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		<id>http://www.nursinghistory.org.nz/index.php?action=history&amp;feed=atom&amp;title=Diana_Stuart-Masters_%287%29</id>
		<title>Diana Stuart-Masters (7) - Revision history</title>
		<link rel="self" type="application/atom+xml" href="http://www.nursinghistory.org.nz/index.php?action=history&amp;feed=atom&amp;title=Diana_Stuart-Masters_%287%29"/>
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		<updated>2026-04-16T11:20:56Z</updated>
		<subtitle>Revision history for this page on the wiki</subtitle>
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	<entry>
		<id>http://www.nursinghistory.org.nz/index.php?title=Diana_Stuart-Masters_(7)&amp;diff=662&amp;oldid=prev</id>
		<title>Jill at 22:19, 10 December 2014</title>
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				<updated>2014-12-10T22:19:42Z</updated>
		
		<summary type="html">&lt;p&gt;&lt;/p&gt;
&lt;table class='diff diff-contentalign-left'&gt;
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				&lt;td colspan='2' style=&quot;background-color: white; color:black; text-align: center;&quot;&gt;← Older revision&lt;/td&gt;
				&lt;td colspan='2' style=&quot;background-color: white; color:black; text-align: center;&quot;&gt;Revision as of 22:19, 10 December 2014&lt;/td&gt;
				&lt;/tr&gt;&lt;tr&gt;&lt;td colspan=&quot;2&quot; class=&quot;diff-lineno&quot;&gt;Line 63:&lt;/td&gt;
&lt;td colspan=&quot;2&quot; class=&quot;diff-lineno&quot;&gt;Line 63:&lt;/td&gt;&lt;/tr&gt;
&lt;tr&gt;&lt;td class='diff-marker'&gt;&amp;#160;&lt;/td&gt;&lt;td style=&quot;background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;&quot;&gt;&lt;div&gt;* [[Diana_Stuart-Masters_(6)|Diana Stuart-Masters - abstract 6]]&lt;/div&gt;&lt;/td&gt;&lt;td class='diff-marker'&gt;&amp;#160;&lt;/td&gt;&lt;td style=&quot;background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;&quot;&gt;&lt;div&gt;* [[Diana_Stuart-Masters_(6)|Diana Stuart-Masters - abstract 6]]&lt;/div&gt;&lt;/td&gt;&lt;/tr&gt;
&lt;tr&gt;&lt;td class='diff-marker'&gt;&amp;#160;&lt;/td&gt;&lt;td style=&quot;background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;&quot;&gt;&lt;div&gt;* [[Diana_Stuart-Masters_(8)|Diana Stuart-Masters - abstract 8]]&lt;/div&gt;&lt;/td&gt;&lt;td class='diff-marker'&gt;&amp;#160;&lt;/td&gt;&lt;td style=&quot;background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;&quot;&gt;&lt;div&gt;* [[Diana_Stuart-Masters_(8)|Diana Stuart-Masters - abstract 8]]&lt;/div&gt;&lt;/td&gt;&lt;/tr&gt;
&lt;tr&gt;&lt;td class='diff-marker'&gt;−&lt;/td&gt;&lt;td style=&quot;color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;&quot;&gt;&lt;div&gt;|parent_category=&lt;del class=&quot;diffchange diffchange-inline&quot;&gt;Oral Histories&lt;/del&gt;&lt;/div&gt;&lt;/td&gt;&lt;td class='diff-marker'&gt;+&lt;/td&gt;&lt;td style=&quot;color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;&quot;&gt;&lt;div&gt;|parent_category=&lt;/div&gt;&lt;/td&gt;&lt;/tr&gt;
