Modul English
Modul English
Modul English
FOR
NURSING
CHAPTER 1
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 Æ Collecting Demographic Data Elements
Vocabulary
Surname
Next of kin
Assess
Assessment
Useful Expression
a) Implementation step
Study these expressions to initiate communication
Explaining what you are going to do immediately.
• It is time for me to ……….
• I just want to ……….
• I would like to ………. interview you
• I am going to ………. assess your health condition
• I need to ……….
b) Question to collect demographic data elements
Study and practice these useful expressions
Question To Ask
NAME What is your name?
What is your complete name?
What is your surname?
AGE How old are you?
ADDRESS What is your address?
Where do you live?
PHONE Your phone number, please
What is your phone number?
Do you have a mobile phone number?
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MARITAL STATUS Are you married?
HEALTH INSURANCE Do you have any health insurance?
OCCUPPPATION & TITLE What is your occupation?
Do you have any academic title?
What is your title?
What do you do?
NEXT OF KIN Who is your next of kin?
REASON FOR CONTACT*) What brings you in this hospital?
Who sends you to this hospital?
What makes you come to this hospital?
*) It is a reason that makes you come to hospital. It can be a chief complaint, medical
checkup.
ACTIVITY 1 Æ 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 Æ Current‐Health and Illness Status
Useful Expressions: Assessment step
Study these questions
CURRENT HEALTH STATUS
• What do you think about your health?
• Would you tell me about your health condition recently?
Sample of patient’s response: “I’m usually healthy, have usual cold,
and have to take medicine for high blood pressure”
ELIMINATION PATTERN
• Would you tell me about your ………?
• How many times a day do you do your ………?
• Do you have any problem with your ………?
bowel movement?
waterworks?
• Is the stool formed or loosed?
• Is your waterworks sluggish?
Part 3 Æ History of Past Health and Illnesses
Useful Expressions
Assessment Step: Asking Common Communicable Disease
• Have you ever had + a kind of disease……?
Response: Yes, I have/No, I haven’t
• How old were you when you got it?
Response: I was about ……years old
• Are you allergic to……(a certain food/medication)
(Example: Are you allergic to penicillin/antibiotic)
Kinds of diseases: measles‐mumps‐chicken pox‐rubella‐rheumatic‐fever‐diphtheria‐scarlet
fever‐polio‐tuberculosis
Assessment Step: Asking about Immunizations
• Have you ever been immunized against + (a kind of disease)?
• Have you ever got……+ (a kind of disease)…….immunizations?
Example: Have you ever got polio immunizations?
ACTIVITY 2 Æ ROLE PLAYS
Task. Pair Work
Assess your partner current health condition by using question listed above
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CHAPTER 2
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
LOCATION
• Where do you feel it?
• Does it move around?
QUALITY OR CHARACTER
• Show me where.
• 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?
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TASK
1. Make a complete conversation to explore the dimensions of symptom
2. Take one case only
Case 1
A patient with anorexia nervosa expresses:
• I don’t want to have a lot of meal
• I don’t want to be plump
• My arms and legs are getting fat
• I have difficulty in bowel motion
• I feel nausea
• I want to vomit
• Food makes my stomach upset
• I am afraid of being fat
Case 2
A patient suspected with appendicitis expresses:
• I feel pain around my navel
• I feel pain around here (in the lower right spot of my abdomen)
• I feel a sharp pain
• Don’t touch my stomach, it increases my pain
• I feel feverish
• I feel nausea
• I vomit
• I lose my appetite
• I vomit frequently after meals
• I have recurrent pain in my lower part of my stomach
• It becomes more painful if I do the squatting bowel motion
“Success is climbing a mountain, facing the challenge of obstacles, and reaching the top
of mountain”
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CHAPTER 3
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?
Useful Expressions
Implementation step
Explaining what you are going to do immediately
• Now I am going to …
• It’s time for me to…
• Now I want to…
press your… + (parts of the body) gently
examine your…+ (parts of the body) gently
artery
cheeks
neck
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Instruction
• Would you…?
• Now I want you to…?
remove + your… wig
put off hairpieces
• Please + rise your eyebrows
frown your forehead
smile
puff your cheeks
shrug your shoulder
flex your neck with chin toward
bend your neck, with ear toward shoulder
take a sip of water from this glass
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
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CHAPTER 4
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
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
It’s time for me …
I just want …
I would like …
I am going …
to measure your blood pressure
to count your pulse
to check your respiration
to measure your temperature
to put this cuff (around your upper arm)
to insert this (thermometer) into your armpit
to put this (thermometer) into your mouth
Task 2. Giving instructions and expressions during the implementation
lie down on the couch
lie flat on the bed
Would you …
Would you mind *) Please roll your sleeve up
Now, I want you to… give me your right/left hand
raise your arm
take a deep breath
breathe in … breathe out
roll yourself into side lying position
Task 3. Nurse response
• OK, fine. That’s it
• Fine/good
• All is done
• Finished
*) 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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CHAPTER 5
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 Paralysis
Indicated Convulsion
Suggest Patch
Pus Hazardous equipment
Suture Rub
Sponge Greasy
Splint Rash
Swollen Tightness
Useful Expression
Pattern 1: Recommendation
Pattern Example
Should • You should take the complete (entire) dose
Must prescribed
Be + required • These tablets contain antibiotic. It is required
essential you to take the complete dose prescribed
important
indicated
have to …
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 You should not drink this antibiotic with milk
Must not
May not + …
Should + avoid + ing You should avoid drinking alcohol
Have to + avoid + ing
Had better not + bare infinitive
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Instruction Chart 1
WOUND CARE (CUTS, ABRASIONS, BURNS)
1. Keep the area clean and dry
2. Keep wound covered with a clean dressing, change
the dressings daily
3. Keep the injured part at rest and elevate for 12 hours
4. Watch for redness, pus, or increased soreness.
Contact your doctor if this occurs
5. Have your wounds checked and your sutures
removed as advised by the emergency physician in …
days.
Instruction Chart 2
HEAD INJURY
The first 24 hours after a head injury are the most important, although after effects may
appear much later. It is important that a responsible person awakens the patient every 2
hours for the first 24 hours and watches for the following symptoms. If any of these occurs,
call your doctor or return to the emergency department
1. Persistent headache, nausea or vomiting more than twice
2. Weakness, numbness or paralysis of the arm or legs
3. Blood or clear fluid from the ears and nose
4. Blurred vision, unequal pupils (one larger than the other)
5. Convulsion
Instruction Chart 3
CAST/SPLINT CARE
1. Do not apply any weight or pressure on a new cast or
splint for the first 24 – 48 hours
2. Keep the cast/splint clean and dry
3. Elevate the injured part for 48 hours on pillows above
your heart
4. Do not put foreign objects inside the cast
5. Wiggle your fingers or toes inside the cast every hour
6. If your fingers or toes become extremely swollen,
cold, blue or numb, or the pain increases markedly,
loosen the ace bandage of the splint, or if it cast, call Page 15 of 35
your doctor or return to the Emergency Department.
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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:
1. Greet the patient; tell him/her that after getting the treatment he/she may go
home. And you’ll give some advice
2. Explain the medical suggestions and advices.
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