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Is writing a process or a product? To be an effective and an efficient mentor in the writing process, the answer must be "Both!" The final written manuscript is important, but the process by which the student learns to produce that manuscript is equally important. A graduate student recently remarked to one of the authors: "How did you learn to write? I don't remember anyone ever talking to me before about how to write. Professors seem to feel I should already know how." When writing is thought of as a cognitive process, rather than a static product, the benefits to be gained from coaching this process become evident. Many students are hungry for information about becoming better writers. Too often we offer them the "fast food service" approach, concentrating on the appearance of the final product, rather than the potential benefits to be gained in the preparation of the product. It is by mentoring students in both the process and product aspects of writing that nurse educators can realize the satisfaction of moving away from "fast food service" and investing their energies in the "gourmet express" approach, where the emphasis is not only on helping students learn to write, but also helping them use writing to learn.

The authors, who support in principle the important goal of integrated psychological and physical care, discuss five sources of difficulty in the practical application of such integration: 1) differences in values and, consequently, in systems of practice, 2) training influences, 3) differences in dealing with emotions, 4) conflicting patient expectations, and 5) limitations on the degree of intimacy tolerable in professional relationships. They suggest that practitioners and educators take these difficulties into account without abandoning a holistic perspective.

The authors correlate pertinent literature with their experience in discussing hallux adductus as a postoperative complication. Presented is the accurate terminology of hallux adductus to describe the transverse plane abnormality. Hallux adductovarus is utilized if there is an additional frontal plane rotation. In presenting 10 cases of hallux adductus, the authors found that 9 were sequelae of a McBride modification. Their incidence of slightly over 1% agrees with past reports. Detailed measurements of cases taken from pre- and postoperative radiographs are presented to attempt to gain better understanding of the factors involved with the deformity. Also introduced is the hallux adductus angle. A review of the treatments is discussed.

Patients undergoing bone marrow transplantation were closely followed by a psychiatric service functioning as part of a multidisciplinary team. A somewhat predictable pattern of psychological reactions to the stress of various stages of the procedure appeared to emerge. Approaches to patient evaluation, typical patient responses, and suggestions for working with these patients and their families are described.