ENGLISH FOR Nurse

ANDIRA AGUSTIN

A1B020009 | UNIVERSITY BENGKULU

 PREFACE

Today, competence in English has become an urgent need for nurses working in medical
services. Because they are required to have the ability to communicate with other people in their
fields, including doctors and patients, English for Professional Nurses, which is structured to meet
the demands of professional nursing, also includes English competency. This paper provides
nursing students with tools to improve their English skills in listening, reading, speaking, and
writing.

The contents of this paper are based on the standards and basic procedures of nursing that
were taught in the previous year, so the contents are not foreign to nurses. This paper certainly
helps facilitate students' gaining the ability to do their jobs in an environment where English is
spoken and needed. Hopefully, this paper can be studied and practised easily to achieve nursing
English competence.

I hope that by using this paper, nursing students can learn and practise English according
to their professional abilities. Mastering English for Nurse Professions will improve the quality of
their human resources and have added value so that job opportunities are wide open for them to
reach a bright future.

Bengkulu, 14 Desember 2022

Andira Agustin

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 TABLE OF CONTENTS

COVER ............................................................................................................................. 1
PREFACE ........................................................................................................................ 2
TABLE OF CONTENTS ............................................................................................... 3
CHAPTER I : INTRODUCTION
1. Background.............................................................................................................. 4
2. The Aims ................................................................................................................. 5
CHAPTER II : PROCESS OF DEVELOPING COURSE
1. What is ESP? ........................................................................................................... 6
2. A Needs Analysis .................................................................................................... 6
3. The Target Needs ..................................................................................................... 6
4. The Learning Needs ................................................................................................. 6
CHAPTER III : GENERAL ASSESSMENT
Dimension of Symptoms ............................................................................................... 11
Patient Assesment ......................................................................................................... 14
Checking Vital Sign ...................................................................................................... 17
Discharge Intruction ...................................................................................................... 20
Nclex-RN (2) ................................................................................................................ 24
CHAPTER IV : Material Developed
Listening : Section 1 ..................................................................................................... 26
Section 2 .................................................................................................. 27
Section 3 .................................................................................................. 29
Section 4 .................................................................................................. 32
Fill the blank : Section 1 ............................................................................................... 33
Section 2 .................................................................................................. 35
Section 3 .................................................................................................. 36
Section 4 .................................................................................................. 38
CHAPTER V : CONCLUSION .................................................................................... 41
REFERENCES ................................................................................................................ 42

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 CHAPTER I
INTRODUCTION

1. Background

The importance of English as an international language is critical for improving job and
educational opportunities. Communication for nurses, as many patients come from different
backgrounds, especially with different foreign languages. Knowing the conditions,
approximately five foreigners per week When you visit Lavallete Hospital, some of the nurses
are unable to communicate in English and cannot assist you. Handle the patients efficiently
and effectively, and only three nurses have a good command of English, yet they work in
different shifts; thus, English conversation training, particularly on the basis of English for
specific purposes is urgently needed.
Some English conversation materials related to greeting nurses, useful expressions for
admission, nursing instruction, giving procedures and handling patient complaints through
various teaching techniques like Brainstorming, modeling, drilling, role play, and a mini lesson
are offered in this English conversation training. Based on the posttest and questionnaire results
at the end of the training, the nurses admitted that this training brought positive improvements
to their English conversation. competence and togetherness
Nurses are the backbone of health services in hospitals. They have to be on standby 24
hours a day to perform routine tasks and deal with various emergency situations, such as the
critical health conditions that patients face, difficulties of the patient's family, and so on.
Nurses and other health professionals still considered a class 2 worker under the doctor, so
professionalism as if it were only needed for doctors. As a profession still trying to find its
identity, Nursing is faced with many challenges. This is not only a challenge from Nurses are
required to have skills both externally and internally in this profession. Sufficient to become a
professional nurse.
Along with as time goes on and the need for health services increases, Today's nurses have
knowledge and skills in various fields. Moment Today, nurses have a broader role with an
emphasis on improvement. Health and disease prevention, as well as looking at the patient as
a whole. comprehensive. Given the importance of the nursing profession for patient recovery,
it feels that efforts are needed to improve the professionalism of nurses.
The importance of English as an international language is needed to support work and
communicate as a nurse, considering that patients come from various backgrounds back
including speaking multiple languages.
Based on the condition that is more or less there five foreign patients receiving treatment
at Lavallete hospital each week, several nurses experienced communication problems so they
could not treat patients quickly and appropriate and nurses who are able to communicate in
English limited to three people and the nurse doesn't always get a shift, so a solution needs to
be found, namely in the form of English conversation training, especially English for special
purposes.
With material greeting for nurses, useful expressions for admission, nursing instructions,
giving procedures and handling of patient complaints through various techniques ranging from
brainstorming, modeling, drilling, role play, as well as mini lessons, language conversation
training English held for nurses at Lavalette Hospital.

