL</span>. Left <span>TRYPHENA</span> wharf on vessel <span>COROMEL</span>. Recalls homesickness. Describes <span>NURSES HOME</span> and her room (32 women in her year). Strict, quite formal but very exciting. 'A lot of busyness' on the first day. Describes becoming friends with <span>AUDREY MITCHELL</span> from <span>MATAMATA</span> and where other student nurses came from. Friend <span>TUI MAXWELL</span> at <span>MIDDLEMORE</span> not <span>PRELIM</span>.</td>
</tr>
<tr>
<td class="time">028'53"</td>
<td class="details"><h5>Student Placement at Auckland Hospitals</h5>Enrolled at <span>AUCKLAND SCHOOL OF NURSING</span>. Describes being 'placed' early on, 'told ... no choice', going to <span>MIDDLEMORE</span> for ward experience. Monday to Friday with tutor sisters in <span>PRELIM</span>, then Saturdays to <span>MIDDLEMORE</span>. Reflects that those sent to <span>MIDDLEMORE</span> were more likely to be from country, further from friends and family. Base hospitals were <span>AUCKLAND, GREEN LANE</span> and <span>MIDDLEMORE</span>. Doesn't recall Pacific nurses. Describes her special friends, <span>AUDREY MITCHELL, DAPHNE LAWSON, FAY ?</span> Also <span>MERLE BLACKBURN</span> and friends in the next class.</td>
</tr>
<tr>
<td class="time">031'04"</td>
<td class="details"><h5>Prelim School</h5>Describes <span>PRELIM SCHOOL</span> lessons including <span>ANATOMY</span> and <span>PHYSIOLOGY</span>, <span>NURSING HYGIENE</span> and practical skills, size of class, anxiety about formal classroom skills. Recalls nursing history seemed boring. Reflects she learnt teaching 'needs to be memorable and the student needs to be involved'. Describes being shocked at photos of reproductive system. Describes practical 'Ward-likes' at <span>PRELIM</span>. 'In fact, we used to go back at nights, Audrey and I, to make more beds, to get them perfect and make them in three minutes....'</td>
</tr>
<tr>
<td class="time">034'10"</td>
<td class="details"><h5>Uniform and Prelim School</h5>Describes two <span>UNIFORMS</span> and when worn: pale blue dress <span>UNIFORM</span> in rooms and for meals and white <span>UNIFORM</span> for the wards at <span>MIDDLEMORE</span>. Strict rules. Describes lessons at <span>PRELIM</span>, including hygiene, hand washing, sterilising bowls and equipment, nutrition. <span>TUTOR SISTER</span> possibly called <span>SISTER MCALEER</span>. Describes <span>SISTER SAKER</span> who was in charge of <span>PRELIM</span> and was a role model as a teacher and gave Grace personal encouragement.</td>
</tr>
<tr>
<td class="time">037'32"</td>
<td class="details"><h5>On Woards at Middlemore</h5>Describes typical day on her first ward (<span>ORTHOPAEDIC</span>) including patient rounds, care, roles of student nurses, ward sister, learning from senior student nurses. Importance of Matron's visit, routine and rules. Hard work, responsibility to do job properly. Describes <span>HIERARCHY</span> 'a class system of who you talked to'. Explains making divided beds for patients in traction and emphasis on bed looking right rather than patient comfort. [<span>DUTIES</span>]</td>
</tr>
<tr>
<td class="time">046'48"</td>
<td class="details"><h5>Non-Patient Work</h5>Recalls <span>CLEANING</span> work. Recalls lack of emphasis on talking to patients. If she sat down to talk to a patient, she would have been told 'haven't you got anything better to do, nurse?' Describes <span>MIDDLEMORE's</span> position as a 'B' grade base training school of <span>AUCKLAND SCHOOL OF NURSING</span>, going 'on tour' to other hospitals. 1956 was last year of old <span>CURRICULUM</span> which did not include <span>MATERNITY TRAINING</span>.</td>
</tr>
<tr>
<td class="time">050'08"</td>
<td class="details"><h5>Shift Structure</h5>Describes <span>SHIFT SYSTEM</span> including divided shifts. Describes work characteristics of each shift and night shift responsibilities. Describes anxiety about nursing 'very sick people'. Dealing with <span>DEATH</span> of patients. <span>FEAR</span> of speaking to some charge nurses.</td>
</tr>
<tr>
<td class="time">057'03"</td>
<td class="details"><h5>Roles of Nurses at each level</h5>Describes transition through each year and work done. <span>JUNIOR STATE EXAM</span>. Describes greater role of patient care/supervising students as <span>REGISTERED NURSE</span> in Ward 4 at <span>MIDDLEMORE</span>. Refers <span>SISTER GRANDISON</span>, <span>MISS BARKER</span> (assistant-matron), <span>MISS CLELAND</span> (matron). Nurses groomed to be teachers for each level. Mentions encouraging a <span>PINKIE</span> (<span>NURSE AIDES trained</span> at <span>CORNWALL HOSPITAL</span>) to become a trained nurse.</td>
</tr>
<tr>
<td class="time">061'04"</td>
<td class="details"><h5>Roles of Nurses - Continued</h5>Reflects on <span>COLLEAGUESHIP</span> between levels. Describes friendship <span>MISS BARKER</span> and <span>SISTER GRANDISON</span>. Describes role of <span>WARD SISTERS</span>. Describes awareness of hospital housekeeping, use of linen. Describes assistance of <span>NURSE AIDES</span> (training at <span>CORNWALL HOSPITAL</span>). Recalls no <span>COMMUNITY TRAINING</span>.</td>
</tr>
<tr>
<td class="time">064'25"</td>
<td class="details"><h5>Role of Doctors</h5>Describes doctors at <span>MIDDLEMORE</span> and attitudes towards them. Mentions <span>MR MANCHESTER</span>, the plastic surgeon of Ward One, and <span>SISTER WILLIAMS</span>. Refers <span>ORTHOPAEDICS, PLASTIC SURGERY, DENTAL UNIT, Mr ROSS NICHOLSON, SISTER JOAN BENSON, OTARA SPINAL UNIT</span>. Describes strong working relationships between some doctors and charge nurses.<br><br>ENDS 68'24"</td>
</tr>
</tbody>
</table>
</html>
|heading_two=
|media_description=
|media_image=
|media_image_caption=
|heading_three=
|gallery=
|heading_four=See Also
|see_also=* [[Grace_Annie_Hight_Benson|Grace Annie Hight Benson - abstract 1]]
* [[Grace_Annie_Hight_Benson_(3)|Grace Annie Hight Benson - abstract 3]]
* [[Grace_Annie_Hight_Benson_(4)|Grace Annie Hight Benson - abstract 4]]
* [[Grace_Annie_Hight_Benson_(5)|Grace Annie Hight Benson - abstract 5]]
|parent_category=Oral Histories
}}

Grace Annie Hight Benson (2)

2014-07-24T08:33:39Z

Martin: Created page with "{{Abstract |banner_description= |banner_image= |banner_image_caption= |menu=<ol> <li>Oral History Abstract 2 <br>000'18" Mother's Stories of Nursing <br>003'15" ..."

{{Abstract
|banner_description=
|banner_image=
|banner_image_caption=
|menu=<ol>
<li>[[#one|Oral History Abstract 2]]
<br>000'18" Mother's Stories of Nursing
<br>003'15" Siblings
<br>005'07" Secondary Schooling
<br>007'39" Desire to become a Nurse
<br>010'12" Determination to be a Nurse
<br>012'56" Becoming a Nurse
<br>016'15" Application and Interview
<br>018'31" Interview
<br>024'10" Nurses' Home
<br>028'53" Student Placement at Auckland Hospitals
<br>031'04" Prelim School
<br>034'10" Uniform and Prelim School
<br>037'34" On Woards at Middlemore
<br>046'48" Non-Patient Work
<br>050'08" Shift Structure
<br>057'03" Roles of Nurses at each level
<br>061'04" Roles of Nurses - Continued
<br>064'25" Role of Doctors</li>
<li>[[#four|See also]]</li>
</ol>
|heading_one=Oral History Abstract - part 2
|audio_file=Benson_Grace_002.mp3
|recorded=27 JUN 2012
|interviewer=Debbie Dunsford
|equipment=Fostex FR-2LE Digital Recorder
|abstractor=Debbie Dunsford
|details=<html>
<table id="audio_details">
<tbody>
<tr>
<td class="time">000'18"</td>
<td class="details"><h5>Mother's Stories of Nursing</h5>Recalls being impressed by mother's <span>NURSING</span> story of sick boy not allowed fluids but just wanted 'a little tup of tea'. Recognised <span>CARING</span> as part of <span>NURSING</span>. Recounts mother's story of fear of <span>THAMES HOSPITAL MATRON</span>.</td>
</tr>
<tr>
<td class="time">003'15"</td>
<td class="details"><h5>Siblings</h5><span>GEORGE SAMUEL, CATHERINE MURIEL, WINNIE CLARA</span>. All had name HIGHT also. Describes relationships with siblings. Describes adult <span>OCCUPATIONS</span> of siblings. Grace youngest but first to leave <span>GREAT BARRIER ISLAND</span> at 18 years old.</td>
</tr>
<tr>
<td class="time">005'07"</td>
<td class="details"><h5>Secondary Schooling</h5>Enrolled at <span>CORRESPONDENCE SCHOOL, WELLINGTON</span>, from Form 1. <span>SCHOOLING</span> 'dissolved a bit' on <span>GREAT BARRIER</span> in 1940s. Disrupted by farmwork. Describes family attitudes to <span>EDUCATION</span>. Mentions how school shifted over some years.</td>
</tr>
<tr>
<td class="time">007'39"</td>
<td class="details"><h5>Desire to become a Nurse</h5>Recalls desire for <span>EDUCATION</span> but needed on farm. 'But I always had in sight that I was going to be a nurse'. Describes observing nursing role model, <span>Mrs McLEAN</span>, first <span>DISTRICT HEALTH NURSE at GREAT BARRIER ISLAND</span>. Visited homes on horseback from the other end of the Island. Always well groomed. Another influence, Auntie <span>ANNIE MEDLAND</span>, had done some training and was known as a nurse.</td>
</tr>
<tr>
<td class="time">010'12"</td>
<td class="details"><h5>Determination to be a Nurse</h5>Recalls wanting to be a nurse but feeling anxious about her level of <span>EDUCATION</span>. Knew she needed 'only two years’ secondary education'. Describes loving family life, religious upbringing, social activities.</td>
</tr>
<tr>
<td class="time">012'56"</td>
<td class="details"><h5>Becoming a Nurse</h5>Describes desire for <span>EDUCATION</span> but difficult balance <span>FARMWORK</span> and <span>CORRESPONDENCE SCHOOL</span>.
Parents supported her going nursing but concerned about her leaving home. Describes the <span>EDUCATION</span> and work of her cousins. Gap of two years between <span>CORRESPONDENCE SCHOOL</span> and going nursing.</td>
</tr>
<tr>
<td class="time">016'15"</td>
<td class="details"><h5>Application and Interview</h5>Mother set up interview with Miss <span>(JESSIE) KIRKNESS, MATRON-IN-CHIEF, AUCKLAND</span>. Recalls social and other activities on <span>GREAT BARRIER ISLAND</span> before leaving for <span>NURSE TRAINING</span>. Refers <span>BIBLE IN SCHOOLS, SUNDAY SCHOOL, MUSIC</span>. Recalls being influenced by a <span>WEEKLY NEWS</span> glossy page of <span>NEW PLYMOUTH HOSPITAL</span>. Showed nurses doing lots of things 'and in uniform and looking amazing. And I wanted to be like that'.</td>
</tr>
<tr>
<td class="time">018'31"</td>
<td class="details"><h5>Interview</h5>Mentions travel to <span>ARDMORE AIRPORT, AUCKLAND</span> in <span>FOX MOTH</span> plane and places to stay in <span>AUCKLAND</span>. Family saw living in <span>NURSES HOME</span> as safe. 'I think my mother ran the interview'. <span>MATRON IN CHIEF, MISS KIRKNESS</span>, very formal, pleasant. Seemed to know mother's nurse cousins at <span>TIMARU</span>. Grace shy and aware nursing would be hard. Realised during interview that her world would change. Describes anxiety and excitement of interview and acceptance.
No recall medical examination or getting references.</td>
</tr>
<tr>
<td class="time">024'10"</td>
<td class="details"><h5>Nurses' Home</h5>Recalls leaving <span>GREAT BARRIER ISLAND</span> for <span>PRELIM(INARY) SCHOOL</span>. Left <span>TRYPHENA</span> wharf on vessel <span>COROMEL</span>. Recalls homesickness. Describes <span>NURSES HOME</span> and her room (32 women in her year). Strict, quite formal but very exciting. 'A lot of busyness' on the first day. Describes becoming friends with <span>AUDREY MITCHELL</span> from <span>MATAMATA</span> and where other student nurses came from. Friend <span>TUI MAXWELL</span> at <span>MIDDLEMORE</span> not <span>PRELIM</span>.</td>
</tr>
<tr>
<td class="time">028'53"</td>
<td class="details"><h5>Student Placement at Auckland Hospitals</h5>Enrolled at <span>AUCKLAND SCHOOL OF NURSING</span>. Describes being 'placed' early on, 'told ... no choice', going to <span>MIDDLEMORE</span> for ward experience. Monday to Friday with tutor sisters in <span>PRELIM</span>, then Saturdays to <span>MIDDLEMORE</span>. Reflects that those sent to <span>MIDDLEMORE</span> were more likely to be from country, further from friends and family. Base hospitals were AUCKLAND, GREEN LANE and MIDDLEMORE. Doesn't recall Pacific nurses. Describes her special friends, AUDREY MITCHELL, DAPHNE LAWSON, FAY ? Also MERLE BLACKBURN and friends in the next class.</td>
</tr>
<tr>
<td class="time">031'04"</td>
<td class="details"><h5>Prelim School</h5>Describes <span>PRELIM SCHOOL</span> lessons including <span>ANATOMY</span> and <span>PHYSIOLOGY</span>, <span>NURSING HYGIENE</span> and practical skills, size of class, anxiety about formal classroom skills. Recalls nursing history seemed boring. Reflects she learnt teaching 'needs to be memorable and the student needs to be involved'. Describes being shocked at photos of reproductive system. Describes practical 'Ward-likes' at <span>PRELIM</span>. 'In fact, we used to go back at nights, Audrey and I, to make more beds, to get them perfect and make them in three minutes....'</td>
</tr>
<tr>
<td class="time">034'10"</td>
<td class="details"><h5>Uniform and Prelim School</h5>Describes two <span>UNIFORMS</span> and when worn: pale blue dress <span>UNIFORM</span> in rooms and for meals and white <span>UNIFORM</span> for the wards at <span>MIDDLEMORE</span>. Strict rules. Describes lessons at <span>PRELIM</span>, including hygiene, hand washing, sterilising bowls and equipment, nutrition. <span>TUTOR SISTER</span> possibly called <span>SISTER MCALEER</span>. Describes <span>SISTER SAKER</span> who was in charge of <span>PRELIM</span> and was a role model as a teacher and gave Grace personal encouragement.</td>
</tr>
<tr>
<td class="time">037'32"</td>
<td class="details"><h5>On Woards at Middlemore</h5>Describes typical day on her first ward (<span>ORTHOPAEDIC</span>) including patient rounds, care, roles of student nurses, ward sister, learning from senior student nurses. Importance of Matron's visit, routine and rules. Hard work, responsibility to do job properly. Describes <span>HIERARCHY</span> 'a class system of who you talked to'. Explains making divided beds for patients in traction and emphasis on bed looking right rather than patient comfort. [<span>DUTIES</span>]</td>
</tr>
<tr>
<td class="time">046'48"</td>
<td class="details"><h5>Non-Patient Work</h5>Recalls <span>CLEANING</span> work. Recalls lack of emphasis on talking to patients. If she sat down to talk to a patient, she would have been told 'haven't you got anything better to do, nurse?' Describes <span>MIDDLEMORE's</span> position as a 'B' grade base training school of <span>AUCKLAND SCHOOL OF NURSING</span>, going 'on tour' to other hospitals. 1956 was last year of old <span>CURRICULUM</span> which did not include <span>MATERNITY TRAINING</span>.</td>
</tr>
<tr>
<td class="time">050'08"</td>
<td class="details"><h5>Shift Structure</h5>Describes <span>SHIFT SYSTEM</span> including divided shifts. Describes work characteristics of each shift and night shift responsibilities. Describes anxiety about nursing 'very sick people'. Dealing with <span>DEATH</span> of patients. <span>FEAR</span> of speaking to some charge nurses.</td>
</tr>
<tr>
<td class="time">057'03"</td>
<td class="details"><h5>Roles of Nurses at each level</h5>Describes transition through each year and work done. <span>JUNIOR STATE EXAM</span>. Describes greater role of patient care/supervising students as <span>REGISTERED NURSE</span> in Ward 4 at <span>MIDDLEMORE</span>. Refers <span>SISTER GRANDISON</span>, <span>MISS BARKER</span> (assistant-matron), <span>MISS CLELAND</span> (matron). Nurses groomed to be teachers for each level. Mentions encouraging a <span>PINKIE</span> (<span>NURSE AIDES trained</span> at <span>CORNWALL HOSPITAL</span>) to become a trained nurse.</td>
</tr>
<tr>
<td class="time">061'04"</td>
<td class="details"><h5>Roles of Nurses - Continued</h5>Reflects on <span>COLLEAGUESHIP</span> between levels. Describes friendship <span>MISS BARKER</span> and <span>SISTER GRANDISON</span>. Describes role of <span>WARD SISTERS</span>. Describes awareness of hospital housekeeping, use of linen. Describes assistance of <span>NURSE AIDES</span> (training at <span>CORNWALL HOSPITAL</span>). Recalls no <span>COMMUNITY TRAINING</span>.</td>
</tr>
<tr>
<td class="time">064'25"</td>
<td class="details"><h5>Role of Doctors</h5>Describes doctors at <span>MIDDLEMORE</span> and attitudes towards them. Mentions <span>MR MANCHESTER</span>, the plastic surgeon of Ward One, and <span>SISTER WILLIAMS</span>. Refers <span>ORTHOPAEDICS, PLASTIC SURGERY, DENTAL UNIT, Mr ROSS NICHOLSON, SISTER JOAN BENSON, OTARA SPINAL UNIT</span>. Describes strong working relationships between some doctors and charge nurses.<br><br>ENDS 68'24"</td>
</tr>
</tbody>
</table>
</html>
|heading_two=
|media_description=
|media_image=
|media_image_caption=
|heading_three=
|gallery=
|heading_four=See Also
|see_also=* [[Grace_Annie_Hight_Benson|Grace Annie Hight Benson - abstract 1]]
* [[Grace_Annie_Hight_Benson_(3)|Grace Annie Hight Benson - abstract 3]]
* [[Grace_Annie_Hight_Benson_(4)|Grace Annie Hight Benson - abstract 4]]
* [[Grace_Annie_Hight_Benson_(5)|Grace Annie Hight Benson - abstract 5]]
|parent_category=Oral Histories
}}

