CAMBRIDGE UNIVERSITY PRESS Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, Sao Paulo, Delhi, Dubai, Tokyo Cambridge University Press The Edinburgh Building, Cambridge CB2 8RU, UK www.org Information on this title: www.org/9780521141338 © Cambridge University Press 2010 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2010 Printed in the United Kingdom at the University Press, Cambridge A catalogue record for this publication is available from the British Library ISBN 978-0-521-14133-8 Student’s Book with Audio CDs Additional resources for this publication at www.org/elt/ englishfornursing Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Information regarding prices, travel timetables and other factual information given in this work are correct at the time of first printing but Cambridge University Press does not guarantee the accuracy of such information thereafter.
Introduction The aims of Cambridge English for Nursing Pre-intermediate are to improve your communication skills at work and your English language knowledge in key areas of nursing. To give you practice in current healthcare situations, each of the eight units contains: discussion of the nursing topic listening activities reflecting everyday nursing scenarios a focus on communication, for example showing empathy a medical focus, for example using IV infusion equipment charting and documentation — medical forms and how to use them On the audio you hear people in the kind of healthcare situations that you encounter as a nurse, for example admitting a patient, explaining medical procedures, discussing lifestyle changes, handing over patients, caring for patients in Recovery, managing embarrassing moments, helping patients with mobility aids and making a referral. In addition, online activities focusing on advances in technology will help you keep up-to-date with the latest medical equipment. How to use Cambridge English for Nursing Pre-intermediate for self-study If you are working on your own, you can do the units in any order you like.
Choose the topic that you want to look at and work through the unit, doing the exercises and checking your answers in the answer key. Note down any mistakes you make, and go back and listen or read again to see what the problem was. It’s a good idea to listen to the audio more than once and to read the audioscript afterwards to check that you’ve understood. For the speaking activities, think about what you would say in the situation.
You could also try talking about the discussion points with your colleagues; the topics are all relevant for people who work in healthcare. At the back of the book, you'll find audioscripts and a comprehensive answer key with solutions to the activities as well as suggested answers for the discussion tasks. In addition, you can find extra material and further activities for practice online at www.org/elt/englishfornursing. We hope you enjoy using the course.
If you have any comments on Cambridge English for Nursing Pre-intermediate, we'd love to hear them. You can email us at englishfornursing@cambridge. Viv puns Auuan me a eee Virginia Allum (BA, MA, Cert TESOL, Certificate in Nursing) lived and worked in Australia for many years and has extensive experience as a Registered Nurse working in hospitals in Sydney and on the Gold Coast. She also has palliative care experience gained while working as Director of a home nursing service in Sydney and in a private hospital in Queensland.
She has taught English for nursing at a vocational training institute in Queensland and has worked as a Lecturer and Nurse Facilitator in the diploma of nursing at the Gold Coast Institute of TAFE (Technical and Further Education) in Queensland. She currently works as a Registered Nurse in south-west England. Patricia McGarr (B Ed, Dip TESOL, MA TESOL, MBA) lives in Australia and works at Griffith University. She has wide-ranging international teaching experience, having managed a network of language institutes in Asia, project managed specialised English courses in Kuwait and Oman, and been instrumental in setting up industry-specific language projects in Vietnam and China.
She managed the Insearch Language Centre, University of Technology, Sydney — one of the largest English language institutes in Australia — and set up several offshore programmes that they delivered in Asia. Introduction 3 Skïls Medicat focus harting and documentation Welcoming a patient on Equipment to Observation Chart admission take patient Admitting Checking a patient’s identity (ID) Observations patients bracelet page 6 Describing parts of the body Using equipment to take patient Observations Giving instructions to a patient Taking and recording patient Observations Caring for a patient in Recovery IV infusion equipment IV Prescription Returning a patient to the ward ee Talking about pain an operation Checking an IV Prescription- page 16 Using IV infusion equipment Talking about feelings Pain relief Palliative Care Pain Showing empathy Assessment eee Fi Discussing pain relief neta Using a Palliative Care Pain Assessment page 26 fe Y Telephone skills: managing a patient enquiry Using patient information leaflets : Describing your nursing role Wounds District Nurse = Describing wounds Prescription Sheet The District NT Helping a patient with Activities of Daily Living (ADLs) page 36 Managing embarrassing moments Using a District Nurse Prescription Sheet Reading medication labels 4 Contents Skills Medicat focus Charting and documentation Discussing a patient’s progress Safe swallowing Food Chart Helping a patient with meals Helping Explaining safe swallowing patients with rehabilitation Reassuring a patient before an unpleasant procedure page 46 Using a Food Chart Telephone skills: making a referral Helping a patient with mobility Hoists Moving and Handling aids Assessment Mobilising Getting a patient out of bed patients Using a slide sheet page 56 Using a hoist Completing a Moving and Handling Assessment Describing medical imaging Medical imaging X-ray Contrast equipment equipment Consent Form Medical imaging Completing an X-ray Contrast page 66 Consent Form Preparing a patient for Radiology Telephone skills: making an appointment Giving directions in the hospital Doing a blood sugar test Blood glucose levels Diabetic Chart Asking a patient for consent ‘ Personal Diabetes Helping patients Describing blood glucose levels Care Plan with diabetes itanagement Completing a Personal Diabetes Care Plan page 76 : Talking about lifestyle and diabetes Explaining how to use an insulin pen Role plays and additional material page 86 Audioscript page 93 Ba cs page 103 Acknowledgements page 111 Contents 5 EEE Welcoming a patient on admission 1 ain pairs, discuss which of the following things a nurse does when a patient arrives in hospital. Shows the patient around the ward 6 @ Puts on the patient's identity (ID) bracelet @eee8e Gets the patient lunch Checks the patient's details Gets the patient a cup of tea Shows the patient how to use the nurse call Helps the patient change into pyjamas Takes the patient’s Observations b P11 Listen to a conversation between Stephen, the Ward Nurse, and Mr Connolly, a patient. Mark the following statements True (T) or False (F) in column 1.
wR The nurse Knows the patient’s name. — OOOOD: The nurse introduces himself to the patient. OOOOO 2 The nurse explains the nurse call button. ÓI The nurse checks if the patient can walk to the bathroom.
® 5 The nurse is in a hurry. c P12 Listen to another conversation between a patient and a nurse. Mark the statements in Exercise 1b True (T) or False (F) in column 1. d Which of the two conversations, 1.2, is more welcoming? 6 Unit 1 Admitting patients iC Pu Complete the following extracts from the conversation between Stephen and Mr Connolly.
Listen again and check your answers. It’s Mr Connolly, (1) _____iswkit 2? (2)__————_—__— sStephen.[2) [SSS Joking after you today. _ 4) — thee nurse call. (5) press the button if you (6) _______ (7) __——————— — towalktothebathroom?2 ls there (8) ___—_—_—_—_____ youneed? f How does Stephen make Mr Connolly feel welcome? g In pairs, practise welcoming a patient on admission.
Student A, you are the nurse; Student B, you are the patient. Use the following prompts to help you. Swap roles and practise again. Nurse Patient Check patient’s name seca Say name Introduce yourself +, Reply Explain nurse call _ once Reply Say where bathroom is Pu ° > Reply Ask if patient needs help to go —<—_o - to bathroom ee Reply Ask if patient has any questions 7 a TT Reply Say you will see patient later > se====i Reply Checking a patient’s identity (ID) bracelet 2 a [13 Stephen continues talking to Mr Connolly.
Listen to the conversation and answer the following questions. 1 What does Stephen need to do? 2 What is Mr Connolly allergic to? 3 What colour identity (ID) bracelet does Mr Connolly need? b Match the abbreviations from an identity (ID) bracelet (1—4) to their meanings (a—d). 1 DOB a hospital number 2 Hosp. b admission date 3 ADM c doctor 4 Dr d date of birth Unit 1 Admitting patients C 13 Listen again and check the information on the ID bracelet below.
Put a tick ¥ next to the correct information and correct any incorrect information. P13 Put the following extracts from the conversation in the correct order. Listen again and check your answers. L] Do you have any allergies? C1 Ill just check that on the identity bracelet.
L] What's your date of birth, please? Or change that for you right away. UJ Can | look at your ID bracelet, please? L] Can you tell me your full name, please? In pairs, practise the conversation between Stephen and Mr Connolly using audioscript 1.3 on page 93 to help you. In pairs, practise checking patient details. Student A, you are the nurse; use the patient 1 ID bracelet below.
Student B, you are the patient; use the patient 1 information on page 89. Swap roles and practise again using the patient 2 ID bracelet on page 89 and the patient 2 information on page 86. Share your knowledge _ _ In small groups, discuss the following ‘questions and group’s ideas to the class. - é ® Đo you use ID bracelets i in your ee : © Do you have the same information on the ID bracelet? ° De oF use any oer ooo for ID ma.
8 Unit 1 Admitting patients Describing parts of the body 3 a Label the parts of the human body (1-19) on pages 9 and 10 using the words in the box. fingers foreheat heel hip knee navel neck palm shin shoulder sole thigh toes waist wrist 1 forehead 12 Unit 1 Admitting patients 9 17 18 b P14 Listen to the sentences andirclè the words (a or b) you hear. a chin b Gin 2 a wrist b waist Sow — a hip blip 4 a eye b thigh a knee b heel 6 a back b neck a palm b arm 8 a sole b toe C Look at the diagram above again and label the shaded parts A, B, Cand D using the words in the box. back of the hand back of the knee lower back upper back In pairs, take turns to point to a part of your body.
Ask your partner to say what it is. 10 Unit 1 Admitting patients Medical focus: equipment to take patient Observations 4 a Match the equipment (1-5) to the definitions (a—e). 1 blood pressure cuff a takes a patient's blood pressure 2 digital blood pressure monitor b wraps around a patient's arm to take blood pressure 3 pulse oximeter c takes a patient's temperature 4 scales d records a patient's blood oxygen saturation 5 tympanic thermometer e weigh a patient b> Match the pictures (1—5) below to the equipment in Exercise 4a. Unit 1 Admitting patients #1 Communication focus: giving instructions to a patient a Dis Stephen, the Ward Nurse, is taking Mr Bracknell’s Observations.