&lt;tr&gt;&lt;td class='diff-marker'&gt;&amp;#160;&lt;/td&gt;&lt;td style=&quot;background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;&quot;&gt;&lt;div&gt;}}&lt;/div&gt;&lt;/td&gt;&lt;td class='diff-marker'&gt;&amp;#160;&lt;/td&gt;&lt;td style=&quot;background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;&quot;&gt;&lt;div&gt;}}&lt;/div&gt;&lt;/td&gt;&lt;/tr&gt;
&lt;/table&gt;</summary>
		<author><name>Jill</name></author>	</entry>

	<entry>
		<id>http://www.nursinghistory.org.nz/index.php?title=Diana_Stuart-Masters_(7)&amp;diff=344&amp;oldid=prev</id>
		<title>Martin: Created page with &quot;{{Abstract |banner_description= |banner_image= |banner_image_caption= |menu=&lt;ol&gt;  &lt;li&gt;Oral History Abstract 7  &lt;br&gt;000'00&quot;  Hospital Grandparents' Scheme  &lt;br&gt;004'15&quot;...&quot;</title>
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				<updated>2014-07-24T06:00:08Z</updated>
		
		<summary type="html">&lt;p&gt;Created page with &amp;quot;{{Abstract |banner_description= |banner_image= |banner_image_caption= |menu=&amp;lt;ol&amp;gt;  &amp;lt;li&amp;gt;&lt;a href=&quot;#one&quot;&gt;Oral History Abstract 7&lt;/a&gt;  &amp;lt;br&amp;gt;000&amp;#039;00&amp;quot;  Hospital Grandparents&amp;#039; Scheme  &amp;lt;br&amp;gt;004&amp;#039;15&amp;quot;...&amp;quot;&lt;/p&gt;
&lt;p&gt;&lt;b&gt;New page&lt;/b&gt;&lt;/p&gt;&lt;div&gt;{{Abstract&lt;br /&gt;
|banner_description=&lt;br /&gt;
|banner_image=&lt;br /&gt;
|banner_image_caption=&lt;br /&gt;
|menu=&amp;lt;ol&amp;gt;&lt;br /&gt;
&amp;lt;li&amp;gt;[[#one|Oral History Abstract 7]]&lt;br /&gt;
&amp;lt;br&amp;gt;000'00&amp;quot;  Hospital Grandparents' Scheme&lt;br /&gt;
&amp;lt;br&amp;gt;004'15&amp;quot;  Role in In-Service Education&lt;br /&gt;
&amp;lt;br&amp;gt;007'00&amp;quot;  Enrolled Nurses&lt;br /&gt;
&amp;lt;br&amp;gt;010'45&amp;quot;  Comprehensive Educvation Introduced&lt;br /&gt;
&amp;lt;br&amp;gt;012'00&amp;quot;  Anti-Racism Training&amp;lt;/li&amp;gt;&lt;br /&gt;
&amp;lt;li&amp;gt;[[#four|See also]]&amp;lt;/li&amp;gt;&lt;br /&gt;
&amp;lt;/ol&amp;gt;&lt;br /&gt;
|heading_one=Oral History Abstract - part 7&lt;br /&gt;
|audio_file=&lt;br /&gt;
|recorded=27 JUN 2012&lt;br /&gt;
|interviewer=Kate Prebble&lt;br /&gt;
|equipment=Fostex FR-2LE Digital Recorder&lt;br /&gt;
|abstractor=Kate Prebble&lt;br /&gt;
|details=&amp;lt;html&amp;gt;&lt;br /&gt;
&amp;lt;table id=&amp;quot;audio_details&amp;quot;&amp;gt;&lt;br /&gt;
 &amp;lt;tbody&amp;gt;&lt;br /&gt;
  &amp;lt;tr&amp;gt;&lt;br /&gt;
    &amp;lt;td class=&amp;quot;time&amp;quot;&amp;gt;000'00&amp;quot;&amp;lt;/td&amp;gt;&lt;br /&gt;