File:Benson Grace 002.mp3

2014-07-24T06:16:17Z

Martin:

Diana Stuart-Masters (8)

2014-07-24T06:13:19Z

Martin: Created page with "{{Abstract |banner_description= |banner_image= |banner_image_caption= |menu=<ol> <li>Oral History Abstract 8 <br>000'30" Students for Enrolement Programme <br>006..."

{{Abstract
|banner_description=
|banner_image=
|banner_image_caption=
|menu=<ol>
<li>[[#one|Oral History Abstract 8]]
<br>000'30" Students for Enrolement Programme
<br>006'45" Hospital Association Training
<br>011'15" NZNO, Historical Tours, Ballet
<br>015'15" Changes in Nursing</li>
<li>[[#four|See also]]</li>
</ol>
|heading_one=Oral History Abstract - part 8
|audio_file=
|recorded=27 JUN 2012
|interviewer=Kate Prebble
|equipment=Fostex FR-2LE Digital Recorder
|abstractor=Kate Prebble
|details=<html>
<table id="audio_details">
<tbody>
<tr>
<td class="time">000'30"</td>
<td class="details"><h5>Students for Enrolement Programme</h5>Describes introduction of a new programme for training enrolled nurses. Precipitated by nursing shortages especially at <span>KINGSEAT MENTAL HOSPITAL</span>. Mentions role of <span>RON DEWITT, PRINCIPAL NURSE</span> of <span>AUCKLAND HOSPITAL</span>. Proposed a programme to be jointly run by the <span>COMPREHENSIVE NURSE</span> educators and the hospital educators. Comments on the ongoing bad feeling between the comprehensive and hospital educators, ‘It was appalling'.
Plan was to run two, one-year courses. Attracted a considerably diverse group, e.g. people with degrees, <span>SAMOAN</span> mothers with a lot of experience but little formal education. First six months theory at the technical institute (<span>AUCKLAND INSTITUTE of TECHNOLOGY</span>); second six months at hospital for practical experience. Problem was that the hospital tutors were not allowed to know what the students had been taught in theory or see their books. 'It was disastrous'. Remembers that the students had been 'stirred up a little bit', to ask questions, and told that hospital tutors would not know anything. Remembers it as unpleasant. 'We should have been able to work together'.
Programme stopped after two years. Comments on some of the 'stupidity' of the system. Students came from a number of hospitals, e.g. <span>KINGSEAT</span>. Diana worked mostly at <span>MIDDLEMORE</span>.</td>
</tr>
<tr>
<td class="time">006'45"</td>
<td class="details"><h5>Hospital Association Training</h5>Explains decision to delay retirement because of changes to <span>SUPPERANNUATION SCHEME</span>.
In 1992, moved to <span>HOSPITAL ASSOCIATION</span> to work as an educator, , at first mostly in geriatrics.
Association grew in early 1990s; more influence over all private hospitals; mentions role of <span>LIZ HALSTED</span> as Manager. Diana took over CPR training and monitoring of intravenous skills for private hospitals.
Mentions that <span>MIDWIVES</span> also did IV and <span>CPR</span> training with the Hospitals Association for a while.
Comments on the role: enjoyable and varied, visited many hospitals, organised programmes, and the nurses did well. 'We had a lot of fun'. The work folded around 2000 because hospitals were getting short of money to pay for the programmes.</td>
</tr>
<tr>
<td class="time">011'15"</td>
<td class="details"><h5>NZNO, Historical Tours, Ballet</h5>Comments on own involvement with <span>PAEDIATRIC Section of <span>NZNO</span>.
Describes involvement with organising tours within New Zealand, then overseas with a focus on history. Provided nursing cover for tour groups.
Mentions role on National Executive of the Supporters of the <span>NATIONAL BALLET</span>.
Discusses own recollections in this interview and difficulties of recounting 'accurately'; especially as a historian herself.</td>
</tr>
<tr>
<td class="time">015'15"</td>
<td class="details"><h5>Changes in Nursing</h5>Sums up what nursing has meant to her: 'It has been my career but always with the reservation that I am only a nurse' - a reservation related to her family expectations.
Suggests that there have been changes in attitudes about nursing and what nursing is. 'I don't think nurses have grasped the opportunities to develop nursing....Nursing skills have been neglected for medical skills', - too much of trying to be mini-doctors rather than developing nursing.
Reflects on what should be core nursing skills: awareness of bedside skills, practical, hands-on nursing. Gives example from her recent experience. Talks of importance of making patients comfortable, comforting, establishing eye contact.
Suggests that these skills were intrinsic in the training of the 1950s, Mentions the value of the <span>NIGHTINGALE WARD</span>.
Concluding comments.</td>
</tr>
</tbody>
</table>
</html>
|heading_two=
|media_description=
|media_image=
|media_image_caption=
|heading_three=
|gallery=
|heading_four=See Also
|see_also=* [[Diana_Stuart-Masters|Diana Stuart-Masters - abstract 1]]
* [[Diana_Stuart-Masters_(2)|Diana Stuart-Masters - abstract 2]]
* [[Diana_Stuart-Masters_(3)|Diana Stuart-Masters - abstract 3]]
* [[Diana_Stuart-Masters_(4)|Diana Stuart-Masters - abstract 4]]
* [[Diana_Stuart-Masters_(5)|Diana Stuart-Masters - abstract 5]]
* [[Diana_Stuart-Masters_(6)|Diana Stuart-Masters - abstract 6]]
* [[Diana_Stuart-Masters_(7)|Diana Stuart-Masters - abstract 7]]
|parent_category=Oral Histories
}}

Diana Stuart-Masters (7)

2014-07-24T06:00:08Z

Martin: Created page with "{{Abstract |banner_description= |banner_image= |banner_image_caption= |menu=<ol> <li>Oral History Abstract 7 <br>000'00" Hospital Grandparents' Scheme <br>004'15"..."

{{Abstract
|banner_description=
|banner_image=
|banner_image_caption=
|menu=<ol>
<li>[[#one|Oral History Abstract 7]]
<br>000'00" Hospital Grandparents' Scheme
<br>004'15" Role in In-Service Education
<br>007'00" Enrolled Nurses
<br>010'45" Comprehensive Educvation Introduced
<br>012'00" Anti-Racism Training</li>
<li>[[#four|See also]]</li>
</ol>
|heading_one=Oral History Abstract - part 7
|audio_file=
|recorded=27 JUN 2012
|interviewer=Kate Prebble
|equipment=Fostex FR-2LE Digital Recorder
|abstractor=Kate Prebble
|details=<html>
<table id="audio_details">
<tbody>
<tr>
<td class="time">000'00"</td>
<td class="details"><h5>Hospital Grandparents' Scheme</h5>Explains involvement with the <span>HOSPITAL GRANDPARENTS’ SCHEME</span>: Realised that her real interest was in <span>PAEDIATRICS</span> and child welfare. Scheme was based on ideas about <span>SEPARATION THEORY</span>, e.g. <span>BOWLBY</span>. Explains her interest because of her experience as a mother, e.g. involvement with in <span>PARENTS’ CENTRE</span>. Explains more re purpose of <span>GRANDPARENTS’ SCHEME</span>. Comments on opposition from 'traditional nurses' who felt their role was threatened.
Described own work with the ‘grandparents’, planning and teaching with blessing of <span>JUNE MILN</span>E (Assistant Principal Nurse, <span>PAEDIATRICS</span>). Reflects that she was 'able to move between nursing and non-nursing' and 'drawing on experiences as a parent and as a nurse and doing well in both areas.... I was able to move between the two worlds.... It worked extremely well'.</td>
</tr>
<tr>
<td class="time">004'15"</td>
<td class="details"><h5>Role in In-Service Education</h5>Talks of her move in late 1970s to <span>IN-SERVICE EDUCATION</span> in <span>PAEDIATRICS</span>. Explained difficulties - responsible to about nine different people with their own interpretation of the new role. 'I was probably the only one who knew what the job meant'. Some charge nurses felt threatened and thought the role was unnecessary. Nurses felt they were losing the nice parts of their role, i.e. playing with children.
In-service role was very varied. Covered general in-service, e.g. CPR and orientation for all the hospital and specialist courses. Also courses such as enrolled nurse training.</td>
</tr>
<tr>
<td class="time">007'00"</td>
<td class="details"><h5>Enrolled Nurses</h5>Explains that <span>PRINCESS MARY HOSPITAL</span> relied heavily on enrolled nurses, but their training was very varied. Mentions that part of her role was to plan and prepare the Auckland courses for enrolled nurses. Posits that it would be ideal to manage a hospital without enrolled nurses; explains that <span>MARY WALLACE</span>, the <span>MATRON</span> of <span>AUCKLAND HOSPITAL</span>, advocated for a fully qualified, registered nurse workforce but had to work with the realities of the situation.
Recounts experience of hosting the <span>MATRON</span> of <span>GREAT ORMOND STREET</span> who visited New Zealand during the <span>INTERNATIONAL YEAR OF THE CHILD</span>. She was opposed to the American system of nurse training. 'They can conceptualise but they can't catheterise'. She was horrified by their lack of practical skills.</td>
</tr>
<tr>
<td class="time">010'45"</td>
<td class="details"><h5>Comprehensive Educvation Introduced</h5>Comments on huge changes in nursing education. Threat to hospital-based tutors; nurses were divided, and did not pull together. 'A lot of stirred up tension'.</td>
</tr>
<tr>
<td class="time">012'00"</td>
<td class="details"><h5>Anti-Racism Training</h5>Recounts tensions at <span>AUCKLAND HOSPITAL</span> during the 1980s with <span>ANTI-RACISM</span> and <span>TREATY</span> training; difficulties with the anti-racism educator. Diana found herself in the middle of the trouble; e.g. she and <span>RON TRUBUHOVICH</span> were reported to the <span>RACE RELATIONS CONCILIATOR</span> because they had touched the head of someone during CPR training without gaining permission. Considers that the <span>TREATY</span> issues went 'way over board' and that the situation was 'not funny...it was destructive'.
Remembers a proposal at the time that a <span>MAORI</span> person who was ‘not necessarily trained’ should be appointed to work alongside every charge nurse in <span>PAEDIATRICS</span> to share common care of the <span>MAORI</span> children, and that <span>CHARGE NURSE</span> salaries should be shared.
Comments on her own response. 'It was a bad appointment. It was stupid' (interruption). Mentions that <span>IN-SERVICE</span> folded largely because of the stresses and because a lot of funding moved to the ant-racism work. Diana was asked to stay on to work on <span>ENROLLED NURSE PROGRAMME</span>. (Interview paused)</td>
</tr>
</tbody>
</table>
</html>
|heading_two=
|media_description=
|media_image=
|media_image_caption=
|heading_three=
|gallery=
|heading_four=See Also
|see_also=* [[Diana_Stuart-Masters|Diana Stuart-Masters - abstract 1]]
* [[Diana_Stuart-Masters_(2)|Diana Stuart-Masters - abstract 2]]
* [[Diana_Stuart-Masters_(3)|Diana Stuart-Masters - abstract 3]]
* [[Diana_Stuart-Masters_(4)|Diana Stuart-Masters - abstract 4]]
* [[Diana_Stuart-Masters_(5)|Diana Stuart-Masters - abstract 5]]
* [[Diana_Stuart-Masters_(6)|Diana Stuart-Masters - abstract 6]]
* [[Diana_Stuart-Masters_(8)|Diana Stuart-Masters - abstract 8]]
|parent_category=Oral Histories
}}

Diana Stuart-Masters (6)

2014-07-24T05:45:28Z

Martin:

{{Abstract
|banner_description=
|banner_image=
|banner_image_caption=
|menu=<ol>
<li>[[#one|Oral History Abstract 6]]
<br>003'00" Blood Bank
<br>003'58" Married Nurses, Blood Bank
<br>005'42" Marriage, Children
<br>006'28" Return to Nursing as Tutor
<br>008'55" New Head Tutor
<br>011'15" National Women's Hospital
<br>014'10" Comrpehensive Nursing Education
<br>015'43" Return to Auckland Nursing Hospital as Clinical Tutor</li>
<li>[[#four|See also]]</li>
</ol>
|heading_one=Oral History Abstract - part 6
|audio_file=Diana_Masters_006.mp3
|recorded=27 JUN 2012
|interviewer=Kate Prebble
|equipment=Fostex FR-2LE Digital Recorder
|abstractor=Kate Prebble
|details=<html>
<table id="audio_details">
<tbody>
<tr>
<td class="time">003'00"</td>
<td class="details"><h5>Blood Bank</h5>Started work at the <span>BLOOD BANK</span> at <span>COSTLEY</span> building, <span>AUCKLAND HOSPITAL</span> in 1958. Explained the work: four registered nurses; donors came into the hospital, nurses ran clinics off-site approx once per week, e.g. at <span>FREEZING WORKS</span>. Diana found the work interesting and enjoyable; mentioned development of <span>TRANSFUSIONS</span> for Rh-babies and providing blood for <span>OPEN HEART SURGERY</span>.
Explained that they worked as a team, quite different from the hierarchy of hospital nursing, worked autonomously, got on well with each other. Nurses could leave early on Fridays if they had finished their work. Mentioned <span>JEAN MONTAGUE</span> who was in charge. Sometimes worked long days if had been out with the truck but, 'looking back, it was hard work but fun'. 'We all worked in together and enjoyed it'.
Describes </pan>BLOOD BANK</span> truck visit to small towns as 'quite an event', e.g. a man at <span>TUAKAU</span> who made them whitebait fritters twice a year when they visited (small interruption).</td>
</tr>
<tr>
<td class="time">003'58"</td>
<td class="details"><h5>Married Nurses, Blood Bank</h5>Mentions that several of the nurses at <span>BLOOD BANK</span> were married. Comments on own decision to move to <span>BLOOD BANK</span> was not because of the hours but a means to escape an unpleasant work environment.
Comments that doctor in charge, <span>JOCK STAVELEY</span> often reminded the nurses that they were working for a laboratory. Mentions that <span>STAVELEY</span> set up the <span>BLOOD BANKS</span> in NZ and had active interest in <span>ANTHROPOLOGY</span> of the <span>PACIFIC</span>.</td>
</tr>
<tr>
<td class="time">005'42"</td>
<td class="details"><h5>Marriage, Children</h5>Explains attitudes to <span>PREGNANCY</span>; many nurse contemporaries worked while pregnant. Explained that she adopted her children - left work when babies arrived. Was away from work for 7-8 years. Returned to work at time marriage was finishing.</td>
</tr>
<tr>
<td class="time">006'28"</td>
<td class="details"><h5>Return to Nursing as Tutor</h5>Describes return to nursing: saw advertisement, went to see the <span>HEAD TUTOR, MARIE HOSKING</span>. Had not previously considered tutoring but needed a job, hours were good, and knew it would be something she would enjoy. 'I was very aware of what a nurse should be and how I would like to use my experience to make nursing better'.
Comments on her perception of self as a nurse during time off with young children when she was engaged in <span>PARENTS CENTRE, PLUNKET and PLAY CENTRE</span>. 'They saw me as a nurse, very much so, and I saw myself as a nurse'. Return to nursing was a comfortable decision.</td>
</tr>
<tr>
<td class="time">008'55"</td>
<td class="details"><h5>New Head Tutor</h5><span>MARGARET PATTERSON</span> took over as <span>HEAD TUTOR</span> at <span>AUCKLAND HOSPITAL BOARD SCHOOL OF NURSING</span>.
Explains that <span>PATTERSON</span> insisted she do the <span>MATERNITY</span> training, 'It was something I hadn't particularly felt I wanted to do or needed to do'. Explains the pressure of shift work on marriage. Afterwards, was pressured to teach <span>OBSTETRICS</span> at <span>NATIONAL WOMEN’S (HOSPITAL)</span>, coincided with period of 'trouble' at the hospital, Refers to the <span>CERVICAL CANCER</span> research and later inquiry.
Mentions dates: started tutoring end of 1969, moved to <span>NATIONAL WOMEN’S (HOSPITAL)</span> 1970-1971. <span>OBSTETRIC</span> tutor for approx 18 months.</td>
</tr>
<tr>
<td class="time">011'15"</td>
<td class="details"><h5>National Women's Hospital</h5>Discusses her awareness of 'trouble' at <span>NATIONAL WOMEN’S (HOSPITAL)</span> during 1970s: at same time, acknowledges significant improvements in <span>OBSTETRIC</span> health during this time. Aware of 'tremendous power of the doctors'.
Describes how women were assigned to A Team or B Team at their first <span>OBSTETRIC</span> appointment. A Team women were given intravenous fluids when they started labour; the women were fearful, thinking there must be something terribly wrong. Nobody explained that this was <span>RESEARCH</span> and nothing to do with the current situation.
Comments on the strict <span>OBSTETRIC</span> regulations - 'probably a good thing', 'very, very regulated but it made having babies a helluvu lot safer'. e.g. women couldn't go home before 5pm, temperature had to be taken at certain times.</td>
</tr>
<tr>
<td class="time">014'10"</td>
<td class="details"><h5>Comrpehensive Nursing Education</h5>Mentions the <span>CARPENTER REPORT</span>; Describes affect of <span>NURSING EDUCATION</span> reforms on the hospital-based tutors who came in for ‘bad press’; the experience was 'awful'; newspapers full of articles about badly-trained <span>TUTORS</span> - Reflects that this was 'quite incorrect': <span>TUTORS</span> knew what they were doing and were doing a good job. Considers the change in nursing education was 'badly handled'.</td>
</tr>
<tr>
<td class="time">015'43"</td>
<td class="details"><h5>Return to Auckland Nursing Hospital as Clinical Tutor</h5>Tells of return to <span>AUCKLAND HOSPITAL</span> as a <span>CLINICAL TUTOR</span>: most of teaching in the ward, at the bedside, took opportunities for teaching when they arose, 'it was a lot of fun and really interesting'. <span>CLINICAL TUTOR</span> was a new role with less formal teaching; relationship with the students was comfortable.
Talks of visit by <span>MARGARET MILES</span>, a well-known <span>MIDWIFE</span> from Edinburgh, author of the textbook for <span>MIDWIVES</span>. <span>MILES</span> argued that teachers should be able to teach anywhere without <span>TECHNOLOGY</span>; 'if you want to teach, you need to be able to teach in the middle of a paddock'. Diana learned importance of grabbing an opportunity for teaching when it arose (tape turned off).</td>
</tr>
</tbody>
</table>
</html>
|heading_two=
|media_description=
|media_image=
|media_image_caption=
|heading_three=
|gallery=
|heading_four=See Also
|see_also=* [[Diana_Stuart-Masters|Diana Stuart-Masters - abstract 1]]
* [[Diana_Stuart-Masters_(2)|Diana Stuart-Masters - abstract 2]]
* [[Diana_Stuart-Masters_(3)|Diana Stuart-Masters - abstract 3]]
* [[Diana_Stuart-Masters_(4)|Diana Stuart-Masters - abstract 4]]
* [[Diana_Stuart-Masters_(5)|Diana Stuart-Masters - abstract 5]]
* [[Diana_Stuart-Masters_(7)|Diana Stuart-Masters - abstract 7]]
* [[Diana_Stuart-Masters_(8)|Diana Stuart-Masters - abstract 8]]
|parent_category=Oral Histories
}}

Diana Stuart-Masters (6)

2014-07-24T05:43:32Z

Martin:

{{Abstract
|banner_description=
|banner_image=
|banner_image_caption=
|menu=<ol>
<li>[[#one|Oral History Abstract 6]]
<br>003'00" Blood Bank
<br>003'58" Married Nurses, Blood Bank
<br>005'42" Marriage, Children
<br>006'28" Return to Nursing as Tutor
<br>008'55" New Head Tutor
<br>011'15" National Women's Hospital
<br>014'10" Comrpehensive Nursing Education
<br>015'43" Return to Auckland Nursing Hospital as Clinical Tutor</li>
<li>[[#four|See also]]</li>
</ol>
|heading_one=Oral History Abstract - part 6
|audio_file=Diana_Masters_006.mp3
|recorded=
|interviewer=
|equipment=
|abstractor=
|details=<html>
<table id="audio_details">
<tbody>
<tr>
<td class="time">003'00"</td>
<td class="details"><h5>Blood Bank</h5>Started work at the <span>BLOOD BANK</span> at <span>COSTLEY</span> building, <span>AUCKLAND HOSPITAL</span> in 1958. Explained the work: four registered nurses; donors came into the hospital, nurses ran clinics off-site approx once per week, e.g. at <span>FREEZING WORKS</span>. Diana found the work interesting and enjoyable; mentioned development of <span>TRANSFUSIONS</span> for Rh-babies and providing blood for <span>OPEN HEART SURGERY</span>.
Explained that they worked as a team, quite different from the hierarchy of hospital nursing, worked autonomously, got on well with each other. Nurses could leave early on Fridays if they had finished their work. Mentioned <span>JEAN MONTAGUE</span> who was in charge. Sometimes worked long days if had been out with the truck but, 'looking back, it was hard work but fun'. 'We all worked in together and enjoyed it'.
Describes </pan>BLOOD BANK</span> truck visit to small towns as 'quite an event', e.g. a man at <span>TUAKAU</span> who made them whitebait fritters twice a year when they visited (small interruption).</td>
</tr>
<tr>
<td class="time">003'58"</td>
<td class="details"><h5>Married Nurses, Blood Bank</h5>Mentions that several of the nurses at <span>BLOOD BANK</span> were married. Comments on own decision to move to <span>BLOOD BANK</span> was not because of the hours but a means to escape an unpleasant work environment.
Comments that doctor in charge, <span>JOCK STAVELEY</span> often reminded the nurses that they were working for a laboratory. Mentions that <span>STAVELEY</span> set up the <span>BLOOD BANKS</span> in NZ and had active interest in <span>ANTHROPOLOGY</span> of the <span>PACIFIC</span>.</td>
</tr>
<tr>
<td class="time">005'42"</td>
<td class="details"><h5>Marriage, Children</h5>Explains attitudes to <span>PREGNANCY</span>; many nurse contemporaries worked while pregnant. Explained that she adopted her children - left work when babies arrived. Was away from work for 7-8 years. Returned to work at time marriage was finishing.</td>
</tr>
<tr>
<td class="time">006'28"</td>
<td class="details"><h5>Return to Nursing as Tutor</h5>Describes return to nursing: saw advertisement, went to see the <span>HEAD TUTOR, MARIE HOSKING</span>. Had not previously considered tutoring but needed a job, hours were good, and knew it would be something she would enjoy. 'I was very aware of what a nurse should be and how I would like to use my experience to make nursing better'.
Comments on her perception of self as a nurse during time off with young children when she was engaged in <span>PARENTS CENTRE, PLUNKET and PLAY CENTRE</span>. 'They saw me as a nurse, very much so, and I saw myself as a nurse'. Return to nursing was a comfortable decision.</td>
</tr>
<tr>
<td class="time">008'55"</td>
<td class="details"><h5>New Head Tutor</h5><span>MARGARET PATTERSON</span> took over as <span>HEAD TUTOR</span> at <span>AUCKLAND HOSPITAL BOARD SCHOOL OF NURSING</span>.
Explains that <span>PATTERSON</span> insisted she do the <span>MATERNITY</span> training, 'It was something I hadn't particularly felt I wanted to do or needed to do'. Explains the pressure of shift work on marriage. Afterwards, was pressured to teach <span>OBSTETRICS</span> at <span>NATIONAL WOMEN’S (HOSPITAL)</span>, coincided with period of 'trouble' at the hospital, Refers to the <span>CERVICAL CANCER</span> research and later inquiry.
Mentions dates: started tutoring end of 1969, moved to <span>NATIONAL WOMEN’S (HOSPITAL)</span> 1970-1971. <span>OBSTETRIC</span> tutor for approx 18 months.</td>
</tr>
<tr>
<td class="time">011'15"</td>
<td class="details"><h5>National Women's Hospital</h5>Discusses her awareness of 'trouble' at <span>NATIONAL WOMEN’S (HOSPITAL)</span> during 1970s: at same time, acknowledges significant improvements in <span>OBSTETRIC</span> health during this time. Aware of 'tremendous power of the doctors'.
Describes how women were assigned to A Team or B Team at their first <span>OBSTETRIC</span> appointment. A Team women were given intravenous fluids when they started labour; the women were fearful, thinking there must be something terribly wrong. Nobody explained that this was <span>RESEARCH</span> and nothing to do with the current situation.
Comments on the strict <span>OBSTETRIC</span> regulations - 'probably a good thing', 'very, very regulated but it made having babies a helluvu lot safer'. e.g. women couldn't go home before 5pm, temperature had to be taken at certain times.</td>
</tr>
<tr>
<td class="time">014'10"</td>
<td class="details"><h5>Comrpehensive Nursing Education</h5>Mentions the <span>CARPENTER REPORT</span>; Describes affect of <span>NURSING EDUCATION</span> reforms on the hospital-based tutors who came in for ‘bad press’; the experience was 'awful'; newspapers full of articles about badly-trained <span>TUTORS</span> - Reflects that this was 'quite incorrect': <span>TUTORS</span> knew what they were doing and were doing a good job. Considers the change in nursing education was 'badly handled'.</td>
</tr>
<tr>
<td class="time">015'43"</td>
<td class="details"><h5>Return to Auckland Nursing Hospital as Clinical Tutor</h5>Tells of return to <span>AUCKLAND HOSPITAL</span> as a <span>CLINICAL TUTOR</span>: most of teaching in the ward, at the bedside, took opportunities for teaching when they arose, 'it was a lot of fun and really interesting'. <span>CLINICAL TUTOR</span> was a new role with less formal teaching; relationship with the students was comfortable.
Talks of visit by <span>MARGARET MILES</span>, a well-known <span>MIDWIFE</span> from Edinburgh, author of the textbook for <span>MIDWIVES</span>. <span>MILES</span> argued that teachers should be able to teach anywhere without <span>TECHNOLOGY</span>; 'if you want to teach, you need to be able to teach in the middle of a paddock'. Diana learned importance of grabbing an opportunity for teaching when it arose (tape turned off).</td>
</tr>
</tbody>
</table>
</html>
|heading_two=
|media_description=
|media_image=
|media_image_caption=
|heading_three=
|gallery=
|heading_four=See Also
|see_also=* [[Diana_Stuart-Masters|Diana Stuart-Masters - abstract 1]]
* [[Diana_Stuart-Masters_(2)|Diana Stuart-Masters - abstract 2]]
* [[Diana_Stuart-Masters_(3)|Diana Stuart-Masters - abstract 3]]
* [[Diana_Stuart-Masters_(4)|Diana Stuart-Masters - abstract 4]]
* [[Diana_Stuart-Masters_(5)|Diana Stuart-Masters - abstract 5]]
* [[Diana_Stuart-Masters_(7)|Diana Stuart-Masters - abstract 7]]
* [[Diana_Stuart-Masters_(8)|Diana Stuart-Masters - abstract 8]]
|parent_category=Oral Histories
}}

Diana Stuart-Masters (6)

2014-07-24T05:41:48Z

Martin: Created page with "{{Abstract |banner_description= |banner_image= |banner_image_caption= |menu=<ol> <li>Oral History Abstract 6 <br>003'00" Blood Bank <br>003'58" Married Nurses, B..."

