ENGLISH FOR

NURSING STUDENTS
A MODULE

Compiled by:
Yulia Mutmainnah, M.Hum

D3 KEPERAWATAN
UNIVERSITAS
MUHAMMADIYAH SEMARANG
 PREFACE

The module is aimed to develop English skills for nursing students in

Indonesia. The topics that have been chosen in the module are suitable with
what nurses learn. The authors hope this module will be useful for
nursing students in learning English, especially helping the students
understand the nursery objects in English so that they can use English in
their daily activity.

The module focuses on grammar and speaking skill so that there are
some exercises to develop the skills. However, the module helps
developing reading skill too because it is an important skill to help nurses get
information in English language. The tasks inside the module are quite
variative (develop speaking, reading, listening and writing) to make the
learners interested in learning English.

Author

ii
 CONTENTS

PREFACE CONTENTS ii iii 1

CHAPTER 1: INTRODUCING SELF AND OTHERS CHAPTER 2:4PATIENT OBSER
8 AND GIVING
CHAPTER 3: GIVING MEDICAL DIRECTION CHAPTER 4: ASKING
CHAPTER 6: ASSESSING (2): PATIENT 11
REFERENCE 16
23

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 CHAPTER 1: INTRODUCING SELF

Learning Objectives:

To introduce self as a nurse to the patient

To know patient’s identity

Vocabularies:

name – surname – check – health insurance

Expressions:

Hello/ Good Morning/

Good Afternoon/ Good Evening.

I am nurse, my name is …….

I will take care for you today. What can I do with you?
What do you need?

May I check your identity?

Is it “Miss or Mrs.?” What is your name? How old are you?

What brings you to the hospital? Do you have a health insurance?

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If you need (help/anything) you can call me or other nurses. The nurse will help you

Task 1

Please complete the dialogue below!

Nurse: “Hello, good morning!”

Patient: “Good morning”

Nurse: “...................”

Patients: “I need a medical checkup, can you

help me?”

Nurse: “Yes, of course..............?”

Patient: “Yes, you may. My name is Rita

Sugiarto.”

Task 2

Please work in pairs.

Make a dialogue between nurse and patients at the first time they meet and
Practice it in front of the class!

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 CHAPTER 2: SHARING OBSERVATION

Learning Objectives:

To know patients’ condition.

Vocabularies:

Pale – daydream – tired – moan – tense - bouncy – suffocate – stiff – painful – tender – gasp – swollen – bruise – sigh

Expressions:

You look ……

Is your (parts of body) feel uncomfortable?

You seem ….. with your (parts of body)

You seem to have problem with your … (parts of body).

Task 1

1.You look …….

a.angry c. pale

b. hungry d. happy

2. You seem ……… with your neck.

a.painful c. rigid

b. tense d. swollen

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Task 2

Make six groups, each group observe patient’s expression from the picture
below and show to the class about your work!

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 CHAPTER 3: GIVING MEDICAL DIRECTION

Learning Objectives

Checks patient’s details.

Give the patients direction to choose any medical checkup.

Give the patient information around the ward.

Vocabularies

Appointment – prescriptions – treatment – assessment – life- threatening – cubicle.

Expressions
What kinds of medical check-up do you want?

How about you do the …. (kinds of medical checkup)?

May I check your blood pressure first, please?

The .... (toilet/ nurse’s room/ doctor’s room/ laboratories) is (beside/on) …….
(right/ left/ … floor).

Task 1

Complete the sentences with the words from the list.

1. A snake bite can be …………

2. Receptionists make …… for patients.
3. Go into the …… to get undressed.
4. Arms and legs are called ………
5. Sometimes it is difficult to read …….
6. The doctor decides on the correct …..
7. A triage nurse makes an initial …..
8. The patient is …. to certain antibiotics.

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 Life-threatening prescriptions
treatment assessment
cubicle allergic
limbs appointments

Task 2

Make a dialogue with this situation:

a. The patient needs to go to the laboratories to do the DNA test.

b. The patient asking the Orthopedist’s room.
c. The patient asking about the schedule of the dentists.
d. The nurse needs the patient’s ID to write it into the note for the health
record.

Choose one of the situations, do this with your pair and practice in front
of the class!

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 CHAPTER 4: ASKING AND GIVING DIRECTION

In this chapter you will find these English expressions useful if you are
lost or want to get to a particular place or give directions to others.

Learning Objective

After studying this chapter, student should be able to:

1.Use expressions related to giving directions correctly

2.Give directions to a certain place in or out of hospital

Prepositions of Place and Movement

To describe the place where something is, we use prepositions such

as in, on, on top of, at the top/bottom of, inside/outside, near, next to, by, un front of,
behind, opposite, under, over, at, on the left/right.

