C O N T E N T S

UNIT                    TOPIC                                                        PAGE

INTRODUCTION                                                                                         i

CONTENT                                                                                                    ii

1                                                                   INTRODUCING YOURSELF

AND HOSPITAL STAFF                                        1

2                                  HOSPITAL ADMISSIONS                                      7

3                                  VITAL SIGNS                                                          13

4                                  SIGN & SYMPTOM                                                17

5                                  PAIN                                                                         24

6                                  GIVE SOME ADVICE                                              30

7                                  MEDICATION                                                          33

8                                  DESCRIBING A PROCEDURE                               38

9                                  WOUND MANAGEMENT                                      44

10                                CARING FOR A PATIENT IN RECOVERY            47

11                                TELEPHONING                                                        50

12                                PATIENT DISCHARGE                                            57

13                                CV & JOB INTERVIEW                                           61

14                                SPEECH AND DEBATE IN ENGLISH                    67

15                                DRAMA PERFORMANCE                                      75

APPENDIX                LIST OF IRREGULAR VERB                                    85

APPENDIX 2             PLOT SUMMARY                                                     97                   

REFERENCE                                                                                                 98

I N T R O D U C T I O N

Communicative English for Nurses is designed for learners interested in developing their communication skills for health context. The focus of this book is on functional English that learners need to communicate within various health envirounments.

Each unit begins with a short dialogue and conversation to present key social language and structures in guided format. Through the dialogs, learners will be able to se how various words and phrases fit together in conversation. The listening exercises builds students aural comprehension abilities through variety of listening texts and activities that train the students in two important listening skills ; listening for general meaning and context and listening for specific information. The recordings are spoken at natural speed and include a variety of native and nonnative  English speakers ‘ accents’ exposing students to the different kinds of spoken English they will encounter in nursing  situations.

By using Communicative English for Nurses, learners will develop a firm foundation of English speaking skills to help them communicate and function in a wide range of nursing situations.

                                         Jakarta June 2010 

                                                 The writer

                                                             Hasbullah and   Imas Yoyoh

ii

UNIT 1 INTRODUCING YOURSELF AND HOSPITAL STAFF

 

CONVERSATION 1

Listen and practice

David  : Hello, I’m David Garza. I am a new club   

              member.

Beth    : Hi, My name is Elizabeth Silva, but please     call me Beth.

David  : OK. Where are you from?

Beth    : Brazil. How about you?

David  : I’m from Mexico.

Beth    : Oh I love Mexico! It’s really beautiful.

Beth    : Oh, good Sun –hee is here.

David  : Who’s Sun –hee?

Beth    : She’s my classmate. We’re in the same math class.

David  : Where’s she from?

Beth    : South Korea. Let’s go and say hello, sorry, what’s your last name again? Garcia?

David  : Actually, It’s Garza.

Beth    : How do you spell that?

David  : G-A-R-Z-A

CONVERSATION 2

Listen and practice

Sun-hee          : Hey David. How’s it going?

David              :Fine, thanks. How are you?

Sun-hee          : Pretty good. So are your clasess    

                        interesting this semester?

David              : Yes, there are. I really love  

                        chemistry.

Sun-hee          : Chemistry? Are you and Beth in the

                         same class?

David              : No, we aren’t. My class is in the morning. Her class is in the afternoo.

Sun-hee          : Listen, I’m on my way to the cafetaria now. Are you free?

David              : Sure. Let’s go.

CONVERSATION 3

Read and listen to the conversation.

Dr. Singh        : Good afternoon, Mr   James. May I introduce you to professor Bertolili from Italy?

Prof Bertolili : How do you do?

Mr james        : How do you do? welcome to this beautiful country. It’s pleasure to meet you. I’m looking forward to with you.

Prof. Bertolili            : And you? I know you do a lot of research here and I would really like to . . .

CONVERSATION 4

Read and listen to the conversation.

John   : Hello, Rosie! Do you know Steve? He is Irish  

             and works in Intensive Care.

Rosie   : No, I don’t. Hello Steve! It’s nice to meet you.

Steve  : And you Rosie? Where are you working,  Rosie?

Rosie   : I’m in Surgical A1. We’re very busy at present  but probably not as busy as Intensive Care. Four new nurses are starting this week and I have to show them around the hospital and teach them some procedures. Where are you working now, John?

John   : I’m in orthopaedics. It’s very interesting and the ward is full at the moment . . . I am on night shift this week and it’s getting late, so I’ll say goodbye and see you tomorrow evening. Look after Rosie, Steve!

CONVERSATION 5

Read and listen to the conversation.

Sandra: Good morning, Rosie. This is Mrs Green who was admitted last night. Mrs Green, this is Rosie, my Australian colleague and she is going to get you ready for your operation.

Rosie   : Good morning, Mrs Green. I’m Rosie Kemp and I’ll be looking after you this morning.

Mrs Green: Hello, nurse. Thank you. Do you know if doctor will see me before I have the

                    operation.

Rosie   : Yes, he’s coming very soon. He’s talking to another patient at the moment. Now, first I’d like to take your blood pressure and then you can change into a hospital gown. You mustn’t eat or drink anything at all this morning and your ‘pre-med’ (the little injection that makes you sleepy is due at 11 o’clock.

Role play

Work in groups of 3 . Read your role card and decide what you are going to say.

STUDENT A You are Terry Smith, staff nurse, responsible for the medical ward. A new student nurse has just started. Introduce your self to him/her and welcome him/ her to the ward . then introduce the student nurse to the consultant, Dr. Orchard, who has just come in.

STUDENT C You are  Dr. Orchard, the Head Consultant in the medical ward. You enter the ward and the satff nurse will greet you( you know him/her) and she/he will introduce you to a new student nurse. Make him/her feel welcome.

STUDENT B You are Sammy Lewis a student  nurse on your first day in the medical ward. You are meeting the staff nurse for the first time. Then the consultant comes in and the staff nurse will introduce you to him/her.

 

                                                 

Useful everyday expressions

Match the following expressions and the responses.

1.         Hello, jan                                                                             A Same to you 2.         Cheers!                                                                                                B Yes, that’s very kind of you. Thank you. 3.         Goodnight, everyone!                                                   C Not at all, don’t mention it. 4.         Can I get you another pillow or a cushion              D Hi Andrew. What a nice surprise to see you                                                                                                 here. 5.         Good morning, I am Barbara Scott                            E Cheers! 6.         How do you do?                                                               F Goodbye, see you tomorrow. 7.         Thank you so much                                                         G Pleased to meet you, Barbara. 8.         Have a good weekend.                                                 H How do you do? 9.         Excuse me.                                                                         I Yes, of course. Come with me. 10.      Do you mind if I sit here?                                              J Yes, Can I help you? 11.      Could you please tell me where                                                K No, not at all, please do.       the outpatients department is!

 

Take a break (Song)

Leaving On A Jet Plane"

I'm ... I'm ...

All my (1)................ are packed, I'm ready to go
I'm standin' here outside your door
I (2)................. to wake you up to say goodbye

But the (3)................ is breakin', it's early morn
The taxi's waitin', he's blowin' his (4)...............
Already I'm so (5)..................... I could die

So kiss me and smile for me
Tell me that you'll wait for me
Hold me like you'll never let me go

'Cause I'm leaving on a jet plane
I don't know when I'll be back again
Oh, babe, I hate to go
I'm ...

There's so many times I've(6) ............... you down
So many times I've played around
I'll tell you now, they don't (7).................... a thing

Every place I go, I think of you
Every song I sing, I sing for you
When I come back I'll (8)................... your wedding ring

So kiss me and smile for me
Tell me that you'll wait for me
Hold me like you'll never let me go

'Cause I'm leaving on a jet plane
I don't know when I'll be back again
Oh, babe, I hate to go

Now the time has come to (9).................. you
One more time, oh, let me kiss you
And close your eyes and I'll be on my (10)...................

Dream about the days to (11)...................
When I won't have to leave alone
About the times that I won't have to say ...

Oh, kiss me and smile for me
Tell me that you'll wait for me
Hold me like you'll never let me go

'Cause I'm leaving on a jet plane
I don't know when I'll be back again
Oh, babe, I hate to go

And I'm leaving on a jet plane
I don't know when I'll be back again
Oh, babe, I hate to go

But I'm leaving on a jet plane
(Ah ah ah ah)

UNIT 2 HOSPITAL ADMISSION

Vocabulary

Describing symptoms

1.     Cough

2.    Dizzy

3.    Earache

4.    Fever

5.    Headache

6.    Itchy

7.    Nauseous

8.    Runny nose

9.    Skin rash

10.  Sore throat

11.  Stomachache

12.  Sweaty

13.   swollen glands

14.  Tired.

Listen and practice the conversations

Advisor           : Good morning. Health –Connect, How can I help you?

Mrs. Herriot  : Yes, hello. I need a doctor for my little boy, please. He’s got this rash

                        and I am really worried about him.

Advisor           : I understand your concern. I just need to take his details, and our

                        practice nurse will call you back.

Mrs Herriot   : Oh, OK. Sure.

Advisor           : Can you give me your son’s full  

                        name?

Mrs Herriot   : Yes. It’s James Harriot.

Adevisor         : Can you spell the family name for

                        me, please?

Mrs Herriot   : H-E-R-R-I-O-T.

Advisor           : Is the last letter  P as in Peter?

Mrs. Herriot  : No. T as in Thomas.