{{Abstract
|banner_description=
|banner_image=
|banner_image_caption=
|menu=<ol>
<li>[[#one|Oral History Abstract 6]]
<br>003'00" Blood Bank
<br>003'58" Married Nurses, Blood Bank
<br>005'42" Marriage, Children
<br>006'28" Return to Nursing as Tutor
<br>008'55" New Head Tutor
<br>011'15" National Women's Hospital
<br>014'10" Comrpehensive Nursing Education
<br>015'43" Return to Auckland Nursing Hospital as Clinical Tutor</li>
<li>[[#four|See also]]</li>
</ol>
|heading_one=Oral History Abstract - part 6
|audio_file=Diana_Masters_006.mp3
|recorded=
|interviewer=
|equipment=
|abstractor=
|details=<html>
<table id="audio_details">
<tbody>
<tr>
<td class="time">003'00"</td>
<td class="details"><h5>Blood Bank</h5>Started work at the <span>BLOOD BANK</span> at <span>COSTLEY</span> building, <span>AUCKLAND HOSPITAL</span> in 1958. Explained the work: four registered nurses; donors came into the hospital, nurses ran clinics off-site approx once per week, e.g. at <span>FREEZING WORKS</span>. Diana found the work interesting and enjoyable; mentioned development of <span>TRANSFUSIONS</span> for Rh-babies and providing blood for <span>OPEN HEART SURGERY</span>.
Explained that they worked as a team, quite different from the hierarchy of hospital nursing, worked autonomously, got on well with each other. Nurses could leave early on Fridays if they had finished their work. Mentioned <span>JEAN MONTAGUE</span> who was in charge. Sometimes worked long days if had been out with the truck but, 'looking back, it was hard work but fun'. 'We all worked in together and enjoyed it'.
Describes </pan>BLOOD BANK</span> truck visit to small towns as 'quite an event', e.g. a man at <span>TUAKAU</span> who made them whitebait fritters twice a year when they visited (small interruption).</td>
</tr>
<tr>
<td class="time">003'58"</td>
<td class="details"><h5>Married Nurses, Blood Bank</h5>Mentions that several of the nurses at <span>BLOOD BANK</span> were married. Comments on own decision to move to <span>BLOOD BANK</span> was not because of the hours but a means to escape an unpleasant work environment.
Comments that doctor in charge, <span>JOCK STAVELEY</span> often reminded the nurses that they were working for a laboratory. Mentions that <span>STAVELEY</span> set up the <span>BLOOD BANKS</span> in NZ and had active interest in <span>ANTHROPOLOGY</span> of the <span>PACIFIC</span>.</td>
</tr>
<tr>
<td class="time">005'42"</td>
<td class="details"><h5>Marriage, Children</h5>Explains attitudes to <span>PREGNANCY</span>; many nurse contemporaries worked while pregnant. Explained that she adopted her children - left work when babies arrived. Was away from work for 7-8 years. Returned to work at time marriage was finishing.</td>
</tr>
<tr>
<td class="time">006'28"</td>
<td class="details"><h5>Return to Nursing as Tutor</h5>Describes return to nursing: saw advertisement, went to see the <span>HEAD TUTOR, MARIE HOSKING</span>. Had not previously considered tutoring but needed a job, hours were good, and knew it would be something she would enjoy. 'I was very aware of what a nurse should be and how I would like to use my experience to make nursing better'.
Comments on her perception of self as a nurse during time off with young children when she was engaged in <span>PARENTS CENTRE, PLUNKET and PLAY CENTRE</span>. 'They saw me as a nurse, very much so, and I saw myself as a nurse'. Return to nursing was a comfortable decision.</td>
</tr>
<tr>
<td class="time">008'55"</td>
<td class="details"><h5>New Head Tutor</h5><span>MARGARET PATTERSON</span> took over as <span>HEAD TUTOR</span> at <span>AUCKLAND HOSPITAL BOARD SCHOOL OF NURSING</span>.
Explains that <span>PATTERSON</span> insisted she do the <span>MATERNITY</span> training, 'It was something I hadn't particularly felt I wanted to do or needed to do'. Explains the pressure of shift work on marriage. Afterwards, was pressured to teach <span>OBSTETRICS</span> at <span>NATIONAL WOMEN’S (HOSPITAL)</span>, coincided with period of 'trouble' at the hospital, Refers to the <span>CERVICAL CANCER</span> research and later inquiry.
Mentions dates: started tutoring end of 1969, moved to <span>NATIONAL WOMEN’S (HOSPITAL)</span> 1970-1971. <span>OBSTETRIC</span> tutor for approx 18 months.</td>
</tr>
<tr>
<td class="time">011'15"</td>
<td class="details"><h5>National Women's Hospital</h5>Discusses her awareness of 'trouble' at <span>NATIONAL WOMEN’S (HOSPITAL)</span> during 1970s: at same time, acknowledges significant improvements in <span>OBSTETRIC</span> health during this time. Aware of 'tremendous power of the doctors'.
Describes how women were assigned to A Team or B Team at their first <span>OBSTETRIC</span> appointment. A Team women were given intravenous fluids when they started labour; the women were fearful, thinking there must be something terribly wrong. Nobody explained that this was <span>RESEARCH</span> and nothing to do with the current situation.
Comments on the strict <span>OBSTETRIC</span> regulations - 'probably a good thing', 'very, very regulated but it made having babies a helluvu lot safer'. e.g. women couldn't go home before 5pm, temperature had to be taken at certain times.</td>
</tr>
<tr>
<td class="time">014'10"</td>
<td class="details"><h5>Comrpehensive Nursing Education</h5>Mentions the <span>CARPENTER REPORT</span>; Describes affect of <span>NURSING EDUCATION</span> reforms on the hospital-based tutors who came in for ‘bad press’; the experience was 'awful'; newspapers full of articles about badly-trained <span>TUTORS</span> - Reflects that this was 'quite incorrect': <span>TUTORS</span> knew what they were doing and were doing a good job. Considers the change in nursing education was 'badly handled'.</td>
</tr>
<tr>
<td class="time">015'43"</td>
<td class="details"><h5>000000000</h5>Tells of return to <span>AUCKLAND HOSPITAL</span> as a <span>CLINICAL TUTOR</span>: most of teaching in the ward, at the bedside, took opportunities for teaching when they arose, 'it was a lot of fun and really interesting'. <span>CLINICAL TUTOR</span> was a new role with less formal teaching; relationship with the students was comfortable.
Talks of visit by <span>MARGARET MILES</span>, a well-known <span>MIDWIFE</span> from Edinburgh, author of the textbook for <span>MIDWIVES</span>. <span>MILES</span> argued that teachers should be able to teach anywhere without <span>TECHNOLOGY</span>; 'if you want to teach, you need to be able to teach in the middle of a paddock'. Diana learned importance of grabbing an opportunity for teaching when it arose (tape turned off).</td>
</tr>
</tbody>
</table>
</html>
|heading_two=
|media_description=
|media_image=
|media_image_caption=
|heading_three=
|gallery=
|heading_four=See Also
|see_also=* [[Diana_Stuart-Masters|Diana Stuart-Masters - abstract 1]]
* [[Diana_Stuart-Masters_(2)|Diana Stuart-Masters - abstract 2]]
* [[Diana_Stuart-Masters_(3)|Diana Stuart-Masters - abstract 3]]
* [[Diana_Stuart-Masters_(4)|Diana Stuart-Masters - abstract 4]]
* [[Diana_Stuart-Masters_(5)|Diana Stuart-Masters - abstract 5]]
* [[Diana_Stuart-Masters_(7)|Diana Stuart-Masters - abstract 7]]
* [[Diana_Stuart-Masters_(8)|Diana Stuart-Masters - abstract 8]]
|parent_category=Oral Histories
}}

File:Diana Masters 006.mp3

2014-07-24T05:15:30Z

Martin:

Diana Stuart-Masters (5)

2014-07-24T05:14:07Z

Martin:

{{Abstract
|banner_description=
|banner_image=
|banner_image_caption=
|menu=<ol>
<li>[[#one|Oral History Abstract 5]]
<br>000'20" Pressure on Time
<br>002'20" Patients' Feelings and Opinions
<br>004'20" Dealing with Errors
<br>006'15" Effect of Expectations on Later Career
<br>009'50" Pay, Conditions, Savings
<br>012'40" Changes in Treatment
<br>014'06" Christmas and Miss Williams
<br>015'50" Sports, Fellowships, Groups
<br>019'00" Style of Nursing
<br>022'00" Relationship, Completion, Graduation and Ball
<br>026'00" Repercussions of Father's Death
<br>030'15" Graduation
<br>032'30" Overseas: London and Irael
<br>040'00" Overseas: Nursing in London
<br>044'05" Melbourne
<br>046'00" Neurosurgery Ward</li>
<li>[[#four|See also]]</li>
</ol>
|heading_one=Oral History Abstract - part 5
|audio_file=Diana_Masters_005.mp3
|recorded=27 JUN 2012
|interviewer=Kate Prebble
|equipment=Fostex FR-2LE Digital Recorder
|abstractor=Kate Prebble
|details=<html>
<table id="audio_details">
<tbody>
<tr>
<td class="time">000'20"</td>
<td class="details"><h5>Pressure on Time</h5>Reiterates that patients stayed long periods and mostly stayed in bed. Relates story to illustrate the pressure of work and never feeling she could finish all the work in time: One particular patient on a <span>MALE MEDICAL WARD</span>, a jockey with <span>ADDISON’S DISEASE</span> needed a urine glucose test every morning followed by insulin, then breakfast. Remembers daily confrontation because he didn't want to eat, the consequent delays and frustrations, ' the day was shot because you had wasted time' and were behind on your work. Remembers feeling that he was nuisance. ‘We didn't have very much feeling about how the patients felt'.</td>
</tr>
<tr>
<td class="time">002'20"</td>
<td class="details"><h5>Patients' Feelings and Opinions</h5>Reflects that it was a norm that patients were not supposed to think. Compares this with today, for example discussing implications of <span>MASTECTOMY</span> with a woman preparing for surgery. In the past, 'You wouldn't have gone up to a woman and discussed her sexuality ... they would have been horrified ... it was quite different'. Comments that in relation to <span>DEATH</span> and dying, the nurses 'just got on with it ... had a little cry in the linen cupboard'.</td>
</tr>
<tr>
<td class="time">004'20"</td>
<td class="details"><h5>Dealing with Errors</h5>Comments that drug errors must have occurred but she wasn't aware of this.
Relates a story of another nurse, a friend, who thought she had killed her patient because she gave the wrong drug. Remembers feeling annoyed because the nurse expected her to do the layout. Again, the pressure of work. 'You were always late off ... It was not done to be off on time'.</td>
</tr>
<tr>
<td class="time">006'15"</td>
<td class="details"><h5>Effect of Expectations on Later Career</h5>Explains effect of training expectations on her professional life. Tells a story from 1990s when working in in-service at <span>AUCKLAND HOSPITAL</span> when the hospital system was under enormous change and upheaval. Was refused permission to leave a few minutes early on Fridays when suffering from a migraine. Reflects on own inability to stand up for herself; believes this was result of expectations during her nurse training. "I still hadn't got over that'. Could not question these expectations although was questioning many other things in other fields ‘successfully and powerfully’.</td>
</tr>
<tr>
<td class="time">009'50"</td>
<td class="details"><h5>Pay, Conditions, Savings</h5>Nurses were paid very little but 'everything was paid for', e.g. meals and board. Comments that what you got in the pay packet was not much 'but it was all yours'. Received less than contemporaries who were teachers. (Aside comment on microphone). Does not recall problems with finances but mentions that her parents helped financially.
Comments that had an interesting social life with friends outside the hospital. "I think I kept this quite separate'. Stated that nurses didn't buy cars in that day but did hitch-hike.
Was able to save enough money during her training to get to <span>ENGLAND</span>. Reflects that her parents probably helped. Possibly more than most student nurses.</td>
</tr>
<tr>
<td class="time">012'40"</td>
<td class="details"><h5>Changes in Treatment</h5>Not much change during her period of training. Comments on huge affect of the introduction of antibiotics. Not aware of this at the time.</td>
</tr>
<tr>
<td class="time">014'06"</td>
<td class="details"><h5>Christmas and Miss Williams</h5>Discusses Miss <span>MAY WILLIAMS</span>, a ward sister, later a tutor and then went into administration. Remembers one Christmas when WILLIAMS gave each nurse a small drink of sherry, if they were over 21 years and had their parents' permission. Remembers <span>WILLIAMS</span> as 'a very good teacher but very rough and very tough'. Years later, <span>WILLIAMS</span> told her that she had felt very responsible as a role model for the student nurses. 'We just saw her as tough and yelled at you ...'</td>
</tr>
<tr>
<td class="time">015'50"</td>
<td class="details"><h5>Sports, Fellowships, Groups</h5>Recalls that SPORT was important for many nurses (not her): netball, swimming, hockey teams. They played inter-hospital matches, had special blazers and badges.
<span>NURSES’ CHRISTIAN FELLOWSHIP</span> also important for many nurses, but they were 'seen as being a little goody-goody’. Was also a strong <span>CATHOLIC NURSES’ GROUP</span>. Comments that she had more outside interests than many nurses did.
Towards end of her training, <span>JOC WELLS(?)</span> started a more cultural group. Diana and others used to go along to hear broadcasts; remembers going up to 1YA (radio station) to listen to a concert, also had the hospital choir.
Mentions <span>STUDENT NURSES’ ASSOCIATION</span> and going to meetings.</td>
</tr>
<tr>
<td class="time">019'00"</td>
<td class="details"><h5>Style of Nursing</h5>Explains that she was brought up to be socially aware, so was conscious of what was happening (flaws), how it would have been good to sit and talk to a patient, but this was not allowed, 'it didn't matter what you were doing as long as you were moving and upright'. However, suggests that patients in that time may have got a shock if a nurse had sat and talked to them.
Comments on the social norms of the time, e.g. patients did not expect to ask questions of doctors. Recalls a patient at <span>NATIONAL WOMEN'S</span> who wanted to un-wrap her baby to look at its toes. Diana felt quite indignant with the mother's demand.
Suggests that it was a fault of the training that the reason for nursing actions was never explained: she would have liked to ask questions but many others didn't want to.</td>
</tr>
<tr>
<td class="time">022'00"</td>
<td class="details"><h5>Relationship, Completion, Graduation adn Ball</h5>Talks of her long-standing relationship with COLIN; her internal conflict because of pressure to get engaged. Going to <span>ENGLAND</span> at the end of training may have been an escape.

