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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

SCHOOL OF NURSING
UNIVERSITY OF MUHAMMADIYAH MALANG

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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

Content

Chapter 1: Describing Parts of The Body

Chapter 2: Using medical equipment

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
Learning Objectives
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

Vocabulary
Study the vocabulary (noun) listed below!
Ankle
Chest
Chin
Elbow
Shin
Thigh
Wrist
Eyebrow
Nostril
Throat
Thumb
Big toe
Nape
Spine
Instep
Armpit
Vagina
Skull
Lips

Fingers
Forehead
Heel
Hip
Shoulder
Toes
Back
Ear
Cheek
Stomach
Nail
Scrotum
Shoulder blade
Elbow
Hand
Breast
Nipple
Tooth, teeth
Mouth

Knee
Navel
Neck
Palm
Sole
Waist
Hair
Nose
Jaw
Abdomen
Toenail
Penis
Arm
Buttocks
Calf
Groin
Skin
Tongue
Scalp

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ACTIVITY TASK 1
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.

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17

Fig. 1.2 Parts of the body (back view). Reproduced with permission from Allum and McGarr, Cambridge English
for Nursing. Cambridge University Press, 2010.

ACTIVITY TASK 2
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

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ACTIVITY TASK 3
Look at the diagram above again and label the shaded parts A, B, C and D
using the words in the box.
back of the hand

back of the knee

lower back

upper back

ACTIVITY TASK 4
In pairs, take turns to point to a part of your body. Ask your partner to say
what it is.

IDIOM
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

Back

Bone
Brain

Chin
Ear
Eye
Face

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.
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.
To be all skin and bones: very thin.
Brain fever: encephalitis.
Brainwashing: forcing someone to change his beliefs by use of extreme mental
pressure.
Brainless: foolish, stupid.
Brainy: clever.
Chin up: be brave.
To be all ears: to listen very carefully.
To keep ones eye open for: to watch carefully.
To make/pull a face: to grimace

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ACTIVITY TASK 5
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
___________________________________________________________________

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Chapter

2
Learning Objectives
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

Vocabulary
Study the vocabulary listed below!
Blood pressure cuff
Digital blood pressure monitor
Pulse oximeter
Scales
Tympanic thermometer
IV bag
Ointment
Bandage
Tablet/pill
Wheelchair
Oxygen saturation
Electrocardiogram
Otoscope
Oxygen mask
Eye chart
Cervical collar

Stethoscope
Syringe/hypodermic needle
Crutches
Cast
Eye-patch
Sling
Plaster
Capsule
Pulse
Respiratory rate
Forceps
Gauze
Microscope
Privacy screen
Bandage scissors

ACTIVITY: TASK 1
Match the equipment (1-5) to the definitions (a-e)
(___)

1. Blood pressure cuff

a. Takes a patients blood pressure

(___)

2. Digital blood pressure

b. Wraps around a patients arm to take

monitor
(___)

3. Pulse oximeter

blood pressure
c. Takes a patients temperature

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(___)

4. Scales

d. Records a patients blood oxygen

saturation

(___)

5. Tympanic thermometer

e. Weigh a patient

ACTIVITY: TASK 2
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.

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ACTIVITY: TASK 3
Match the comments with the supplies that are needed:
a

table and head-rest

paper

thermometer

3 We'll have to get a blood sample.

oxygen mask

4 I need to sterilize the wound.

hypodermic needle

5 We'll have to feed him with liquids.

bandage scissors

6 Let's find out your weight.

scales

7 I need to examine the patient in private.

eye chart

8 Let's check your vision.

antiseptic

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

IV bag

privacy screen

1 I can't catch my breath.

2

Prepare the examining table for the next

patient.

10 Can you cut this gauze for me?

Asking and Explaining The Function of Medical Equipments

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)

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ACTIVITY: TASK 4
Work in pairs. Use the medical equipment below to make the conversation
by using the expressions above.

