Unit Before reading the text, answer the following questions. 1, Have you ever been sent to the hospital because of sickness? 1 Who does take care of you when you stay at the hospital? Let's read. LIMITATIONS OF NURSING DIAGNOSIS TAXONOMY The taxonoiny is in early developmental stages and therefore is not to be considered a comprehensive guide for nursing practice. Although some nurses feel constrained and frustrated with the existing taxonomy, it is well to remember that discipline such as medicine with well-established taxonomies have taken over 100 years of development and are still con- stantly changing. Gebbie and Lavin (1975) state that all categories re- quite further refinement and consideration by nurses.at subsequent confer- ences. A major task of all nurses is to locate diagnoses that are neglected, to test and develop them, and to present them for inclusion in future listings. The taxonomy needs to be rested for reliability and validity. Although the taxonomy has been approved and accepted by participants in the national conferences, the usefulness of each diagnostic category must still be verified by appropriate research.” __ There is a danger of misuse of diagnostic categories by stereotyping, eliminating alternatives, or employing value laden categories, Hagey and McDonugh (1984), in discussing the problems presented by professionel labeling (ie., the use of a formalized list of diagnosti i ling (i.e., agnostic cat , the following problems: a eamee 39 G Dipindai dengan CamScannera. diagnostic categories do not interpret the client responses is n Bt : Nazing hee nique socio cultural setting and therefore may deter u in his or her dualized care. ; co a of diagnostic categories curbs the nurse’s capacities for The use iry and observation. : The ue of crema the ning Poca use conte, eu ., A since the nurse is the one doing the analysis. The client and the nurse may well define problems differently. The use of the taxonomy can enhance the nurse’s authority and power in what should be in reciprocal interaction. Source: Lynda Juall C. 1992. Nursing Diagnosis Application to Clinical Practice. Vocabulary list in context. constrainede(adj) stertekan deter(v) :menghalangi inclusion (n) :termasuk laden (adj) :di muac misuse (n) :penyalahgunaan reciprocal (adj) stimbal-balik tefinement (n) :perbaikan subsequent (adj) tberikutnya Task 1 i 40 Answer the following questions based on the text. Why do some nurses feel ‘con existing taxonomy? What is the major duty of nurses? Why should the ‘xonomy need to be tested for reliability and validity? Paraphrase this statement; categories by stereotyping, Value laden categories." Mention, and ex strained and frustrated with the "There is danger of misuse h of diagnostic eliminating alternatives, or employing English for Nursing G Dipindai dengan CamScannerTask 2 Write T (True) if the statement reflects the information in the text, F (False) if it contradicts the information in the text, and NG (Not Given) ifitis not found in the text. Nursing diagnosis taxonomy is static. Nurses should be able to enhance their knowledge in order to understand the nursing diagnosis taxonomy development. 3. ) Testing reliability and validity is very important’ in nurs- ing diagnosis taxonomy. 4. ) The client responses in his or her unique socio cultural setting will not affect individualized care given by the nurse, 5. ) In the nursing diagnosis taxonomy, every activity is centered to the nurse. Task 3 Match the word on the left with its definition on the right. 1 ___. medicine a. group in complete system 2. ____ frustrated b. liquid, tablets, etc used to threat dis- ease 3. _.__ diagnose c. examination or trial of the qualities of a person ot thing 4, test d. discouraged; not satisfied 5, "category e. act or result of diagnosing 6. interaction f..a method of studying in the nature of 2 something or determining its essential features and their relations 7. ___analysis g. reciprocal action, effect or influence. English for Nursing 4 G Dipindai dengan CamScannerLet's write. WRITING PATIENT'S DIAGNOSE Study this case. Nicol Harvey, a 59.yearold man, office worker, married; having hex aches on the left side started three weeks ago. At first he felt s if he hy flu because his shoulders were arching, pains in the joints and he had y bit of a temperature. He took some aspirins but it didn’t work. he cant get to sleep, very weak, tired and he has lost some weight. He had hezd aches just one or two in the past but never has anything like this. Stage 1: Note the patient's present complaint. ‘SURNAME: Nicol FIRST NAME: Havey AGE 59 MARITAL STATUS: M SEX: M OCCUPATION: Office worker PRESENT COMPLAINT: «| Clo headaches, L sde for 3/52, unrelieved by agirin. Initially flutike symptoms Unable to deep. Slight weight loss Fed's“ weak and tired”. fer I anette ee Stage.2: Write down several possible diagnoses for this patient. — ‘Space-ccoupyinglesson — Migaine — Vira fever — Aneurysm — Tempord arteritis — Depresion — Cervicd spondylosis i 2 Elin G Dipindai dengan CamScannerStage 3: finding on examinations. OE ENT RS CVSp 80 min reg. BP 16095 Hsnorma left temporal artery ppable Gis GUS CNS Nonex. Stiffness Fundi norma. Neck moutsfull with no pan. Stage 4: Look back at the possible diagnoses you listed in Task 2. order them so that most likely diagnosis is first the least likely last. Exlude any which now seem very unlikely. =Tempord arteritis -Migzine ~ Depression Stage 5: Write the investigations would you check for this patient. INVESTIGATIONS: 1. Full Hood count andESR- 2. MRI san 3. Superficial left terpora artery biopsy Stage 6: Write the final diagnosis Diagnose ‘Reised ESR and palymarphs strony indicate and the bigasy oonfirms thet the petient hes tempera oal arteritis Normal MRI scan excludes space occupying lesson. 8 English for Nursing G Dipindai dengan CamScannerTask 4 Write the diagnosis on the basis of the information. given on e: 1. Clara Mestanza, a 26-year old woman, teacher, single, complet feeling painful on her tight breast for a yeat. She canta night and sometimes feels headaches, she never goes 1.40 hospital to check this pain. e 2. Robert McCain, a 46year old man, police, three years. He took some Decolsyn to cure work. ach Patiens, married, has cough fg, the illness but it didn, Let's speak. EXPLAINING PATIENT'S DIAGNOSE When explaining the diagnose, a patient would expect you to answer the following questions: 1. What's the cause of my problem? 2. How serious is it? 3. What are you going to do about it? 4. What are the chances of a full recovery? Task 5 Work in pairs; make a conversation between doctor and patient. Th doctor here has to explain the patient's diagnose based on the inform tion given by the patient. ‘ life is a perception of your own reality: a jh 4 be - G Dipindai dengan CamScannerOBJECTIVES After completing this unit, the students are expected to master three language skills: 1. Reading - Students are able to find the general ideas of the text. - Students are able to find explicit information from the text. - Students are able to find implicit information from the text. - Students are able to find the meaning of keywords related to the text. 2. Writing - Students are able to make mindmap. 3. Speaking - Students can present mindmap orally. English for Nursing 45 G Dipindai dengan CamScanner