Left <span>AUCKLAND HOSPITAL</span> before results of <span>STATE FINALS</span> were announced. Recalls that this was not uncommon although there was pressure to stay: nurses had to see the <span>MATRON-IN-CHIEF</span> after <span>HOSPITAL FINALS</span>. If they indicated that were leaving, they were not given more encouragement.
Talks of hospital <span>GRADUATION</span>. A big, very formal ceremony in the <span>TOWN HALL</span> which was nearly full. A big photo in newspapers.
Talks of <span>GRADUATION BALL</span> at the <span>PETER PAN ballroom</span>. 'A really big occasion, a big splash'. Mother attended (father had died), <span>COLIN</span> escorted her, she wore orchids. Diana still has the ball gown today.</td>
</tr>
<tr>
<td class="time">026'00"</td>
<td class="details"><h5>Repercussions of Father's Death</h5>Tells how her father's death was handled badly by the nursing hierarchy: When Diana phoned in sick the morning after his death, <span>Miss LEE TALBOT (MATRON)</span> replied, 'That is very inconsiderate, Nurse'. Strong response from Diana’s well-connected family's friends. Mentions <span>DOUGLAS ROBB</span>, a general surgeon, <span>JEFF NOLAN</span>, in charge of <span>CANCER THERAPY</span>, and Rhoda Bloodworth, President of <span>NATIONAL COUNCIL OF WOMEN</span>, who were doing a recruitment drive for nurses. <span>BLOODWORTH</span> suggested to the <span>HOSPITAL BOARD</span> that 'if this was the way they treated nurses, they were not going to .... "
The complaints rebounded on Diana. 'I was in the poo from then on'... 'I was the loser'. Reflects that it taught her some useful lessons.</td>
</tr>
<tr>
<td class="time">030'15"</td>
<td class="details"><h5>Graduation</h5>Remembers that <span>GRADUATION</span> and the BALL were very special and rewarding. Comments on how important the hospital had been in the <span>AUCKLAND</span> community historically, ‘a big social indicator’ for what was happening in <span>AUCKLAND</span>. Aware of this as a student nurse, 'You would certainly have felt safe to go anywhere as a nurse ... a lot of respect (for nurses)'. However, comments that in her family, nursing was not held in quite such high esteem in terms of what they had expected her to do.</td>
</tr>
<tr>
<td class="time">032'30"</td>
<td class="details"><h5>Overseas: London and Israel</h5>Describes going overseas after finishing training. Initially with a friend in <span>LONDON</span> for three weeks; went to 2-3 shows a day. Explained move to <span>ISRAEL</span>. Found a job through a friend who was working for the Food and Agriculture (FAO) division of the <span>UNITED NATIONS</span> in <span>ROME</span>. She inquired about a job for Diana; offered a job in <span>ISRAEL</span>. For six months worked in the North of <span>ISRAEL</span> on research with child immigrants from the <span>YEMEN</span>. Emphasis on <span>RHEUMATIC FEVER</span> and on Westernising the immigrants.</td>
</tr>
<tr>
<td class="time">040'00"</td>
<td class="details"><h5>Overseas: Nursing in London</h5>Describes nursing in <span>LONDON</span> at <span>ST CHARLES, LADBROOK GROVE, NORTH KENSINGTON</span>. Discovered that <span>AUCKLAND HOSPITAL</span> training had a good reputation. Describes culture shock of nursing in a poor hospital in a very poor area of London, located next to gas works. It was beginning of <span>CARIBBEAN</span> immigration. Describes patients’ bath routine before discharge and poor quality of food - was shocked that patients liked it. Experienced prejudice from other staff because she came from the ‘colonies’, treated as a foreigner. Also discovered the 'foreigner' position gave her power in the hospital, i.e. was not prepared to follow all the traditions and class-based routines. Mixed with <span>AUSTRALIANS</span> and NZers. 'A colonial frontier against the Pommes'. Conscious of how poor <span>LONDON</span> was in the 1950s.</td>
</tr>
<tr>
<td class="time">044'05"</td>
<td class="details"><h5>Melbourne</h5>Returned via Melbourne, travelled with English boyfriend; worked at <span>ROYAL MELBOURNE HOSPITAL</span> for a few months.</td>
</tr>
<tr>
<td class="time">046'00"</td>
<td class="details"><h5>Neurosurgery Ward</h5>Tells of return to <span>AUCKLAND</span> and being directed to work in <span>NEUROSURGERY</span>. Describe it as ‘a horrible place' due to the influence of the surgeon, <span>DONALD MCKENZIE</span>; nurses did not trust his work - 'he went on too far'. Gave example of a nurse who slipped in <span>THEATRE</span>, hitting her head. She refused to sign the consent for <span>MCKENZIE</span> to doing the surgery.
Briefly mentions marriage in <span>MELBOURNE</span> to <span>JON</span>.
Unhappy in ‘<span>NEURO[SURGICAL]</span>’ WARD; enrolled in papers at <span>UNIVERSITY</span> but not supported to attend lectures. Lack of choice re place of work: felt bullied and trapped because of influence of <span>MCKENZIE</span> who threatened that she would not get a job anywhere else if she left (interruption to interview).</td>
</tr>
</tbody>
</table>
</html>
|heading_two=
|media_description=
|media_image=
|media_image_caption=
|heading_three=
|gallery=
|heading_four=See Also
|see_also=* [[Diana_Stuart-Masters|Diana Stuart-Masters - abstract 1]]
* [[Diana_Stuart-Masters_(2)|Diana Stuart-Masters - abstract 2]]
* [[Diana_Stuart-Masters_(3)|Diana Stuart-Masters - abstract 3]]
* [[Diana_Stuart-Masters_(4)|Diana Stuart-Masters - abstract 4]]
* [[Diana_Stuart-Masters_(6)|Diana Stuart-Masters - abstract 6]]
* [[Diana_Stuart-Masters_(7)|Diana Stuart-Masters - abstract 7]]
* [[Diana_Stuart-Masters_(8)|Diana Stuart-Masters - abstract 8]]
|parent_category=Oral Histories
}}

Diana Stuart-Masters (5)

2014-07-24T05:13:08Z

Martin:

{{Abstract
|banner_description=
|banner_image=
|banner_image_caption=
|menu=<ol>
<li>[[#one|Oral History Abstract 5]]
<br>000'20" Pressure on Time
<br>002'20" Patients' Feelings and Opinions
<br>004'20" Dealing with Errors
<br>006'15" Effect of Expectations on Later Career
<br>009'50" Pay, Conditions, Savings
<br>012'40" Changes in Treatment
<br>014'06" Christmas and Miss Williams
<br>015'50" Sports, Fellowships, Groups
<br>019'00" Style of Nursing
<br>022'00" Relationship, Completion, Graduation and Ball
<br>026'00" Repercussions of Father's Death
<br>030'15" Graduation
<br>032'30" Overseas: London and Irael
<br>040'00" Overseas: Nursing in London
<br>044'05" Melbourne
<br>046'00" Neurosurgery Ward</li>
<li>[[#four|See also]]</li>
</ol>
|heading_one=Oral History Abstract - part 5
|audio_file=Diana_Masters_005.mp3
|recorded=27 JUN 2012
|interviewer=Kate Prebble
|equipment=Fostex FR-2LE Digital Recorder
|abstractor=Kate Prebble
|details=<html>
<table id="audio_details">
<tbody>
<tr>
<td class="time">000'20"</td>
<td class="details"><h5>Pressure on Time</h5>Reiterates that patients stayed long periods and mostly stayed in bed. Relates story to illustrate the pressure of work and never feeling she could finish all the work in time: One particular patient on a <span>MALE MEDICAL WARD</span>, a jockey with <span>ADDISON’S DISEASE</span> needed a urine glucose test every morning followed by insulin, then breakfast. Remembers daily confrontation because he didn't want to eat, the consequent delays and frustrations, ' the day was shot because you had wasted time' and were behind on your work. Remembers feeling that he was nuisance. ‘We didn't have very much feeling about how the patients felt'.</td>
</tr>
<tr>
<td class="time">002'20"</td>
<td class="details"><h5>Patients' Feelings and Opinions</h5>Reflects that it was a norm that patients were not supposed to think. Compares this with today, for example discussing implications of <span>MASTECTOMY</span> with a woman preparing for surgery. In the past, 'You wouldn't have gone up to a woman and discussed her sexuality ... they would have been horrified ... it was quite different'. Comments that in relation to <span>DEATH</span> and dying, the nurses 'just got on with it ... had a little cry in the linen cupboard'.</td>
</tr>
<tr>
<td class="time">004'20"</td>
<td class="details"><h5>Dealing with Errors</h5>Comments that drug errors must have occurred but she wasn't aware of this.
Relates a story of another nurse, a friend, who thought she had killed her patient because she gave the wrong drug. Remembers feeling annoyed because the nurse expected her to do the layout. Again, the pressure of work. 'You were always late off ... It was not done to be off on time'.</td>
</tr>
<tr>
<td class="time">006'15"</td>
<td class="details"><h5>Effect of Expectations on Later Career</h5>Explains effect of training expectations on her professional life. Tells a story from 1990s when working in in-service at <span>AUCKLAND HOSPITAL</span> when the hospital system was under enormous change and upheaval. Was refused permission to leave a few minutes early on Fridays when suffering from a migraine. Reflects on own inability to stand up for herself; believes this was result of expectations during her nurse training. "I still hadn't got over that'. Could not question these expectations although was questioning many other things in other fields ‘successfully and powerfully’.</td>
</tr>
<tr>
<td class="time">009'50"</td>
<td class="details"><h5>Pay, Conditions, Savings</h5>Nurses were paid very little but 'everything was paid for', e.g. meals and board. Comments that what you got in the pay packet was not much 'but it was all yours'. Received less than contemporaries who were teachers. (Aside comment on microphone). Does not recall problems with finances but mentions that her parents helped financially.
Comments that had an interesting social life with friends outside the hospital. "I think I kept this quite separate'. Stated that nurses didn't buy cars in that day but did hitch-hike.
Was able to save enough money during her training to get to <span>ENGLAND</span>. Reflects that her parents probably helped. Possibly more than most student nurses.</td>
</tr>
<tr>
<td class="time">012'40"</td>
<td class="details"><h5>Changes in Treatment</h5>Not much change during her period of training. Comments on huge affect of the introduction of antibiotics. Not aware of this at the time.</td>
</tr>
<tr>
<td class="time">014'06"</td>
<td class="details"><h5>Christmas and Miss Williams</h5>Discusses Miss <span>MAY WILLIAMS</span>, a ward sister, later a tutor and then went into administration. Remembers one Christmas when WILLIAMS gave each nurse a small drink of sherry, if they were over 21 years and had their parents' permission. Remembers <span>WILLIAMS</span> as 'a very good teacher but very rough and very tough'. Years later, <span>WILLIAMS</span> told her that she had felt very responsible as a role model for the student nurses. 'We just saw her as tough and yelled at you ...'</td>
</tr>
<tr>
<td class="time">015'50"</td>
<td class="details"><h5>Sports, Fellowships, Groups</h5>Recalls that SPORT was important for many nurses (not her): netball, swimming, hockey teams. They played inter-hospital matches, had special blazers and badges.
<span>NURSES’ CHRISTIAN FELLOWSHIP</span> also important for many nurses, but they were 'seen as being a little goody-goody’. Was also a strong <span>CATHOLIC NURSES’ GROUP</span>. Comments that she had more outside interests than many nurses did.
Towards end of her training, <span>JOC WELLS(?)</span> started a more cultural group. Diana and others used to go along to hear broadcasts; remembers going up to 1YA (radio station) to listen to a concert, also had the hospital choir.
Mentions <span>STUDENT NURSES’ ASSOCIATION</span> and going to meetings.</td>
</tr>
<tr>
<td class="time">019'00"</td>
<td class="details"><h5>Style of Nursing</h5>Explains that she was brought up to be socially aware, so was conscious of what was happening (flaws), how it would have been good to sit and talk to a patient, but this was not allowed, 'it didn't matter what you were doing as long as you were moving and upright'. However, suggests that patients in that time may have got a shock if a nurse had sat and talked to them.
Comments on the social norms of the time, e.g. patients did not expect to ask questions of doctors. Recalls a patient at <span>NATIONAL WOMEN'S</span> who wanted to un-wrap her baby to look at its toes. Diana felt quite indignant with the mother's demand.
Suggests that it was a fault of the training that the reason for nursing actions was never explained: she would have liked to ask questions but many others didn't want to.</td>
</tr>
<tr>
<td class="time">022'00"</td>
<td class="details"><h5>Relationship, Completion, Graduation adn Ball</h5>Talks of her long-standing relationship with COLIN; her internal conflict because of pressure to get engaged. Going to <span>ENGLAND</span> at the end of training may have been an escape.

Left <span>AUCKLAND HOSPITAL</span> before results of <span>STATE FINALS</span> were announced. Recalls that this was not uncommon although there was pressure to stay: nurses had to see the <span>MATRON-IN-CHIEF</span> after <span>HOSPITAL FINALS</span>. If they indicated that were leaving, they were not given more encouragement.
Talks of hospital <span>GRADUATION</span>. A big, very formal ceremony in the <span>TOWN HALL</span> which was nearly full. A big photo in newspapers.
Talks of <span>GRADUATION BALL</span> at the <span>PETER PAN ballroom</span>. 'A really big occasion, a big splash'. Mother attended (father had died), <span>COLIN</span> escorted her, she wore orchids. Diana still has the ball gown today.</td>
</tr>
<tr>
<td class="time">026'00"</td>
<td class="details"><h5>Repercussions of Father's Death</h5>Tells how her father's death was handled badly by the nursing hierarchy: When Diana phoned in sick the morning after his death, <span>Miss LEE TALBOT (MATRON)</span> replied, 'That is very inconsiderate, Nurse'. Strong response from Diana’s well-connected family's friends. Mentions <span>DOUGLAS ROBB</span>, a general surgeon, <span>JEFF NOLAN</span>, in charge of <span>CANCER THERAPY</span>, and Rhoda Bloodworth, President of <span>NATIONAL COUNCIL OF WOMEN</span>, who were doing a recruitment drive for nurses. <span>BLOODWORTH</span> suggested to the <span>HOSPITAL BOARD</span> that 'if this was the way they treated nurses, they were not going to .... "
The complaints rebounded on Diana. 'I was in the poo from then on'... 'I was the loser'. Reflects that it taught her some useful lessons.</td>
</tr>
<tr>
<td class="time">030'15"</td>
<td class="details"><h5>Graduation</h5>Remembers that <span>GRADUATION</span> and the BALL were very special and rewarding. Comments on how important the hospital had been in the <span>AUCKLAND</span> community historically, ‘a big social indicator’ for what was happening in <span>AUCKLAND</span>. Aware of this as a student nurse, 'You would certainly have felt safe to go anywhere as a nurse ... a lot of respect (for nurses)'. However, comments that in her family, nursing was not held in quite such high esteem in terms of what they had expected her to do.</td>
</tr>
<tr>
<td class="time">032'30"</td>
<td class="details"><h5>Overseas: London and Israel</h5>Describes going overseas after finishing training. Initially with a friend in <span>LONDON</span> for three weeks; went to 2-3 shows a day. Explained move to <span>ISRAEL</span>. Found a job through a friend who was working for the Food and Agriculture (FAO) division of the <span>UNITED NATIONS</span> in <span>ROME</span>. She inquired about a job for Diana; offered a job in <span>ISRAEL</span>. For six months worked in the North of <span>ISRAEL</span> on research with child immigrants from the <span>YEMEN</span>. Emphasis on <span>RHEUMATIC FEVER</span> and on Westernising the immigrants.</td>
</tr>
<tr>
<td class="time">040'00"</td>
<td class="details"><h5>Overseas: Nursing in London</h5>Describes nursing in <span>LONDON</span> at <span>ST CHARLES, LADBROOK GROVE, NORTH KENSINGTON</span>. Discovered that <span>AUCKLAND HOSPITAL</span> training had a good reputation. Describes culture shock of nursing in a poor hospital in a very poor area of London, located next to gas works. It was beginning of <span>CARIBBEAN</span> immigration. Describes patients’ bath routine before discharge and poor quality of food - was shocked that patients liked it. Experienced prejudice from other staff because she came from the ‘colonies’, treated as a foreigner. Also discovered the 'foreigner' position gave her power in the hospital, i.e. was not prepared to follow all the traditions and class-based routines. Mixed with <span>AUSTRALIANS</span> and NZers. 'A colonial frontier against the Pommes'. Conscious of how poor <span>LONDON</span> was in the 1950s.</td>
</tr>
<tr>
<td class="time">044'05"</td>
<td class="details"><h5>0000</h5>Returned via Melbourne, travelled with English boyfriend; worked at <span>ROYAL MELBOURNE HOSPITAL</span> for a few months.</td>
</tr>
<tr>
<td class="time">046'00"</td>
<td class="details"><h5>Neurosurgery Ward</h5>Tells of return to <span>AUCKLAND</span> and being directed to work in <span>NEUROSURGERY</span>. Describe it as ‘a horrible place' due to the influence of the surgeon, <span>DONALD MCKENZIE</span>; nurses did not trust his work - 'he went on too far'. Gave example of a nurse who slipped in <span>THEATRE</span>, hitting her head. She refused to sign the consent for <span>MCKENZIE</span> to doing the surgery.
Briefly mentions marriage in <span>MELBOURNE</span> to <span>JON</span>.
Unhappy in ‘<span>NEURO[SURGICAL]</span>’ WARD; enrolled in papers at <span>UNIVERSITY</span> but not supported to attend lectures. Lack of choice re place of work: felt bullied and trapped because of influence of <span>MCKENZIE</span> who threatened that she would not get a job anywhere else if she left (interruption to interview).</td>
</tr>
</tbody>
</table>
</html>
|heading_two=
|media_description=
|media_image=
|media_image_caption=
|heading_three=
|gallery=
|heading_four=See Also
|see_also=* [[Diana_Stuart-Masters|Diana Stuart-Masters - abstract 1]]
* [[Diana_Stuart-Masters_(2)|Diana Stuart-Masters - abstract 2]]
* [[Diana_Stuart-Masters_(3)|Diana Stuart-Masters - abstract 3]]
* [[Diana_Stuart-Masters_(4)|Diana Stuart-Masters - abstract 4]]
* [[Diana_Stuart-Masters_(6)|Diana Stuart-Masters - abstract 6]]
* [[Diana_Stuart-Masters_(7)|Diana Stuart-Masters - abstract 7]]
* [[Diana_Stuart-Masters_(8)|Diana Stuart-Masters - abstract 8]]
|parent_category=Oral Histories
}}

Diana Stuart-Masters (5)

2014-07-24T05:12:46Z

Martin: Created page with "{{Abstract |banner_description= |banner_image= |banner_image_caption= |menu=<ol> <li>Oral History Abstract 5 <br>000'20" Pressure on Time <br>002'20" Patients' F..."