Advisor           : And your name please?

Mrs Herriot   : Anna Herriot.

Advisor           : What’s your relationship to the patient?

Mrs Herriot   : I am his mum.

Advisor           : OK, thanks. And can you give your phone number please?

Mrs Herriot   : 775-932-8053

Advisor           : Thank you, Mrs Herriot. One of our practice nurses will call you

                         back in the next 30 minutes.

CONVERSATION 2

Nurse  : Mr Kamil, good morning. Please take a seat. I’ll be with you in a moment. Sorry

              about that. Now, what can I do for you.

Kamil   : Morning. Nurse Ayali. I’m here for my blood test.

Nurse  : That’s right. I just need to check your patient record first if that’s OK. Please

              confirm your full name and date of birth for me.

Kamil   : Amir Kamil- K-A-M-I-L. I was born on 9th January 1973.

Nurse  : Thank you. And where do you live? I have 32 Avenue Mohammed

Kamil   : No. I don’t live there anymore. My new address is 81 Avenue Mahmoud Diouri.

Nurse  : Can you spell Diouri, please?

Kamil   :Yes. It’s  D-I-O-U-R-I.

Nurse  : D-I-O-U-R-I  And do you have any email address we can use?

Kamil   : akamil@teleco.com – that’s A-K-A-M-I-L at T-E-L-E C –O dot com.

Nurse  : OK, thanks. I’ll pass these details on the receptionist.

Listening

Listen to the nurse get personal details from patient. As you listen complete the form.

PATIENT RECORD Surname              : ................................................................ First name                :................................................................. Gender                                : M / F DOB                       :................................................................. Place of birth                :................................................................. Occupation         :............................................................... Marital status    :............................................................... Next of kin          :.............................................................. Contact no.         :................................................................ Smoking intake :............................................................... Alcohol intake   :............................................................... Reason for admission :....................................................... Family history   mental illness                    tuberculosis   diabetes                                HIV/AIDS

                                                                                                     

                                                                                                    

Speaking

Student As work together in pairs. Student Bs work together in pairs. You are going to play the role of a patient admitted to hospital invent the following details.

full name                    date and place of birth

allergies                      smoking and alcohol intake

occupation                 marital status

next of kin                 reason for admission

family history                       medical history.

PATIENT RECORD Surname              : ................................................................ First name                :................................................................. Gender                                : M / F DOB                       :................................................................. Place of birth                :................................................................. Occupation         :............................................................... Marital status    :............................................................... Next of kin          :.............................................................. Contact no.         :................................................................ Smoking intake :............................................................... Alcohol intake   :............................................................... Reason for admission :....................................................... Medical history                 :................................................................ Family history    :................................................................

 

Language spot 1

Past simple v Past continuous

We use the past Simple to talk about things which happened in the past.

·         I felt terrible when I got home last night.

·         I slipped on ice and hurt my knee.

When we are telling a story we often use a verb in the Past Continuous to  give a background to what happened.

·         I was riding my bike. A cat ran in front of me and I fell off.

·         She cut her finger when she was preparing food.

Exercise 1

Complete the sentences using the verbs in brackets in the Past Simple and Past Continuous tenses. Decide the order of the verbs first.

1.     When he _______________, he __________arm (break,work).

2.    My son___________a firework when it______________and _____________his hand (explode,hold,burn).

3.    I _____________of the car. My dad ________the door and ______________my fingers (get out, break, close).

4.    My mum_______________in the bath room. She ____________and ___________her head (hit, fall, get dressed).

5.    I______________to music when suddenly I__________________a whistling in my ear and I _____________deaf ( hear, go, listen).

6.    I ________________in the park and a man _______________me  and _____________me ( punch, chase, run).

Exercise 2

Describe an accident that happened to you. What were you doing and what happened.

Language spot 2

Wh- questions

We can use questions with what, where and who to ask for patient information.

We use what when we want to know about something.

·         What is the telephone number of your GP?

We use where to ask about places.

·         Where does she live?

We use who to ask about a person or people.

·         Who is your GP?

Exercises 3

Complete these questions with what, where and who. Then practice asking and answering the questions.

1.     ______________your surname/first name/full name?

2.    ___________do you live?

3.    __________’s address/email address/mobile phone number?

4.    ____________’s your date of birth?

5.    ____________’s your GP?

6.    ___________’s your next of kin?

7.    ___________’s his/her relationship to you?

UNIT 3 VITAL SIGNS

 

Read and listen to the conversation

Nurse  : can you stand here while I measure you please. OK. That’s one metre, sixty.  Thanks. You can step down now

Nurse  : How much do you usually weigh, Martin?

Patient            : Around seventy-two kilos, I think.

Nurse              : How tall are you now, Laurie?

Patient            : I’m one metre, thirty four centimetres.

Patient            : I’ve put on a few kilos lately.

Nurse              : Well, let’s take a look. OK.  .  .  . you’re at eighty-nine point five kilos at the moment, Joan.

Nurse              : Can you put a baby Mathew on the scales, please Kelly? Thanks, that’s  

                        great. Let’s see. He now weighs twenty-two point two five kilos. He’s  

                        doing OK.

Nurse              : Now let’s see how much you’ve grown since last time .  .  . OK – one

                       metre, forty. You’ve grown over two centimetres.

CONVERSATION 2

Nurse  : Can you empty your bladder first?

Patient: I went to the toilet a few minutes ago.

Nurse  : OK. Can you tell me, how tall are you?

Patient: six foot two.

Nurse  : And what’s your height in metres?

Patient: Oh, I’m not sure, sorry. I never remember.

Nurse  : Let’s check on the scale here. That’s one metre eighty-eight. Can you just satnd on the scales for me please? OK . . . yes, that’s sixty five kilos.

Patient: sorry, I’m not used to kilos

Nurse  : sixty five kilos. That’s just over ten stone.

Patient: Ten stones, is that all?

Nurse  : you sound a little surprised. How much do you weigh normally?

Patient: Last time I came. I weighed about about eleven stone.

Listen and repeat the instruction using the correct intonation pattern.

1.     Could you just open your mouth for me,please?

2.    Can you put your head on one side?

3.    Can you just roll up your sleeve for me?

4.    Can you give me your right hand, please?

5.    Could you relax and breathe normally for me?

6.    Could you hold your arm out straight?

Listen and complete the readings you hear.

1

Patient name : Mr Eric Jamieson                    Date of birth: 19.02.53
BP	P	RR	T	Wt	O2Sats	Signature
120/80				93 kg	94%	Y.leaming

2

Patient name : Mr Daniel Samson                    Date of birth: 10.08.71
BP	P	RR	T	Wt	O2Sats	Signature
				75 kg	95%	J.Arrighi

3

Listen to a reading with some mistakes in it. Correct the mistakes you hear.

Patient name : Anja wellington                  Date of birth: 21.11.2002
BP	P	RR	T	Wt	O2Sats	Signature
98/65	100	23	37.2	32 kg	98%	B.Gazman

Language spot

We use Can/Could  you + Infinitive when we ask somebody to do something for us.

·         Can you open your mouth, please?

·         Could you lift up your arm for me, please?

Rewrite these sentences to make polite requests.

1.     Put the thermometer under your tongue.

2.    Hold your arm up.

3.    Close your mouth.

4.    Put your head to one side.

5.    Take off your shirt.

Exercise 2

Match the sentences halves to make six requests

1.     Could you take a seat in                  a). Lie back and try to relax.

2.    Could you fill in                                 b). your head?

3.    Could you                                           c). a few questions, please.

4.    Could you tell me                              d). this form, please?

5.    Could you show me                           e) the waiting room, please?

6.    Could I just ask you                         f). What happened.

Speaking

Work in pairs. You are going to advise a patient who is a heavy smoker. Take  turns to play the role of the patient and the nurse. Follow these instructions.

1.     Welcome your patient.

2.    Explain the procedures for taking vital signs.

3.    Take your patient’s vital signs.

4.    Explain the risks of smoking on the heart.

5.    Respond to your patient’s questions about the benefit of giving up smoking.

UNIT 4 SIGNS AND SYMPTOMS

 

Listen to these patients describe their symptoms.

Patient 1

Nurse  : How does it feel? A little deformed, isn’t it?

Patient: Yes, there is a huge lump just above the ankle.        

            And there’s quite a lot of bruising.

             And just here, it’s very swollen.

Nurse  : Is it painful when you move it?

Patient: Yes, very.

Nurse  : Can you move your toes?

Patient: It’s difficult, they are numb – I can’t feel them at all.

Patient 2

Nurse  : How are you feeling?

Patient: I feel so hot. What does the thermometer say?

Nurse  : Yes, you do have fever. Your temperature is a little over 38. Have you got sore   

              throat?

Patient: Yes, it hurts when I talk.

Nurse  : I can see you have spots. Any redness?

Patient: Yes, my chest and back are all red.

Nurse  : Do you feel tired?

Patient: Yes, constant tiredness. And my legs feel achy too.

patient 3

Nurse  : How is it going?

Patient: I’ll be glad when this is over.

              Doing anything is really tiring?

Nurse  : Oh dear. Do you feel dizzy at all?

Patient: Yes, some days I feel dizzy and sometimes sick.

Nurse  : When do you get sick, mostly?

Patient: In the morning. And I’m very constipated – haven’t been to the toilet for three  

             days. Sorry to moan.

Nurse  : That’s all right. We all need a good moan sometimes. What about pain?

Patient: No, no pain.

