Case Studies, Chapter 3, Anatomy and Physiology of theReproductive Systems 1. A female college student, age 22, arrivesat the university health clinic for an appointment with the women’shealth nurse practitioner. The nurse is taking a history and askingthe student the reason for the visit. The student explains she is avirgin and has been dating the same man for over 2 years. They havebecome engaged and are planning their wedding. She tells the nurseshe doesn’t have a female friend who she feels will provide herwith honest information. She has several questions about her bodyand her partner’s body; she desires information prior to herwedding night. How would you respond to these questions from thisclient? (Learning Objectives 1, 2, and 3)
a. The student asks the nurse to explain how the female anatomyworks in relation to intercourse. “Will it hurt, like everyonesays?” she asks. b. The student wants to know at what point in hermenstrual cycle she is most likely to get pregnant. c. The studentasks with some embarrassment, “What happens for the man duringsex?”
2. Sandy is a 21-year-old nursing student and comes to theStudent Health office after she gets out of a Women’s Health class.She tells the nurse that her mother died last year, at age 45, frominvasive breast cancer and that she is afraid she will die frombreast cancer as well. Sandy states, “I have never checked my ownbreasts. I don’t know anything about how to do it correctly or evenwhat to look for. Besides, it just seems so nasty, it’s like youare playing with yourself.” The nurse needs to respond to herstatements. (Learning Objectives 1 and 2) a. Given her statement of“… it just seems so nasty, it’s like you are playing withyourself.” How can you effectively introduce the topic of thestructure and function of the female breasts?