The shop is near the entrance, on the right of reception.

The toilets are at the bottom of the stairs, on the left.

To talk about movement, we use prepositions such as up, down, into,

out of, away, from, to, through, across, along, past, back to around, left/right.

Go through the swing doors, turn left along the corridor, and the coffee bar is in
front of you.

Prepositions of movement are used with verbs of movement such as

go, come, take, push, carry.

Can you take these files back to the office, please?

To get from here to surgery, you have to wheel the trolley through three wards.

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Asking for Directions

Where is the… from here ?

Excuse me sir. I am looking for…
How do / can I get there ?
Do you know the directions to… ?
Pardon me. What are the directions to… ?
What is the way to… ?
How do I go / get to… ?
Please tell / give me the way to…
Can / could you help me ? I want to go to…
Can you give me directions to… ?
Could you tell me the way to… ?

Giving for Directions

Go up / down… for… blocks.
Go up / down… to… .
Go straight ahead to… .
You go along… to… .
Walk / drive ( that way ) until you see Benson Ave.
Continue in the same direction until ( you get to ) the stop sign.
Turn right / left at / on… .
Don’t turn there.
At the intersection / traffic lights, turn right / left.
At the corner of… and…, you turn right / left.
It’s on your left / right.
It’s the second building on the / your right / left.

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Task 1

First floor

Second floor

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Refer to the site map above. Make a conversation to show the direction.
The starting points are as follows.
1. The security to maternity unit
2. The nurse station in ICU to the canteen
3. The security to the toilet (between dispensary and radiology)
4. The emergency room to the lift
5. The polyclinic to the pediatric ward (on the 2nd floor)
6. The waiting room to the children playground (on the 2nd floor)
7. The operation room to ICU (opposite the physiotherapy unit)
8. The entrance to the Class 1
9. The nurse station (near the lift on 2nd floor) to the laboratory
10. The emergency room to admission

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 Task 2
Hospital Map

 Make group of four.

 Each group decides a place based on the map above.
 Tell the place one by one in front of the other groups, and then let
them guess the place.
 The fastest group who raise their hands become the group which has
a chance to answer/guess it.
 The winner is the group which has the highest point
 Other groups take their turn

For example: From the Royan avenue, go straight then you turn left through second pa

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 CHAPTER 5: ASSESSING (1): GENERAL

Learning Objectives
After completed this chapter, the students will be able to:
1. To use expressions for collecting demographic data
2. To use questions to collect current and past health‐illness data

Collecting Demographic Data Elements

a) Learn these expressions to initiate communication

Explaining what you are going to do immediately.

It is time for me to ……….
I just want to ……….
I would like to ……….interview the patient to assess their
health condition
I am going to ……….
I need to ……….

b) Question to collect demographic data elements

Learn and practice these expressions

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Question To Ask

NAME: What is your name?

What is your complete name?

What is your surname?

AGE: How old are you?

ADDRESS: What is your address?

Where do you live?

PHONE: Your phone number, please

What is your phone number?

Do you have a mobile phone?

MARITAL STATUS: Are you married?

HEALTH INSURANCE: Do you have any health

insurance?

OCCUPPPATION & TITLE: What is your occupation?

Do you have any academic title?

What is your title?

What do you do?

NEXT OF KIN: Who is your next of kin?

REASON FOR CONTACT What brings you in this hospital?

It is a reason that makes you Who sends you to this hospital?

come to hospital. It can be a chief
complaint, medical
checkup. What makes you come to this
hospital?

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 Task 1
Pair Work
 Interview your friend
 Fill in the blanks with his/her personal demographic data.

Name Age Sex :

Address City, State Phone Religion
:
Marital Status Health Insurance
:
Current Occupation and Title
:
Family status Reason for contact
:
Date, time of contact :
:
:
:
:

:
:
:

Vocabularies: Surname Next of kin Assess Assessment Occupation

Source: pinteres.com

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Current‐Health and Illness Status
Expressions

Current Health Status

What do you think about your health?
Would you tell me about your health condition recently?
Sample of patient’s response: “I’m usually healthy, have usual cold, and have to take m

Would you tell me about your ………?

How many times a day do you do your ………?
Do you have any problem with your ………?

History of Past Health and Illnesses

Expressions
Assessment Step: Asking Common Communicable Disease
Have you ever had + a kind of disease……? Response: Yes, I have/No, I haven’t
How old were you when you got it? Response: I was about ……years old
Are you allergic to……(a certain food/medication)
(Example: Are you allergic to penicillin/antibiotic)

Assessment Step: Asking about Immunizations

Have you ever been immunized against + (a kind of disease)?
Have you ever got……+ (a kind of disease)…….immunizations?
Example: Have you ever got polio immunizations?

