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English For

The Professional Nurse Book 1

Indah Dwi P. Risa Herlianita

M. Muslih Dewi Baririet B

Editor Risa Herlianita

2012

S C H O O L O F N U R S I N G U N I V E R S I T Y O F M U H A M M A D I Y A H M A L A N G

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FOREWORD

Nowadays, competence in English has become an urgent need for nurses who are

involved in medical services. It is due to the fact that they are required to have the

ability to communicate with the other people in their field including doctors and

patients.

English for Professional Nurse Book 1 is prepared for the demands of professional

nursing also include English Competence. This book provides nurse students to

improve their English skills in listening, reading, speaking and writing.

The contents of this book are based on the standard and fundamental nursing

procedures taught in previous year, so that the contents are not something strange for

the nurses. This course book is certainly help to facilitate the student to acquire the

ability to perform their duties in an environment where English is used and needed. I

wish that this book will be studied and practiced easily to achieve the competence of

Nursing English.

I hope that by the use of this book, the nursing students will be able to learn and

practice English according to their professional skills. By mastering English for

Professional Nurse Book 1, it will improve their quality of human resources and they

will have added value so that job opportunities will be widely open for them to reach

a bright future.

Author

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CONTENT

Page

Foreword 2

Content 3

Chapter 1: Describing Parts of The Body 4

Chapter 2: Using medical equipment 9

Chapter 3: Giving Direction in and around the hospital 13

Chapter 4: Observation Chart and checking vital sign 19

Chapter 5: Welcoming a patient on admission

Chapter 6: Checking a patients identity (ID)

Chapter 7: General Assessment

Chapter 8: Dimension of symptom

Chapter 9: Asking health problems

Chapter 10: Sharing observation

Chapter 11: Physical Examination

Chapter 12: Taking and recording patient observation

Chapter 13: Giving instruction to a patient

Chapter 14: Talking about pain

Chapter 15: Checking an IV Prescription and using IV infusion

equipment

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Chapter

1

After studying this chapter, student should be able to:

1. Label the part of the human body

2. Understand the idiom part of the body

Study the vocabulary (noun) listed below!

Ankle Fingers Knee

Chest Forehead Navel

Chin Heel Neck

Elbow Hip Palm

Shin Shoulder Sole

Thigh Toes Waist

Wrist Back Hair

Eyebrow Ear Nose

Nostril Cheek Jaw

Throat Stomach Abdomen

Thumb Nail Toenail

Big toe Scrotum Penis

Nape Shoulder blade Arm

Spine Elbow Buttocks

Instep Hand Calf

Armpit Breast Groin

Vagina Nipple Skin

Skull Tooth, teeth Tongue

Lips Mouth Scalp

Learning Objectives

Vocabulary

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Label the parts of the human body (119) on pages 5 and 6 using the words in the table above! Number 1 has done for the example.

Fig. 1.1 Parts of the body (front view). Reproduced with permission from Allum and McGarr, Cambridge English

for Nursing. Cambridge University Press, 2010.

ACTIVITY TASK 1

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Fig. 1.2 Parts of the body (back view). Reproduced with permission from Allum and McGarr, Cambridge English

for Nursing. Cambridge University Press, 2010.

Listen to the sentences and circle the words (a or b) you hear.

1. A. chin B. shin

2. A. wrist B. waist

3. A. hip B. lip

4. A. eye B. thigh

5. A. knee B. heel

6. A. back B. neck

7. A. palm B. arm

8. A. sole B. toe

17

ACTIVITY TASK 2

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Look at the diagram above again and label the shaded parts A, B, C and D

using the words in the box.

In pairs, take turns to point to a part of your body. Ask your partner to say

what it is.

The English language has thousands of idioms. By an idiom we mean a number of words which, when taken together, have a different meaning from that of each

separate word.

Arm

To give ones right arm (usually with would): to be willing to make a sacrifice to get something.

To keep someone at arms length: to avoid being friendly. To welcome someone with open arms: to greet warmly.

Back

To back someone or something: to give ones support. To be on ones back: to be ill in bed. To break ones back: to overwork.

Bone

To be all skin and bones: very thin.

Brain

Brain fever: encephalitis.

Brainwashing: forcing someone to change his beliefs by use of extreme mental

pressure.

Brainless: foolish, stupid.

Brainy: clever.

Chin

Chin up: be brave.

Ear

To be all ears: to listen very carefully. Eye

To keep ones eye open for: to watch carefully. Face

To make/pull a face: to grimace

ACTIVITY TASK 3

back of the hand back of the knee lower back upper back

ACTIVITY TASK 4

IDIOM

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Make a sentence using the idiom part of the body!

Example

When I came home from college, the whole family welcomed me with open arms.