    &amp;lt;td class=&amp;quot;details&amp;quot;&amp;gt;&amp;lt;h5&amp;gt;Hospital Grandparents' Scheme&amp;lt;/h5&amp;gt;Explains involvement with the &amp;lt;span&amp;gt;HOSPITAL GRANDPARENTS’ SCHEME&amp;lt;/span&amp;gt;: Realised that her real interest was in &amp;lt;span&amp;gt;PAEDIATRICS&amp;lt;/span&amp;gt; and child welfare. Scheme was based on ideas about &amp;lt;span&amp;gt;SEPARATION THEORY&amp;lt;/span&amp;gt;, e.g. &amp;lt;span&amp;gt;BOWLBY&amp;lt;/span&amp;gt;.  Explains her interest because of her experience as a mother, e.g. involvement with in &amp;lt;span&amp;gt;PARENTS’ CENTRE&amp;lt;/span&amp;gt;. Explains more re purpose of &amp;lt;span&amp;gt;GRANDPARENTS’ SCHEME&amp;lt;/span&amp;gt;. Comments on opposition from 'traditional nurses' who felt their role was threatened.  &lt;br /&gt;
Described own work with the ‘grandparents’, planning and teaching with blessing of &amp;lt;span&amp;gt;JUNE MILN&amp;lt;/span&amp;gt;E (Assistant Principal Nurse, &amp;lt;span&amp;gt;PAEDIATRICS&amp;lt;/span&amp;gt;). 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'.&amp;lt;/td&amp;gt;&lt;br /&gt;
  &amp;lt;/tr&amp;gt;&lt;br /&gt;
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    &amp;lt;td class=&amp;quot;time&amp;quot;&amp;gt;004'15&amp;quot;&amp;lt;/td&amp;gt;&lt;br /&gt;
    &amp;lt;td class=&amp;quot;details&amp;quot;&amp;gt;&amp;lt;h5&amp;gt;Role in In-Service Education&amp;lt;/h5&amp;gt;Talks of her move in late 1970s to &amp;lt;span&amp;gt;IN-SERVICE EDUCATION&amp;lt;/span&amp;gt; in &amp;lt;span&amp;gt;PAEDIATRICS&amp;lt;/span&amp;gt;. 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. &lt;br /&gt;
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.&amp;lt;/td&amp;gt;&lt;br /&gt;
  &amp;lt;/tr&amp;gt;&lt;br /&gt;
  &amp;lt;tr&amp;gt;&lt;br /&gt;
    &amp;lt;td class=&amp;quot;time&amp;quot;&amp;gt;007'00&amp;quot;&amp;lt;/td&amp;gt;&lt;br /&gt;
    &amp;lt;td class=&amp;quot;details&amp;quot;&amp;gt;&amp;lt;h5&amp;gt;Enrolled Nurses&amp;lt;/h5&amp;gt;Explains that &amp;lt;span&amp;gt;PRINCESS MARY HOSPITAL&amp;lt;/span&amp;gt; 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 &amp;lt;span&amp;gt;MARY WALLACE&amp;lt;/span&amp;gt;, the &amp;lt;span&amp;gt;MATRON&amp;lt;/span&amp;gt; of &amp;lt;span&amp;gt;AUCKLAND HOSPITAL&amp;lt;/span&amp;gt;, advocated for a fully qualified, registered nurse workforce but had to work with the realities of the situation. &lt;br /&gt;
Recounts experience of hosting the &amp;lt;span&amp;gt;MATRON&amp;lt;/span&amp;gt; of &amp;lt;span&amp;gt;GREAT ORMOND STREET&amp;lt;/span&amp;gt; who visited New Zealand during the &amp;lt;span&amp;gt;INTERNATIONAL YEAR OF THE CHILD&amp;lt;/span&amp;gt;. 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.&amp;lt;/td&amp;gt;&lt;br /&gt;
  &amp;lt;/tr&amp;gt;&lt;br /&gt;
  &amp;lt;tr&amp;gt;&lt;br /&gt;
    &amp;lt;td class=&amp;quot;time&amp;quot;&amp;gt;010'45&amp;quot;&amp;lt;/td&amp;gt;&lt;br /&gt;
    &amp;lt;td class=&amp;quot;details&amp;quot;&amp;gt;&amp;lt;h5&amp;gt;Comprehensive Educvation Introduced&amp;lt;/h5&amp;gt;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'.&amp;lt;/td&amp;gt;&lt;br /&gt;