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2. The Aims

This is unavoidable in today's competitive world. Importance English as an international

language is desperately needed to work and communicate.When mastery If English is
inadequate, then it will be hard to compete with the world international. Mastery of English
too necessary for those who work as medical personnel such as nurses.A plethora of literature
mainly use English in the medical and nursing fields. Requires nurses to be fluent in use
English.

A nurse was also sued.to be able to communicate with patient smoothly. Then ability
to be able to communicate in a language English is absolutely necessary considering the
patient's come from various backgrounds, including speaking multiple languages. Most No
nurse is required to be able to understand some language expressions. Basic English and related
vocabulary medical field. By studying and practising medical terms in the language in England,
the nurse will be able to make foreign patients feel more comfortable, and have a better
understanding. About their needs.

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 CHAPTER II
PROCESS OF DEVELOPING ESP COURSE

1. What is ESP (English for Specific Purposes)?

ESP (English for Specific Purposes) is one important branch of the EFL/ESL (English as
a Foreign/Second Language) system that functions as the main branch of English language
teaching ELT. Therefore, ESP is not a particular kind of language or methodology, but rather
an approach to language learning whereby the content and method are based on the learner’s
particular needs to learn the language (Hutchinson, and Waters, 1987).To distinguish ESP from
EGP (English for General Purposes) we could say that ESP is more focused . ESP can be
divided into two main areas: (EAP) and (EOP). Under these two types there are further
divisions for example, (EST) and (EMP) .

2. A Needs Analysis

In designing an ESP course it is imperative to carryout a needs analysis to determine the

specific reasons for learning the language (Hutchinson, and Waters, 1987,) or to specify
exactly, what students need to achieve through the medium of English (Robinson 1991).
According to Nunan, techniques and procedures for collecting information to be used in
syllabus design are referred to as a needs analysis (Nunan, 1988: 13). In more formal terms a
needs analysis is the process of determining the needs for which a learner or group of learners
requires a language and arranging the needs according to priorities (Richards, and Platt,
1992:242).

3. The Target Needs

It cannot be denied that the role of Higher Education is absolutely necessary in making a
donation beneficial for the local community based on scientific disciplines in order build a
quality society. feel the need to contribute real for language development, especially in
language teaching as well mastery of the language itself. In today's era competition strictly
unavoidable. Importance English as an international language much needed for support work
and communicate. When mastery English is inadequate then it will be hard to compete with
the world international.

4. The learning needs

English is a mandatory material that must be used as teaching material for nursing students.
This is important, because it is undeniable that nurses in Indonesia often encounter problems
when serving foreigners. It is quite difficult for them to have a dialogue with tourists, even
though currently our country is increasingly being visited by foreigners, whether for holidays,
research, or student exchanges. It is not impossible, while they are here the tourists experience
health problems, or just need a check-up.

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 CHAPTER III
GENERAL ASSESSMENT

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

Part 1 Collecting Demographic Data Elements

Vocabulary:
Surname
Next of kin
Assess
Assessment

Useful Expression
a) Implementation step
Study these expressions to initiate communication

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 b) Question to collect demographic data elements
Study and practice these useful expressions
Question To Ask

What is your complete name?

MARITAL STATUS Are you married?

HEALTH INSURANCE Do you have any health

insurance?
OCCUPPPATION & TITLE

REASON FOR
CONTACT*)
What makes you come to this
hospital?

