MEMBACA DAN MENJELASKAN

INSTRUKSI MEDIS dan/atau TIM

KESEHATAN TERKAIT CATATAN
MEDIS PASIEN DALAM
BAHASA INGGRIS
ASKING AND SHOWING
ROOM IN HOSPITAL

DISCHARGE INSTRUCTION
 Visitor/Patient: How to ask for
direction:
• Could you tell me how to get to
Useful ....?
expression • Can you tell me where .... is?
• I’m looking for .... How can i get
there?
• Excuse me, can you tell me the
way to ..., please?
 • Where is the… from here?
• Excuse me, sir. I am looking for…
• Howdo / can I get there?
• Do you knowthe directions to…?
• Pardon me. What are the directions to…?
Asking for
• What is the way to…?
Direction • 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…?
 • 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.

Giving for • Turn right / left at / on….
Directions • 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 / your right / left

 • Walk down….
• Go along this….
• Go up stairs….
• Until you find….
How to give
simple • Then turn right/left
direction? • Take the first turn on the right/left
• Take the second road on the
left/right
• Then turn left/right at the next T
junction
• Turn left at the traffic light
 • It is …………
• On the left/ right side of
• Next to …………
Showing a • Near …………
place/ room • At the opposite of ………
• At the corner of …………
• Just before …………
• Across from ………
Vocabulary
Preposition of Place

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
• Eg:
• The shop’s near the entrance, on the right of reception.
• The toilets are at the bottom of the stairs, on the left.
Preposition of Movement

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.
• Eg:
• Go through the swing doors, turn left along the corridor, and the coffee bar's in front of
you

Prepositions of movement are used with verbs of movement such as

go, come, take, push, carry.

• Eg:
• Can you take these files back to the office, please?
 Complete the sentences with the prepositions below.

At by in next to
on outside over under

1. The toilets are ___ the ground floor, _________ reception

Let’s 2. I always keep a pen __________ my pocket
3. Press the button _______ your bed if you need the nurse
practice! 4. I’ll put your bag _________ your bed, out of the way.
5. The restaurant’s _______ the top of the building, so take the lift!
6. Reception is__________ the main entrance, _______ the left.
7. See that door over there? The car park is just____________
8. He’s_____ward3_______the end of this corridor.
 DISCHARGE INSTRUCTION
After completed this lesson,
students will be able to:
•Give instructions and suggestions
according to the patient’s health
problem
•Deliver a therapeutic communication
Discharge Instruction
The Importance of
General As s es s ment
in Patient Care
G enera l a s s es s ment is c ruc ia l in
e v a l u a t i n g th e p h y s i c a l h e a l t h s t a t u s
a patient.
I t p r o v i d e s a n o p p o r tu n i ty to d e te c t
n or ma l a n d a bn or ma l f i n di n gs a nd
a l l o w s f o r ti m e l y i n te r v e n t i o n w h e n
nec es s a ry.
Components of a General Assessment
Vital Signs History Taking

Monitoring blood pressure, temperature, heart An inclusive approach to elicit important

and breathing rate to get a baseline of the information from the patient, understand their
patient's health. context, and guide the care plan.

Physical Examination Laboratory Tests

An accurate head-to-toe inspection of the body A powerful diagnostic tool to detect disease
to detect problems and abnormalities of the early, monitor therapy, evaluate organ function,
body's systems. and guide disease management.
 Question to ask
• What is your name?
Name • What is your complete name?
• What is your surname
Age • How old are you?

• What is uour address?

Address
• Where do you live/

• Your phone number,please

Phone • What is ypur phone number
• Do you have a mobile phone number?
Marital status • Are you married?
 Health
• Do you have any health insurance?
insurance
• What is your occupation?
Occupation and • Do you have any academic title?
Title • What is your title?
• What do you do?

Next of kin • Who is your next of kin?

• What brings you in this hospital?
Reason for
• Who sends you to this hospital?
contact*)
• What makes you come to this hospital?
What
Where
What
When/what
Who
Who
what
What
What
When
Who
When
When
Where
When
What
what
DIMENSION OF SYMPTOMS
1. Give communicative response to patient’s complaint
2. Ask the dimensions of symptoms
Nurse’s questions to check the patient’s complaint/condition

What’s your problem?

How are you feeling today?
What makes you call me?
What’s your chief complaint?
What’s troubling you?
What’s the matter with you?
What’s wrong with you?
What seems to be bothering you?
Outline

General assessment
Patient assessment
Dimension of symptoms
LOCATION

Where do you feel it?

Does it move around?
Show me where?
QUALITY/CHARACTER

What is it like?
Is it sharp, dull, stabbing, aching?
Do you feel ….?
What does the pain look like?
When did it last?
severity

On a scale of 0 to 10, with ten the worst, how

would you rate what you feel right now?
What was the worst it has been?

Does this interfere your usual activities? In what

ways?
timing

When did you first notice it?

How long does it last?
How often does it happen?
setting

Does it occur in a particular place or under certain

circumstances?
Have you taken anything for it?