  &amp;lt;/tr&amp;gt;&lt;br /&gt;
  &amp;lt;tr&amp;gt;&lt;br /&gt;
    &amp;lt;td class=&amp;quot;time&amp;quot;&amp;gt;012'00&amp;quot;&amp;lt;/td&amp;gt;&lt;br /&gt;
    &amp;lt;td class=&amp;quot;details&amp;quot;&amp;gt;&amp;lt;h5&amp;gt;Anti-Racism Training&amp;lt;/h5&amp;gt;Recounts tensions at &amp;lt;span&amp;gt;AUCKLAND HOSPITAL&amp;lt;/span&amp;gt; during the 1980s with &amp;lt;span&amp;gt;ANTI-RACISM&amp;lt;/span&amp;gt; and &amp;lt;span&amp;gt;TREATY&amp;lt;/span&amp;gt; training; difficulties with the anti-racism educator. Diana found herself in the middle of the trouble; e.g. she and &amp;lt;span&amp;gt;RON TRUBUHOVICH&amp;lt;/span&amp;gt; were reported to the &amp;lt;span&amp;gt;RACE RELATIONS CONCILIATOR&amp;lt;/span&amp;gt; because they had touched the head of someone during CPR training without gaining permission. Considers that the &amp;lt;span&amp;gt;TREATY&amp;lt;/span&amp;gt; issues went 'way over board' and that the situation was 'not funny...it was destructive'. &lt;br /&gt;
Remembers a proposal at the time that a &amp;lt;span&amp;gt;MAORI&amp;lt;/span&amp;gt; person who was ‘not necessarily trained’ should be appointed to work alongside every charge nurse in &amp;lt;span&amp;gt;PAEDIATRICS&amp;lt;/span&amp;gt; to share common care of the &amp;lt;span&amp;gt;MAORI&amp;lt;/span&amp;gt; children, and that &amp;lt;span&amp;gt;CHARGE NURSE&amp;lt;/span&amp;gt; salaries should be shared. &lt;br /&gt;
Comments on her own response. 'It was a bad appointment. It was stupid' (interruption). Mentions that &amp;lt;span&amp;gt;IN-SERVICE&amp;lt;/span&amp;gt; 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 &amp;lt;span&amp;gt;ENROLLED NURSE PROGRAMME&amp;lt;/span&amp;gt;. (Interview paused)&amp;lt;/td&amp;gt;&lt;br /&gt;
  &amp;lt;/tr&amp;gt;&lt;br /&gt;
 &amp;lt;/tbody&amp;gt;&lt;br /&gt;
&amp;lt;/table&amp;gt;&lt;br /&gt;
&amp;lt;/html&amp;gt;&lt;br /&gt;
|heading_two=&lt;br /&gt;
|media_description=&lt;br /&gt;
|media_image=&lt;br /&gt;
|media_image_caption=&lt;br /&gt;
|heading_three=&lt;br /&gt;
|gallery=&lt;br /&gt;
|heading_four=See Also&lt;br /&gt;
|see_also=* [[Diana_Stuart-Masters|Diana Stuart-Masters - abstract 1]]&lt;br /&gt;
* [[Diana_Stuart-Masters_(2)|Diana Stuart-Masters - abstract 2]]&lt;br /&gt;
* [[Diana_Stuart-Masters_(3)|Diana Stuart-Masters - abstract 3]]&lt;br /&gt;
* [[Diana_Stuart-Masters_(4)|Diana Stuart-Masters - abstract 4]]&lt;br /&gt;
* [[Diana_Stuart-Masters_(5)|Diana Stuart-Masters - abstract 5]]&lt;br /&gt;
* [[Diana_Stuart-Masters_(6)|Diana Stuart-Masters - abstract 6]]&lt;br /&gt;
* [[Diana_Stuart-Masters_(8)|Diana Stuart-Masters - abstract 8]]&lt;br /&gt;
|parent_category=Oral Histories&lt;br /&gt;
}}&lt;/div&gt;</summary>
		<author><name>Martin</name></author>	</entry>

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