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     <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.   
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     <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>
 
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>
 
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Revision as of 18:43, 24 July 2014

Contents

  1. Oral History Abstract 6
    003'00" Blood Bank
    003'58" Married Nurses, Blood Bank
    005'42" Marriage, Children
    006'28" Return to Nursing as Tutor
    008'55" New Head Tutor
    011'15" National Women's Hospital
    014'10" Comrpehensive Nursing Education
    015'43" Return to Auckland Nursing Hospital as Clinical Tutor
  2. See also

Oral History Abstract - part 6


(If the player does not work: Click here.)

Recorded: Interviewer:
Equipment Type: Abstractor:
003'00"
Blood Bank
Started work at the BLOOD BANK at COSTLEY building, AUCKLAND HOSPITAL 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 FREEZING WORKS. Diana found the work interesting and enjoyable; mentioned development of TRANSFUSIONS for Rh-babies and providing blood for OPEN HEART SURGERY. 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 JEAN MONTAGUE 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 BLOOD BANK truck visit to small towns as 'quite an event', e.g. a man at TUAKAU who made them whitebait fritters twice a year when they visited (small interruption).
003'58"
Married Nurses, Blood Bank
Mentions that several of the nurses at BLOOD BANK were married. Comments on own decision to move to BLOOD BANK was not because of the hours but a means to escape an unpleasant work environment. Comments that doctor in charge, JOCK STAVELEY often reminded the nurses that they were working for a laboratory. Mentions that STAVELEY set up the BLOOD BANKS in NZ and had active interest in ANTHROPOLOGY of the PACIFIC.
005'42"
Marriage, Children
Explains attitudes to PREGNANCY; 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.
006'28"
Return to Nursing as Tutor
Describes return to nursing: saw advertisement, went to see the HEAD TUTOR, MARIE HOSKING. 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 PARENTS CENTRE, PLUNKET and PLAY CENTRE. 'They saw me as a nurse, very much so, and I saw myself as a nurse'. Return to nursing was a comfortable decision.
008'55"
New Head Tutor
MARGARET PATTERSON took over as HEAD TUTOR at AUCKLAND HOSPITAL BOARD SCHOOL OF NURSING. Explains that PATTERSON insisted she do the MATERNITY 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 OBSTETRICS at NATIONAL WOMEN’S (HOSPITAL), coincided with period of 'trouble' at the hospital, Refers to the CERVICAL CANCER research and later inquiry. Mentions dates: started tutoring end of 1969, moved to NATIONAL WOMEN’S (HOSPITAL) 1970-1971. OBSTETRIC tutor for approx 18 months.
011'15"
National Women's Hospital
Discusses her awareness of 'trouble' at NATIONAL WOMEN’S (HOSPITAL) during 1970s: at same time, acknowledges significant improvements in OBSTETRIC 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 OBSTETRIC 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 RESEARCH and nothing to do with the current situation. Comments on the strict OBSTETRIC 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.
014'10"
Comrpehensive Nursing Education
Mentions the CARPENTER REPORT; Describes affect of NURSING EDUCATION reforms on the hospital-based tutors who came in for ‘bad press’; the experience was 'awful'; newspapers full of articles about badly-trained TUTORS - Reflects that this was 'quite incorrect': TUTORS knew what they were doing and were doing a good job. Considers the change in nursing education was 'badly handled'.
015'43"
Return to Auckland Nursing Hospital as Clinical Tutor
Tells of return to AUCKLAND HOSPITAL as a CLINICAL TUTOR: 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'. CLINICAL TUTOR was a new role with less formal teaching; relationship with the students was comfortable. Talks of visit by MARGARET MILES, a well-known MIDWIFE from Edinburgh, author of the textbook for MIDWIVES. MILES argued that teachers should be able to teach anywhere without TECHNOLOGY; '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).

See Also