1. To be all ears

___________________________________________________________________

2. To make/pull a face

___________________________________________________________________

3. To be all skin and bone

___________________________________________________________________

4. Chin up

___________________________________________________________________

5. Brain fever

___________________________________________________________________

ACTIVITY TASK 5

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Chapter

2

After studying this chapter, student should be able to:

1. Label medical equipment and medical terminology

2. Use medical equipment and medical terminology in conversation

Study the vocabulary listed below!

Blood pressure cuff Stethoscope

Digital blood pressure monitor Syringe/hypodermic needle

Pulse oximeter Crutches

Scales Cast

Tympanic thermometer Eye-patch

IV bag Sling

Ointment Plaster

Bandage Capsule

Tablet/pill Pulse

Wheelchair Respiratory rate

Oxygen saturation Forceps

Electrocardiogram Gauze

Otoscope Microscope

Oxygen mask Privacy screen

Eye chart Bandage scissors

Cervical collar

Match the equipment (1-5) to the definitions (a-e)

(___) 1. Blood pressure cuff a. Takes a patients blood pressure

(___) 2. Digital blood pressure

monitor

b. Wraps around a patients arm to take

blood pressure

(___) 3. Pulse oximeter c. Takes a patients temperature

Learning Objectives

Vocabulary

ACTIVITY: TASK 1

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(___) 4. Scales d. Records a patients blood oxygen

saturation

(___) 5. Tympanic thermometer e. Weigh a patient

Match the pictures (1-5) below to the equipment!

Fig. 2.1 Medical Equipment. Reproduced with permission from Allum and McGarr, Cambridge English for Nursing.

Cambridge University Press, 2010.

ACTIVITY: TASK 2

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Match the comments with the supplies that are needed:

1 I can't catch my breath. a table and head-rest

paper

2 Prepare the examining table for the next

patient.

b thermometer

3 We'll have to get a blood sample. c oxygen mask

4 I need to sterilize the wound. d hypodermic needle

5 We'll have to feed him with liquids. e bandage scissors

6 Let's find out your weight. f scales

7 I need to examine the patient in private. g eye chart

8 Let's check your vision. h antiseptic

9 Let's see if you are running a fever. i IV bag

10 Can you cut this gauze for me? j privacy screen

Study this expressions.

ASKING:

What is this equipment for?

What is this?

Would you take a/an + (medical equipment) for (me, Mr. Jasmine)?

Can you explain the function of (medical equipment)?

EXPLAINING:

Ill introduce you a medical equipment/instrument. Its name is ____. It is used

(for/to)or It is functioned as _______

A/an _________is an instrument that is used for ______(Verb ing)

ACTIVITY: TASK 3

Asking and Explaining The Function of Medical Equipments

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Work in pairs. Use the medical equipment below to make the conversation

by using the expressions above.

ACTIVITY: TASK 4

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MEDICAL TERM DEFINITION

Abscess A local accumulation of pus anywhere in the body

Abrasion A wearing away of the upper layer of skin as a result of applied

friction force. In dentistry an "abrasion" is the wearing away of the

tooth substance.

Acute Of abrupt onset, in reference to a disease. Acute often also connotes

an illness that is of short duration, rapidly progressive, and in need of

urgent care

ADLs (activities of

daily living)

The things we normally do in daily living including any daily activity

we perform for self-care such as feeding ourselves, bathing, dressing,

grooming, work, homemaking, and leisure. The ability or inability to

perform ADLs can be used as a very practical measure of

ability/disability in many disorders

Airway The path that air follows to get into and out of the lungs. The mouth

and nose are the normal entry and exit ports for the airway. Entering

air then passes through the back of the throat (pharynx) and continues

through the voice box (larynx), down the trachea, to finally pass

through the bronchi

Allergy A misguided reaction to foreign substances by the immune system, the

body system of defense against foreign invaders, particularly

pathogens (the agents of infection). The allergic reaction is misguided

in that these foreign substances are usually harmless. The substances

that trigger allergy are called allergen. Examples include pollens, dust

mite, molds, danders, and certain foods. People prone to allergies are

said to be allergic or atopic.

Alopecia Baldness. There are many types of alopecia, each with a different

cause. Alopecia may be localized to the front and top of the head as

in common male pattern baldness. It may be patchy as in a condition

called alopecia areata

Bedsore A painful, often reddened area of degenerating, ulcerated skin that is

caused by pressure and lack of movement and is worsened by

exposure to urine or other irritating substances. Untreated bedsores

can become seriously infected or gangrenous. Bedsores are a major

problem for patients who are confined to a bed or wheelchair, and

they can be prevented by moving the patient frequently, changing

bedding, and keeping the skin clean and dry. Also known as pressure

sore, decubitus sore, and decubitus ulcer.