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Task 2. Pair Work
Assess your partner or your friend’s current health condition by using
question listed above!

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 CHAPTER 6: ASSESSING (2): PATIENT

Learning Objectives

After studying this chapter, student will be able to:

1. To ask questions about patient’s health problem

2. To report about the nursing diagnose

3. To report the symptoms of a health problem

Nurse’s questions to check the patient's complaint/condition

Expression

How is your problem?

How are you feeling today?
What your chiefs complain?
What’s troubling you?
What’s the matter with you?
What’s wrong with you?
What seems to be bothering you?

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Patient’s expressions about symptoms and physical problem.
1. I have + (a part of the body + ache) A toothache
A headache
A stomachache A backache

2. I have + (a sore+ part of the body) A sore throat

A sore foot A sore arm A sore knee

3. I have/get + kinds of physical problem The measles

The flu A cold
A bloody vomit and stool A bowel movement
A bad cough A fever

4. I feel + kinds of physical problem Dizzy

Slick
Catch a cold Cough
Cold and clammy Unwell
In bad shape

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 I experience + kinds of physical problems
Lassitude
Low back pain Difficulty breathing Cold and clammy

I suffer from + kinds of certain illness Cancer

Constipation

7. I sprained my (possessive) + joints/bones problems

Ankle Broke Collarbone Hurt
Leg Arm

Nurse’s report/diagnose/how to report about patient’s

condition/complaint

Reporting
He/she complains about his/her+ part of body
Has+ Health problem Suffer from + health pro

 Diagnosis
He/she may have…… + disease/health problem
Seems to have

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 Vocabularies
Toothache
Headache
Stomachache
Backache
Broke
Collarbone
Hurt
Leg
Arm
Clammy

Task 1

Make a conversation between a nurse and a patient and then Perform it

in front of class.

Conversation 1 Patient:
call a nurse, state your complaint Nurse:
ask what the problem is
Repeat patient’s expression for sure, and tell the patient that you
will report his/her condition

Conversation 2 Nurse:
ask about patient’s complaint
Tell the doctor about the symptoms and your diagnosis

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 CHAPTER 7: ASSESSING (3): PAIN

Learning Objectives

 Student can understand what is paint assesment

 Student can identifying the characteristics of the patient’s pain

Assessing Pain

1. Pain assessment

Assessing pain can be complicated as the physical and

physiological aspects of the patient all need to be considered. Because the
experience of pain is very subjective, the nurse needs to be able to use some
objective criteria to evaluate the location, nature and intensity of the pain
so a diagnosis can be made. One of the most widely accepted definitions
of pain was put forward by McCaffery (1979, p.18), who suggests
that pain is ‘whatever the experiencing person says it is and exists
whenever he says it does’.

2. Assessments of the patient’s pain experience

When identifying the characteristics of the patient’s pain it is

essential the nurse considers the following:

 The type of pain: is it crampy, stabbing, sharp? The patient’s

description of the pain may help in diagnosing its cause. Myocardial
(heart) pain is often described as stabbing, but liver pain as cramping
or aching.

 Its intensity: is it mild, severe or excruciating? This can be described

by using a pain assessment scale. The nurse asks the patients to rate
the pain on a scale of 0 to 10; zero being no pain and 10 being
excruciating pain. With children, a range of pictures showing a child
changing from happy to sad can be used. Colour charts with a series

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 of colours from black through grey to yellow and orange can be used,
especially with patients who have difficulty grasping numbers or
articulating exactly what their pain is like.

 The onset: was it sudden or gradual? Find out when it started and in
what circumstances. What makes it worse? What makes it better?
What was the patient doing immediately before it happened?

 Its duration: is it persistent, constant or intermittent?

 Its location: ask the patient to be as specific as possible, for example,

indicating the site by pointing.

 Changes in the site: there may be tenderness, swelling,

discolouration, firmness or rigidity. With appendicitis, a classic sign
is the movement of pain to the right and downwards. In a myocardial
infarction (a heart attack), pain classically radiates down the arm,
and with liver pain it can radiate to the shoulder.

 Any associated symptoms: Some of the common symptoms of disease

that can influence the response to pain are anorexia, constipation,
cough, inflammation, anxiety and fear, dryness of the mouth.

 Signs such as redness, swelling or heat.

Task 1

Read the text below and write T (true) or F (false) next to each of the statements.

1. Assessing pain is straightforward process

2. Pain is an object experience

3. It is important for a nurse to use objective criteria to measure the

level of pain

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 4. Colour ‘mood’ chart are only useful for children

5. The first step for a nurse is to identify characteristics of the patient’s

pain.

Match the adjective to the picture, make the line to the right adjective.

shooting gnawing stabbing burning stinging

Task 2

Make the description of pain in your own language.