{{Abstract
|banner_description=
|banner_image=
|banner_image_caption=
|menu=<ol>
<li>[[#one|Oral History Abstract 5]]
<br>000'20" Pressure on Time
<br>002'20" Patients' Feelings and Opinions
<br>004'20" Dealing with Errors
<br>006'15" Effect of Expectations on Later Career
<br>009'50" Pay, Conditions, Savings
<br>012'40" Changes in Treatment
<br>014'06" Christmas and Miss Williams
<br>015'50" Sports, Fellowships, Groups
<br>019'00" Style of Nursing
<br>022'00" Relationship, Completion, Graduation adn Ball
<br>026'00" Repercussions of Father's Death
<br>030'15" Graduation
<br>032'30" Overseas: London and Irael
<br>040'00" Overseas: Nursing in London
<br>044'05" Melbourne
<br>046'00" Neurosurgery Ward</li>
<li>[[#four|See also]]</li>
</ol>
|heading_one=Oral History Abstract - part 5
|audio_file=Diana_Masters_005.mp3
|recorded=27 JUN 2012
|interviewer=Kate Prebble
|equipment=Fostex FR-2LE Digital Recorder
|abstractor=Kate Prebble
|details=<html>
<table id="audio_details">
<tbody>
<tr>
<td class="time">000'20"</td>
<td class="details"><h5>Pressure on Time</h5>Reiterates that patients stayed long periods and mostly stayed in bed. Relates story to illustrate the pressure of work and never feeling she could finish all the work in time: One particular patient on a <span>MALE MEDICAL WARD</span>, a jockey with <span>ADDISON’S DISEASE</span> needed a urine glucose test every morning followed by insulin, then breakfast. Remembers daily confrontation because he didn't want to eat, the consequent delays and frustrations, ' the day was shot because you had wasted time' and were behind on your work. Remembers feeling that he was nuisance. ‘We didn't have very much feeling about how the patients felt'.</td>
</tr>
<tr>
<td class="time">002'20"</td>
<td class="details"><h5>Patients' Feelings and Opinions</h5>Reflects that it was a norm that patients were not supposed to think. Compares this with today, for example discussing implications of <span>MASTECTOMY</span> with a woman preparing for surgery. In the past, 'You wouldn't have gone up to a woman and discussed her sexuality ... they would have been horrified ... it was quite different'. Comments that in relation to <span>DEATH</span> and dying, the nurses 'just got on with it ... had a little cry in the linen cupboard'.</td>
</tr>
<tr>
<td class="time">004'20"</td>
<td class="details"><h5>Dealing with Errors</h5>Comments that drug errors must have occurred but she wasn't aware of this.
Relates a story of another nurse, a friend, who thought she had killed her patient because she gave the wrong drug. Remembers feeling annoyed because the nurse expected her to do the layout. Again, the pressure of work. 'You were always late off ... It was not done to be off on time'.</td>
</tr>
<tr>
<td class="time">006'15"</td>
<td class="details"><h5>Effect of Expectations on Later Career</h5>Explains effect of training expectations on her professional life. Tells a story from 1990s when working in in-service at <span>AUCKLAND HOSPITAL</span> when the hospital system was under enormous change and upheaval. Was refused permission to leave a few minutes early on Fridays when suffering from a migraine. Reflects on own inability to stand up for herself; believes this was result of expectations during her nurse training. "I still hadn't got over that'. Could not question these expectations although was questioning many other things in other fields ‘successfully and powerfully’.</td>
</tr>
<tr>
<td class="time">009'50"</td>
<td class="details"><h5>Pay, Conditions, Savings</h5>Nurses were paid very little but 'everything was paid for', e.g. meals and board. Comments that what you got in the pay packet was not much 'but it was all yours'. Received less than contemporaries who were teachers. (Aside comment on microphone). Does not recall problems with finances but mentions that her parents helped financially.
Comments that had an interesting social life with friends outside the hospital. "I think I kept this quite separate'. Stated that nurses didn't buy cars in that day but did hitch-hike.
Was able to save enough money during her training to get to <span>ENGLAND</span>. Reflects that her parents probably helped. Possibly more than most student nurses.</td>
</tr>
<tr>
<td class="time">012'40"</td>
<td class="details"><h5>Changes in Treatment</h5>Not much change during her period of training. Comments on huge affect of the introduction of antibiotics. Not aware of this at the time.</td>
</tr>
<tr>
<td class="time">014'06"</td>
<td class="details"><h5>Christmas and Miss Williams</h5>Discusses Miss <span>MAY WILLIAMS</span>, a ward sister, later a tutor and then went into administration. Remembers one Christmas when WILLIAMS gave each nurse a small drink of sherry, if they were over 21 years and had their parents' permission. Remembers <span>WILLIAMS</span> as 'a very good teacher but very rough and very tough'. Years later, <span>WILLIAMS</span> told her that she had felt very responsible as a role model for the student nurses. 'We just saw her as tough and yelled at you ...'</td>
</tr>
<tr>
<td class="time">015'50"</td>
<td class="details"><h5>Sports, Fellowships, Groups</h5>Recalls that SPORT was important for many nurses (not her): netball, swimming, hockey teams. They played inter-hospital matches, had special blazers and badges.
<span>NURSES’ CHRISTIAN FELLOWSHIP</span> also important for many nurses, but they were 'seen as being a little goody-goody’. Was also a strong <span>CATHOLIC NURSES’ GROUP</span>. Comments that she had more outside interests than many nurses did.
Towards end of her training, <span>JOC WELLS(?)</span> started a more cultural group. Diana and others used to go along to hear broadcasts; remembers going up to 1YA (radio station) to listen to a concert, also had the hospital choir.
Mentions <span>STUDENT NURSES’ ASSOCIATION</span> and going to meetings.</td>
</tr>
<tr>
<td class="time">019'00"</td>
<td class="details"><h5>Style of Nursing</h5>Explains that she was brought up to be socially aware, so was conscious of what was happening (flaws), how it would have been good to sit and talk to a patient, but this was not allowed, 'it didn't matter what you were doing as long as you were moving and upright'. However, suggests that patients in that time may have got a shock if a nurse had sat and talked to them.
Comments on the social norms of the time, e.g. patients did not expect to ask questions of doctors. Recalls a patient at <span>NATIONAL WOMEN'S</span> who wanted to un-wrap her baby to look at its toes. Diana felt quite indignant with the mother's demand.
Suggests that it was a fault of the training that the reason for nursing actions was never explained: she would have liked to ask questions but many others didn't want to.</td>
</tr>
<tr>
<td class="time">022'00"</td>
<td class="details"><h5>Relationship, Completion, Graduation adn Ball</h5>Talks of her long-standing relationship with COLIN; her internal conflict because of pressure to get engaged. Going to <span>ENGLAND</span> at the end of training may have been an escape.

Left <span>AUCKLAND HOSPITAL</span> before results of <span>STATE FINALS</span> were announced. Recalls that this was not uncommon although there was pressure to stay: nurses had to see the <span>MATRON-IN-CHIEF</span> after <span>HOSPITAL FINALS</span>. If they indicated that were leaving, they were not given more encouragement.
Talks of hospital <span>GRADUATION</span>. A big, very formal ceremony in the <span>TOWN HALL</span> which was nearly full. A big photo in newspapers.
Talks of <span>GRADUATION BALL</span> at the <span>PETER PAN ballroom</span>. 'A really big occasion, a big splash'. Mother attended (father had died), <span>COLIN</span> escorted her, she wore orchids. Diana still has the ball gown today.</td>
</tr>
<tr>
<td class="time">026'00"</td>
<td class="details"><h5>Repercussions of Father's Death</h5>Tells how her father's death was handled badly by the nursing hierarchy: When Diana phoned in sick the morning after his death, <span>Miss LEE TALBOT (MATRON)</span> replied, 'That is very inconsiderate, Nurse'. Strong response from Diana’s well-connected family's friends. Mentions <span>DOUGLAS ROBB</span>, a general surgeon, <span>JEFF NOLAN</span>, in charge of <span>CANCER THERAPY</span>, and Rhoda Bloodworth, President of <span>NATIONAL COUNCIL OF WOMEN</span>, who were doing a recruitment drive for nurses. <span>BLOODWORTH</span> suggested to the <span>HOSPITAL BOARD</span> that 'if this was the way they treated nurses, they were not going to .... "
The complaints rebounded on Diana. 'I was in the poo from then on'... 'I was the loser'. Reflects that it taught her some useful lessons.</td>
</tr>
<tr>
<td class="time">030'15"</td>
<td class="details"><h5>Graduation</h5>Remembers that <span>GRADUATION</span> and the BALL were very special and rewarding. Comments on how important the hospital had been in the <span>AUCKLAND</span> community historically, ‘a big social indicator’ for what was happening in <span>AUCKLAND</span>. Aware of this as a student nurse, 'You would certainly have felt safe to go anywhere as a nurse ... a lot of respect (for nurses)'. However, comments that in her family, nursing was not held in quite such high esteem in terms of what they had expected her to do.</td>
</tr>
<tr>
<td class="time">032'30"</td>
<td class="details"><h5>Overseas: London and Israel</h5>Describes going overseas after finishing training. Initially with a friend in <span>LONDON</span> for three weeks; went to 2-3 shows a day. Explained move to <span>ISRAEL</span>. Found a job through a friend who was working for the Food and Agriculture (FAO) division of the <span>UNITED NATIONS</span> in <span>ROME</span>. She inquired about a job for Diana; offered a job in <span>ISRAEL</span>. For six months worked in the North of <span>ISRAEL</span> on research with child immigrants from the <span>YEMEN</span>. Emphasis on <span>RHEUMATIC FEVER</span> and on Westernising the immigrants.</td>
</tr>
<tr>
<td class="time">040'00"</td>
<td class="details"><h5>Overseas: Nursing in London</h5>Describes nursing in <span>LONDON</span> at <span>ST CHARLES, LADBROOK GROVE, NORTH KENSINGTON</span>. Discovered that <span>AUCKLAND HOSPITAL</span> training had a good reputation. Describes culture shock of nursing in a poor hospital in a very poor area of London, located next to gas works. It was beginning of <span>CARIBBEAN</span> immigration. Describes patients’ bath routine before discharge and poor quality of food - was shocked that patients liked it. Experienced prejudice from other staff because she came from the ‘colonies’, treated as a foreigner. Also discovered the 'foreigner' position gave her power in the hospital, i.e. was not prepared to follow all the traditions and class-based routines. Mixed with <span>AUSTRALIANS</span> and NZers. 'A colonial frontier against the Pommes'. Conscious of how poor <span>LONDON</span> was in the 1950s.</td>
</tr>
<tr>
<td class="time">044'05"</td>
<td class="details"><h5>0000</h5>Returned via Melbourne, travelled with English boyfriend; worked at <span>ROYAL MELBOURNE HOSPITAL</span> for a few months.</td>
</tr>
<tr>
<td class="time">046'00"</td>
<td class="details"><h5>Neurosurgery Ward</h5>Tells of return to <span>AUCKLAND</span> and being directed to work in <span>NEUROSURGERY</span>. Describe it as ‘a horrible place' due to the influence of the surgeon, <span>DONALD MCKENZIE</span>; nurses did not trust his work - 'he went on too far'. Gave example of a nurse who slipped in <span>THEATRE</span>, hitting her head. She refused to sign the consent for <span>MCKENZIE</span> to doing the surgery.
Briefly mentions marriage in <span>MELBOURNE</span> to <span>JON</span>.
Unhappy in ‘<span>NEURO[SURGICAL]</span>’ WARD; enrolled in papers at <span>UNIVERSITY</span> but not supported to attend lectures. Lack of choice re place of work: felt bullied and trapped because of influence of <span>MCKENZIE</span> who threatened that she would not get a job anywhere else if she left (interruption to interview).</td>
</tr>
</tbody>
</table>
</html>
|heading_two=
|media_description=
|media_image=
|media_image_caption=
|heading_three=
|gallery=
|heading_four=See Also
|see_also=* [[Diana_Stuart-Masters|Diana Stuart-Masters - abstract 1]]
* [[Diana_Stuart-Masters_(2)|Diana Stuart-Masters - abstract 2]]
* [[Diana_Stuart-Masters_(3)|Diana Stuart-Masters - abstract 3]]
* [[Diana_Stuart-Masters_(4)|Diana Stuart-Masters - abstract 4]]
* [[Diana_Stuart-Masters_(6)|Diana Stuart-Masters - abstract 6]]
* [[Diana_Stuart-Masters_(7)|Diana Stuart-Masters - abstract 7]]
* [[Diana_Stuart-Masters_(8)|Diana Stuart-Masters - abstract 8]]
|parent_category=Oral Histories
}}

File:Benson Grace 001.mp3

2014-07-24T04:36:41Z

Martin:

File:Diana Masters 005.mp3

2014-07-24T04:32:09Z

Martin:

Diana Stuart-Masters (4)

2014-07-24T03:23:25Z

Martin:

{{Abstract
|banner_description=
|banner_image=
|banner_image_caption=
|menu=<ol>
<li>[[#one|Oral History Abstract - part 4]]
<br>000'50" Mending Surgical Gloves
<br>002'55" Responsibility for Food
<br>004'30" Matrons, Supervisors and Ward Sisters
<br>006'25" Types of Patients</li>
<li>[[#four|See also]]</li>
</ol>
|heading_one=Oral History Abstract - part 4
|audio_file=Diana_Masters_004.mp3
|recorded=26 JUN 2012
|interviewer=Kate Prebble
|equipment=Fostex FR-2LE Digital Recorder
|abstractor=Kate Prebble
|details=<html>
<table id="audio_details">
<tbody>
<tr>
<td class="time">000'50"</td>
<td class="details"><h5>Mending Surgical Gloves</h5>Explains how junior nurses would mend surgical gloves when working in <span>THEATRE</span>; washed gloves, inflated by blowing to find holes, stuck on patches made from oldest gloves. Put each glove on rack outside to dry, then re-tested, powdered and rolled up ready for sterilising. The most mended gloves were used by the 'dirty nurse' in theatre.</td>
</tr>
<tr>
<td class="time">002'55"</td>
<td class="details"><h5>Responsibility for Food</h5>Responsible for cleanliness around locker though there were cleaners. Spent time in DIET KITCHEN learning about special diets.
Talks of nurse's role dishing out meals (whispered comment). Food arrived in large stainless steel trolleys, plugged in on ward, senior student nurse organised dishes and cutlery; served by WARD SISTER. 'It was quite ceremonial'.</td>
</tr>
<tr>
<td class="time">004'30"</td>
<td class="details"><h5>Matrons, Supervisors and Ward Sisters</h5>Explains about <span>WARD SISTER's</span> presence and control, she 'definitely had a place', contrasts this with today. 'She was right there on the floor, so was the <span>MATRON</span>’. Comments that <span>MATRON</span> did daily rounds, as did supervisors. Notes that they knew all the patients. Describes <span>NIGHT SUPERVISOR's</span> visits. Expected nurses to know all patients. 'They were all powerful but they also knew everything .... set high standard and lived up to it'.</td>
</tr>
<tr>
<td class="time">006'25"</td>
<td class="details"><h5>Types of Patients</h5>Explains that patients stayed for long periods, weeks or months. Nurses did lots of hands-on basic nursing care for patients in bed who on the whole, were dressed in hospital-issue night wear. Remembers basic nursing care, washing, feeding. Talks of the 'four-hourly backs': washed with soap and water, rubbed then finished with methylated spirits. Recalls that there were not many pressure sores (disturbance as someone enters room).</td>
</tr>
</tbody>
</table>
</html>
|heading_two=
|media_description=
|media_image=
|media_image_caption=
|heading_three=
|gallery=
|heading_four=See Also
|see_also=* [[Diana_Stuart-Masters|Diana Stuart-Masters - abstract 1]]
* [[Diana_Stuart-Masters_(2)|Diana Stuart-Masters - abstract 2]]
* [[Diana_Stuart-Masters_(3)|Diana Stuart-Masters - abstract 3]]
* [[Diana_Stuart-Masters_(5)|Diana Stuart-Masters - abstract 5]]
* [[Diana_Stuart-Masters_(6)|Diana Stuart-Masters - abstract 6]]
* [[Diana_Stuart-Masters_(7)|Diana Stuart-Masters - abstract 7]]
* [[Diana_Stuart-Masters_(8)|Diana Stuart-Masters - abstract 8]]
|parent_category=Oral Histories
}}

Diana Stuart-Masters (2)

2014-07-24T03:22:23Z

Martin:

{{Abstract
|banner_description=
|banner_image=
|banner_image_caption=
|menu=<ol>
<li>[[#one|Oral History Abstract - part 2]]
<br>000'36" Uniforms
<br>003'02" Learning on the Wards
<br>005'15" Casualty Ward
<br>008'41" Unusual acts of kindness by Senior Nurses
<br>011'03" Attitudes to Marriage
<br>013'06" Social Life, Rules and Pregnancy
<br>016'00" Relationships and Marriage</li>
<li>[[#four|See also]]</li>
</ol>
|heading_one=Oral History Abstract - part 2
|audio_file=Diana_Masters_002.mp3
|recorded=26 JUN 2012
|interviewer=Kate Prebble
|equipment=Fostex FR-2LE Digital Recorder
|abstractor=Kate Prebble
|details=<html>
<table id="audio_details">
<tbody>
<tr>
<td class="time">000'36"</td>
<td class="details"><h5>Uniforms</h5>Describes two uniforms. On duty: a white uniform, white turban on head - 'looked like a washer woman'. When left ward, had to change into a blue dress uniform - long sleeves and a cap. All buttons had to be clipped on separately. Uniforms were starched and very comfortable. A small 'V' on pocket to indicate rank.
Had to go to main building for meals, had to change uniform first. Often difficult to get there and back in time.</td>
</tr>
<tr>
<td class="time">003'02"</td>
<td class="details"><h5>Learning on the Wards</h5>Comments that there was no correlation between the classroom learning and ward learning but <span>WARD SISTERS</span> did a lot of teaching on the wards. They also taught the HOUSE <span>SURGEONS</span>.
Mentions <span>SISTER MAY WILLIAMS</span> on a <span>MEN’S MEDICAL</span> and another medical ward, 18, 'She terrified me'. Recounts story of overflowing the steriliser and another story of drawing up penicillin on night duty.</td>
</tr>
<tr>
<td class="time">005'15"</td>
<td class="details"><h5>Casualty Ward</h5>Tells about caring for old men with infected fingers on <span>CASUALTY WARD</span>. Sat round big table with fingers in enamel mugs of <span>EPSOM SALTS</span>, then nurses bandaged the fingers.
Described the rooms of Casualty including two cells at the back for mentally unwell or people ‘drying out’. Cells were part of the old hospital. Another room for attempted suicides - didn't know about this as a student. <span>SISTER WYNN</span> was in charge. As a junior, did basic care.</td>
</tr>
<tr>
<td class="time">008'41"</td>
<td class="details"><h5>Unusual acts of kindness by Senior Nurses</h5>Comments that she mostly did <span>PAEDIATRICS</span> and <span>MEDICAL</span> as a student. Other half of class did more <span>SURGICAL</span> nursing.
Tells story about kindness of <span>SISTER BURTON</span>, charge nurse on an <span>INFECTIOUS WARD</span> (sister of <span>ROSS BURTON</span>, an <span>ONCOLOGIST</span>). Sister Burton noticed that Diana was feeling unwell, put her to bed in the doctor's room and gave her a cup of tea. 'I will never, never forget it'.
Tells of kindness of another senior nurse, <span>MARGARET MILLAR</span>. If you had been on late leave, she would ask you if you had had a good time - 'that was radical'.</td>
</tr>
<tr>
<td class="time">011'03"</td>
<td class="details"><h5>Attitudes to Marriage</h5>Comments that nurses were allowed to be <span>MARRIED</span> but only under certain circumstances. Mentions <span>STELLA LONG</span> whose husband died in the War. She came out to New Zealand with small son who lived with her mother in flats across the road from hospital. <span>STELLA (LONG)</span> had to live in <span>NURSES’ HOME</span> and be called 'Miss Long' She was 'respectably <span>WIDOWED</span>'. No married nurses with families.
Relates how a nurse who stayed in her room to study on her days off was held up as an example of the ideal nurse.</td>
</tr>
<tr>
<td class="time">013'06"</td>
<td class="details"><h5>Social Life, Rules and Pregnancy</h5>Describes social life of student nurses: <span>MOVIES, DANCES</span>. Mentions <span>HOLY SEPULCHRE CHURCH, THE ORANGE BALLROOM</span>: sometimes when a ship was in port, a sailor would phone <span>NURSES’ HOME</span> to ask if anyone would like to go out with the sailors.
Reflects that <span>HOME SISTERS</span> were very strict on the surface but more forgiving than they appeared. They ‘knew the tricks’, e.g. how to get into <span>NURSES’ HOME</span> after hours. Later realised that the <span>HOME SISTERS</span> felt very responsible for students.
Mentions <span>PREGNANCY</span>; nurses 'disappearing', didn’t know of any herself. (Aside about air conditioning in room). Recalls a friend who had her baby ‘early’ after finishing her training - 'I was a bit shocked about that, actually'.</td>
</tr>
<tr>
<td class="time">016'00"</td>
<td class="details"><h5>Relationships and Marriage</h5>Recalls that nurses mostly socialised in groups especially in first year or two. Many married shortly after finishing training. Describes boys coming to pick up nurses at <span>NURSES’ HOME</span>, being 'looked over' by the <span>HOME SISTER</span>. Mentions going out with a young man for 4-5 years including time of training, but not wanting to get engaged.
Comments briefly on women's relationships with women, not aware of them at the time, but mentions tragic event that occurred just after training (off tape).</td>
</tr>
</tbody>
</table>
</html>
|heading_two=
|media_description=
|media_image=
|media_image_caption=
|heading_three=
|gallery=
|heading_four=See Also
|see_also=* [[Diana_Stuart-Masters|Diana Stuart-Masters - abstract 1]]
* [[Diana_Stuart-Masters_(3)|Diana Stuart-Masters - abstract 3]]
* [[Diana_Stuart-Masters_(4)|Diana Stuart-Masters - abstract 4]]
* [[Diana_Stuart-Masters_(5)|Diana Stuart-Masters - abstract 5]]
* [[Diana_Stuart-Masters_(6)|Diana Stuart-Masters - abstract 6]]
* [[Diana_Stuart-Masters_(7)|Diana Stuart-Masters - abstract 7]]
* [[Diana_Stuart-Masters_(8)|Diana Stuart-Masters - abstract 8]]
|parent_category=Oral Histories
}}

Diana Stuart-Masters (4)

2014-07-24T03:21:12Z

Martin: Created page with "{{Abstract |banner_description= |banner_image= |banner_image_caption= |menu=<ol> <li>Oral History Abstract 4 <br>000'50" Mending Surgical Gloves <br>002'55" Resp..."

{{Abstract
|banner_description=
|banner_image=
|banner_image_caption=
|menu=<ol>
<li>[[#one|Oral History Abstract 4]]
<br>000'50" Mending Surgical Gloves
<br>002'55" Responsibility for Food
<br>004'30" Matrons, Supervisors and Ward Sisters
<br>006'25" Types of Patients</li>
<li>[[#four|See also]]</li>
</ol>
|heading_one=Oral History Abstract - part 4
|audio_file=Diana_Masters_004.mp3
|recorded=26 JUN 2012
|interviewer=Kate Prebble
|equipment=Fostex FR-2LE Digital Recorder
|abstractor=Kate Prebble
|details=<html>
<table id="audio_details">
<tbody>
<tr>
<td class="time">000'50"</td>
<td class="details"><h5>Mending Surgical Gloves</h5>Explains how junior nurses would mend surgical gloves when working in <span>THEATRE</span>; washed gloves, inflated by blowing to find holes, stuck on patches made from oldest gloves. Put each glove on rack outside to dry, then re-tested, powdered and rolled up ready for sterilising. The most mended gloves were used by the 'dirty nurse' in theatre.</td>
</tr>
<tr>
<td class="time">002'55"</td>
<td class="details"><h5>Responsibility for Food</h5>Responsible for cleanliness around locker though there were cleaners. Spent time in DIET KITCHEN learning about special diets.
Talks of nurse's role dishing out meals (whispered comment). Food arrived in large stainless steel trolleys, plugged in on ward, senior student nurse organised dishes and cutlery; served by WARD SISTER. 'It was quite ceremonial'.</td>
</tr>
<tr>
<td class="time">004'30"</td>
<td class="details"><h5>Matrons, Supervisors and Ward Sisters</h5>Explains about <span>WARD SISTER's</span> presence and control, she 'definitely had a place', contrasts this with today. 'She was right there on the floor, so was the <span>MATRON</span>’. Comments that <span>MATRON</span> did daily rounds, as did supervisors. Notes that they knew all the patients. Describes <span>NIGHT SUPERVISOR's</span> visits. Expected nurses to know all patients. 'They were all powerful but they also knew everything .... set high standard and lived up to it'.</td>
</tr>
<tr>
<td class="time">006'25"</td>
<td class="details"><h5>Types of Patients</h5>Explains that patients stayed for long periods, weeks or months. Nurses did lots of hands-on basic nursing care for patients in bed who on the whole, were dressed in hospital-issue night wear. Remembers basic nursing care, washing, feeding. Talks of the 'four-hourly backs': washed with soap and water, rubbed then finished with methylated spirits. Recalls that there were not many pressure sores (disturbance as someone enters room).</td>
</tr>
</tbody>
</table>
</html>
|heading_two=
|media_description=
|media_image=
|media_image_caption=
|heading_three=
|gallery=
|heading_four=See Also
|see_also=* [[Diana_Stuart-Masters|Diana Stuart-Masters - abstract 1]]
* [[Diana_Stuart-Masters_(2)|Diana Stuart-Masters - abstract 2]]
* [[Diana_Stuart-Masters_(3)|Diana Stuart-Masters - abstract 3]]
* [[Diana_Stuart-Masters_(5)|Diana Stuart-Masters - abstract 5]]
* [[Diana_Stuart-Masters_(6)|Diana Stuart-Masters - abstract 6]]
* [[Diana_Stuart-Masters_(7)|Diana Stuart-Masters - abstract 7]]
* [[Diana_Stuart-Masters_(8)|Diana Stuart-Masters - abstract 8]]
|parent_category=Oral Histories
}}

File:Diana Masters 004.mp3

2014-07-24T03:01:17Z

Martin:

Diana Stuart-Masters (2)

2014-07-24T02:49:30Z

Martin:

{{Abstract
|banner_description=
|banner_image=
|banner_image_caption=
|menu=<ol>
<li>[[#one|Oral History Abstract 2]]
<br>000'36" Uniforms
<br>003'02" Learning on the Wards
<br>005'15" Casualty Ward
<br>008'41" Unusual acts of kindness by Senior Nurses
<br>011'03" Attitudes to Marriage
<br>013'06" Social Life, Rules and Pregnancy
<br>016'00" Relationships and Marriage</li>
<li>[[#four|See also]]</li>
</ol>
|heading_one=Oral History Abstract - part 2
|audio_file=Diana_Masters_002.mp3
|recorded=26 JUN 2012
|interviewer=Kate Prebble
|equipment=Fostex FR-2LE Digital Recorder
|abstractor=Kate Prebble
|details=<html>
<table id="audio_details">
<tbody>
<tr>
<td class="time">000'36"</td>
<td class="details"><h5>Uniforms</h5>Describes two uniforms. On duty: a white uniform, white turban on head - 'looked like a washer woman'. When left ward, had to change into a blue dress uniform - long sleeves and a cap. All buttons had to be clipped on separately. Uniforms were starched and very comfortable. A small 'V' on pocket to indicate rank.
Had to go to main building for meals, had to change uniform first. Often difficult to get there and back in time.</td>
</tr>
<tr>
<td class="time">003'02"</td>
<td class="details"><h5>Learning on the Wards</h5>Comments that there was no correlation between the classroom learning and ward learning but <span>WARD SISTERS</span> did a lot of teaching on the wards. They also taught the HOUSE <span>SURGEONS</span>.
Mentions <span>SISTER MAY WILLIAMS</span> on a <span>MEN’S MEDICAL</span> and another medical ward, 18, 'She terrified me'. Recounts story of overflowing the steriliser and another story of drawing up penicillin on night duty.</td>
</tr>
<tr>
<td class="time">005'15"</td>
<td class="details"><h5>Casualty Ward</h5>Tells about caring for old men with infected fingers on <span>CASUALTY WARD</span>. Sat round big table with fingers in enamel mugs of <span>EPSOM SALTS</span>, then nurses bandaged the fingers.
Described the rooms of Casualty including two cells at the back for mentally unwell or people ‘drying out’. Cells were part of the old hospital. Another room for attempted suicides - didn't know about this as a student. <span>SISTER WYNN</span> was in charge. As a junior, did basic care.</td>
</tr>
<tr>
<td class="time">008'41"</td>
<td class="details"><h5>Unusual acts of kindness by Senior Nurses</h5>Comments that she mostly did <span>PAEDIATRICS</span> and <span>MEDICAL</span> as a student. Other half of class did more <span>SURGICAL</span> nursing.
Tells story about kindness of <span>SISTER BURTON</span>, charge nurse on an <span>INFECTIOUS WARD</span> (sister of <span>ROSS BURTON</span>, an <span>ONCOLOGIST</span>). Sister Burton noticed that Diana was feeling unwell, put her to bed in the doctor's room and gave her a cup of tea. 'I will never, never forget it'.
Tells of kindness of another senior nurse, <span>MARGARET MILLAR</span>. If you had been on late leave, she would ask you if you had had a good time - 'that was radical'.</td>
</tr>
<tr>
<td class="time">011'03"</td>
<td class="details"><h5>Attitudes to Marriage</h5>Comments that nurses were allowed to be <span>MARRIED</span> but only under certain circumstances. Mentions <span>STELLA LONG</span> whose husband died in the War. She came out to New Zealand with small son who lived with her mother in flats across the road from hospital. <span>STELLA (LONG)</span> had to live in <span>NURSES’ HOME</span> and be called 'Miss Long' She was 'respectably <span>WIDOWED</span>'. No married nurses with families.
Relates how a nurse who stayed in her room to study on her days off was held up as an example of the ideal nurse.</td>
</tr>
<tr>
<td class="time">013'06"</td>
<td class="details"><h5>Social Life, Rules and Pregnancy</h5>Describes social life of student nurses: <span>MOVIES, DANCES</span>. Mentions <span>HOLY SEPULCHRE CHURCH, THE ORANGE BALLROOM</span>: sometimes when a ship was in port, a sailor would phone <span>NURSES’ HOME</span> to ask if anyone would like to go out with the sailors.
Reflects that <span>HOME SISTERS</span> were very strict on the surface but more forgiving than they appeared. They ‘knew the tricks’, e.g. how to get into <span>NURSES’ HOME</span> after hours. Later realised that the <span>HOME SISTERS</span> felt very responsible for students.
Mentions <span>PREGNANCY</span>; nurses 'disappearing', didn’t know of any herself. (Aside about air conditioning in room). Recalls a friend who had her baby ‘early’ after finishing her training - 'I was a bit shocked about that, actually'.</td>
</tr>
<tr>
<td class="time">016'00"</td>
<td class="details"><h5>Relationships and Marriage</h5>Recalls that nurses mostly socialised in groups especially in first year or two. Many married shortly after finishing training. Describes boys coming to pick up nurses at <span>NURSES’ HOME</span>, being 'looked over' by the <span>HOME SISTER</span>. Mentions going out with a young man for 4-5 years including time of training, but not wanting to get engaged.
Comments briefly on women's relationships with women, not aware of them at the time, but mentions tragic event that occurred just after training (off tape).</td>
</tr>
</tbody>
</table>
</html>
|heading_two=
|media_description=
|media_image=
|media_image_caption=
|heading_three=
|gallery=
|heading_four=See Also
|see_also=* [[Diana_Stuart-Masters|Diana Stuart-Masters - abstract 1]]
* [[Diana_Stuart-Masters_(3)|Diana Stuart-Masters - abstract 3]]
* [[Diana_Stuart-Masters_(4)|Diana Stuart-Masters - abstract 4]]
* [[Diana_Stuart-Masters_(5)|Diana Stuart-Masters - abstract 5]]
* [[Diana_Stuart-Masters_(6)|Diana Stuart-Masters - abstract 6]]
* [[Diana_Stuart-Masters_(7)|Diana Stuart-Masters - abstract 7]]
* [[Diana_Stuart-Masters_(8)|Diana Stuart-Masters - abstract 8]]
|parent_category=Oral Histories
}}