Does it appear in particular time?

Patient’s expression about symptoms and physical
problem

I have + a part of the I have (a sore + parts

body + ache of the body)

• a toothache
• a sore throat
• a headache
• a sore foot
• a stomachache • a sore arm
• a backache • a sore knee
I have/get + kinds of I feel + kinds of
physical problems physical problems

• The measles • Dizzy

• The flu • Slick
• A cold
• Fever
• A bloody vomit and stool
• A bowel movement
• Cold and clammy
• A bad cough • Unwell
• A fever • In bad shape
I experience + kind of
physical problems

• Lassitude I suffer from + kind

of certain illness
• Low back pain
• Difficulty breathing
• Cold and clammy • Cancer
• constipation
I sprain my (possessive) +
joints/bones problems
• Ankle
• Broke
• Collarbone
• Hurt
• Leg
• arm
5 STAGES OF NURSING PROCESS
ASSESSMENT

DIAGNOSIS

PLANNING

IMPLEMENTATION

EVALUATION
Nursing case study 1: Mrs. Johnson's hypertension

• Background of Mrs. Johnson’s hypertension

• Mrs. Johnson is a 62-year-old female who was admitted to the hospital
with a complaint of severe headache and dizziness. She has a past medical
history of hypertension for the past 5 years, and she has been on
antihypertensive medications.
• She has a family history of hypertension and heart disease, with her
mother and brother both diagnosed with hypertension. Mrs. Johnson is
currently working as a school teacher and lives with her husband. She has a
sedentary lifestyle and reports occasional non-adherence to her
medications due to forgetfulness.
• Assessment of Mrs. Johnson’s hypertension
• Upon admission,
• Mrs. Johnson's vital signs are as follows: blood pressure (BP) 180/100
mmHg, heart rate (HR) 88 beats per minute (BPM), respiratory rate (RR)
18 breaths per minute, and temperature 98.6°F.
• She is alert and oriented, but complains of a throbbing headache and
feeling lightheaded.
• Her skin is warm and dry, and there is no visible edema.
• Her lungs are clear on auscultation, and her heart sounds are normal with
no murmurs.
• Her abdominal assessment reveals no tenderness or masses.
• Mrs. Johnson's laboratory results show an elevated fasting blood glucose
level of 135 mg/dL, cholesterol level of 240 mg/dL, and serum creatinine
level of 1.2 mg/dL. She has a body mass index (BMI) of 30, which indicates
obesity
Nursing case study 2: Mr. Thompson's diabetic foot ulcer

Background of Mr. Thompson’s diabetic foot ulcer

Mr. Thompson is a 68-year-old male with a history of type 2 diabetes
for the past 15 years. He has a sedentary lifestyle and a BMI of 32,
indicating obesity. Mr. Thompson has a history of poor glycemic control
with frequent episodes of hyperglycemia and occasional non-
adherence to his diabetic medications due to financial constraints.
He presents to the clinic with a complaint of a non-healing ulcer on his
right foot for the past 2 weeks.
He reports that he accidentally bumped his foot against a hard object
and developed a small blister that has since progressed to a deep,
painful ulcer with foul-smelling drainage.
Assessment Of Mr. Thompson’s Diabetic Foot Ulcer
• Assessment of Mr. Thompson’s diabetic foot ulcer
• Upon assessment,
• Mr. Thompson's vital signs are stable with a blood pressure (BP) of 132/82 mmHg, heart rate (HR)
of 76 beats per minute (BPM), respiratory rate (RR) of 18 breaths per minute, and temperature of
98.2°F.
• He appears anxious and in mild distress due to the pain from the foot ulcer. His right foot is
swollen, erythematous, and warm to the touch, with a deep, irregularly-shaped ulcer measuring
approximately 3 cm x 4 cm on the plantar surface.
• There is purulent drainage with a foul odor, and the surrounding skin is macerated.
• Mr. Thompson has diminished sensation in his right foot and a weak dorsalis pedis pulse.
• His laboratory results show an elevated fasting blood glucose level of 240 mg/dL and a hemoglobin
A1c level of 9.5%
Conversation Between Nurses, Doctors, Patients And Families In
Health Settings
WRITING APPLICATION
(COVER LETTER)
WHAT’S COVER LETTER?
JOB APPLICATION FOR NURSE POSITION
PRACTICE WRITING COVER LETTER
What’s cover
letter?
A cover letter is a one-page
business letter that you
submit when applying to a
job, along with your resume.
As a piece of persuasive
writing, your cover letter will
aim to convey to the
employer why you're a great
candidate for the role.
INTRODUCTION TO
TOEFL & REVIEW
GRAMMAR
What is TOEFL?
Who is it for?
What is TOEFL for?
what is toefl?
Test Of English as a Foreign Language
Who is it for?

For those whose mother tongue is no

English
Mother tongue = bahasa asal
What is toefl for?
• Used to measure your English proficiency.
• Untuk Mengukur kemampuan bahasa inggris kalian.