Case Study: Gynecologic Health

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Case Study: Gynecologic Health

Case Study: Gynecologic Health

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Fourth, it is the most holistic and multidimensional the- ory to discover specific and multifaceted culturally based care meanings and practices. Fifth, it is the first nursing focused on discovering global cultural care diversities (differences) and care universalities (commonalties). Sixth, it is the first nurs- ing theory with a specifically designed research method (ethnonursing) to fit the theory. Seventh, it has both abstract and practical features in addition to three action modes for delivering culturally congruent care. Finally, it is the first the- ory focused ongeneric(emic) andprofessional(etic) culture care, data related to worldview, social structure factors, and

ethnohistory in diverse environmental contexts. These are unique contributions related to study and use of the theory.

Major Philosophical Roots of the Theory

The philosophical roots of the theory are from the theo- rist’s extensive and diverse nursing experiences, anthropolog- ical insights, life experiences, values, and creative thinking. My firm belief in God’s creative and caring ways has always been important to me. Preparation in philosophy, religion, education, nursing, anthropology, biological sciences, and related areas influenced my holistic and comprehensive view of humans. And as the first graduate professional nurse to pursue a PhD in anthropology with the desire to advance nurs- ing theory, I saw great potential for developing relationships between nursing and anthropology and expanding the preva- lent mind-body medical and nursing views. Comparative care meanings, expressions, symbols, and practices of different cultures were powerful new ways to practice nursing. Theo- rizing about the culture and care relationships as a new disci- pline focus was intellectually exciting to me. Interestingly, anthropologists had not studied care in health and illness when I began the theory in the 1950s.

In developing the theory, a major hurdle for nurses was to discover culture care meanings, practices, and factors influ- encing care by religion, politics, economics, worldview, environment, cultural values, history, language, gender, and others. These factors needed to be included for culturally competent care. Hence, the Sunrise Model (see Figure 1) was created (Leininger, 1997). The model isnot the theory per se but depicts factors influencing care.

 

 

Select a patient that you examined as a nurse practitioner student during the last three weeks of clinical on OB/GYN Issue. With this patient in mind, address the following in a SOAP Note 1 OR 2 PAGES :

 

Subjective: What details did the patient provide regarding her personal and medical history?

 

Objective: What observations did you make during the physical assessment?

 

Assessment: What were your differential diagnoses? Provide a minimum of three possible diagnoses. List them from highest priority to lowest priority. What was your primary diagnosis and why?

 

Plan: What was your plan for diagnostics and primary diagnosis? What was your plan for treatment and management, including alternative therapies? Include pharmacologic and nonpharmacologic treatments, alternative therapies, and follow-up parameters for this patient , as well as a rationale for this treatment and management plan.

 

Very Important:  Reflection notes: What would you do differently in a similar patient evaluation?

 

 

 

Reference

 

Gagan, M. J. (2009). The SOAP format enhances communication. Kai Tiaki Nursing New Zealand, 15(5), 15.

 

Tharpe, N. L., Farley, C., & Jordan, R. G. (2013). Clinical practice guidelines for midwifery & Women’s health (4th ed.). Burlington, MA: Jones & Bartlett Publishers.

 

 

 

Chapter 6, “Care of the Well Woman Across the Life Span” ,“Care of the Woman Interested in Barrier Methods of Birth Control” (pp. 275–278)

 

Chapter 7, “Care of the Woman with Reproductive Health Problems”

 

“Care of the Woman with Dysmenorrhea” (pp. 366–368)

 

“Care of the Woman with Premenstrual Symptoms, Syndrome (PMS), or Dysphoric Disorder (PMDD)” (pp. 414–418)

 

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

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