Signs are what you can observe, what you can see (or feel) for yourself.

·         A bruise or bruising

·         Haematoma

·         A rash

·         Weight loss

·         Weight gain

·         Jaundice

Symptoms are things that the patient feels and tells the nurse about.

·         He feels like vomiting

·         He has a pain

·         He suffers from insomnia.

·         He has diarrhoea.

·         He feels dizzy.

·         He feels numbness or tingling.

Listening  1 (T.12)

Listen to three conversations and tick (  ˅    ) each patient’s symptoms.

	Cough	Fever	Headache	Nausea	Rash	Runny nose	Sore throat	Swollen glands
Chelsea
Milly
isabelle

Listening 2

Listen to Sandy McGuire taking a call on the helpline. As you listen fill in the information about the patient

1.     Age of patient:___________________

2.    Wheezes                    breathing in                           breathing out

3.    Coughs up blood                                Yes                                          No

4.    Vomits                                                            yes                                          No

5.    Allergies                                             yes                                          No

6.    Fever                                                  yes                                          No

which of the conditions in Signs and Symptoms do you think the child has?

SPEAKING ( project)

Work in groups. Present a common health disease and list as many possible signs and symptoms as you can and then report to the class.

·         AIDS

·         tuberculosis

·         malaria

·         gangrene

·         rabies

·         leprosy

·         rubella

·         measles

·         mumps

Language spot 1

Talking about symptoms                  Describing symptoms           Asking about symptoms

·         be + adjective                       I am tired                  is he nauseous?

·         Feel + adjective                    she feels dizzy          does it feel itchy?

·         Have + (adjective + ) noun  he has a sore throat              does he have a sore throat?

Exercise 1

Match 1-5 to a-e to make questions.

1.     Do you                                    a) feel today?

2.    How do you                            b) have a runny nose?

3.    Do you have any                    c) your symptoms?

4.    What are                               d) other symptoms?

5.    Do you have a                       e) temperature?

Language spot 2

Ø  We change the word order to form question with be with tenses that are formed with be and have and with modal verbs such as can, will, should, etc.

·         Are you all right?

·         What is she doing?

·         Where have they put that wheel chair?

·         Can you move your toes?

Ø  We use the verb do to make questions with the Present and Past Simple.

·         What side effects does this drug have?

·         Did you take your medication last night?

Ø  If what, who, etc, asks about the subject of the verb, do is not necessary.

·         What happened?

·         Who said that?

Ø  We often use questions tags to check information, to express surprise, to be friendly, etc.

·         This is your first time on this ward, isn’t it?

·         You don’t eat meat, do you?

Ø  We sometimes leave out the verb, if it is easily understood.

·         Any pain?

·         Comfortable?

Exercise 2

Match the beginning of the questions with endings.

1.     OK                                                       a) it hurt?

2.    What                                                  b) Mrs Hales?

3.    Where does                                       c) are you?

4.    What about                                       d) broken?

5.    Let’s have a look – swollen               e) happened to you?

6.    You’ve had an x-ray                          f) haven’t you?

7.    Anything                                                        g) your shoulder?

8.    You aren’t on any other medication                       h) isn’t it?

Ø  We change the word order to form a question with be, with tenses that are formed with be and have with modal

TAKE A BREAK (Song)

The Beatles are perhaps the greatest pop musician of the twentieth century. Many of the songs which were composed by Lennon and McCartney are classics, including YESTERDAY. The Beatles produced a total of fourteen albums. In 2001 the release of CD of their number one hits went straight to the top of the chart.

Yesterday

All my troubles .(1)..................so far away

Now it looks as though they’re here to stay

Oh I believe in yesterday.

Suddenly, I am not half the man I used to be.

There’s a shadow hanging over me.               

Oh yesterday (2).......................suddenly

Why she.(3).....................go

I don’t know she wouldn’t say

I.(4).........................something wrong

Now I long for yesterday

Yesterday

Love (5) .....................such an easy game to play

Now I need a place to hide away

Oh I believe in yesterday.

(repeat)

Why she(6) ...........................go I don’t know

She wouldn’t say

I(7) ........................something wrong

Now I long for yesterday

Yesterday

Love (8).......................such an easy game to play

Now I need a place to hide away

Oh I believe in yesterday.

1.     Listen to the song and complete the missing lyrics.

2.    Answer the questions.

1.     Why is the singer sad?

2.    What does he want to do now?

UNIT 5 PAIN

 

Warm up

Ø  Are you good at dealing with pain?

Ø  Do you have any special techniques to help you deal with pain?

Ø  What is your experience at looking after people in severe pain?

Conversation

Listen to Practice nurse David Taylor is assessing Dina Guyader, age 28.

Nurse  : Hello Dina. Come in and have a seat. And how’s the little one today?

Dina    : Ah she is teeting, so she screams a lot. I’m afraid.

Nurse  : Don’t worry, it wont take long. I just want to ask you a few questions . Is that OK?

Dina    : Yes, of course. She is sleeping now anyway.

Nurse  : So, where does it hurt?

Dina    : In my lower back. It’s really painful sometimes.

Nurse  : Where exactly?

Dina    : Here, just below my waist, it goes right across my back.

Nurse  : Right. And can you describe the pain?

Dina    : yes, there is a dull ache and sometimes I feel a shooting pain, like an electric shock.

Nurse  : when did it start?

Dina    : On Thursday

Nurse  : Thursday and today. It’s, err.......Monday, OK. Tell me, when do you feel the pain most?

Dina    : Erm, I don’t know.

Nurse  : All the time, at night, in the morning

Dina    : Often in the evening.

Nurse  : I see. How long does it last, this pain?

Dina    : One or two hours.

Nurse  : One or two hours, right.

Answer the questions.

1.     Where is the pain?

2.    What sort of pain is it? Describe it.

3.    How Dina feels now?

4.    How Dina feels in the morning

Vocabulary

1.     A dull ache ( it’s a mild pain that is continuous).

2.    A burning sensation ( It feels very hot)

3.    A stabbing pain ( It feels like someone is hurting me with a knife or something sharp).

4.    A stinging sensation ( it feels like a bee is stinging me).

5.    A tingling feeling ( it feels like someone is pushing lots of small needles in your skin).

Listening 1

Listen to four patients describing the pain. Try to complete the phrases then listen again and check.

1.     Are you stil___________________pain?

2.    Well, ______________pain around my stomach.

3.    I______________a slight pain, just here_________________my right side.

4.    I’ve ______________this throbbing pain_______________my head.

5.    I__________________getting this terrible pain_______________my left arm.

Listening 2

Listen to Janice and Karen talking about their experiences of pain relief in labour. Underline the part of the sentence in italics that is true.

1.     Their babies are different sexes/the same sexes.

2.    Karen started with gas and air/pethidine.

3.    Gas and air made/didn’t make her feel good.

4.    The epidural relieved all/some of the pain.

5.    Janice had/didn’t have gas and air

6.    Janice lost no/all feeling during her previous birth.

Speaking

Add a Wh-question word 1- 8 to form pain assessment questions.

1.     _________does it hurt?

2.    _________long does the pain last?

3.    _________did it start?

4.    _________do you feel?

5.    _________is the pain?

6.    _________does the pain move to?

7.    _________does the pain feel like?

8.    _________do you have pain?

Here are some basic questions to ask a patient when assessing pain. Match the beginning of the sentences with the endings.

1.     Where does it                       a. Worse?

2.    Does it                                    b. it hurt?

3.    When did it start                 c. does it hurt?

4.    Does the pain                                    d. describe the pain?

5.    How much                              e. Hurting?

6.    Can you                                   f. Hurt all the time?

7.    Does anything make             g. Stay in one place or move around?

8.    What makes it                      h. The pain feel better?

Work in pairs.

Student A

You have a problem with your liver which is causing you pain. Imagine the you might feel and be ready to answer the nurse questions in a lot of detail.

Think about the following details.

·         Where?

·         When?

·         How bad?

·         Type of pain?

·         Same place or moving?

·         Getting better / worse?

·         What helps/makes it worse?

Student B

You are in pain after a fall the other day. Imagine the pain you might feel, and be ready to answer the nurse’s questions in a lot of detail. Think about the following details.

·         Where?

·         When?

·         How bad?

·         Type of pain?

·         Same place or moving?

·         Getting better / worse?

·         What helps/makes it worse?

Work in pairs. What kind of pain do you think the conditions below might cause? Discuss the location and the severity of the pain.

1.     Labour

2.    Appendicitis

3.    Severe migrane

4.    Broken shoulder

5.    Kidney stones

6.    Tonsilities.

"Lemon Tree"

(1)....................... here in the boring room
It's just another rainy Sunday afternoon
(2)..................... my time
I got nothing to do
(3).............................

