Explains involvement with the HOSPITAL GRANDPARENTS’ SCHEME: Realised that her real interest was in PAEDIATRICS and child welfare. Scheme was based on ideas about SEPARATION THEORY, e.g. BOWLBY. Explains her interest because of her experience as a mother, e.g. involvement with in PARENTS’ CENTRE. Explains more re purpose of GRANDPARENTS’ SCHEME. Comments on opposition from 'traditional nurses' who felt their role was threatened.
Described own work with the ‘grandparents’, planning and teaching with blessing of JUNE MILNE (Assistant Principal Nurse, PAEDIATRICS). 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'.
004'15"
Role in In-Service Education
Talks of her move in late 1970s to IN-SERVICE EDUCATION in PAEDIATRICS. 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.
007'00"
Enrolled Nurses
Explains that PRINCESS MARY HOSPITAL 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 MARY WALLACE, the MATRON of AUCKLAND HOSPITAL, advocated for a fully qualified, registered nurse workforce but had to work with the realities of the situation.
Recounts experience of hosting the MATRON of GREAT ORMOND STREET who visited New Zealand during the INTERNATIONAL YEAR OF THE CHILD. 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.
010'45"
Comprehensive Educvation Introduced
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'.
012'00"
Anti-Racism Training
Recounts tensions at AUCKLAND HOSPITAL during the 1980s with ANTI-RACISM and TREATY training; difficulties with the anti-racism educator. Diana found herself in the middle of the trouble; e.g. she and RON TRUBUHOVICH were reported to the RACE RELATIONS CONCILIATOR because they had touched the head of someone during CPR training without gaining permission. Considers that the TREATY issues went 'way over board' and that the situation was 'not funny...it was destructive'.
Remembers a proposal at the time that a MAORI person who was ‘not necessarily trained’ should be appointed to work alongside every charge nurse in PAEDIATRICS to share common care of the MAORI children, and that CHARGE NURSE salaries should be shared.
Comments on her own response. 'It was a bad appointment. It was stupid' (interruption). Mentions that IN-SERVICE 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 ENROLLED NURSE PROGRAMME. (Interview paused)