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 CHAPTER 8: MONITORING THE PATIENT

Learning Objectives

After completed this chapter, students will be able to:

 Use questions to collect current and past health illness data

 Ask some question to the patient about the condition

Useful Expressions (Asking common Communicable Disease)

 Have you ever had + a kind of desease.......?

Response : yes, I have/no, I haven’t

 How old were you when you got it?

Response : I was about........years old

 Are you allergic to.........(a certain food/mediciation)

(Example: are you allergic to penicillin/antibiotic)

Kinds of diseases: measles-mumps-rheumatic-fever-scarlet fever.

1. Current Health and illness Status

 What do you think about your health ?

 Would you tell me about your health condition ?

Sample of patient’s response: “I’m usually healty, have usual cold, and
have to take medicine for high blood pressure’’

 Would you tell me about your........?

 Do you have any problem with your........?

 How many times a day do you do your........?

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Task 1

Choose the correct option to complete the sentences

1. The heart rate are monitored / is monitores / monitored regularly

2. The nurses are checked / is checked / checked

3. Mrs Ramone removed / were removed/ was removed her dentures before
going to theatre

4. I didn’t tell / wasn’t told / not told i was expecting twins

5. She wasn’t give / gave / given the correct diagnosis

Task 2

Use the information in the text to complete the sentence with the correct
answer a,b or c

1. Nurses are in a good position to ......

a. Monitor patients

b. Specialize

c. Get to know their patients

2. What is happening to this patient ? is a question which ......

a. Only nurses can answer

b. Monitoring helps t answer

c. Nurses must ask

3. Technological aids give information about ........

a. Internal organs

b. Bodily fluids

c. Vital signs

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4. Self monitoring is ..............

a. Done by doctors and nurses

b. Done at a hospital

c. Cheap and conventient

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 CHAPTER 9: DIAGNOSING HEALTH PROBLEMS

Learning Objective
After completed this chapter, students will be able to:
• Communicate about implementation of diagnosing health problem

• Give some instructions during implementation of diagnosing health

problem

Nursing Notes
Inspection, palpation, percussion and auscultation are examination
techniques that enable the nurse to collect a broad range of physical
data about patients.

1. Inspection

The process of observation, a visual examination of the

patient’s body parts to detect normal characteristic or
significant physical signs

2. Palpation

Involves the use of the sense of touch. Giving gentle pressure

or deep pressure using your hand is the main activity of palpation.

3. Percussion

Involves tapping the body with fingertips to evaluate the

size, borders, and consistency of body organs and discover fluids in
body cavities.

4. Auscultation

Listening to sounds produced by the body.

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Vocabulary
Pulse rate
Rhythm or regularity
Tension
Beats per minute
Patient’s chart
Normal pulse rhythm
Bradycardia
Tachycardia
Bounding
Thread/weak

Medical Terms Colloquial expression

Dyspnea Breathlessness, out of breath, short
of breath, fighting for breath
Expectorate To bring up/cough up
Expiration phlegm/spit Breathing out
Inspiration Breathing in
Respiration Breathing
Sputum Phlegm
Useful Expressions

Implementation step

Now I am going
to… It’s time for press your…
+ (parts of body) gently
me to… Now I want examine your…
artery
to…. cheeks
neck

Instruction
Would you…?
Now I want you to…?
remove + your wig
put off+your hairpieces

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 Please + rise your eyebrows
frown your forehead
smile
puff your cheeks
shrug your shoulder
flex your neck with chin toward
bend your neck, with ear toward shoulder
take a sip of water from this glass
Task 1
Mention what activity you do for each case listed below.
NoActivity Technique

1 Examining patient’s respiratory

2 Inspecting the mouth and throat
Asking patient to stand up to find whether there is scoliosis or not
3 Pressing her middle finger of non‐dominant hand firmly against the patient’s back. W
Observing the color of the eyes
Observing the movement of air through the lungs Testing deep tendon reflexes
4 Pressing abdomen deeply to check the condition of underlying organ
Preparing a good lighting, then he observes the body parts.
5
6
7
8
9

10

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Task 2 What kind of examination technique?

