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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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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
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
Learning Objectives
Vocabulary-Hospital Departments
ACTIVITY: TASK 1
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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:
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
Vocabulary
Preposition of place and movement
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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?
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Showing a place or room
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 2
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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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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.
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