(4)...............................
But nothing ever happens and I wonder

(5)........................around in my car
(6)............................... too fast
(7)............................. too far
I'd like to change my point of view
I feel so lonely
(8).......................... for you
But nothing ever happens and I wonder

I wonder how
I wonder why
Yesterday you told me 'bout the blue blue sky
And all that I can see is just a yellow lemon-tree
(9)......................... my head up and down
(10)................................ turning turning turning turning around
And all that I can see is just another lemon-tree

(11)....................................here
I miss the power
I'd like to go out taking a shower
But there's a heavy cloud inside my head
I feel so tired
Put myself into bed
While nothing ever happens and I wonder

Isolation is not good for me
Isolation I don't want to sit on the lemon-tree
(12)........................... around in the desert of joy
Baby anyhow I'll get another toy
And everything will happen and you wonder

I wonder how
I wonder why
Yesterday you told me 'bout the blue blue sky
And all that I can see is just another lemon-tree
(13)............................. my head up and down
(14)............................... turning turning turning around
And all that I can see is just a yellow lemon-tree
Yellow, wonder, wonder

I wonder how
I wonder why
Yesterday you told me 'bout the blue blue sky
And all that I can see, and all that I can see, and all that I can see
Is just a yellow lemon-tree

UNIT 6 GIVE SOME ADVICE

 

Conversation 1

A.   Listen and practice

Joan    : Hi, Craig! How are you?

Craig   : Not so good. I have a terrible cold.

Joan    : Really? That’s too bad. You should be at home in bed. It’s really important to get a lot of rest

Craig   : Yeah, you are right.

Joan    : And have you taken anything for it?

Craig   : No, I haven’t.

Joan    : Well, it’s sometimes helpful to eat garlic soap. Just chop up a whole head of garlic and cook it in chicken stock. Try it. It really works.

Craig   : Yuck. That sounds awful.

B.    Listen to advice from two more of Craig’s co-workers. What do they suggest?

Advice on diet.

Listen to Maggie, a school nurse, giving advice about nutrition to a group of adolescents.

The government advices us to eat five portions of fruit and veg a day, but what do they mean by a portion? One portion of fresh fruit  can be one apple, fourteen cherries or two slices of mango. If you eat canned fruit at home, then eight segments of grapefruit is considered a portion, for example. And for dried fruit – try one tablespoon of raisins or two figs. A medium glass of fruit juice or a small cartoon – that’s 150 ml – counts as one portion.

Portions of vegetables are a little more difficult to count. If you like salads – then three sticks of celery counts as one portion. Three tablespoons of cooked, canned or frozen vegetables is also one portion.

So far so good. Now for the bad news . i’m sure there are a lot of of you who likes chips or a packet of crisps in front of your favorite fim – me too.  Sorry to say that potato and other starchy vegetables, like yums, cannot be included in the five a day.

Finally, be careful of ready-meals and take away. They may contain  vegetables but they are also high in salt and sugar. And even if you think they include lots of different vegetables, they only count as one portion . now let’s see if I can answee your questions...

Language spot

Giving suggestion and advice

Ø  Should /shouldn’t + infinitive

·         You should eat more fruit and vegetables.

·         You shouldn’t eat fatty foods.

Ø  Tentative suggestions

·         How about drinki more water?

·         Can I suggest you try a vegan diet?

Ø  Strong suggestions

·         It is advisable to give up smoking if you are pregnant.

·         It’s important to eat more fibre.

Exercise 1

Complete the sentences using should or shouldn’t + verb

1.     You ______________some water before go running more exercise.

2.    I am getting fat. I_________________more exercise.

3.    You __________________breakfast  - it wakes up the body and provides fuel for the day.

4.    People with high blood pressure________________too much salt on their food.

5.    You________________plenty of vitamin C in your diet.

6.    People with diabetes ________________________large meals.

7.    A person with an eating disorder _________________help from a psychologist.

8.    Children _______________________too many sweets.

Exercise 2     Write advice for these problems.

a cold              sore eyes                    a sunburn                   sore muscle

listening

TRY THIS

Listen to four people talk to a pharmacist. Check (x)  each person’s problem.

1        The man’s feet are sore

           The man’s feet are itchy.

2         The woman can’t eat.

           The woman has an upset stomach.

3.        The man has difficulty sleeping.

            The man is sleeping too much.

4.        The woman burned her hand.

            The woman has a bad sunburn.

Project . Work in groups. Research a case history and present it in front of the class. Give suggestions and advice of the Diet Plan. Think about Food Journal, Day , Time and Typical Food Intake.

UNIT 7 MEDICATION

 

Listen to the nurse give information about patients’ medication

1.     Let’s start with Mr Gufta. He’s had pain all night in the lower abdomen. The doctor says he needs stronger pain relief so he has prescribed thirty milligrams of morphine every four hours.

2.    We’ve moved Mr Gill to an isolation room, as he has an infection in his respiratory trac. A new antibiotic may work so we are giving him a 600.milligram infussion of Clindamycin over a period of four hours.

3.    Now, Mr Sawyer. We have to encourage bowel movement, so a laxative could be useful. He has one tablespoon of Metamucil – that’s a 15 milligrams – three times a day.

4.    Right. Mr Thomas  is on antibiotics for his skin infection. Cephalexin is in tablet form, to be taken with food 250 milligrams every six hours.

5.    Lastly, Mr Cheong . Mr Cheong receives an injection of an antihistamine every eight hours – 10 milligrams of Dimotane each time. May be this will control his allergies.

Listen to Les, a nursing lecturer, talking about side effects to a group of student nurses.

Today we are talking about side effects. We’ll look at the most common drugs first. As you know, some patients suffer side effects and others don’t. And not all patients suffer the same side effects  either. Let’s consider ibuprofen, for example, a very common pain medication. Some people may suffer dizziness and others might feel nauseous. It’s also possible to have diarrhoea, vomiting, even headaches with this type of pain medication, injecting drugs intravenously may cause swelling at the injection site for some patients. Stomachaches are a side effect of some anti-allergy drugs, as well as loss appetite and constipation. Patients who takes valium may experience drowsiness; others may get skin rash. Tremors are another side effect of this drug.

Language spot

Expressions of frequency

·         Take these tablets once a day at 8.00.

·         I take my iron tablets twice a day at 8.00 and 22.00

·         He uses a suppository every second day/every other day, on Monday, Wednesday and Friday.

·         The nurse administers medication three times a day at 8.00, 13.00 and 19.00

·         We give him a morphine injection every four hours, at 8.00,12.00, 16.00, 20.00, etc.

Project

1.     Do you know who the man giving the injection is? Do you recognize the disease?read the story.

The British scientist Edwar jennet (1749-1823) found a cure for smallpoxwhen he noted that milkmaids did not catch the disease because they already had a mild form of smallpox from milking cows. This made them immune – their bodies could resist the disease. Jenner invented vaccination  - the injecting of a mild form of disease into patients to make them immune . his discovery came at a time when smallpox was killing millions.

2.    Research one of these drugs which has also changed history and prepare a mini presentation for the class. Talk about its history, what it is used for, how it is taken and any possible side effects.

Penicillin

Aspirin

The pill ( oral contaceptive)

UNIT 8 DESCRIBING A PROCEDURE

 

Share your knowledge

In small groups, discuss the following questions and then feed back your group’s ideas to the class.

1.     What sorth of health problems do diabetics suffer from?

2.    Why are more younger people getting diabetes?

3.    Is diabetes a problem in your country?

CONVERSATION

Neil, the ward Nurse, is explaining how to use an insulin pen to Mr. Vega, a patient .. listen to the conversation and put the following topics in the order (1-6) you hear them.

Cool pouch when travelling              needle on pen                        store pen

Inject insulin                                     prime pen                   wash hands

Neil                 : OK. Mr. Vega. I’ll show you how to use your insulin pen now.

Mr. Vega        : OK

Neil                 : Before, we start, we’ll wash our hands. OK. I’ve got everything ready on the trolley.

Mr. Vega        : Mm

Neil                 : First, take the cover off the insulin pen.

Mr. Vega        : Right.

Neil                 : Now, use an alcohol wipe to clean the rubber seal on the end of the insullin pen.

Mr. Vega        : OK. Now. It’s put together. Right?

Neil                 : That’s right. Next, you have to prime the insulin pen.

Mr. Vega        : What does that mean?

Neil                 : It means that you have to get the insulin right to the end of the needle.

Mr. Vega        : Isee. How do I do that?

Neil                 : Firstly, turn the end of this pen to number two.

Mr Vega         : Mm. Number two in the window.

Neil                 : That’s it. Then get the insullin to the end of the needle to prime the pen.

Mr. Vega        : OK.

Neil                 : that’ it. You can see the drop of insullin at the end of the needle.

Mr. Vega        : yes

Neil                 : next, turn the end of the pen to dial the dose of insullin.

Mr. Vega        : Right. I need twelve units. OK.

Neil                 : Now, pinch up some skin on your abdomen so it’s easier to inject the  insulin.

Mr. Vega        : Like this, so the skin’s raised?

Neil                 : That’s it. Hold the pen upright and inject.

Mr. Vega        : Finally, hold in the button at the end of the pen and count to five so all the insullin goes in.

Patient            : OK. One, two, three, four, five,

Neil                 : That’s it. Now you put the pen away until you need it next time.

Patient            : OK. Do I have to keep the insulin pen in the fridge?

Neil                 : No, you mustn’t store the insulin pen in the fridge.

Patient            : Oh, why’s that?

Neil                 : Insulin shouldn’t be too hot or too cold, so it’s best to store the pen at room temperature.

Patient            : Right. So, what do I use the cool pouch for then?

Neil                 : Use the cool pouch when you travel so the insulin stays at the right temperature.

Patient            : That’s handy.

Conversation 2

Listen to the dialogue between Mrs Murphy and the nurse.

Nurse              : OK. Mrs Murphy, just lie back on this examination table. Are you comfortable?

Mrs Murphy   : Yes, thank you.

Nurse              : Have you had plenty of water to drink?

Mrs Murphy   : Yes – three glasses.