Task 3 Whole class and pair work

 Practice these instructions
 Listen to teacher’s instruction and act them out
 Then, practice these in pairs

1. Raise your eyebrows

2. Close your eyes tightly
3. Frown
4. Smile
5. Puff your cheeks
6. Shrug your shoulder
7. Flex your neck with chin toward

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8. Bend your neck, with ear toward shoulder
9. Take a sip of water from this glass
Task 4 Pair work
o Make a complete conversation on acts of assessing head, face and neck
o Use the expression above
Doctor's Diagnosis - English Vocabulary
Example Sentences
Physician
 Your test results have come in.
 I'm afraid the prognosis isn't good.
 You have a long road to recovery.
 We have several options to discuss.
 The blood test came back negative.
 The transfusion was a success.
 It looks like you're ready to go home.
 I'd like to keep you here overnight.
 We'll know more in a few days.
 You're not in the clear yet.
 We've ruled out diabetes.
 I'm hoping to get to the bottom of this soon.
Patient
 I don't understand what this means.
 Am I going to need surgery?
 Is it good news or bad?
 When will the tests results come in?
 How long do I have to stay in the hospital?
 What is the success rate?
 Are they going to run more tests?
 Is this a common problem for people my age?

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  I'd like to discuss other options.
 I'm going to get a second opinion.
SAMPLE CONVERSATION
Doctor: Hi Jessica. How are you feeling today?
Patient: A bit better.
Doctor: That's good to hear. Are you still feeling nauseous?
Patient: No, I haven't felt sick to my stomach since you switched my
medication.
Doctor: Great. Say, your test results came in this morning.
Patient: It's about time. Is it good news or bad?
Doctor: I guess it's a bit of both. Which do you want first?
Patient: Let's get the bad news over with.
Doctor: Okay. It looks like you're going to need surgery to remove the
tumour from your leg. After the operation you're going to have to stay off
your feet for at least three weeks. That means no soccer.
Patient: I was afraid you were going to say that.
Doctor: Now for the good news. The biopsy shows that the tumour is
benign, which means it's not cancerous. We're going to take it out anyway
just to be on the safe side.
Patient: Wow, that's a load off my mind. Thanks Doctor.
Doctor: Don't get too excited. We still need to get to the bottom of all of
this weight loss.
Patient: I've probably just been so worried about this stupid lump.
Doctor: These things often are stress related, but we're still going to do a
few blood tests just to rule a few things out.
Patient: Things like what? Cancer?
Doctor: Actually, I'm thinking more along the lines of a food allergy.
Task 5 Test your understanding
1.Why did the woman have to switch medication?
2.What bad news does the doctor give the patient?
3.What medical procedure did the patient already undergo?

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CHAPTER 10: UNDERSTANDING AND GIVING INSTRUCTIONS

Learning Objectives
To understand and give instruction according to the patient’s health
problem
To deliver a therapeutic communication
Language Spot
To tell somebody what to do, you can use the imperative.

Check for signs of

circulation! Apply the pads to
his chest!
To tell somebody what not to do, add Don’t…

Don’t remove burnt clothing!

To emphasize what is important, you can use Make sure…

Make sure the wound is clean!

Make sure you don’t touch his body!
When asking for instructions, you can use the Present Simple, have to,
shall, and should.

What I do now?
Do I have to immobilize his leg?
Shall I take off the dressing
now? What dosage should I give
him?

3
Instruction Charts

WOUND CARE (CUTS, ABRASIONS, BURNS)

1. Keep the area clean and dry

2. Keep wound covered with a clean dressing, change the dressings

daily

3. Keep the injured part at rest and elevate for 12 hours

4. Watch for redness, pus, or increased soreness. Contact your doctor

if this occurs

5. Have your wounds checked and your sutures removed as advised

by the emergency physician in … days.

CAST/SPLINT CARE

1. Do not apply any weight or pressure on a new cast or splint for the
first 24 – 48 hours

2. Keep the cast/splint clean and dry

3. Elevate the injured part for 48 hours on pillows above your heart

4. Do not put foreign objects inside the cast

5. Wiggle your fingers or toes inside the cast every hour

6. If your fingers or toes become extremely swollen, cold, blue or

numb, or the pain increases markedly, loosen the ace bandage of the
splint, or if it cast, call your doctor or return to the Emergency
Department.

3
Task 1
Read this brochure and write the correct exercise in each space (1-5)!

Exercises for Recovery

Regular exercises are important to help you after surgery. Your orthopaedic surgeon

3
Task 2
Work in pairs!
Student A
1. You are a 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.
EXAMPLE
What shall I do with the wound?
Should I put it on ice? Should I….?
 wound – ice? bandage?
 child thirsty – milk OK?
 walk around?
 doctor?
2. You are a nurse working on a telephone helpline the emergency, then
use these notes to tell the caller what to do and to answer any
questions.
EXAMPLE
Make sure he gets fresh air! Open windows and doors, and ….
 fresh air  (windows/doors , carry if necessary, walk)
 mouth – wash out (water)
 milk (alcohol)
 skin – remove clothes if covered in pesticide
– wash  (running water, 15 minutes+, chemicals)
 touch pesticide (gloves)
Students B
1. 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 to answer any questions.
EXAMPLE
Wash the wound with soap and water. Don’t practise….
 wound – wash (soap and water)
– ice
– bandage (not too tight)
 immobilize the leg (lower than the heart)
 stand up, move

3
  food, drink
 hospital
2. A man you work with has spilt pesticide on his face, eyes, mouth.
Phone the emergency helpline for instructions. Explain the situation
to the helpline nurse, then listen and use notes to find out what to
do. Note down the instructions that you are given.
 difficulty breathing – walk around?
 drink?
 mouth? eyes? skin?