Debridement Removal a dead tissue from wounds

Embolism The obstruction of a blood vessel by a foreign substance or a blood

clot that travels through the bloodstream, lodging in a blood vessel,

plugging the vessel. Foreign substances that can cause embolisms

include air bubbles, amniotic fluid, globules of fat, clumps of bacteria,

chemicals (such as talc), and drugs (mainly illegal ones). Blood clots

Vocabulary

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are the most common causes of embolisms. A pulmonary embolus is a

blood clot that has been carried through the blood into the

pulmonary artery (the main blood vessel from the heart to the lung)

or one of its branches, plugging that vessel within the lung.

Pharyngitis

Inflammation of the pharynx. Pharyngitis is a common cause of sore

throat.

Taken from http://www.medterms.com/

Listen to the sentences and circle the words (a or b) which match with the

definition you hear.

1. a. Activities of Daily Living b. Sport Activities

2. a. Pharyngitis b. Laryngitis

3. a. Bedsore b. Skin Cancer

4. a. Abscess b. Abrasion

5. a. Alopecia b. Allergy

ACTIVITY: TASK 5

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Chapter

3

After studying this chapter, student should be able to:

1. Describe the different of hospital departments

2. Use expressions related to giving directions correctly

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

PATHOLOGY PAEDIATRICS

CARDIOLOGY DERMATOLOGY

PHYSIOTHERAPY HAEMATOLOGY

RENAL UNIT OBSTETRICS

PHARMACY SURGERY

ORTHOPAEDICS LABORATORY

NEUROLOGY DISPENSARY

OPERATION ROOM RADIOLOGY

EMERGENCY ROOM MATERNITY WARD

CLINIC

MEDICAL SPECIALIST DEFINITION

Allergist specializes in determining food and environmental allergies

Anesthesiologist specializes in pain prevention during surgery

Cardiologist heart specialist

Chiropractor back specialist

Dentist tooth specialist

Dermatologist skin specialist

Fertility specialist helps people who have difficulty getting pregnant

Gynecologist specializes in women's needs

Massage therapist specializes in muscle relaxation

Midwife helps women deliver babies in a natural way

Naturopath specializes in natural cures and remedies

Neurologist brain specialist

Obstetrician specialist for pregnant women

Occupational therapist specializes in workplace health

Oncologist tumour specialist, including cancer

Ophthalmologist specializes in eye diseases

Pediatrician specialist for babies and children

Physical therapist specializes in the body's movement

Podiatrist foot specialist

Learning Objectives

Vocabulary-Hospital Departments and Medical Specialists

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Psychiatrist specialist in mental health

Radiologist specializes in imaging tests

Match the information with the hospital department:

INFORMATION ANSWER HOSPITAL

DEPARTMENT

1. Dispenses medicine A. Pathology

2. Treats kidney diseases B. Cardiology

3. Specializes in pregnancy and birth C. Physiotherapy

4. Studies illnesses and analyses samples D. Renal Unit

5. Treats diseases of the skin E. Pharmacy

6. Performs operation on patients F. Orthopaedics

7. Studies blood disorders G. Neurology

8. Treats bones H. Paediatrics

9. Specializes in the heart I. Dermatology

10. Deals with sick children J. Haematology

11. Treats disorders of the nervous system K. Obstetrics

12. Designs special exercises for patients L. Surgery

Surrounded by Right Dead end

Turn

In the middle of

Left One way

Uturn

Directly opposite

Intersection Straight ahead Corridor

On the right-hand side of Parallel to Roundabout

Sidewalk

On the left-hand side of Corner Close to

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, in front of,

behind, opposite, under, over, at, on the left/right.

Example:

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,

Example:

ACTIVITY: TASK 1

Vocabulary

Preposition of place and movement

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

Prepositions of movement are used with verbs of movement such as go, come,

take, push, carry.

Example:

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

wards

Read the patient complaints. Which specialist does each patient need?

1. I have a terrible rash on my arms and legs. I think I'm allergic to dairy food,

but it also might be grass. ___________________

2. My husband and I just took a home pregnancy test, and it came out positive.

We want to know when we are due and we want to make sure the fetus is

healthy. _______________________

3. I still can't walk and it's been three months since my accident. I hate being stuck

in a wheelchair. ___________________

4. The test results show that I have an advanced form of blood cancer.

_______________________

5. My left eye has an infection that won't go away and my vision has been blurry

for two weeks now. _____________________

Useful Expressions

Visitor/Patient: How to ask for direction

Could you tell me how to get to ....?

Can you tell me where .... is?

Im looking for .... How can i get there? Excuse me, can you tell me the way to ..., please?

ACTIVITY: TASK 1

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Showing a place or room

Listen the recording then answer the question below.