Nurse              : Good. We need your bladder full. I am putting some gel  onto your abdomen. That helps the ultrasound work well

Mrs Murphy   : OK

Nurse              : Your notes say the baby has stopped moving. Is that right?

Mrs Murphy   : Yes. I am a bit worried.

Nurse              : And you are in the twenty –second week of your pregnancy.

Mrs Murphy   : yes.

Nurse              : Right. Well the ultrasound scan is very simple. When I pass the transducer over your abdomen. It bounces sound waves off the baby’s body and it makes a picture here on the monitor. Then we can seeif there is anything wrong. It shows up any abnormalities. A scan can usually show if the baby is a boy or a girl. Do you want to know the baby’s sex?

Mrs Murphy   : Yes, please.

Nurse              : OK. I am passing the transducer over your abdomen now. Ah, here we are. There is

   the baby. Can you see it?

Mrs Murphy   : It’s not very clear.

Nurse              : well, there is the head. Can you see that?

Mrs Murphy   : Oh, yes.

Nurse              : And there’s a hand . five fingers. And there is a foot . can you see?

Mrs Murphy   : Yes.

Nurse            : Can you see the heart beating? The baby is alive and looks good. Yes, everything is

                             normal. And look – a penis. It’s a boy.

Mrs Murphy   : Really? I wanted a girl.

Nurse              : You did? Just a moment. Well you are not going to be disappointed – you  are going  to have twins- a boy and a girl.

Discuss these questions with your partner.

·         Do you know any traditional ways of testing if the baby is a boy or a girl?

Language spot

Instructions

Ø  To tell somebody what to do you can use the imperative.

·         Check for signs of circulation

·         Apply the pads to his chest

Ø  To tell somebody what not to do, add Don’t .  .   .

·         Don’t remove burnt clothing.

Ø  To emphasize what is important you can use Make sure

·         Make sure the wound is clean

·         Make sure you don’t touch his body.

Ø  When asking for instructions, you can use

       the Present Simple, have to, shall and should

·         What do I do now?

·         Do I have to immobilize his leg.?

·         Shall I take off the dressing now?

·         What dosage should I give him?

Work in pairs

Student A

You are parent. Five minutes ago a poisonous snake bit your child. You phone an emergency helpline. Explain the situation to the helpline nurse, then listen and use these notes to find out what to do. note down the instructions that you are given.

·         Wound – ice?bandage?

·         Child thirsty – milk OK?

·         Walk around?

·         Doctor?

Student B

You are a nurse working on a telephone helpline. Listen to your caller explain the emergency, then use these notes to tell the caller what to do and answer any questions.

·         Wound – wash˅

-      Ice x

-      Bandage ˅ ( not too tight)

·         Immobilize the leg ˅

·         Stand up, move x

·         Food, drink x

·         Hospital ˅˅

Listening

Instructions

1 Listen again. Underline the correct option in italics 1.       The nurse gives two /three breath into the patient’s mouth. 2.       The paramedic counts up to three/four after each push down on the chart. 3.       The nurse pushes down on the chest fifteen /sisxteen times. 4.       They set the charge on the defibrillator at 100/200. 5.       The nurse applies the pads on each side of/above and below the heart. 6.       The patient starts to respond after the first /second charge from the defibrillator. 7.       The patient is given Lidocaine/Atropine 8.       The dosage is 200 ml over one minute/100 ml over two minutes. 2 Complete each sentence with a verb from the list, then listen again to check. (check, hold, repeat, stand, give, press, set up , support, give , put) 1.       ___________him CPR 2.       ___________him mouth to mouth fast. 3.       _________his head. 4.       Eight __________his nose closed then .  .  . 5.       __________your hand on his chest. 6.       ___________clear of his body. 7.       .   .   . then ___________the buttons and hold for two seconds. 8.       _____________his pulse again. 9.       OK ____________the procedure. 10.   Well done. Now _____________an IV and give .  .  .

Work with a partner to put these pictures in logical order.

Describe what is happening in each one.

1.     ____________

2.    ____________

3.    ____________

4.    ____________

5.    ___________

UNIT 9 WOUND MANAGEMENT

 

Listen and practice the conversation

Nurse  : Hello. Can you just confirm your name for me?

Patient: Una Hagans

Nurse  : Great, thanks Ms hagans. So how are things after your operation? Let’see..........you’ve had your appendix removed – Is that right?

Patient: Yes, the pain killers make me feel a bit nauseous, but I’m OK. Just the area around the wound is a little itchy.

Nurse  : Yes, it will be; it’s a good sign – it means the wound is healing, so there is no infection and you don’t need any antibiotics.

Patient: That’s good to know.

Nurse  : Sorry, just give me a minute to put on my disposable gloves. Right. Let me see, you’ve got sutures and we need to change your dressing every day. Before I start, can I just ask you is the wound painful all?

Patient: two may be.

Nurse  : two, OK. Now, I am just going to remove the old dressing and then we can clean the wound. I’ll just pop that in the bin.ermm, it all looks very clean and healthy........good. there is no pus and bad odour and the edges are joining up nicely.

Patient: Uh huh

Nurse  : I’m going to use some saline solution just to clean the wound. I’ll try to do it gently. Let me know if you want me to stop. OK, Ms Hagans. I’m just going to clean that up and put the absorbent dressing on, how’s that for you?

Patient            : Good, yes, thanks.

Nurse  : I just need to secure the dressing with some tape. There we go. Let me just fill in your wound assessment chart and we’re done.

Conversation 2

Listen to the conversation and answer the following questions.

1.     Why is the nurse visiting?

2.    Where is the wound?

3.    What is Mrs Briggs going to do after Angela finishes?

Angela            : Morning, Mrs Briggs. It’s Angela. I’m here to do your dressing. Can I come in?

Mrs Briggs     : Hello, Angela. I didn’t hear the door bell. Come on in.

Angela            : I’ll just take a quick look at the wound to see how it’s doing.

Mrs Briggs     : Thank you. I’ll put my leg up for you.

Angela            : That’s good. I’ll take the bandage off first. Mm, well, it looks much better, doesn’t it?

Mrs Briggs     : ooh. It still looks awful to me.

Angela                        : Actually, the skin around the wound’s less red.

Mrs Briggs     : yes, I suppose so.

Angela                        : The wounds got less pus in it.

Mrs Briggs     : Oh well, that’s good

Angela                        : It doesn’t have a bad odour now because the infection’s better.

Mrs Briggs     : I noticed that.

Angela                        :The wound is a bit smaller, too.

Mrs Briggs     : That’s good news, isn’t it?

Angela                        : It certainly is. Right, I’ll do the dressing now.

Mrs Briggs     : Thanks Angela. I’d like to have a shower.

Language spot

Will + infinitive for future

We use will + infinitive to make predictions for the future and to talk about decision.

Prediction

·         You’ll feel better soon

Decision

·         I’ll take your temperature now.

Complete these examples from Stefano’s conversation with Mr Daniels and Cameron. Use will and the verbs in the box. Listen and check.

be        clip                  hurt                put                  take                write

1.     I _______________my fingers on your wrist.

2.    I _______________a second reading.

3.    I ______________just ______________this little meter to your finger.

4.    _______________it ___________________?

5.    No, it __________________. It_________________very quickly, I promise.

6.    I___________________just________________this down.

Listening 1 (CEfNIT3.1)

Listen to a conversation between Sophie, a clinic nurse Specialist, and Ali, a ward Nurse, an answer the following questions.

1.     Why has Ali asked Sophie to come to the ward?

2.    What kind of wound does Mr Jones have?

3.    How long has he been in hospital this admission?

Listening 2(CEfNIT3.2)

Listen to a conversation between Sophie, Ali and Mr Jones and answer the following questions.

1.     Why is Mr Jones ulcer being reassessed?

2.    What typical of dressing are they going to use?

3.    Why has this type of dressing been suggested?

UNIT 10 CARING FOR A PATIENT IN RECOVERY

 

Conversation 1

Emilie, the recovery Nurse is checking Mr Brodzik a patient, after an operation. Listen to the conversation and answer the following questions.

1.     How does Emilie know that Mr Brodzik is alert and oriented?

2.    How does Mr Brodzik feel?

3.    Is mr Brodzik in pain?

Emili                : Hello, mr Brodzik? Can you open your eyes please?

Mr Brodzik     : Urgh

Emili                : That’s it. I’ll just take off your oxiygen mask. Do you know where you are?

Mr Brodzik    : Hospital

Emilie              : That’s right. You’ve had your operation. How do you feel?

Mr Brodzik     : Cold

Emilie              : That’s quite normal after an operation. I’ll get you a blanket.

Mr Brodzik     : Mm

Emilie              : there you are. Are you warmer now?

Mr Brodzik     : Er, yes.

Emilie              : are you in any pain?

Mr Brodzik     : Mm, no.

Emilie              ; That’s good. You had apainkiller before you left the Operating Theatre

Mr Brodzik     : Mm

Emilie              : Do you feel sick  at the moment?

Mr Bordzik     : No

Emilie              : OK. Some people feel a  bit sick after the anaesthetic. All right, i’m just going to take your Obs. Again.

Rachel the Ward Nurse is checking Mr Brodzik back on the ward. Listen to the conversation and tick the items below that you hear.

Blanket                       IV cannula

Dressing                     pain relief

Drink of water          pillow

Ice pack                     vomit bowl

Conversation 2

Rachel             : Here we are Mr Brodzik. You are back on the ward now. How are you feeling?