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*) It is a reason that makes you come to hospital. It can be a chief complaint, medical
checkup.

ACTIVITY 1 ROLE PLAYS

Task. Pair Work

• Interview your partner

• 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
Next of Kin :
Reason for contact :
Date, time of contact :

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Part 2 current-healt and illness status useful Expresions: Assessment step

Study these questions:

Part 3 History of Past Health and Illnesses Useful Expressions

Assessment Step: Asking Common Communicable Disease

Kinds of diseases: measles‐mumps‐chicken pox‐rubella‐rheumatic‐fever‐diphtheria‐scarlet

Assessment Step: Asking about Immunizations

Have you ever been immunized against + (a kind of disease)?

Have you ever got……+ (a kind of disease)…….immunizations?

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ACTIVITY 2 ROLE PLAYS

Task. Pair Work

Assess your partner current health condition by using question listed above

• DIMENSION OF SYMPTOMS

Learning objectives
After completed this chapter, students will be able to:
1) Give communicative response to patient’s complaint
2) Ask the dimensions of symptoms

Vocabulary
Dull
Stabbing
Sharp
Aching
Aggravating factors
Alleviating factors

Useful expressions
Task. Study and practice these useful expressions

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12
TASK

Make a complete conversation to explore the dimensions of symptom

Take one case only

“Success is climbing a mountain, facing the challenge of obstacles, and reaching the
top of mountain”

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 • PATIENT ASSESSMENT

Learning Objectives
After completed this chapter, students will be able to:
• Use expressions for assessing the head, face and neck

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

Task 1
Mention what activity you do for each case listed below.

No Activity Technique
1 Examining patient’s respiratory
2 Inspecting the mouth and throat
3 Asking patient to stand up to find whether there is scoliosis
or
not
4 Pressing her middle finger of non‐dominant hand firmly
against the patient’s back. With palm and fingers remaining
off the skin, the tip of the middle finger of the dominant
hand strikes
the other, using quick, sharp stroke

5 Observing the color of the eyes

6 Observing the movement of air through the lungs
7 Testing deep tendon reflexes using hammer
8 Checking the tender areas with her hand

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 9 Pressing abdomen deeply to check the condition of
underlying
organ
10 Preparing a good lighting, then he observes the body parts

Task 2. What kind of examination technique?

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Useful Expressions
Implementation step

cheeks

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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
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

• CHECKING VITAL SIGN

Learning Objective
After completed this chapter, students will be able to:
• Communicate about implementation of checking vital signs
• Give some instructions during implementation of checking vital sign

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

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 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

Useful Expression
Task 1. Explaining the procedures

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Task 2. Giving instructions and expressions during the implementation

Task 3. Nurse response

*) change the following verb into V‐ing from

Task 4. 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 patient’s vital signs according to the illustration

Take only one kind implementation of vital signs checking

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 • DISCHARGE INSTRUCTION

Learning Objective
After completed this chapter, students will be able to:
• Give instructions and suggestions according to the patient’s health problem
• Deliver a therapeutic communication

Vocabulary
Avoid Numb
Contraindicated Indicated Paralysis
Suggest Convulsion
Pus Patch
Suture Hazardous equipment Rub
Sponge Greasy
Splint Rash
Swollen Tightness

Useful Expression

Pattern 1: Recommendation

Pattern Example
Should Must You should take the complete (entire) dose
Be + required prescribed
essential important indicated These tablets contain antibiotic. It is required you
have to … to take the complete dose prescribed

Had better + bare infinitive You’d better take your medicine regularly
Advice I advise you to see a doctor soon
Suggest I suggest you to drink a lot of water

Pattern 2: Prohibition

Pattern Example
Should not Must not You should not drink this antibiotic with milk
May not + …

Should + avoid + ing Have to + You should avoid drinking alcohol

avoid + ing
Had better not + bare infinitive

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 Instruction Chart 1

WOUND CARE (CUTS, ABRASIONS, BURNS)

Instruction Chart 2

HEAD INJURY

Instruction Chart 3

CAST/SPLINT CARE

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Task. Give appropriate suggestion and advice
SIMULATION
Make a conversation between a nurse and a patient.