3
 CHAPTER 11: CHECKING VITAL SIGNS

Learning Objectives

To ask permission to take vital signs

To record vital signs

Vital Signs:

 temperature (oral, armpit, celcius or farenheit)

 pulse (apical, temporal, femoral, radial, carotic, apex of heart,
popliteal, dorsalis pedis, posterior tibialis)
 respiration
 BP (Blood Pressure: right arm or left arm).
It is now common practice for nurses to communicate with the
patients as much as possible when they are doing routine nursing tasks. If the
nurses talk, the patients become involved in their treatment. As the
nurses take the patients’ vital signs, it will be better if they say what they
are going to do, explain why they are doing it and give the patients feedback.

I Need to Take your Vital Signs

Nurse: “I need to take your vital signs to make sure that your
temperature, pulse, respiration and blood pressure are okay while
you’re staying in our hospital.”

Patient: “All right.”

Nurse: “I’m just going to wrap this cuff around your arm and pump some
air into it so that I can read your blood pressure. Could you please
roll up your sleeve a bit?”

Patient: “Right.” (Patient rolls up his sleeve.) “Like this?”

Nurse: “Yeah, that’s fine.” (Nurse attaches cuff and starts

pumping.) Patient: “It feels a bit funny.”

3
Nurse: “Don’t worry. It won’t hurt

you.” Patient: “What is my blood

pressure?” Nurse: “Your blood pressure is

120/80.” Patient: “Is it OK?”

Nurse: “Yes. It’s normal.”

Task 1

Match the words (1-7) with the definitions (A-G).

1 eupnea 5 resting rate

2 diastolic 6 stable

3 apnea 7 heart rate

4 systolic

A a measurement of how many times a person's heart beats per minute

B measures blood pressure as the heart beats

C measures blood pressure as the heart rests

D difficult or irregular breathing

E having steady vital signs

F a measurement of heart beats per minute while not engaged in

physical activity

G regular, easy breathing

3
Task 2

Look at the pictures below! Describe what the nurse is doing in each one!

4
 CHAPTER 12: TELLING SYMPTOMS

Learning Objectives:

To know how to tell symptoms of the patient

Reading Practice

Text 1

Signs and symptoms are the tools for making diagnosis, but what is the
difference between the two?

The signs of an illness are the things that a doctor or a nurse can see and
measure. Signs are things like spots and bleeding. Temperature, heart
rate, blood pressure and respiration rate are all signs because you can
measure them. Symptoms are the things which patient experiences, but
others can’t always see. Dizziness and nausea are examples of symptoms.

The symptoms which make a patient seek medical help in the first place are
called the presenting symptoms. Medics describe them in terms of being
either strong, mild or weak. Sometimes the symptoms of serious illness like
cancer and diabetes are weak. They stay weak for a long time and the
illness remains undiagnosed.

Many illnesses have the same symptoms. These are called non-specific.
Fatigue is an example of this. It’s a symptom of many kind of illness,
both chronic and acute, and both physical and mental disorders.

Doctors ask patients about the onset of the symptoms, what they feel like,
what relieves them and what makes them worse. The more detail they have,
the faster they can make a diagnosis.

4
 Vocabulary Building

Bleeding = Blood pressure = Dizziness = Nausea = Fatigue =

Task 1

From the text 1, answer these questions below:

1. What is the different between sign and symptom?

2. What should doctors or nurses ask to the patient?
Task 2

1. She suffered…...................and vomiting.

2.....................is an external symptom.
3. She had a...............abdomen.
4...........................are typical symptom of chicken pox.
5. A deep cut needs.................to heal properly.
6. A.............can cause itching.
7. He found a...........above his ankle.
8. He extreme..............are difficult to live with.

Choose the correct answer: StitchesBruising

SwollenNausea
Mood swingsLump

Rash Spots

4
APPENDIXES

4
 CHAPTE

Worksheet

Make the dialogue (consists of a nurse and a patient) when the first time they meet for the
medical checkup!

44
CHAPTE
Worksheet 2
GROUP WORKSHEET

 Observe the patient’s expressions

 Show each picture to the class, and tell your observations.

5
4
Worksheet 2
GROUP WORKSHEET

 Observe the patient’s expressions

 Show each picture to the class, and tell your observations.