Mr Brodzik     :  A bit better, thank you.

Rachel             : Does your hip still hurt?

Mr Brodzik     : Yes, my hip’s still very sore.

Rachel             : I’ll get you some more pain relief for that.

Mr brodzik     : Thanks.

Rachel             : How’s the dressing on your hip?

Mr Brodzik     : It feels a little uncomfortable

Rachel             : That’s because the dresing has to be quite firm.

Mr Brodzik     : Oh, i see.

Rachel             : How does the IV cannula in your arm feel? Does it feel OK?

Mr brodzik     : Yes, but it is a bit painful when the nurses put in the IV medication.

Rachel             : Mm. It can be. I’ll get you on ice pack to put on it.

Some of the information below is incorrect. Listen again and correct any mistakes in the following sentences.

1.     Mr Brodzik’s knee hurts.

2.    Rachel is going to get Mr Brodzik some pain relief.

3.    The dressing is comfortable.

4.    The IV cannula feels OK.

5.    Rachel gets Mr Brodzik a pillow.

Match the patient’s statements (1 – 7) to the nurse’s repllies ( a – g).

1.     I’m thirsty                             a   I’ll get you something to eat.

2.    I am hungry.                          b I’ll get some water.

3.    I am uncomfortable.                        c I’ll get you some pain relief.

4.    My...........hurts.                     d  I’ll get you a vomit bowl.

5.    I feel sick.                             e I’ll take off a blanket for you.

6.    I’m too warm.                                    f I’ll turn off the light.

7.    I feel tired.                           g I’ll get you another pillow.

In pairs, practice the conversation between Rachel and Mr Brodzik. Use the following prompts to help you.

Nurse                                                                          Patient

How/feeling                                                               Say how are you feeling

Say what you will do                                                            Thank nurse

.  .  ./still hurt                                                           Reply

Say what you will do                                                            Thank nurse

How the dressing/cannula/catheter                     Reply

Say what you will do                                                            Thank nurse.

UNIT 11 TELEPHONING

 

Warm up       

·         Who might telephone the ward for patient information?

·         What information can a nurse give a patient’s relative or friend?

·         What information can’t a nurse give to a patient’s relative or friend?

Phone phrases

·         Could I speak to . . .?

·         The line is busy.

·         Will you hold?

·         I’ll put you through.

·         Who shall I say is calling?

·         I’ll call back later.

·         I’m calling about.  .  .

·         You should speak to . .  .

·         Just in case you get cut off .  .  .

·         .  .  . her extension is  .  .  .

Exercise 1

Kelly the Ward Nurse answers the phone at the nurse’s station. Listen to the conversation and mark the following statements True (T) or False (F).

1.     Mrs Dixon’s daughter is calling Ward 16 ( T/F)

2.    The caller wants information about Mrs Dixon’s ultrasound (T/F)’

3.    The nurse can’t give the caller any details about Mrs Dixon’s treatment. (T/F)

4.    The nurse can give the caller information about visiting hours (T/F)

5.    The nurse will tell Mrs Dixon about the phone call. (T/F)

Conversation 1

Listen and read the conversation.

Kelly                : Ward 16. Kelly speaking.

Joyce              : Oh, um, yes. It’s Joyce Gribble here. I’m Mrs Brenda Dixon’s next door neighbour. Can you tell me how her CT scan went today?

Kelly                : I’m sorry. I can’t give you any information about Mrs Dixon’s treatment.

Joyce              : It’s all right, dear. I’ve been her friend for years. I’m sure she wouldn’t mind.

Kelly                : I’m afraid I’m not allowed to talk about her treatment. It’s because of patient confidentiality, perhaps you could speak to Mrs Dixon yourself.

Joyce              : Oh, I see. Can I visit her?

Kelly                : Yes, of course you can. Visiting hours are from 2 pm to 7 pm.

Joyce              : Good. I’ll get a bus in today. How is she feeling at the moment.

Kelly                : she’s very tired  but I am not sure she’ll be happy to see you.

Joyce              : All right. I’ll be in later. Could you tell her I called?

Kelly                : sure I’ll let Mrs Dixon know you called.

Joyce              : Thank you, dear.

Conversation 2

Ruth another Ward Nurse answer the phone at the nurse’s station. Listen to the conversation and answer the following questions.

1.     Who does the caller want to speak to?

2.    Who is the caller?

3.    What does Ruth do?

Ruth    : M Wing East, Ruth speaking.

Elsa     : yes, hello, could you please put me through to Mrs george?

Ruth    : Are you a friend or relative?

Elsa     : oh ye. I’m her sister. My name’s Elsa Fulton.

Ruth    : I’ll just check what her extension is .  .  . 9316. OK. Can you please hold for a minute.

Elsa     : yes, certainly.

Ruth    : Right .  .  .extension 9-3-1-6 Mrs George.

Mrs george    : Hello, yes, it’s Mrs George here.

Ruth    : Mrs George. I’m just putting your sister through.

Mrs george    : Thank you. Hello Elsa? is that you, dear?

Elsa     : Hello, Freda. How are you?

Mrs george    : Oh, getting along nicely.

Conversation 3

Calling the clinic

A:      Dr Patterson’s Clinic. How may I help you?

B: Hello. I’d like to schedule an appointment for tomorrow.

A: All right. May I have your name please?

B: My name is Beyonce Den.

A: Is this your first visit?

B: No. I visited the doctor a month ago.

A: All right. What time would be best for you?

B: In the morning is best for me.

A: Sure. Can I schedule the appointment for 11?

B: That would be great. Thank you so much.

Conversation 4

Scheduling an appointment on behalf on someone

A: Good morning. Dr Paterson’s clinic. How may I help you?

B: I’d like to schedule an appointment for tomorrow evening.

A: May I have your name please?

B: My name is Gary Samuel. But the appointment is for my wife. June Samuel.

A: Oh yes Mrs June Samuel. She one of our

    regular patient. I hope she is fine.

B: She is probably fine. She just wants to get a    regular check-up.

A: All right. What time would be good for her Mr Samuel?

B: She would prefer an evening appointment. Do you have anything open?

A: Let me check., yes let’s schedule up to 6.30 would thatbe alright?

B: Thaw’ll work. Thank you so much

A: You’re welcome, Mr Samuel.

Conversation 5

Fixing appointments

Secretary : Dr Wilson’s office

Dr North : Oh, hello. This is Dan North from

                 Paediatrics. I’d like a word with Dr  

                 Wilson if it is possible.

Secretary : I’m sorry, but he left for Michigan this morning. He was in, in fact  

                   looking for you just before he left.

Dr North : Oh, well, could I fix an appointment?

Secretary : Right. I’ll just look at his schedule. Er.  .  . how about July 20th at 11   

                   a.m.?

Dr North: That sounds fine. The 20th at 11 a.m. thanks very much.

Secretary : Thank you.goodbye.

Dr North : Goodbye.

Making an appointment check list

1.     Greet person                                :_____________________________

2.    Identify yourself and department/unit:_____________________________

3.     Give reason for calling                          :____________________________________
Suggest day and time                           :____________________________________

4.     Confirm day and time                           :____________________________________

5.     Give patient details                              :____________________________________

6.    Thank person and end call                    :______________________________

Listen to the call and compare your your answer.

You are now going to hear Zafar making another appoitmnet for a different patient.listen and tick the points you hear.

Greet person

Identify self and department/unit

Give reason for calling

Suggest day and time

Confirm day and time

Give patient details

Thank person and end call

Complete the patient’s appointment card. Then complete the statements 1-3 by underlining the correct expression in italics.

1.     Sandrais the receptionist in the Occupational Theraphy/ Physiotheraphy Unit.

2.    The terapist only works on Tuesday and Thursday/ Tuesday and Wednesday.

3.    The patient prefers an appointment after 5.00 in the afternoon/ 3.30 in the afternoon.

Your Next Appointment Patient Name :________________________________ Appointment with :____________________________ Day :________________________________________ Date :_______________________________________ Time: ______________________________________

 

Try to create a telephone conversation using the expressions in the dialgues above in the following situations.

Ø  A patient tries to make an appointment to have a regular check-up.

Ø  A nurse invites her friend to attend seminar.

Ø  Try to create your own situations.

Student A

You are the receptionist at the phsiotheraphy unit. Answer a call from Student B about an appointment with the consultant physiotherapist, Alex Green. Alex Green is very busy all week, but has free appoinments on Wednesday 6 March at 9.30 and 11.45.

Student B

You are the charge nurse in orthopedic ward . your patient, Noor Ganem , has  neck problems after a car accident. Phone the phsiotherapy unit to make an appointment for an assessment with the consultant phsioterapist, Alex Green. Mrs Ganem is available between 10.00 and 12.00 on weekdays,except for Wednesday. Today is Tuesday 3 March.use the checklist to help you make the call.

UNIT 12 PATIENT DISCHARGE

 

Conversation 1

Nurse              : Your wife is very frail. Mr Ridley and she is going to need help with going to the toilet, for example.

Ridley              : Yes, I realize that. But it is going to be difficult for me to lift her on and off the toilet.

Nurse              : Yes, if you get a raised toilet seat, she’ll be able to slide from her wheelchair onto the toilet. That’ll make it easier for you too.

Ridley              : Erm. I’ll look into it.

Conversation 2

Nurse              : your sister will need help getting in and out of the bath.