File:Diana Masters 003.mp3

2014-07-24T02:34:04Z

Martin:

Diana Stuart-Masters (2)

2014-07-24T02:27:34Z

Martin:

{{Abstract
|banner_description=
|banner_image=
|banner_image_caption=
|menu=<ol>
<li>[[#one|Oral History Abstract 1]]
<br>000'36" Uniforms
<br>003'02" Learning on the Wards
<br>005'15" Casualty Ward
<br>008'41" Unusual acts of kindness by Senior Nurses
<br>011'03" Attitudes to Marriage
<br>013'06" Social Life, Rules and Pregnancy
<br>016'00" Relationships and Marriage</li>
<li>[[#four|See also]]</li>
</ol>
|heading_one=Oral History Abstract - part 2
|audio_file=Diana_Masters_002.mp3
|recorded=26 JUN 2012
|interviewer=Kate Prebble
|equipment=Fostex FR-2LE Digital Recorder
|abstractor=Kate Prebble
|details=<html>
<table id="audio_details">
<tbody>
<tr>
<td class="time">000'36"</td>
<td class="details"><h5>Uniforms</h5>Describes two uniforms. On duty: a white uniform, white turban on head - 'looked like a washer woman'. When left ward, had to change into a blue dress uniform - long sleeves and a cap. All buttons had to be clipped on separately. Uniforms were starched and very comfortable. A small 'V' on pocket to indicate rank.
Had to go to main building for meals, had to change uniform first. Often difficult to get there and back in time.</td>
</tr>
<tr>
<td class="time">003'02"</td>
<td class="details"><h5>Learning on the Wards</h5>Comments that there was no correlation between the classroom learning and ward learning but <span>WARD SISTERS</span> did a lot of teaching on the wards. They also taught the HOUSE <span>SURGEONS</span>.
Mentions <span>SISTER MAY WILLIAMS</span> on a <span>MEN’S MEDICAL</span> and another medical ward, 18, 'She terrified me'. Recounts story of overflowing the steriliser and another story of drawing up penicillin on night duty.</td>
</tr>
<tr>
<td class="time">005'15"</td>
<td class="details"><h5>Casualty Ward</h5>Tells about caring for old men with infected fingers on <span>CASUALTY WARD</span>. Sat round big table with fingers in enamel mugs of <span>EPSOM SALTS</span>, then nurses bandaged the fingers.
Described the rooms of Casualty including two cells at the back for mentally unwell or people ‘drying out’. Cells were part of the old hospital. Another room for attempted suicides - didn't know about this as a student. <span>SISTER WYNN</span> was in charge. As a junior, did basic care.</td>
</tr>
<tr>
<td class="time">008'41"</td>
<td class="details"><h5>Unusual acts of kindness by Senior Nurses</h5>Comments that she mostly did <span>PAEDIATRICS</span> and <span>MEDICAL</span> as a student. Other half of class did more <span>SURGICAL</span> nursing.
Tells story about kindness of <span>SISTER BURTON</span>, charge nurse on an <span>INFECTIOUS WARD</span> (sister of <span>ROSS BURTON</span>, an <span>ONCOLOGIST</span>). Sister Burton noticed that Diana was feeling unwell, put her to bed in the doctor's room and gave her a cup of tea. 'I will never, never forget it'.
Tells of kindness of another senior nurse, <span>MARGARET MILLAR</span>. If you had been on late leave, she would ask you if you had had a good time - 'that was radical'.</td>
</tr>
<tr>
<td class="time">011'03"</td>
<td class="details"><h5>Attitudes to Marriage</h5>Comments that nurses were allowed to be <span>MARRIED</span> but only under certain circumstances. Mentions <span>STELLA LONG</span> whose husband died in the War. She came out to New Zealand with small son who lived with her mother in flats across the road from hospital. <span>STELLA (LONG)</span> had to live in <span>NURSES’ HOME</span> and be called 'Miss Long' She was 'respectably <span>WIDOWED</span>'. No married nurses with families.
Relates how a nurse who stayed in her room to study on her days off was held up as an example of the ideal nurse.</td>
</tr>
<tr>
<td class="time">013'06"</td>
<td class="details"><h5>Social Life, Rules and Pregnancy</h5>Describes social life of student nurses: <span>MOVIES, DANCES</span>. Mentions <span>HOLY SEPULCHRE CHURCH, THE ORANGE BALLROOM</span>: sometimes when a ship was in port, a sailor would phone <span>NURSES’ HOME</span> to ask if anyone would like to go out with the sailors.
Reflects that <span>HOME SISTERS</span> were very strict on the surface but more forgiving than they appeared. They ‘knew the tricks’, e.g. how to get into <span>NURSES’ HOME</span> after hours. Later realised that the <span>HOME SISTERS</span> felt very responsible for students.
Mentions <span>PREGNANCY</span>; nurses 'disappearing', didn’t know of any herself. (Aside about air conditioning in room). Recalls a friend who had her baby ‘early’ after finishing her training - 'I was a bit shocked about that, actually'.</td>
</tr>
<tr>
<td class="time">016'00"</td>
<td class="details"><h5>Relationships and Marriage</h5>Recalls that nurses mostly socialised in groups especially in first year or two. Many married shortly after finishing training. Describes boys coming to pick up nurses at <span>NURSES’ HOME</span>, being 'looked over' by the <span>HOME SISTER</span>. Mentions going out with a young man for 4-5 years including time of training, but not wanting to get engaged.
Comments briefly on women's relationships with women, not aware of them at the time, but mentions tragic event that occurred just after training (off tape).</td>
</tr>
</tbody>
</table>
</html>
|heading_two=
|media_description=
|media_image=
|media_image_caption=
|heading_three=
|gallery=
|heading_four=See Also
|see_also=* [[Diana_Stuart-Masters|Diana Stuart-Masters - abstract 1]]
* [[Diana_Stuart-Masters_(3)|Diana Stuart-Masters - abstract 3]]
* [[Diana_Stuart-Masters_(4)|Diana Stuart-Masters - abstract 4]]
* [[Diana_Stuart-Masters_(5)|Diana Stuart-Masters - abstract 5]]
* [[Diana_Stuart-Masters_(6)|Diana Stuart-Masters - abstract 6]]
* [[Diana_Stuart-Masters_(7)|Diana Stuart-Masters - abstract 7]]
* [[Diana_Stuart-Masters_(8)|Diana Stuart-Masters - abstract 8]]
|parent_category=Oral Histories
}}

Diana Stuart-Masters (2)

2014-07-24T02:24:28Z

Martin:

{{Abstract
|banner_description=
|banner_image=
|banner_image_caption=
|menu=<ol>
<li>[[#one|Oral History Abstract 1]]
<br>000'36" Uniforms
<br>003'02" Learning on the Wards
<br>005'15" Casualty Ward
<br>008'41" Unusual acts of kindness by Senior Nurses
<br>011'03" Attitudes to Marriage
<br>013'06" Social Life, Rules and Pregnancy
<br>016'00" Relationships and Marriage</li>
<li>[[#two|In the Media]]</li>
<li>[[#three|Gallery]]</li>
<li>[[#four|See also]]</li>
</ol>
|heading_one=Oral History Abstract - part 2
|audio_file=Diana_Masters_002.mp3
|recorded=26 JUN 2012
|interviewer=Kate Prebble
|equipment=Fostex FR-2LE Digital Recorder
|abstractor=Kate Prebble
|details=<html>
<table id="audio_details">
<tbody>
<tr>
<td class="time">000'36"</td>
<td class="details"><h5>Uniforms</h5>Describes two uniforms. On duty: a white uniform, white turban on head - 'looked like a washer woman'. When left ward, had to change into a blue dress uniform - long sleeves and a cap. All buttons had to be clipped on separately. Uniforms were starched and very comfortable. A small 'V' on pocket to indicate rank.
Had to go to main building for meals, had to change uniform first. Often difficult to get there and back in time.</td>
</tr>
<tr>
<td class="time">003'02"</td>
<td class="details"><h5>Learning on the Wards</h5>Comments that there was no correlation between the classroom learning and ward learning but <span>WARD SISTERS</span> did a lot of teaching on the wards. They also taught the HOUSE <span>SURGEONS</span>.
Mentions <span>SISTER MAY WILLIAMS</span> on a <span>MEN’S MEDICAL</span> and another medical ward, 18, 'She terrified me'. Recounts story of overflowing the steriliser and another story of drawing up penicillin on night duty.</td>
</tr>
<tr>
<td class="time">005'15"</td>
<td class="details"><h5>Casualty Ward</h5>Tells about caring for old men with infected fingers on <span>CASUALTY WARD</span>. Sat round big table with fingers in enamel mugs of <span>EPSOM SALTS</span>, then nurses bandaged the fingers.
Described the rooms of Casualty including two cells at the back for mentally unwell or people ‘drying out’. Cells were part of the old hospital. Another room for attempted suicides - didn't know about this as a student. <span>SISTER WYNN</span> was in charge. As a junior, did basic care.</td>
</tr>
<tr>
<td class="time">008'41"</td>
<td class="details"><h5>Unusual acts of kindness by Senior Nurses</h5>Comments that she mostly did <span>PAEDIATRICS</span> and <span>MEDICAL</span> as a student. Other half of class did more <span>SURGICAL</span> nursing.
Tells story about kindness of <span>SISTER BURTON</span>, charge nurse on an <span>INFECTIOUS WARD</span> (sister of <span>ROSS BURTON</span>, an <span>ONCOLOGIST</span>). Sister Burton noticed that Diana was feeling unwell, put her to bed in the doctor's room and gave her a cup of tea. 'I will never, never forget it'.
Tells of kindness of another senior nurse, <span>MARGARET MILLAR</span>. If you had been on late leave, she would ask you if you had had a good time - 'that was radical'.</td>
</tr>
<tr>
<td class="time">011'03"</td>
<td class="details"><h5>Attitudes to Marriage</h5>Comments that nurses were allowed to be <span>MARRIED</span> but only under certain circumstances. Mentions <span>STELLA LONG</span> whose husband died in the War. She came out to New Zealand with small son who lived with her mother in flats across the road from hospital. <span>STELLA (LONG)</span> had to live in <span>NURSES’ HOME</span> and be called 'Miss Long' She was 'respectably <span>WIDOWED</span>'. No married nurses with families.
Relates how a nurse who stayed in her room to study on her days off was held up as an example of the ideal nurse.</td>
</tr>
<tr>
<td class="time">013'06"</td>
<td class="details"><h5>Social Life, Rules and Pregnancy</h5>Describes social life of student nurses: <span>MOVIES, DANCES</span>. Mentions <span>HOLY SEPULCHRE CHURCH, THE ORANGE BALLROOM</span>: sometimes when a ship was in port, a sailor would phone <span>NURSES’ HOME</span> to ask if anyone would like to go out with the sailors.
Reflects that <span>HOME SISTERS</span> were very strict on the surface but more forgiving than they appeared. They ‘knew the tricks’, e.g. how to get into <span>NURSES’ HOME</span> after hours. Later realised that the <span>HOME SISTERS</span> felt very responsible for students.
Mentions <span>PREGNANCY</span>; nurses 'disappearing', didn’t know of any herself. (Aside about air conditioning in room). Recalls a friend who had her baby ‘early’ after finishing her training - 'I was a bit shocked about that, actually'.</td>
</tr>
<tr>
<td class="time">016'00"</td>
<td class="details"><h5>Relationships and Marriage</h5>Recalls that nurses mostly socialised in groups especially in first year or two. Many married shortly after finishing training. Describes boys coming to pick up nurses at <span>NURSES’ HOME</span>, being 'looked over' by the <span>HOME SISTER</span>. Mentions going out with a young man for 4-5 years including time of training, but not wanting to get engaged.
Comments briefly on women's relationships with women, not aware of them at the time, but mentions tragic event that occurred just after training (off tape).</td>
</tr>
</tbody>
</table>
</html>
|heading_two=
|media_description=
|media_image=
|media_image_caption=
|heading_three=
|gallery=
|heading_four=See Also
|see_also=* [[Diana_Stuart-Masters|Diana Stuart-Masters - abstract 1]]
* [[Diana_Stuart-Masters_(2)|Diana Stuart-Masters - abstract 2]]
* [[Diana_Stuart-Masters_(3)|Diana Stuart-Masters - abstract 3]]
* [[Diana_Stuart-Masters_(4)|Diana Stuart-Masters - abstract 4]]
* [[Diana_Stuart-Masters_(5)|Diana Stuart-Masters - abstract 5]]
* [[Diana_Stuart-Masters_(6)|Diana Stuart-Masters - abstract 6]]
* [[Diana_Stuart-Masters_(7)|Diana Stuart-Masters - abstract 7]]
* [[Diana_Stuart-Masters_(8)|Diana Stuart-Masters - abstract 8]]
|parent_category=Oral Histories
}}

File:Diana Masters 002.mp3

2014-07-24T02:03:58Z

Martin:

File:Diana-Stuart-Masters-Nursing-4.jpg

2014-07-24T01:58:02Z

Martin:

File:Diana-Stuart-Masters-Nursing-3.jpg

2014-07-24T01:57:51Z

Martin:

File:Diana-Stuart-Masters-Nursing-2.jpg

2014-07-24T01:55:25Z

Martin: