Materials For Bi 1&2 .pdf

Handout ENGLISH FOR NURSING 1 A content-based approach

Show you care

By Wahyudi

CONTENTS Handout 1 Handout 2 Handout 3 Handout 4 Handout 5 Handout 6 Handout 7 Handout 8 Handout 9 Handout 10

Nurses’ Colleagues Hospital Department Emergency On Admission Signs & Symptoms A Diabetic Patient Pain Observing Patients Medication Alternative Treatments

Handout 1 – Meeting 1

Nurse’s Colleagues 1. General Check-up Look at the picture. What does she do? Where is she? What is she?

Learning Outcomes: In this topic students: • can name and describe hospital jobs • can talk about duties and regular activities • can describe what is happening at the moment • can understand an article about nursing profession.

2. Vocabulary, Hospital Jobs Work with a partner to match each job with a person in the picture by writing a – f in the blank.

a

1. ____ pharmacist

b

c

2. ____ pediatrician 3. ____ obstetrician 4. ____ radiologist 5. ____ receptionist

6. ____ surgeon

d

f

e

3. Language Focus, Present Simple and Present Continuous Tenses Present Simple to talk about:  routines  duties  things that happen all time

Present Continuous to talk about:  things we are doing at the moment  things that are happening now

Examples: I prepare the instrument for surgery and help with the operations.

Examples: At the moment she is doing a part-time job. The doctor is examining his patients.

An obstetrician delivers babies. In a piece of paper, please write your daily routines (5 Sentences). Then write 2 sentences about what two of your friends are doing at the moment.

Handout 1 – Meeting 1

4. Listening, What is he/she?

Listen to your lecturer describing 6 job descriptions in a hospital. Decide the jobs and write them in the blank spaces. 1. _______________________________

4. _______________________________

2. _______________________________

5. _______________________________

3. _______________________________

6. _______________________________

5. Speaking, Who am I? Guess, who am I? Work in pair. Student A thinks a profession in a hospital. Then, he/she explains its job description. Student B will guess what the profession is. Then, students A and B change their role. Examples: A: She is very helpful. She helps a surgeon. She works in an operation theatre. Can you guess, who is she?

Verbs for describing jobs: take – perform – move – specialize – prepare treat – deliver – support – give

B: I think she is a scrub nurse. 6. Writing, Job Description Please rearrange the following words to be a complete sentence based on the picture on your right. 1. ______________________. 1. pediatrician – children – A – treats. 2. ______________________. 2. loves – He – very – children – much. 3. they – Even though – him – disturb, calm 3. ______________________ ______________________ – he – stays, smiling – keeps, and – be – ______________________. always – the children – friendly – to. 7. Reading, The Nursing Profession Read the article. Find the meaning of underlined words. Discuss the idea of the article in your group and tell the class in Bahasa Indonesia.

The Nursing Profession One hundred and fifty years ago, nurses were unpaid, untrained, and unpopular, but then Florence Nightingle made nursing into a profession. The methods she introduces in the 1850s were copied all over the world, and now nursing is a career with a three- or four-year training, qualifications, grades, unions, and pensions. Many nurses choose to do further study and become specialist. Nurses can specialize in many different fields – there are triage nurses working in casualty, and psychiatric nurses who treat the mentally ill. Many of them say they do not get enough pay and respect for the work they do. They say that the work is physically and mentally hard, that they work long hours and get very tired. However, they also say that there are many great rewards which have nothing to do with money.

Handout 2 – Meeting 2

Hospital Department 1. General Check-up Look at the picture. Where do you see the boards? What are they for? Do you have experience of visiting one of the departments?

Learning Outcomes: In this topic students: • can name departments in a hospital • can describe what each department does • can understand and give direction in a hospital • can understand and use the preposition of place and the verbs of movement

2. Vocabulary, Hospital Departments Complete the following table with the departments on the left. Departments 1. Obstetrics 2. Physiotherapy 3. Pharmacy

4. Cardiology 5. Dermatology 6. Surgery

Activities

Surgery

performs operations on patients

…………………

specializes in the heart

…………………

treats diseases of the skin

…………………

designs special exercises for patients

…………………

specializes in pregnancy and birth

…………………

dispenses medicines

Discuss with your partner to find more departments and their activities. 3. Language Focus, Prepositions & Verbs Prepositions of place  To describe the place where something is. in, on, on top of, at the top/bottom of, inside/outside, near, next to, by, (please find some more prepositions) The toilets are at the bottom of the stairs, on the left.  To talk about movement. up, down, into, out, away, from, through, across, along, (please find some more prepositions) Go through the white door, turn left along the corridor, and the pharmacy is in front of you.

Verbs of movement  prepositions are also used with verbs of movement such as: Go, come, push, carry, bring, run, walk, take, get Examples: You walk through Orthopedics to get to the exit. The porter brought the wheelchair up to the ward.

Handout 2 – Meeting 2

4. Listening , Giving Directions Listen to these people giving directions. Match each dialogue with a picture. Try to find the meaning of difficult words from your dictionary.

1. _____ 2. _____ 3. _____

5. Writing, Giving direction via e-mail A Complete the following sentences with the missing words that you hear from the listening section. Listen again to check your answer. 1. _________ out of here and the door you

4. …………….. the first right, and it’s the

want is just opposite. 2. So it’s __________ outside ___________?

second door ………………………. 5. …take the second left and go __________

3. Go ___________ the hospital __________

along that corridor.

these swing door. B Giving directions via email Work with your partner. Send an email to your partner asking for direction of a hospital from your campus. Your partner will give the direction by replying your email. Take turn. 6. Speaking, Describing two different wards/department Describing Pictures (students A and B will have a different picture which looks similar) Describe your picture, and listen to student B describes his picture. Without looking at each other’s picture, find at least five differences between them.

A

B

Handout 2 – Meeting 2

7. Reading, William O’Neill : A porter A Before you read, make a list with a partner of the things you think a hospital porter does. Read the following article about William O’Neill. Does he mention any of the same things as you do?. William O’Neill I’m the Head Porter in this hospital. What do I do? Well, I run the place. Porters do more than just push food trolleys around the hospital. We transport patients by wheelchair or stretcher from the wards to Radiology or Physiotherapy and back again. We remove dead bodies to the mortuary, we lift and carry heavy equipment and furniture and we dispose of all the waste. Each hospital bed produces 4.5 kilos of waste everyday. We collect it each day and take it away for recycling. We deliver the post all over the hospital and bring letters for patients – that’s a very important thing. As we move around the place, we take files, samples, and specimens from here to there and back again. Last year I walked 1,800 kilometers! To do all these things a porter must be fit, be able to think clearly in an emergency, and be polite and friendly. Next time you are waiting for a porter to answer your call, please be patient. He will be with you as soon as he can.

B

Decide if these sentences are true (T) or false (F). 1. Porters only push food trolleys around. ___ 2. They move patients around the hospital. ___ 3. Porters take dead patients from the wards. __ 4. Each ward makes 4.5 kilos of waste a day. ___ 5. The porters destroy all the waste. ___ 6. Porters give the patients their mail. ___

C

Don’t look at the article. Try to remember the verbs in the article and complete these sentences. 1. We _ _ _ _ _ _ _ _ _ patients by wheelchair or stretcher. 2. We _ _ _ _ and _ _ _ _ _ heavy equipment. 3. Each hospital bed _ _ _ _ _ _ _ _ 4.5 kilos of waste every day.

4. We _ _ _ _ _ _ the post and _ _ _ _ letters for patients.

Handout 3 – Meeting 3

Emergency 1. General Check-up Look at the picture. What happened? What are they doing? Who are they?

Learning Outcomes: In this topic students: • know how to deal with emergency • can do the procedure of first aid • can use imperatives for instructions • Know how to deal with shock

2. Listening , First aid procedure A Before listening, work with a partner to put these pictures in a logical order. 1. 2. 3. 4. 5.

___ ___ ___ ___ ___

B Listen to your lecturer giving instruction for first aid activity and compare your previous

answers to check the logical order of the pictures. 3. Vocabulary, Instruction for first aid Complete each sentence with a verb from the list. Then listen again to check. 1. __________ him CPR 2. __________ him mouth to mouth first 3. __________ his head. 4. Right, _______ his nose closed, then … 5. __________ your hand on his chest

check stand set up put

6. __________ clear oh his body. 7. …then ___________ the buttons and hold for two seconds.

8. __________ his pulse again. 9. OK- ____________ the procedure. 10. Well done, Now ___________ an IV and give…

hold give support

repeat press give

Handout 3 – Meeting 3

4. Language Focus, Instructions  To tell somebody what to do use imperatives: Apply the pads to his chest. Check for signs of circulation.  To tell somebody what not do, add Don’t … Don’t eat spicy food. Don’t move too much.

 When asking for instructions, use the present simple: have to, shall, should Do I have to give you aspirin? Shall I take off the dressing now? What dosage should I give him?  To emphasize what is important, you can use: Make sure… Make sure the wound is clean

5. Speaking, What do you do? Situation: A car has crashed. You are the first to arrive on the scene. The driver is unconscious. What do you do? Work in pair to discuss the situation above and use vocabulary and expressions presented in the previous sections. 6. Writing, Guessing Emergency Work in pairs. Think of three emergencies that might happen while in street, doing sports, or doing hiking. For each one write three instructions to help them. Tell your instructions to another pair. They must guess the emergency.

Example: Don’t move the person. Make sure they are still breathing. Keep the person warm until medical help arrives. Q: What happened? A: A patient is unconscious

7. Reading, How to deal with shock Read the article. Discuss the idea of the article in your group and tell the class in Bahasa Indonesia.

Dealing with Shock Shock is a life-threatening condition that occurs when the vital organs, such as brain and heart, are deprived of oxygen, due to a problem affecting the circulatory system. Recognition: Look for: • pale face, • Cold clammy skin • Fast, shallow breathing • Rapid, weak pulse • Yawning • Sighing • Unconsciousness

Treatment: • Help the person to lie down • Treat any possible causes of shock • Raise and support their legs if their injuries allow • Loosen tight clothing • Keep them warm • Call 911 for emergency help. (adopted from First aid advice provided by St John Ambulance)

Handout 4 – Meeting 4

O/A = On Admissions 1. General Check-up Look at the picture. • Have you ever seen those forms? •

Do you know what they are for?

•

When do people use the forms?

Learning Outcomes: In this topic students: • can perform an admission procedure • can understand and complete an admission procedure • can ask personal details of their patients • can use WH questions and expressions to initiate communication

2. Vocabulary, The Admissions Procedure Complete the sentences with the words on the left. 1. Take a seat in the __________________. a triage nurse

2. The first nurse you meet will be a specialist called _____________.

treatment

3. This nurse will make _____________ of your problem.

an initial assessment

4. This helps decide who is __________________.

life-threatening

5. A patient with a ____________ condition will see

a priority waiting room registration cubicle

a doctor immediately. 6. A nurse will get personal details from you and fill in a hospital ___________ form. 7. When there is a free _____________, a doctor will see you. 8. The doctor will decide on the ___________________.

3. Language Focus, Expressions to initiate communications & WH Questions Useful expressions to initiate communication It’s time to………….. I just want to ……… I would like to ……. I’m going to ………. I need to ……………

assess your health condition Interview you fill in admission form

Study the Wh-questions on the right. Then decide what information are questioned?

Wh-questions

What is your job?

Do you have any health insurance? Who is your next of kin?

Handout 4 – Meeting 4

4. Listening , A patient record form

Listen to the nurse get personal details from a Patient. As you listen, complete the form. Patient Record Surname : ………………………………………. First name : ………………………………………. Gender : ………………………………………. DOB : ………………………………………. Place of Birth : ………………………………………. Occupation : ………………………………………. Marital Status : ………………………………………. Next of Kin : ………………………………………. Contact no. : ………………………………………. Smoking intake : ………………………………………. Alcohol intake : ………………………………………. Reason for admission : ………………………………………. Family history : ………………………………………. mental illness TBC diabetes HIV/AIDS

5. Writing, Patient summary Write a simple summary report about the patient that you hear in the listening section. Use the information in the patient record. __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________

6. Speaking, Taking Patient Record Role Play (students A and B will play roles as a nurse and as a patient admitted to hospital). Student A – You are the nurse. Ask student B, the patient, questions in language focus to complete the patient record below. Then change your roles. Patient Record Surname : ………………………………………. First name : ………………………………………. Gender : ………………………………………. DOB : ………………………………………. Place of Birth : ………………………………………. Occupation : ………………………………………. Marital Status : ………………………………………. Next of Kin : ………………………………………. Contact no. : ………………………………………. Smoking intake : ………………………………………. Alcohol intake : ………………………………………. Reason for admission : ………………………………………. Family history : ………………………………………. mental illness TBC diabetes HIV/AIDS

Handout 4 – Meeting 4

7. Reading, Carmen Dornan: A receptionist A Read the following article. Underline and find the meaning of difficult words from your dictionary. Carmen Dornan I’m a hospital receptionist. If you need to find somebody, or if you need to know anything about the hospital – ask me. If you want new paper towels, or you need to speak to a surgeon – ask me. I often meet people when they are frightened, angry, or drunk, so it’s important to be diplomatic and strong. I often need to reassure people, so it’s important to be calm. My normal work is to greet and assist patients when they arrive, make appointments for patients, record patients’ information, and organize and file patient records. I also keep the accounts. You need to be very organized to do this job. Of course, I have to operate computer, a fax machine, and other office equipment, but I also have to know first aid, and understand medical terminology and abbreviations. My biggest problems are with the handwriting of medical staff. It wastes a lot of time when I don’t understand reports and forms because of hand writing or abbreviations. I believe that without me and the other receptionists the whole hospital would come to a stop.

B

Answer the following questions based the information in the reading text.

1. Why should a hospital receptionist be diplomatic and strong? 2. What is a receptionist’s normal work?

1._________________________________ __________________________________ 2._________________________________ __________________________________

3. What are the other skills that a receptionist need to master? 4. What problems does a receptionist usually have?

3._________________________________ __________________________________ 4._________________________________

__________________________________

5. Based on the article, how confident is Carmen 5._________________________________ about her job?

__________________________________ ____

Handout 5 – Meeting 5

Learning Outcomes: In this topic students: • can understand and describe signs and symptoms • can ask patients about their signs and symptoms • can write a symptom report • Can use all forms of question including question tag

SIGNS & SYMPTOMS 1. General Check-up A cough for 3 weeks

Look at the picture. • Find the meaning of words in the bubbles • What do you know about it? • What is the problem? Watch the video Discuss with your partner. • What is the movie about? • What is the patient’s problem? Night sweats

2. Listening, 3. Vocabulary, Symptoms A Listen to patients describing their symptoms, and match each picture with their condition. 1. ____ 2. ____

3. ____

a b

c

B

Nouns deformity a lump bruising swelling pain numbness fever redness tiredness ache dizziness sickness constipation

Listen again and tick(√) the words you hear from the list and find their meaning. Adjectives deformed lumpy bruised swollen painful numb feverish red Tiring tired achy dizzy sick Constipated

Meanings

Handout 5 – Meeting 5

4. Language Focus, Question forms

Study the following forms and samples. •

• • • •

We change the word order to form a question with be, with tenses that are formed with be and have, and with modal verbs such as can, will, should, etc. • Are you all right? (NOT You are all right?) • Can you move your fingers? We use the verb do to make questions with the Present and Past Simple. • Does the drug have side effect? / What side effect does the drug have? • Did you take your medication last night? If what, who, etc ask about the subject of the verb, do, did are not necessary. • What happened? (NOT: What did happen?) • Who said that? (NOT: Who did say that) We often use question tags to check information, to express surprise, to be friendly, etc. • You don’t eat meat, do you? • This is your first time on this ward, isn’t it? We sometimes leave out the verb, if it is easily understood. • Any pain? = Do you have any pain? • Comfortable? = Are you comfortable?

5. Speaking, Signs and symptoms Study the conversation between a nurse and a patient below and practice it with your partner. Then, read the direction in “NOW YOUR TURN” for a role play.

N : How are you feeling? P : Not bad, thanks… a bit sore. N : What happened to you? P : I fell off my bike. N : Where does it hurt? P : Here… around my wrist. N : Can you move your fingers? P : Yes, I can, slowly. N : Is it painful? P : Yes, very! I’ve also got a cut on my leg – look. N : That’s deep, isn’t it? P : Yes, it is deep. Will I need stitches? N : May be. Have you had stitches before? P : No, never… and I don’t want any! N : You’ve seen the doctor, haven’t you? P : No, I haven’t seen him any!

NOW YOUR TURN Work with your partner. You are as a patient and your partner is as a nurse. Remember an experience when you have had bad health problems such as bad stomachache, headache, pain chest, injured accident, etc. Your partner (as a nurse) will ask you questions related to: a. what the problem is b. When? c. Pain? Where? d. Swelling? e. Tender? f. Bruising? g. Deformed? h. Pain movement? To record the data, the “nurse” should complete the ‘diagnosis table’ in writing section.

HOMEWORK • Write a symptom report of your partner’s health problems based on diagnosis table completed in your class. • Interview one of your family member asking for information about the symptoms of their health problems. Complete the diagnosis table and write a symptom report.

p.11

Handout 5 – Meeting 6

6. Writing, a symptom report A

Complete the following diagnosis table based on the information that you get in speaking section. Please copy the diagnosis table to input data from one of your family members. Diagnosis Table Patient’s name Problems When Pain Swelling Tender Bruising Deformed Pain movement

: : : Yes Yes Yes Yes Yes Yes

No No No No No No

B Write a report about the symptoms your partner described in Speaking. Use the diagnosis table you filled in to help you remember the detail. Use additional paper to write the symptom report for one of your family members. __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ________________________________________

Handout 5 – Meeting 6

7. Reading A Before you read the article, discuss the following question with your partner.  Have you ever had symptoms with an unknown cause?  What did the doctor say? Mystery Syndromes B Read the article, and tick (√) the things that each syndrome affects. Chronic Fatigue Syndrome

Gulf War Syndrome

appetite ____

____

arms

____

____

head

____

____

mood

____

____

muscles

____

____

neck

____

____

skin

____

____

sleep

____

____

throat

____

____

C Work with a partner. Try to match the words without looking back at the text. Then look back and check.

When you are ill, you expect your doctor to tell you what you have, and then to treat you. But sometimes people have symptoms whose cause is not understood. And for these people it can be difficult or impossible to get treatment. The main symptom of Chronic Fatigue Syndrome (CFS) is an overwhelming feeling of tiredness. The tiredness is so disabling that it is impossible for the sufferer to continue normal physical and mental activities. Other symptoms include muscle aches and pain, poor sleep, loss of appetite, a recurrent sore throat, and swollen glands in the neck. Sufferers often undergo many test for known diseases, which prove negative, and many feel that doctors see them as hypochondriacs. After the Gulf War of 1991, tens of thousands of exsoldiers suffer chronic illnesses which doctors still cannot explain. Symptom includes dizziness, numbness in the arms, rashes, sever headaches, mood swings, and persistent, extreme tiredness. The cause remains a mystery, but the symptoms have been given the name Gulf War Syndrome. Some soldiers believe they may have been exposed to chemical weapons without knowing, and others blame the vaccinations they were given before they went to war. Military officials say that Gulf War Syndrome is not a real illness. There is o doubt the ex-soldiers are ill, they say, but their symptoms are simply the result of stress. May be one day the cause of these syndromes will be known and will be treatable. But for people like ex-soldier Dave Harries, the first step is for their condition to be recognized by the medical profession. Then people will believe that their symptoms are not imaginary.

a recurrent

a sleep

an overwhelming

glands

chronic

swings

loss of

aches and pain

mood

appetite

muscle

sore throat

poor

feeling of tiredness

Swollen

illness

Handout 6 – Meeting 7

A Diabetic Patient 1. General Check-up

Read the news paper headline. What do you think? What do you know about diabetes?

Learning Outcomes: In this topic students: • understand about diabetes • know how to deal with a patient suffers from diabetes • can give advise for a diabetic patient

2. Vocabulary, Diabetes Match these words with their definitions by using line . 1. Balance 2. Childhood 3. Diet 4. Glucose 5. Active

6. Obesity 7. Overweight 8. Snacks

a. taking regular exercise. b. small amounts of food that you eat between meals. c. sugar that the body uses for energy. d. the time of your life when you are a child. e. the correct amount of different things. f. the type of foods that you usually eat. g. the condition of being very fat, in a way that is not healthy h. too heavy and fat.

3. Language Focus, what would be correct  Should / shouldn’t are used to give advice and to say what would be correct.

You should give up smoking. Your blood sugar shouldn’t go over 240mg/dl.  Should is weaker than must. I should stop eating sweets – but I’m not going to.

 Here are some other ways of giving advice. It would be a good idea to loose some weight. I would see a nutritionist, if I were you.

Handout 6 – Meeting 7

4. Listening, What a diabetic patient should/shouldn’t do? Listen to your lecturer describing what a patient should do or shouldn’t do. Try to complete the missing should/shouldn’t and verbs. 1. I’m getting fat. I _________ __________ more exercise. 2. You _______ ________ breakfast – it wakes up the body and provides fuel for the day. 3. People with high blood pressure _______ ________ too much salt on their food. 4. People with diabetes _________ __________ large meals. 5. Children _________ _________ too many sweets. 5. Speaking, 6. Writing, Eating disorder A Work in pair. Interview your partner about his/her food intake, and write an eating disorder report. Include information about these topics. Eating Disorder Report  What he/she typically eat sin a day. _____________________________________  How many times he/she eats in a day, _____________________________________  How active they are. _____________________________________  How balanced their diet is. _____________________________________  Their bad habits. _____________________________________  their general health. diet _____________________________________ B _____________________________________ Based on the report make a note about _____________________________________ your recommendations, and tell the class _____________________________________ about what your partner should do or _____________________________________ shouldn’t do. _____________________________________ 7. Reading, Diabetes Read the article. Complete the missing words with the words in list. Discuss the idea of the article with your partner and tell the class in Bahasa Indonesia. Diabetes Diabetes occurs when your body does not produce enough insulin, a hormone that controls the level ___________ in the blood. One type of diabetes appears in _____________, and the other type appears after the age of eighteen. It is very common for very __________ people to get diabetes, so the illness is linked to _____________. For this reason, it is important to get the right ____________ between food and exercise. It is important to be ___________ , and to eat healthy ___________, containing plenty of fruit and vegetables. Nutritionists say ______________are better than big meals.

1. balance 2. childhood 3. diet 4. glucose 5. active 6. obesity 7. overweight 8. snacks

Handout 7 – Meeting 9 Learning Outcomes: In this topic students: • can understand a patient describing pain • know how to assess their patients’ pain • can write a report on a patient’s pain • can use adverbs of frequency

PAIN 1. General Check-up Look at the picture. • Have you ever seen the chart below? • Discuss with your partner, what is it for?

2. Vocabulary, Describing pain Work with a partner and divide the words in the bubble into the 3 groups in the table.

dull

localized

stabbing

1. 2. 3.

To describe the location of the pain To describe how bad the pain is, or the type of the pain To describe the duration of the pain.

generalized

severe excruciating

nagging

Intermittent

continuous intolerable

unbearable occasional

radiating

1. Where is it?

slight

2. How bad is it?

burning sharp

gnawing

persistent 3. Does it last long? How long?

Handout 7 – Meeting 9

3. Listening, Is it painful?

Listen to the recording and complete the sentences. 1. 2. 3. 4.

“Where ……… it …………..?” “Have you got any …………. In your chest?” “When you breath deeply, is it ……………any where?” Yes, a little in my chest but here, in the back of my leg, it’s very …………………….” 5. “Let me look at your ………………..(the operation site). I’ll just take the dressing off first. That’s fine – it’s a little …………, but that’s quite normal. It’s OK. Don’t touch it before nurse puts another dressing over it.”

How are these words pronounced? wound sore painful hurt pain

4. Language Focus, Talking about frequency A Study the questions to ask frequency and the expressions of frequency in the box. Examples: N: How often do you get this pain? P: I usually get this pain when I eat.

How often do you get this pain?

When does it hurt? …when the weather is cold… …every day/week/month…. …when I move…. … after I eat something….

N: When does it hurt? P: My tooth hurts all the time.

B Please find at least five classmates. Ask each of them questions of the frequency of health problems they experience in a year. E.g. headache, toothache, flu, stomachache, earache, backache, etc.

Handout 7 – Meeting 10

5. Speaking, How to assess pain Here are some basic questions to ask a patient when assessing pain. Match the beginnings of the sentences with the endings. Burning 1. 2. 3. 4. 5. 6. 7.

Where does Does it When did it start Does the pain How much Can you Does anything make 8. What makes it

a. b. c. d. e. f. g.

worse? it hurt? does it hurt? describe the pain? hurting? hurt all the time? stay in one place or move around? h. the pain feel better?

Pain chart

Stabbing Throbbing Shooting Constant Frequent Occasional Mild

Role plays You are the nurse. Ask another student as a patient about the pain he/she is experiencing, and fill in the pain chart at the next column.

Moderate Severe Getting better Getting worse Staying the same

6. Writing, A pain report Write a report about the pain your partner described in Speaking. Use the chart you filled in to help you remember the detail. Look at the sample below Example A pain report

The patient has abdominal pain. It begun suddenly last night as mild but constant pain all over abdomen. Now it is getting worse, and is on the righthand side to the abdomen. The pain has worse when he coughs.

____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ___________________________________

Handout 7 – Meeting 10

7. Reading, Pain A Before you read the article, discuss these questions with your partner  Can you give a definition of ‘pain’?  Why do we feel pain?  What would happen if you could feel no pain? B Read the article, and decide if these statements are true (T) or false (F) 1. People who are born unable to feel pain are unlucky. ____ 2. Pain starts in the brain. ____ 3. Chronic pain lasts longer than acute pain. ____ 4. All drugs which stop pain work directly on the brain. ____

5. ‘Phantom limb’ pain is felt by people who have lost an arm or leg. ____ Pain Pain is a vital part of our body’s defenses, and without it we could not survive. Pain warns us what things are dangerous, and so helps us avoid damage to our body. If the body is already damages, pain helps with healing because it makes us protect our injuries. Some babies are born with a rare condition that makes them unable to feel pain. They do not learn the lessons that pain teaches, and as a result suffer many fractures and infections. Pain happens when nerve endings in our skin and our internal organs send messages through the central nervous system to our brain. The brain itself cannot feel pain. There are two types of pain – acute pain, which lasts a short time and is removed when the cause is cured, and chronic pain, which can last a lifetime and cannot usually be treated. Chronic pain must be managed using drugs or other methods. Drugs relieve pain in two ways. Some block the nerves’ messages and prevent them getting to the brain. Others change the way the brain receives the messages, reducing their effect. Many methods of controlling chronic pain without drugs have been developed. These include hypnosis, acupuncture, massage, and electronic stimulation of nerves. Pain sometimes works in strange ways. It is possible, for example, to suffer a serious injury but not feel any pain – soldiers in battle may not feel pain from wounds until after the battle. The opposite can happen too – patient who lose a limb can continue to feel pain in the limb long afterwards, even though it is missing.

Handout 8 – Meeting 11

Learning Outcomes: In this topic students: • know what to do to observe their patients’ condition • can record patients’ vital signs • can describe readings and vital signs in a written form • can understand an article about blood pressure • can use passive sentence

Observing Patients 1. General Check-up

• • •

What is the nurse doing? Do you have experience using the instruments? What do you know about the chart?

2. Vocabulary, Describing Reading and Vital signs A

Look at the expression and the pictures on your right. What does the word “reading” mean?

B

Work with a partner. Match each reading 1 – 4 with a vital sign a – d. 1. 120 bpm 2. 38.5° 3. 150/90 4. 18 bpm

a. b. c. d.

temperature blood pressure heart rate respiration

The baby’s temperature reading is 39.5°

_____ _____ _____ _____ fell

C

Complete the sentences with the words in the box on your right. You may use your dictionary to find the meaning of difficult words.

stable

went up

1. His temperature was ___________ all night, but now it’s ___________ at 37.5. 2. Hear heart rate ___________ to 20 bpm, but now it’s _______________ again. 3. His blood pressure ______________ from 120/80 to 160/100. 4. Her pulse rate was extremely low, but now it _______________ to 70. 5. His respiratory rate _____________ between 10 and 25 bpm. 6. He was running a fever, but his temperature’s _____________ normal now.

rising

‘s up

up and down

varies

back to

Handout 8 – Meeting 11

3. Listening , Taking Reading and Vital Signs A Please write the words or expressions that you hear and find their meanings.

B Listen to nurses observing their patients and answer the following questions.

1. _______________:_______________

1. What is her patient’s temperature? ________

2. _______________:_______________

2. What is his patient’s heart rate? _______

3. _______________:_______________

3. What is her patient’s blood pressure? _______

4. _______________:_______________

4. What is his patient’s respiratory rate? _______

5. _______________:_______________ 6. _______________:_______________ 4. Language Focus, The Passive We use passive verbs to say what is done to people and things. We use be and the third form of verb. Passive verb forms are very common in medical English. Example: Rini was admitted to hospital. The patient’s progress is monitored every hour. Underline the correct form of the verbs in italics My friend admitted / was admitted to hospital for an operation. She didn’t give / wasn’t given food for eight hours. She brought / was brought to the theatre at 7:00 pm. Her family

was asked / asked to wait at the waiting room. 5. Writing, Describing readings and Vital signs Look at the following data and graph. Please describe the patient, reading and vital signs in a short paragraph. Use the words and expressions in vocabulary section. temperature 42 40 °C38 36 34 32

temperature

16:00 17:00 18:00 19:00 time

Handout 8 – Meeting 12

6. Speaking, Observing temperature and blood pressure Please come to two of your friends and check their temperature and blood pressure. Then tell the class about the different of their readings and vital signs.

7. Reading, Blood pressure Before you read the whole text, please check the meaning of the bold and underlined words and expressions . Blood Pressure Blood pressure (BP) is the pressure exerted by circulating blood upon the walls of blood vessels. When used without further specification, "blood pressure" usually refers to the arterial pressure in the systemic circulation. It is usually measured at a person's upper arm. Blood pressure is usually expressed in terms of the systolic (maximum) pressure over diastolic (minimum) pressure and is measured in millimeters of mercury (mm Hg). It is one of the vital signs along with respiratory rate, heart rate, oxygen saturation, and body temperature. Normal resting blood pressure in an adult is approximately 120/80 mm Hg. Blood pressure varies depending on situation, activity, and disease states. It is regulated by the nervous and endocrine systems. Blood pressure that is low due to a disease state is called hypotension, and pressure that is consistently high is hypertension. Both have many causes which can range from mild to severe. Both may be of sudden onset or of long duration. Long term hypertension is a risk factor for many diseases, including kidney failure, heart disease, and stroke. Long term hypertension is more common than long term hypotension in Western countries. Long term hypertension often goes undetected because of infrequent monitoring and the absence of symptoms.

Answer the following questions based on the information that you get in the text. Remember, your answer should be the idea that you should write in Bahasa Indonesia. 1. What is Blood Pressure?

1. ____________________________________

2. Where is BP usually measured?

2. _____________________________________

3. What are the vital signs?

3. _____________________________________

4. What makes BP vary?

4. _____________________________________

5. According to the text what is the different

5. _____________________________________

between hypotension and hypertension?

_____________________________________

6. Why is long term hypertension undetected? 6. _____________________________________

Handout 9 – Meeting 13

Medication Learning Outcomes: In this topic students: • can understand instructions for giving medication and dosages • can understand what medication to give to the patients • can understand how to treat wound infection • can use be going to and continuous to express about future event

1. General Check-up

Look at the pictures on your right. • What pictures is it? •

Can you understand the handwriting?

2. Vocabulary, Types and Forms of Medication A Complete the sentences with a type of medicine in the box. a. A pain killer

1. _____________ makes you relaxed and sleepy.

b. A sedative c. An anti-inflammatory

2. _____________ reduces feelings of extreme sadness.

d. An inoculation

3. _____________ increases activity in the body.

e. An antibiotic

4. _____________ treats allergies.

f.

5. _____________ provides a substance that the body lacks.

An antihistamine

g. A stimulant

6. _____________ encourages bowel movements.

h. An antidepressant

7. _____________ reduces swelling.

i.

A laxative

j.

A supplement

8. _____________ relieves pain. 9. _____________ protects you against infectious diseases.

B Match the pictures with these names. 1. Syringe ____

10. _____________ kills bacteria and other germs.

a b

2. Inhaler ____

d

c

e

3. Ointment ____ 4. Capsules ____ 5. IV drip ____

f

g

6. Suppository ____ 7. Adhesive patch ____ 8. Tablespoon ____ 9. Dropper ____

i h

Handout 9 – Meeting 13

3. Listening , Patient Medication & Dosages

A

Listen to the nurse give information about patients’ medication. Match each patient with the problem they have and with a medication type. Patient

B

Problems

Medication

Mr. Gupta

Allergy

Antibiotic

Mr. Gill

Constipation

Painkiller

Mr. Sawyer

Skin infection

Laxative

Mr. Thomas

Respiratory tract infection

Antibiotic

Mr. Cheong

Abdominal pain

Antihistamine

Listen again and write down the dosage for each patient. 1. Mr. Gupta

: _____________ mg of Morphine every _____ hours.

2. Mr. Gill

: a _____________ mg infusion of Clindamycin over a _______ hour period.

3. Mr. Sawyer : one ___________ mg tablespoon of Metamucil, ______ times a day. 4. Mr. Thomas : _____________ mg of Cephalexin every ________ hours. 5. Mr. Cheong : an injection of ___________ mg of Dimotane every ______ hours.

4. Language Focus, Be going to & Present continuous for future We can use be going to : •

To make prediction about the future, based on the signs we can see now. e.g. The scan is very clear, you are going to have twins!

•

To talk about your next action. e.g. I’m going to take your temperature.

•

•

To talk about something you have decided to do. e.g. I’m going to apply for a job in Sydney.

•

We use the present continuous to talk about things we have scheduled in the future. We often use the present continuous with expressions like next week, in May, tomorrow, etc.

e.g. What shift are you working next week? I’m working nights next week.

Handout 9 – Meeting 14

5. Writing, Making prediction for future event Write sentences making prediction about your classmates, at least five students. Give a reason for each one. Example: Toni is going to see a doctor this afternoon because he is sick. 1. ____________________________________________________________________ 2. ____________________________________________________________________ 3. ____________________________________________________________________ 4. ____________________________________________________________________ 5. ____________________________________________________________________ 6. Speaking, Treatment and Medication Work in pairs. Match these pictures with the medical problems. …….. a. An infection b. A cut c. An insect bite d. Constipation e. An allergy ……..

……..

……..

…….. Tell your partner that you have one of the conditions in the pictures. Ask him/her for help. Then, your partner will suggest you a treatment and medication to help you. (You may write the dialogue first, then practice it in front of the class)

Handout 9 – Meeting 14

7. Reading Read the article below and answer the following questions in Bahasa Indonesia. Wound Infection A wound infection is when bacteria enter a break in the skin. Anything that decreases your body's ability to heal wounds may put you at risk for a wound infection. This includes any of the following: • Diseases such as diabetes, cancer, or liver, kidney or lung conditions slow healing. • Foreign objects such as glass or metal can get stuck in the wound and delay healing. • Poor blood supply to the wound increases your risk for infection. Blood flow may be decreased by high blood pressure, and blocked or narrowed blood vessels. Your risk also increases if you smoke, or have blood vessel problems or a heart condition. • Repeated trauma to a healing wound may increase your risk for an infection, and delay healing. • A weak immune system caused by radiation, poor nutrition, or certain medicines increases your risk for an infection. The signs and symptoms of a wound infection are fever; warm, red, painful, swollen wound; blood or pus coming from the wound; foul odor coming from the wound; and dizziness or a fast heartbeat. To diagnose a wound infection a caregiver will ask about your medical history and examine you. He will ask how and when you were wounded. You may have any of the following tests: • Blood tests may be done to check for infection. • X-rays may be done to look for broken bones, other injuries, or objects stuck in the skin. • A CT or MRI scan may be used to take pictures of the bones and tissues in your wound area. They may be done to look for infection or other problems such as a foreign object in your wound. You may be given dye to help the pictures show up better. Tell the caregiver if you have ever had an allergic reaction to contrast dye. Do not enter the MRI room with anything metal. Metal can cause serious injury. Tell the caregiver if you have any metal in or on your body. Treatment will depend on how severe the wound is, its location, and whether other areas are affected. It may also depend on your health and the length of time you have had the wound. Ask your caregiver about these and other treatments you may need: • Wound cleaning may be done with soap and water to wash away germs and decrease the risk for infection. Your caregiver may cut open a part of the affected area to clean it better. The wound may be rinsed with sterile water. Germ-killing solutions may also be used. Objects, dirt, or dead tissue from the wound will be removed with debridement (surgical cleaning). Wet bandages may be placed inside the wound and left to dry. Other wet or dry dressings may also be used. Your caregiver may also drain the wound to clean out pus. • Antibiotics help fight or prevent an infection caused by bacteria. • NSAIDs help decrease swelling and pain or fever. This medicine is available with or without a doctor's order. NSAIDs can cause stomach bleeding or kidney problems in certain people. If you take blood thinner medicine, always ask your healthcare provider if NSAIDs are safe for you. Always read the medicine label and follow directions.

1. What is a wound infection?

1. ____________________________________

2. What increases may risk for a wound

2. _____________________________________

infection? 3. What are the signs and symptoms of a

wound infection? 4. How is a wound infection diagnosed? 5. How is a wound infection treated?

3. _____________________________________ 4. _____________________________________ 5. _____________________________________ _____________________________________

Handout 10 – Meeting 15

Alternative Treatments 1. General Check-up

Learning Outcomes: In this unit students: • can describe alternative treatment • know natural medicines • know how to give reasons • can argue for and against something

Look at the picture. • What treatment is being performed in each picture? • What do you know about it? • Have you tried it? • Would you tried it? 2. Vocabulary, Types of Therapy Complete the descriptions with the words below, and match each description to a therapy. Energy herbs channels pressure points Heal stimulate therapist functioning a. Traditional Chinese medicine b. acupuncture c. Music therapy d. cupping e. reflexology f. hydrotherapy g. Faith healing h. Reiki

1. Putting heated cups on the skin to stuck bad ______________ from the body. ___ 2. The use of hot and cold water and underwater exercise to ___________ the immune system. ___ 3. Massaging hands and feet to unblock energy ____________________. ___ 4. Inserting needles into _______________ on the body to control the energy called qi.___ 5. Using sound to help patient control pain and improve physical and mental____________. ___ 6. Using prayer to ask God or spirit to ____________ the patient. ___ 7. Using Chinese knowledge of ____________to balance yin and yang. ___ 8. Laying of the _____________ ‘s hands on the patients to bring energy into the body.___

3. Language Focus, Giving reasons We can give reasons for things in a number of ways  for + noun I see reflexologist for my back pain  for + ing Birds use these plants for building nests.  to + infinitive I visited a healer to get relief from the pain.

 …so that… Elephants eat leaves so that their labor will be easier.  that’s why… I use only herbal medicine –that’s why I am so healthy. because Animals put ants on their skin because they produce formic acid.

Handout 10 – Meeting 15

4. Listening, Therapy Listen to your lecturer describing types of therapies and reasons to take them. Complete the missing words 1. I have ________ therapy to improve my __________. 2. Lie in the ________ so that you get the full _________ of the __________. 3. People use this ___________ for diabetic. 4. I take ____________ every day ______ ____ it stops me getting cold. 5. She believes in ____________ for _________ and relaxation. 5. Speaking, Give reasons why Debate You are going to debate whether traditional medicine (herbal treatment) or modern (using chemical medicine ) is better for a patient suffer from flue, diarrhea, tumor, or cough. Work in pair. You are free to choose traditional or chemical medicine and discuss the reasons with your partner. You are going to debate against another pair. 6. Writing, Medicinal Plants

Browse on the internet about a plant that is used as medicine . Please write a short report related to the following information. 1. It looks like ____________________________. 1. What it looks like 2. ______________________________________. 2. Where it grows 3. ______________________________________. 3. What is used for 4. _______________________________________ 4. How it is prepared for use _______________________________________ _______________________________________ 7. Reading, Herbal medicine

Read the article. Find the meaning of underlined words. Discuss the idea of the article with your partner and tell the class in Bahasa Indonesia. Herbal Medicine An herb is a plant or plant part used for its scent, flavor, or therapeutic properties. Herbal medicines are one type of dietary supplement. They are sold as tablets, capsules, powders, teas, extracts, and fresh or dried plants. People use herbal medicines to tray to maintain or improve their health. Many people believe that products labeled “natural” are always safe and good for them. This not necessarily true. Herbal medicines do not have to go through the testing that drugs do. Some herbs, such as comfrey and ephedra, can cause serious harm. Some herbs can interact with prescription or over-the-counter medicine. If you are thinking about using an herbal medicine, first get information on it from reliable sources. Make sure to tell your health care provider about any herbal medicines you are taking.