1. Wahid is in Physiotherapy

A. True B. False

2. Where should he go for the disposables syringes?

A. The path lab B. The stores

3. The doctor in Cardiology is called

A. Brian B. Sayed

4. How does William answer the phone?

A. Porters office B. Porter speaking

ACTIVITY TASK 2

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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 parking area, go straight until you find an entrance. Then you go

straight until you find lift, you turn left. The room is after the operation room and on

the right-hand side.

ACTIVITY TASK 3

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ACTIVITY TASK 3

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Refer to the site map above. Make a communication exchange 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

Refer to the site map below. Make a communication exchange to show the direction. The

starting points are as follows.

1. The main entrance to the restroom in Hunnewell

2. Pavilion to Enders Pediatric Research laboratory

ACTIVITY TASK 4

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Chapter

4

After completed this chapter, students will be able to:

1. Communicate about implementation of checking vital signs

2. Give some instructions during implementation of checking vital sign

T temperature

P pulse

RR respiratory rate

BP blood pressure

Wt weight

O2 SATS oxygen saturation

kg kilograms

Obs. observations

Pulse rate

Rhythm or regularity

Tension

Beats per minute

Patients 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 phlegm/spit

Expiration Breathing out

Inspiration Breathing in

Respiration Breathing

Sputum Phlegm

Learning Objectives

Abbreviations

Vocabulary

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Pyrexia Elevation above the upper limit of normal body temperature,

synonym for fever

EXPLAINING THE PROCEDURES

GIVING INSTRUCTIONS AND EXPRESSIONS DURING THE

IMPLEMENTATION

*) change the following verb into Ving from

NURSE RESPONSE

USEFUL EXPRESSION

Its time for me I just want I would like I am going

to measure your blood pressure

to count your pulse

to check your respiration

to measure your temperature

to put this cuff (around your upper arm)

to insert this (thermometer) into your armpit

to put this (thermometer) into your mouth

OK, fine. Thats it Fine/good

All is done

Finished

Would you Would you mind *) Please

Now, I want you to Can you.

lie down on the couch

lie flat on the bed

roll your sleeve up

give me your right/left hand

raise your arm

take a deep breath

breathe in breathe out roll yourself into side lying position

stand on the scales, please?

Open your mouth, please?

Bend your arm, please?

put your arm out straight?

+

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Pair Work

The illustration below show the implementation of checking vital signs

Choose one picture then, make a conversation exchange and give appropriate

instructions when you want to check patients vital signs according to the illustration

Take only one kind implementation of vital signs checking

Look at the following examples of written and spoken abbreviations.

In pairs, practise saying the spoken abbreviations. Then, record the

information on the Observation Chart below.

Written Spoken

T 36,5 oC Temp thirty-six five celsius

P 78 Pulse seventy-eight

BP 125/85 BP one twenty-five over eighty-five

RR 18 Resps 18

02 SATS 97% Sats ninety-seven percent

ACTIVITY: TASK 2

ACTIVITY: TASK 1

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Fig. 4.1 Observation Chart

Listen to a nurse taking Mr Bracknells Admission Observations and record the information on the Observation Chart below.

Fig. 4.2 Observation Chart. Reproduced with permission from Allum and McGarr, Cambridge English for Nursing.

Cambridge University Press, 2010.

ACTIVITY: TASK 3

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Choose the correct option to complete the sentences.

1. The heart rate ____________ regularly.

A. are monitored B. is monitored C. monitored

2. The nurses ______________ the patients.

A. are checked B. is checked C. checked

3. Mrs. Ramone _________ her dentures before going to theatre.

A. removed B. was removed C. were removed

4. Keyhole surgery ____ used more and more frequently.

A. is B. was C. are

5. The anaesthetic properties of nitrous oxide ___________________ by Davy.

A. were discovered B. was discovered C. discovered

6. I _____ I was expecting twins.

A. didnt tell B. wasnt told C. not told

7. She wasnt _______ the correct diagnosis.

A. given B. give C. gave

8. A: Is the ventilator monitored?

B: Yes, it ____.

A. be B. is C. monitored

ACTIVITY: TASK 4

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REFERENCES

Allum and McGarr. 2010. Cambridge English for Nursing. Cambridge: Cambridge

University Press.

Hogue, Ann. 1996. First Step in Academic Writing. New York: AddisonWesley Publishing Company.

Jakeman and McDowell. 2005. Cambridge Practice Tests for IELTS 1. Cambridge:

Cambridge University Press.

_____________________. 2005. Step Up To IELTS. Cambridge: Cambridge University

Press.

Silvestri, LA. 2006. Saunders Q&A Review for the NCLEXRN Examination. Missouri: Elsevier Saunders.