Arto                : Yes, I’m bit worried about that. She’ll fall if she is not careful; I know what she’s like.

Nurse              : She  could quite easily, yes. It’s a good idea to install grab bars around the bath, so she can hold on to them as she gets in and out of the bath. And if she has a non-slip mat. It’ll stop her from slipping. Does she have one?

Arto                : No.

Nurse              : I strongly advise you to get one. They are not expensive.

Arto                : you’re right. If we have time, we’ll visit the local DIY store on the way home.

Conversation 3

Nurse              : So, you are leaving tomorrow, Jim. Good news.

Jim                  : I know. It is too cool.

Nurse              : So how do you feel about washing and dressing? Do you feel strong enough to do this by yourself today? You need to practice before we discharge you.

Jim                  : Yeah, sure, why not, I’ll give it a go. But if I stand for a long time, I get tired.

Nurse              : well, there is a shower chair in the bathroom. Why don’t you try taking your shower sitting down today? If you need help, just press the buzzer.

Listen and check. Whic expressions.  .  .

·         Are suggestions and recomendations made by the nurse ( four expressions)

·         Are questions the nurse ask the patient? (one expression)

·         Are worries and concerns expressed by the patient or carer (one expression)

Listening 1

Listen to a nurse going through Nancy Lorenz’s discharge plan with her. Are these statements true (T) or false (F)? Correct the false statements.

1.     The patient will leave in two days time.  (T/F)

2.    The patient isn’t worried about going home. (T/F)

3.    The patient lives with her sister. (T/F)

4.    The patient’s sister will help her with her ADLs (T/F)

5.    The patient’s neigbour will help her with the cooking. (T/F)

INDEPENDENCE ASSESSMENT
Bathing	Independent	Needs assistance	Dependent
Ambulation	Independent	Needs assistanc	Dependent
Toileting	Independent	Needs assistanc	Dependent
Transfering	Independent	Needs assistanc	Dependent
Eating	Independent	Needs assistanc	Dependent
Dressing	Independent	Needs assistanc	Dependent

Listening 2

Listen again and complete the assessment from. Tick (˅) the correct boxes.

Language spot

Zero conditional

Use the Zero conditional (If + present tense+present tense ) to offer solutions to a problem or to give instructions.

·         Who can I call if I have a problem?

·         If you have any questions, call the helpline.

First conditional

Use the first conditional (if+ present tense +will ) to describe a situation and its possible result.

·         My husband will help me if I have problems.

·         If I get tired, I’ll have a rest.

Try to remember how nancy described her worries and complete these first conditional sentences

1.     If I have problems, my sister .  .  .

2.    If I am not careful in the shower, .   .   .

3.    I won’t have the energy for cooking if   .  .  .

4.    If I need help with the shopping, my neighbour .  .  .

Explaining medication

1.Listening Nancy Lorenz is going to be discharged from hospital this morning. A nurse is talking to her medication and post discharge care. Listen and circle the best answer.

1.     How does Nancy feel today?

a)    Worried               b) better                    c) ill

2.    The capsules that the doctor is going to give Nancy are

a)    Antibiotics           b) painkiller               c) laxatives

3.    The tablets are for

a)    Constipation         b) pain                                    c) infection

4.    The laxative syrup is for

a)    Pain                       b) constipation          c) infection

5.    Who will get Nancy’s medication for her?

a)    Her brother in law         b) her sister              c) her neighbour

6.    Why does Nancy need to visit the outpatient Clinic?

a)    To see her specialist      b) to have her stitches taken out

c) to check on her diet

      2 Listen again and complete the nurse’s instructions.

1.     You need to take___________capsules, three times a day at____________

2.    If you are in _____________then take_______________tablets.

3.    Don’t take more than two every six ____________, and no more than eight tablets a _______________

4.    You need to ________________this on twice a day – in the morning when you get up and at night when yo go to bed.

5.    Apply it to the area when your ________________are.

6.    You need to take a _________________three times a day at mealtimes.

UNIT 13 CURRICULUM VITAE & JOB INTERVIEW

 

 

 

How to write a successful CV before applying for a job

Getting a CV up to scratch is an important part of the job searching process

Continue reading the main story

A good curriculum vitae - or CV - is vital when looking for work, especially when there are numerous candidates for the same job, so what should it contain?

There is no perfect template, and each sector may require a different emphasis on a different aspect of the content, such as career history or qualifications.

However, experts suggest there are some basic rules on how a CV should be written and the information that should be included.

Overall, a CV should be neat and typed if possible. Most libraries now have public computers, if you do not have your own.

It should also be short, usually no more than two sides of A4. It should be positive, stressing achievements and strengths, and make a good impression in a clear and positive way.

The basic format for a CV includes:

·         Personal details, including name, address, phone number, email address and possibly any professional social media presence. You no longer need to include your date of birth, owing to age discrimination rules

·         Career history, starting with your most recent job first. Include dates and temporary or voluntary jobs if appropriate

·         A personal profile which sells yourself and your qualities, tailored towards the job you are applying for

·         Achievements from previous jobs that are relevant

·         Qualifications and training from previous jobs, with the most recent first

·         Interests, if they are relevant and especially if the skills or teamwork concerned are relevant for the job

·         Any extra information, such as reasons for a career change or reasons for gaps in career history, such as caring duties

·         References, ideally two or more and including a recent employer

Corinne Mills is managing director of Personal Career Management, which offers careers coaching. She says that a straightforward font and formatting is required - and the spelling must be checked and checked again.

"Poor spelling is the quickest way of getting a rejection," she says.

She adds that people should check five or six adverts for a particular job and then use the common requirements to mould their CV.

"Many people think that one CV will fit all applications, but it needs to be a very targeted document for the role they are going for. Do some research so you understand what employers are looking for."

BUSINESS  ENGLISH  VOCABULARY

---

Interview Questions

---

Preparation for an interview is essential.
The list of questions below is designed to serve as a guide so that you are not taken by surprise.
Before the interview :
♦ Prepare and practice giving responses to the questions without trying to memorize them.
 ♦ Find out as much as possible about the company as well as the position you are interested in.
♦ Remember to take an extra copy of your CV/résumé with you so that the employer can refer to it.
 

1	Tell me about yourself.
2	How would you describe yourself? (character / personality)
3	Are you married?  Single?  Do you have partner?
4	What are your strengths / weaknesses?
5	What do you do in your free time? What are your hobbies?  /  Do you have any hobbies?
6	Why are you interested in working for our company? Why do you want to work for this company?
7	What type of position do you think you are suited for / would suit you?
8	How would you describe the position we have to offer?
9	What aspects of the position are you most / least interested in?
10	What would you like to find in this job that you didn't have in your previous job?
11	How do you think you could develop the position? What would be your strategy to develop the position?
12	What have you got to offer us? What could you contribute to our company?
13	What do you think you gained by working in your last job?
14	What were you responsible for? What did your job involve?
15	What do you think of your (last) boss?
16	Why do you want to leave your present job? Why do you want to change jobs?
17	What are your salary requirements? How much would you hope to earn in this position? How much do you think you should be offered for this position? What salary would you expect (to be offered) for this position?
18	Have  you received any offers of a job?
19	Why have you had to look for a job for so long? Why have you been looking for a job for so long? Why did it take so long to find a new job?
20	How do your feel about your future in the profession?
21	Have you had any failures?  What failures have you had? Have you had any negative experiences?
22	What sort of obstacles have you come across / encountered in your work?
23	If you had to recruit colleagues, what qualities would you look for?
24	Would you be willing to relocate/to move to another part of the country/to work abroad?
25	Don't you think you have too much experience / you are over-qualified for this job?
26	How long do you think you would stay with us? If we offered you this job, how long would you expect to stay with us?
27	Which do you prefer : to work alone or in a team? Do you prefer working alone or with other people as part of a team?
28	Do you know how to manage a team? Are you capable of leading a team? Do you think you have the ability to be a team leader?
29	Why should I recruit you? How could you persuade me to recruit me?
30	Do you have any comments to make, or any questions to ask?

James arrives for an interview. He is 18 years old, and very nervous, as he has never been for an interview before. He has applied for the job as a part-time telephone salesman.

Interviewer:	Good afternoon.
James:	Er, good afternoon.
Interviewer:	Please sit down. Did you find our offices all right?
James:	Yes, with no difficulty. I've passed this building several times before.
Interviewer:	Right. Well, I can see from your CV that you like meeting people and enjoy being sociable.
James:	Yes, I'm a very outgoing sort of person and I'm not afraid to take the initiative, although my friends say I tend to talk too much.
Interviewer:	Well, that's exactly the kind of person we need. Why do you think you will be good at this job, though? You won't be meeting people in person, but only over the phone.
James:	I think I have a good telephone voice, and I am very confident on the phone. I've also some experience in sales, as you can see from my CV. I think I would find this work very interesting, and it will give me some good work experience.
Interviewer:	Okay. As you know we need someone for at least three hours, three evenings a week. Will you be able to cope with this and your schoolwork as well?
James:	I'm confident that I can do that.
Interviewer:	Right, then. Shall we give you a trial period of say ... two weeks? If you'd like to come with me I'll introduce you to my floor manager who will show you the ropes.
James:	Yes, and thank you very much.

UNIT 14 SPEECH & DEBATE IN ENGLISH

 

 Debate is a pseaking situation in which opposite points of views are presented and argued. Each speaker attempts to convince the audience to agree with his or her ideas. A debate thus consists of two oppositing persuasive speech. A debate is between two speakers.