Situation:
A patient has just got a medical treatment in outpatient clinic. Now you have to give discharge
instruction to your patient.

Steps:
Greet the patient; tell him/her that after getting the treatment he/she may go home. And you’ll give
some advice.
Explain the medical suggestions and advices.

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 • NCLEX-RN (2)

1. A client is ready to be discharged to home health care for continued intravenous (IV) therapy in
the home. Home care instructions regarding care of the IV have been given to the client. The best
way to evaluate the client’s ability to care for the IV site is to:
1. Ask the client to verbalize IV site care
2. Ask the client to change the IV dressing
3. Review the entire discharge plan with the client again
4. Demonstrate the dressing change again for the client one last time before discharge

2. A client is being discharged from the hospital with a peripheral intravenous (IV) site for
continued home IV therapy. In planning for the discharge, the nurse teaches the client which of
the following to help prevent phlebitis and infiltration?
1. Gently massage the area around the site daily
2. Cleanse the site daily with alcohol
3. Keep the cannula stabilized or anchored properly with tape
4. Immobilize the extremity until the IV is discontinued

3. A home care nurse is making home visits to an older client with urinary incontinence who is
very disturbed by the incontinence episodes. The nurse assesses the client’s home situation to
determine environmental barriers to normal voiding. The nurse determines that which item may
be contributing to the client’s problem?
1. Presence of hand railing in the bathroom
2. Having an bathroom on each floor of the home
3. Nightlight present in the hall between the bedroom and bathroom
4. Bathroom located on the second floor, bedroom on the first floor

4. A nurse is preparing to administer continuous intravenous (IV) fluid replacement through a

peripheral IV site to a client with a diagnosis of dehydration. Which item is essential for the
nurse to assess before initiating the IV fluid?
1. Usual sleep patterns
2. Ability to ambulate
3. Body weight
4. Intake and output

5. A home care nurse is assessing an older client’s functional abilities and ability to perform
activities daily living (ADLs). The nurse focuses the assessment on:
1. Self‐care needs, such as toileting, feeding and ambulating
2. The normal everyday routine in the home
3. Ability to do light housework, heavy housework and pay the bills
4. Ability to drive a car

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6. A nurse is caring for a client who is receiving total parenteral nutrition (TPN). The nurse plans
for which nursing intervention to prevent infection in the client?
1. Using strict aseptic technique for intravenous site dressing changes
2. Monitoring serum blood urea nitrogen (BUN) levels
3. Weighing the client daily
4. Encouraging fluid intake

7. A nurse is preparing to administer a feeding to a client receiving nutrition through a nasogastric

tube. The nurse takes which most important action before administering the feeding: p
1. Measuring intake and output
2. Weighing the client
3. Adding blue food coloring to the formula
4. Determining tube placement

8. A client with a peripheral intravenous (IV) site calls the nurse to the room and tells the nurse that
the IV site is swollen. The nurse inspects the IV site and notes that it is also cool and pale and
that the IV has stopped running. The nurse documents in the client’s record that which of the
following has probably occurred?
1. Infiltration
2. Phlebitis
3. Thrombosis
4. Infection

9. A nurse is providing home care instructions to a client who will be receiving intravenous (IV)
therapy at home. The nurse teaches the client that the most important action to prevent an
infection at the IV site is to:
1. Assess the IV site carefully everyday for redness and edema
2. Redress the IV site daily, cleansing it with alcohol
3. Carefully wash hands with antibacterial soap before working with the IV site or
equipment
4. Change IV tubing and fluid containers daily

10. A nurse prepares to assist a postoperative client to progress from a lying to a sitting position to
prepare for ambulation. Which nursing action is appropriate to maintain the safety of the client?
1. Assist the client to move quickly from the lying position to the sitting position
2. Assess the client for signs of dizziness and hypotension
3. Elevate the head of the bed quickly to assist the client to a sitting position
4. Allow the client to rise from the bed to a standing position unassisted

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 CHAPTER IV
MATERIAL DEVELOPED