4
5
Worksheet 2
GROUP WORKSHEET

 Observe the patient’s expressions

 Show each picture to the class, and tell your observations.

4
5
Worksheet 2
GROUP WORKSHEET

 Observe the patient’s expressions

 Show each picture to the class, and tell your observations.

5
4
Worksheet 2
GROUP WORKSHEET

 Observe the patient’s expressions

 Show each picture to the class, and tell your observations.

4
5
Worksheet 2
GROUP WORKSHEET

 Observe the patient’s expressions

 Show each picture to the class, and tell your observations.

5
CHAPTE
Worksheet

Choose one of these situations and make the dialogue below!

a. The patient needs to go to the laboratories to do the DNA test.

b. The patient asking the Orthopedist’s room.
c. The patient asking about the schedule of the dentists.
d. The nurse needs the patient’s ID to write it into the note for the health record.

Dialogue

65
CHAPTE

Worksheet 1

First floor

Second floor

56
Refer to the site map above. Make a conversation to show the direction. The starting
points are as follows.
1. The security to maternity unit
2. The nurse station in ICU to the canteen
3. The security to the toilet (between dispensary and radiology)
4. The emergency room to the lift
5. The polyclinic to the pediatric ward (on the 2nd floor)
6. The waiting room to the children playground (on the 2nd floor)
7. The operation room to ICU (opposite the physiotherapy unit)
8. The entrance to the Class 1
9. The nurse station (near the lift on 2nd floor) to the laboratory
10. The emergency room to admission

3
6
CHAPTE
Worksheet 1
Name:
 Interview your friend
 Fill in the blanks with his/her personal demographic data.

Name Age Sex :

Address City, State Phone Religion
:
Marital Status Health Insurance :
Current Occupation and Title :
Family status Reason for contact:Date, time of contact
:
:
:
:

:
:
:
:

5
6
Task 2. Pair Work

Assess your partner or your friend’s current health condition by using question listed
above!

75
CHAPTE
Worksheet 1

Make a conversation between a nurse and a patient and then Perform it in front of
class.

Conversation 1 Patient:
call a nurse, state your complaint Nurse:
ask what the problem is

Repeat patient’s expression for sure, and

tell the patient that you will report his/her condition

Conversation 2 Nurse:
ask about patient’s complaint

Tell the doctor about the symptoms and your diagnosis

67
CHAPTER
Worksheet 1

Read the text below and write T (true) or F (false) next to each of the statements.

1. Assessing pain is straightforward process

2. Pain is an object experience

3. It is important for a nurse to use objective criteria to measure the level of pain

4. Colour ‘mood’ chart are only useful for children

5. The first step for a nurse is to identify characteristics of the patient’s pain.

Match the adjective to the picture, make the line to the right adjective.

shooting gnawing stabbing burning stinging

Make the description of pain in your own language.

57
CHAPTE
Task 1

Choose the correct option to complete the sentences

6. The heart rate are monitored / is monitores / monitored regularly

7. The nurses are checked / is checked / checked

8. Mrs. Ramone removed / were removed/ was removed her dentures before going to theatre

9. I didn’t tell / wasn’t told / not told i was expecting twins

10. She wasn’t give / gave / given the correct diagnosis

Task 2

Use the information in the text to complete the sentence with the correct answer a,b or c

1. Nurses are in a good position to ......

a. Monitor patients

b. Specialize

c. Get to know their patients

2. What is happening to this patient ? is a question which ......

a. Only nurses can answer

b. Monitoring helps t answer

c. Nurses must ask

3. Technological aids give information about ........

a. Internal organs

b. Bodily fluids

c. Vital signs

57
 4. Self monitoring is ..............

a. Done by doctors and nurses

b. Done at a hospital

c. Cheap and conventient

Task 3

Make a conversation about Asking common communicable disease or current healt and
illness status.

7
CHAPTE

Worksheet 1

Name :

Std. No :

1. The nurse performs an assessment of a newly admitted patient. The

nurse understands that this admission assessment is conducted primarily
to:
a. Diagnose if the patient is at risk for falls.
b. Ensure that the patient's skin is intact
c. Establish a therapeutic relationship
d. Identify important data
2. When two nursing diagnoses appear closely related, what should the nurse
do first to determine which diagnosis most accurately reflects the needs of a
patient?
a. Reassess the patient
b. Examine the related to factors
c. Analyze the secondary to factors
d. Review the defining characteristics
3. A nurse is revising a client's care plan. During which step of the nursing
process does such a revision take place?
a. Assessment c. Implementation
b. Planning d. Evaluation
4. The nurse in charge identifies a patient's responses to actual or potential
health problems during which step of the nursing process?
a. Assessing c. Planning
b. Diagnosing d. Evaluating
5. A female patient is diagnosed with deep-vein thrombosis. Which nursing
diagnosis should receive the highest priority at this time?
a. Impaired gas exchange related to increased blood flow
b. Fluid volume excess related to peripheral vascular disease
c. Risk for injury related to edema
d. Altered peripheral tissue perfusion related to venous congestion

8
6
Worksheet 2

Choose one picture and play the role with your group in front of the class!