Speaker A speaks in favor of the topic or proposition being debated.

Speaker B speaks against the topic or proposition.

The speakers take turns giving main speeches and rebuttals.

In the main speeches the speakers focus on presenting evidence to convince the audience to agree with them.

In the rebuttals, they focus on attacking their opponent’s position and trying to disaprove his or her evidence.

When the speakers have finished, the audience decides which of them has won the debate.

BEFORE THE DEBATE

 

Each pair of opponents decides on the topic to be debated.

They form a proposition, or a statement that can be argued.

They decide who will speak in favor of the proposition and who will argue against it.

Assignment : Conduct a debate on a topic of your choice With your opponent, choose a topic. Form a proposition. Decide who will speak in favor of the proposition (Speaker A) and who will speak against the proposition (Speaker B). On your own, prepare for the debate. Analyze the audience, gather information, and organize your speech. Your teacher may use the form to evaluate the debate. Conduct the debate as follows: Speaker A Gives his/her main speech for four minutes. Defines or explains, and provides evidence for the proposition. Speaker B Gives a rebuttal for a maximum of four minutes, summarizing his or her disagreement with Speaker A’s information. Then gives his/her main speech, again for a maximum of four minutes, disagreeing with Speaker A’s proposition, providing evidence, and summarizing his/her own view. Speaker A Gives a rebuttal for a maximum of four minutes. Restates his/her original points. Restates and tries to disaprove Speaker B’s argument. Reemphasizes his or her original argument, providing more evidence. Restates his or her original proposition. The audience votes for the better speaker.

 

 

DEBATE FORM

Debate Topic :______________________________________________________________________

Affirmative                                                                  Negative                                  

__________________________________                ____________________________

SPEAKER A                                          DELIVERY                    SPEAKER B

1           2          3          4          5          Eye Contact                  1           2          3          4          5

1           2          3          4          5          Volume of Voice            1           2          3          4          5

1           2          3          4          5          Rate of Speech            1           2          3          4          5

1           2          3          4          5          Pronounciation/Intonation  1    2          3          4          5

1           2          3          4          5          Enthusiasm                      1        2          3          4          5

1           2          3          4          5          Posture                            1        2          3          4          5

1           2          3          4          5          Adherence to time limit   1       2          3          4          5

CONTENT

1           2          3          4          5          Definition/Explanation 1           2          3          4          5

                                                            Or proposition.                        

1           2          3          4          5      Proof that problem Exists         1           2          3          4          5

1           2          3          4          5          Refutation/Rebuttal     1           2          3          4          5

1           2          3          4          5          Supporting Evidence     1           2          3          4          5

1           2          3          4          5      Effectiveness of Reasoning     1           2          3          4          5

COMMENTS                                                     COMMENTS

˅

(Speaker A)                                                      (Speaker B)

         I am persuaded to vote for Speaker                                            A          (or)                  B

REASONS FOR DECISION:______________________________________________________________________________________________________________________________________

Grade Speaker A ___________________                   Grade Speaker B_________________

SPEAKING TO PERSUADE

 

Persuasive speaking is all around us. Any speech is persuasive if its purpose is to convince others to change their feelings, beliefs, or behaviour. A salesperson trying to convince someone to buy a product, a political leader trying to get someone to vote a certain way, and a teacher lecturing about why a history class should be required are all speaking to persuade.

PREPARING FOR  THE PERSUASIVE SPEECH

 

As with the informative speech you build a persuasive speech step by step. The persuasive speech blueprint below will help you create persuasive presentation that are interesting and effective.

The steps for preparing a persuasive speech are:

Ø  Choosing your topic

Ø  Determining your speech purpose

Ø  Analyzing your audience

Ø  Gathering information

Ø  Preparing visual aids

Ø  Organizing your speech

CHOOSING YOUR TOPIC

 

Choose a topic that really interest you

Choose a topic that is controversial.

DETERMINING YOUR SPEECH PURPOSE

 

To change Audience’s belief (That Something Is True or False).

In this case, your specific purpose is to convince the audience of one of the following:

A reported fact is either true or false.

Something willor won’t happen.

An event was represented accurately or inaccurately

to  Change Audience’s Opinion ( About Somehting’s Value)

in this case, your specific purpose is to convince the audience that something is one of the following.

Good or bad

Important or unimportant

Fair or unfair

Better or worse

Helpful or not helpful

To  Change Audience’s behavior

In this case, your specific purpose is to convince your listeners to either

Do something they are not doing now

Stop some behavior they currently practice

ANALYZING YOUR AUDIENCE

 

Audience analysis is especially important in persuasive speaking. It is necessary to learn as much as possible about your audience’s feelings and opinions toward your topic. You need to know how they feel and why they feel a certain way in order to prepare an effective persuasive speech.

You can expect your listeners to feel one of three ways about the topic you choose for your persuasive speech. They might:

Agree completely.

Be indifferent: if your audience doesn’t care about your topic, you must find out why they are indifferent to it. In your speech, you need to;

·         Interest them in your topic

·         Convince them that it is important

·         Persuade them to adopt your opinion

Disagree completely.

GATHERING INFORMATION

 

The next step is to collect the information you need to create your speech.

Write down what you already know about your topic.

Think about your own related observations or experiences.

Gather additional necessary information by:

a.    Conducting reserach (library and internet reserach)

b.    Interviewing experts or people who have an interest in your topic.

PREPARING VISUAL AIDS

 

Visual aids – pictures, graphs, or objects – can make your speech more interesting and can be very powerful  persuasive tools. An audience is more likely to be convinced if they can actually see the importance of what you describing.

ORGANIZING YOUR SPEECH

 

Step 1: Prepare an Opener Building on Areas of Agreement

The introduction to a persuasive speech is very important. In order to convince listeners to agree with you, it is essential to first give them reason to trust you and to see you as a person who thinks as they do.

Step 2 : Prepare a Statement of Purpose

Step 3: Prepare a Preview of Main Persuasive points

Step 4 : Prepare the body

Step 5: Prepare a summary

Step 6 : Prepare Memorable Concluding Remarks.

PERSUASIVE SPEECH

Speaker       ________________                Topic ________________

Date_________________                          Persuasive Claim _____________

DELIVERY         RATING                                COMMENTS

Posture                           1        2        3        4        5        ________________

Eye Contact                    1        2        3        4        5        ________________

Volume of voice               1        2        3        4        5        ________________

Rate of speech                1        2        3        4        5        ________________

Intelligently                    1        2        3        4        5        ________________

Enthusiasm                      1        2        3        4        5        ________________

Adherence to time limit  1        2        3        4        5        ________________

CONTENT         RATING                                COMMENTS

Choice of Topic               1        2        3        4        5        _______________

Attention Getting Opener1       2        3        4        5        _______________

Preview                           1        2        3        4        5        _______________

Supporting materials       1        2        3        4        5        _______________

transitions                      1        2        3        4        5        _______________

supporting details           1        2        3        4        5        _______________

clear organization            1        2        3        4        5        _______________

visual aids                       1        2        3        4        5        _______________

summary                          1        2        3        4        5        _______________

concluding remarks          1        2        3        4        5        _______________

ADDITIONAL COMMENTS

_________________________________________________________________________________________________________________________________________________________________________________

RATING KEY

1=Poor          2 = Fair       3 = Acceptable                4= Good       5= Excellent

UNIT 15 DRAMA PERFORMANCE

 

A . Basic Definition

 

Do you know the basic definition of a drama?

A drama is a story which is normally written in the form of dialogue and meant to be

acted out by actors. It is, therefore, different from short stories and novels which are not

made to be performed.

B. Basic Elements of Drama

 

a. Setting : the time and the place in which the action of a book, film, play, etc. Happens. For example, The play has its setting in a wartime prison camp

b. Character: a person represented in a film, play or story. For example; The film revolves around three main characters. She had Mickey Mouse or some other cartoon/Disney character on her sweater.

c.Plot: the sequence of events or incidents of which make up the story.

The plot requires a conflict. It is a clash of actions, ideas, desires or wills.

There are three kinds of conflict: person against person, person against

herself/himself, and person against environment.

d. Message: a moral or social value which is usually expressed in a play.

However, some plays may not have a message.

e. Theme: the central thought of a story or, in this case, a drama/play.

Babusci et al. (1989:148) state that “theme is the general

idea about life that is revealed through the story”

The Structure of a Drama Script

Title

                   : A Caterpillar’s Voice

Setting

 

                   : [Scene: in front of a cage in the forest]

Prologue

 

                   : This play is “A Caterpillar’s Voice.” It is a folk tale

from Africa. Once upon a time in Africa there was a

Hare. The Hare lived in a nice cave. One day when

the Hare was away, a Caterpillar went into the Hare’s

cave.

Character

 

                             : HARE: I think it is a nice day for a walk. Maybe I will

Dialogue

                             leave my cave and go visit a friend.

......

Stage direction

[Hare exits.]

:                            [CATERPILLAR enters.]

............

REFERENCES

Jack C Richard, Interchange (2013), CUP

Bradley Robin A. English for Nursing and Health Care (2008). Mc Graw Hill.

Glending Eric H. Professional English in Use Medicine (2007). CUP

Grice Tony. Nursing 1 (2007).OUP

Wright Ros and Cagnol  Cagnol Bethany, english for Nursing 1. Pearson Longman.

Nursing 2 Longman