IELTS – LISTENING

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CHAPTER 9 IELTS – SPEAKING (3)

PREPARING YOUR TALK

Below is an example of a topic for Part 2. Look at the topic and the three mini questions which
accompany it. The Part 2 topic will always follow this format with one main topic and three sub‐
topics, and will usually focus on a familiar or personal area

First, read the instruction carefully and decide how you are going to approach the topic. In this case you
are asked to describe a place where you have lived. If you have only ever lived in one place, then you
should describe that place. If you have lived in a number of different places, then you will need to make
a quick decision.
Think about the topic for a moment.
Underline any key words that strike you as important, e.g. describe, particularly liked.
Decide which place you are going to describe.
Jot down some key ideas drawing on your own experience. Here is an example.

Below is a list of possible ways to introduce this topic.

Practise using them all so that you have a number of different 'openings' for your talk.

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SAMPLE OF TOPIC CARD

Describe a job that you would like to do

Describe a person who has had a major
in the future. influence on you.
You should say: You should include in your answer:
Why you are attracted to this job Who that person is and what he or she
How much training, if any, would be looks like
necessary How you first met
What kind of personal qualities it would
His or her special qualities and
require characteristics
... And why that person is so important in
your life.
Describe your ideal study room. You Describe a family celebration that you once
should say: attended.
Where it would be You should say:
What equipment and furniture it would Where it took place
contain Why it was held
How it would be decorated How you felt about it
Describe a children's story that you Describe an interesting historic place. You
know well. should say:
You should say: What it is
When you first heard or read it Where it is located
What you particularly liked about it What you can see there now
Why you think it became popular And explain why this place is interesting.
Describe an interested hobby that you Describe a river, lake or sea which you like
enjoy You should say: You should say:
How long you become interested in What the river, lake or sea is called
How long you have been doing it Where it is
Why you enjoy it What the land near it is like
And explain what benefit you get from And explain why you like this river, lake or
this interest or hobby sea

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 CHAPTER V
CONCLUSION

The aim of this project is to design a course outline for nurse, There is the world of nursing,
where an education in English can be very helpful in terms of finding sources of knowledge about
nursing, which mostly come from international journals where the language is definitely English.
Besides that, in the world of work, if someone has the ability to speak English, it will be a
plus for prospective applicants for hospital workers because most of the medical equipment and
medicines come from abroad. What happens if a medical worker doesn't understand medical
equipment that speaks English, let alone doesn't know about the contents of the medicine because
the information is in English?
In addition, English can also function as a communication tool, especially in areas that
have a lot of tourism. Of course, there are many local tourists and not a few foreigners from other
countries who need our help as health workers because everyone in this world will definitely get
sick, so also foreign tourists, and as we know, the international language in the world is English,
so if there are foreign tourists who are sick in Indonesia, we are the ones who help them, but what
if in a hospital there are only a few medical personnel who can communicate in English, or maybe
no one because they haven't practised it for.

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 REFERENCES

https://en.wikipedia.org/wiki/English_for_specific_purposes

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=web&cd=&cad=rja&uact=8&ved
=0CAMQw7AJahcKEwjY7-SX4fj7AhUAAAAAHQAAAAAQBQ&url=https%3A%2F%2Fs1-
keperawatan.umm.ac.id%2Ffiles%2Ffile%2FEPN%2520Book%25202.pdf&psig=AOvVaw323
APIjKllnbWaCir4F7t9&ust=1671095265718667

https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&cad=rja&uact=8&ved
=2ahUKEwiYquuO4fj7AhXL2XMBHWBsBukQFnoECEMQAQ&url=https%3A%2F%2Fengli
shfornurses.org%2F&usg=AOvVaw2xCxdfPdadqm6r7RCRUkHB

https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&cad=rja&uact=8&ved
=2ahUKEwi8u6a-
4fj7AhUyFrcAHTpMCmQQFnoECDAQAQ&url=https%3A%2F%2Fwww.nursingworld.org%
2Fpractice-policy%2Fworkforce%2Fwhat-is-
nursing%2F&usg=AOvVaw0nOhAktjPSALDFNeBM2RqM

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