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Vocabulary
MEDICAL TERM
Abscess
Abrasion

Acute

ADLs (activities
daily living)

Airway

Allergy

Alopecia

Bedsore

Debridement
Embolism

DEFINITION
A local accumulation of pus anywhere in the body
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.
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
of 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
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
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.
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
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.
Removal a dead tissue from wounds
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

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Pharyngitis

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

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

ACTIVITY: TASK 5
Listen to the sentences and circle the words (a or b) which match with the
definition you hear.
1.
2.
3.
4.
5.

a. Activities of Daily Living

a. Pharyngitis
a. Bedsore
a. Abscess
a. Alopecia

b. Sport Activities

b. Laryngitis
b. Skin Cancer
b. Abrasion
b. Allergy

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Chapter

3
Learning Objectives
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

Vocabulary-Hospital Departments and Medical Specialists

PATHOLOGY
CARDIOLOGY
PHYSIOTHERAPY
RENAL UNIT
PHARMACY
ORTHOPAEDICS
NEUROLOGY
OPERATION ROOM
EMERGENCY ROOM
CLINIC
MEDICAL SPECIALIST
Allergist
Anesthesiologist
Cardiologist
Chiropractor
Dentist
Dermatologist
Fertility specialist
Gynecologist
Massage therapist
Midwife
Naturopath
Neurologist
Obstetrician
Occupational therapist
Oncologist
Ophthalmologist
Pediatrician
Physical therapist
Podiatrist

PAEDIATRICS
DERMATOLOGY
HAEMATOLOGY
OBSTETRICS
SURGERY
LABORATORY
DISPENSARY
RADIOLOGY
MATERNITY WARD

DEFINITION
specializes in determining food and environmental allergies
specializes in pain prevention during surgery
heart specialist
back specialist
tooth specialist
skin specialist
helps people who have difficulty getting pregnant
specializes in women's needs
specializes in muscle relaxation
helps women deliver babies in a natural way
specializes in natural cures and remedies
brain specialist
specialist for pregnant women
specializes in workplace health
tumour specialist, including cancer
specializes in eye diseases
specialist for babies and children
specializes in the body's movement
foot specialist

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Psychiatrist
Radiologist

specialist in mental health

specializes in imaging tests

ACTIVITY: TASK 1
Match the information with the hospital department:
INFORMATION

ANSWER

1. Dispenses medicine
2. Treats kidney diseases
3. Specializes in pregnancy and birth
4. Studies illnesses and analyses samples
5. Treats diseases of the skin
6. Performs operation on patients
7. Studies blood disorders
8. Treats bones
9. Specializes in the heart
10. Deals with sick children
11. Treats disorders of the nervous system
12. Designs special exercises for patients

HOSPITAL
DEPARTMENT
A. Pathology
B. Cardiology
C. Physiotherapy
D. Renal Unit
E. Pharmacy
F. Orthopaedics
G. Neurology
H. Paediatrics
I. Dermatology
J. Haematology
K. Obstetrics
L. Surgery

Vocabulary
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

Preposition 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, 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:

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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

ACTIVITY: TASK 1
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?

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Showing a place or room

ACTIVITY TASK 2
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

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ACTIVITY TASK 3

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.

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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

ACTIVITY TASK 4
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

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Chapter

4
Learning Objectives
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

Abbreviations
T
P
RR
BP
Wt
O2 SATS
kg
Obs.

temperature
pulse
respiratory rate
blood pressure
weight
oxygen saturation
kilograms
observations

Vocabulary
Pulse rate
Rhythm or regularity
Tension
Beats per minute
Patients chart
Normal pulse rhythm
Bradycardia
Tachycardia
Bounding
Thread/weak
Medical Terms
Dyspnea
Expectorate
Expiration
Inspiration
Respiration
Sputum

Colloquial expression
Breathlessness, out of breath, short of breath, fighting for breath
To bring up/cough up phlegm/spit
Breathing out
Breathing in
Breathing
Phlegm

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Pyrexia

Elevation above the upper limit of normal body temperature,

synonym for fever

USEFUL EXPRESSION
EXPLAINING THE PROCEDURES
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

GIVING INSTRUCTIONS AND EXPRESSIONS DURING THE

IMPLEMENTATION

Would you
Would you mind *) Please
Now, I want you to
Can you.

*) change the following verb into Ving from

NURSE RESPONSE
OK, fine. Thats it
Fine/good
All is done
Finished

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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ACTIVITY: TASK 1
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

ACTIVITY: TASK 2
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
T 36,5 C
P 78
BP 125/85
RR 18
02 SATS 97%
o

Spoken
Temp thirty-six five celsius
Pulse seventy-eight
BP one twenty-five over eighty-five
Resps 18
Sats ninety-seven percent

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Fig. 4.1 Observation Chart

ACTIVITY: TASK 3
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.

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ACTIVITY: TASK 4
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

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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.