8
6
CHAPTER
Worksheet

Name:

Read this brochure and write the correct exercise in each space (1-5)!

Exercises for Recovery

Regular exercises are important to help you after surgery. Your orthopaedic surgeon and physical therapist may

6
8
Appendix

Speaking Cards

Work in pairs!

Student A

1. You are a 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.
EXAMPLE
What shall I do with the wound?
Should I put it on ice? Should I….?
 wound – ice? bandage?
 child thirsty – milk OK?
 walk around?
 doctor?
2. You are a nurse working on a telephone helpline the emergency, then use these
notes to tell the caller what to do and to answer any questions.
EXAMPLE
Make sure he gets fresh air! Open windows and doors, and ….
 fresh air  (windows/doors , carry if necessary, walk)
 mouth – wash out (water)
 milk (alcohol)
 skin – remove clothes if covered in pesticide

– wash  (running water, 15 minutes+, chemicals)

 touch pesticide (gloves)

6
8
Appendix
Speaking Cards

Work in pairs!
Student B

1. 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 to answer any
questions.
EXAMPLE
Wash the wound with soap and water. Don’t practise….
 wound – wash (soap and water)
– ice
– bandage (not too tight)
 immobilize the leg (lower than the heart)
 stand up, move
 food, drink
 hospital
2. A man you work with has spilt pesticide on his face, eyes, mouth. Phone the
emergency helpline for instructions. Explain the situation to the helpline nurse,
then listen and use notes to find out what to do. Note down the instructions that
you are given.
 difficulty breathing – walk around?
 drink?
 mouth? eyes? skin?

4
8
CHAPTER

Worksheet
Name:

Match the words (1-7) with the definitions (A-G).

1 eupnea 5 resting rate

2 diastolic 6 stable

3 apnea 7 heart rate

4 systolic

A a measurement of how many times a person's heart beats per minute

B measures blood pressure as the heart beats

C measures blood pressure as the heart rests

D difficult or irregular breathing

E having steady vital signs

F a measurement of heart beats per minute while not engaged in physical activity

G regular, easy breathing

8
6
Appendix
Look at the pictures below! Describe what the nurse is doing in each one!

8
CHAPTER

Worksheet 1

Fill in the blank with a correct answer!

1. She suffered....................and vomiting.

2......................is an external symptom.
3. She had a…..............abdomen.
4...........................are typical symptom of chicken pox.
5. A deep cut needs.................to heal properly.
6. A.............can cause itching.
7. He found a…..........above his ankle.
8. He extreme..............are difficult to live with.

Choose the correct answer:

Stitches Bruising

Swollen Nausea

Mood swingsLump

Rash Spots

9
6
WORKSHEET 2

Make a dialogue (conversation) between a nurse and a patient telling and asking symptoms
of the patient!

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

9
6
 REFERENCES

Evans, V., & Salcido, K. (2011). Career Paths English: Nursing. Berkshire:
Express Publishing.

Grice, T. (2011). Oxford English for Careers: Nursing 1. Oxford: Oxford University
Press.

Khansa, L., Ulfiah, Z., Amaliyyah, S. M., & Paramita, D. D. (2011). English for
the Professional Nurse. Pasuruan: Department of English STKIP PGRI
Pasuruan.

Pratiwi, I. D., & Herlianita, R. (2011). English For The Professional Nurse. (R.
Herlianita, Ed.). Malang: Muhammadiyah University of Malang.

Hospital Admission.pdf (retrieved from:

http://www.grohova.cz/UserFiles/File/projekty/PROJEKT%20JAZYKY/AJ
%20OSE/4.%20Hospital%20admission.pdf) Accessed on 13th of December
2016 at 14.45 pm.

http://eng4nurses.weebly.com/free-lessons/i-need-to-take-your-vital-signs

http://ithinkeducation.blogspot.co.id/2014/01/checking-vital-signs-english-
for.html

http://www.alsa.org/about-als/symptoms.html

http://www.mayoclinic.org/healthy-lifestyle/caregivers/in-depth/caring-for-
the-elderly/art-20048403

http://www.onestopenglish.com/esp/nursing/pdf-content/nursing-english-
part-1-pain-assessment-intermediate-reading/156853.article

https://www.englishclub.com/english-for-work/medical-diagnosis.htm