Cambridge English for Nursing Pre-intermediate | A short self-study or classroom course ( hours) for nurses who need to Student's Book with Audio CD. Cambridge English for Nursing Pre-intermediate (CEF level A2) is designed to improve the communication skills and specialist English. Cambridge English for Nursing Pre-intermediate (CEF level A2) is designed to improve the communication skills and specialist English language knowledge of .
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Answer 1. For example, in conversation 1. Students listen again to check. Why is it important to make a patient feel welcome and comfortable? Answer Patients feel less anxious if they are made to feel comfortable and are also more likely to communicate with nurses. Stephen uses the patient s name and introduces himself, he explains how things work and takes time with the patient. Extension activity: role-play Students use the audioscript on page 93 to role-play the unfriendly conversation 1.
Afterwards, elicit from the students playing the patients how they felt. Elicit from the class whether they might sometimes use these bad techniques themselves. Afterwards, get them to swap roles to repeat the activity without the prompts. Why is it important to know which allergies a patient has? Answer Allergies can cause reactions such as rashes or more serious reactions, e.
It s important to know before giving a medication in order to check if patients have any allergies because patients may suffer irritations such as rashes or more serious reactions such as shock. Allergies to anaesthetics may cause serious reactions such as breathing difficulties. Why do you think the admission date is important?
Answer The length of stay is often needed for statistics, for example to see how effective the treatment was. The length of stay may also be needed for costing.
No ; Allergy bracelet should be red You could ask students the following question. Why do you think they use red to indicate allergies? Answer It is important to be immediately aware of allergies because it could be lifethreatening to give patients medications which they are allergic to. You could check the pronunciation and stress on the following words. Encourage them to try to remember as much as possible from the dialogue, rather than simply reading it aloud.
Extension activity: Role-play Students could repeat the conversation without the script. You could ask them to include friendly body language, e. Students swap roles and use the ID bracelet on page 89 and patient 2 information on page Share your knowledge Students discuss the questions in small groups and then share their ideas with the whole class.
The discussion should include the following items: Checking patient identity is important to avoid hospital errors, e. Extension activity: electronic ID bracelets Some countries are introducing electronic ID bracelets which have a barcode which can be read using a hand-held machine. Students discuss these questions in groups and then feed back to the class. What differences do you think will they make?
What are the advantages and disadvantages of electronic ID bracelets? Suggested No confusion possible between patients with the same surname; cuts down on the need to write information; barcode can be swiped any time patient details are needed.
Easier for administration, reporting and analysis of statistics, e. Danger of incorrect data being inputted as the barcode needs to be accompanied by written text. Extension activity: parts of the body 1 Put the students into two teams, A and B. Choose a part of the body in Exercise 3a and ask the first student in Team A to point to the position on the body, e.
Show me your elbow. Ask a student in Team B and continue with the other parts of the body. The team with the most correct answers wins.
A lower back B back of the hand C back of the knee D upper back Extension activity: parts of the body 2 Students work individually, or in pairs, to complete the table below. You could set a time limit so that the student with the most completed table wins. Some of the parts of the body may appear in more than one section, e. Medical focus: equipment to take patient Observations 4 a Students match the equipment and definitions.
Point to a picture and ask What does this equipment do? Students test each other in pairs. Extension activity: comparing Observation equipment In small groups, students discuss and write down the advantages and disadvantages of the following Observation equipment and then share their ideas with the class.
Can you, please? Language note The nurse uses a mixture of I ll and I m going to explain what he is going to do, in order to make the patient feel more comfortable. I m going to is used to explain a procedure before it happens; I ll or I ll just is more likely to be used when the nurse begins a procedure. In this context, the differences in meaning between the two forms are rather subtle and not worth worrying about. Extension activity: instructions and reasons Students listen again to the conversation in Exercise 5a and identify the sentences where the nurse explains the reason for the instruction.
Nurse: I ll weigh you first.
Can you stand on the scales, please? Nurse: I m going to take it in your ear with this tympanic thermometer.
Nurse: Can you turn your head to one side for me, please? Nurse: I ll put the blood pressure cuff on. Can you roll up your sleeve, please? Nurse: Can you hold out your hand, please? Charting and documentation: recording patient Observations 6 a Students match the abbreviations to the meanings. They then test each other in pairs. Blood pressure can be given using over or on, e. I m going to I ll just I ll e Students practise the conversation using audioscript 1.
Encourage them to act the conversation as much as possible from memory, rather than simply reading it aloud. Note Observations are usually taken in the following order: temperature, pulse, respiration, blood pressure and oxygen saturations. Admission Observations usually include weight as well. Elicit from the class ways of describing negative and positive readings.
Remind them to swap roles. They use the charts on page 15 and page Suggested 2 Visiting hours, how to call the nurse, where the bathroom is, where the TV control is 3 It makes them less anxious. You could ask students the following questions. They are often tired as well as unwell. Some patients are admitted on the day before an operation if they require preparation for the operation such as blood tests or special medication.
They may feel anxious or unsure of protocol. Nurses welcome patients on admission and try to put them at ease. Paperwork is completed to ensure that all charts and documents are correctly labelled. Useful web links Protocol on Admission to Hospital Checking a patient s identity ID bracelet page 7 It is vitally important to check the patient s identity bracelet and ensure that the information is correct.
Identity bracelets are colour-coded, for example white for most patients, red for patients with allergies, green for patients who are at risk of falling and yellow for patients who may wander because of dementia. ID bracelets are generally placed on the patient s wrist so the information is easy to refer to, for example before giving medications or during a preoperative check.
Useful web links Information for Staff to Accompany Patient Identification Policy Medical focus: equipment to take patient Observations page 11 A Nursing admission includes taking a patient s observations Obs. These are temperature, pulse, respirations, blood pressure, oxygen saturation oxygen SATS and weight. Digital monitors are commonly used to take all observations except temperature.
A tympanic thermometer, which is placed into the patient s ear, is the most common way to take a temperature these days.
In most countries, glass thermometers which contain mercury are no longer allowed because of the health risks if the thermometer breaks. They instruct patients on the use of equipment, for example walking aids, so that patients can achieve as much independence as possible.
Nurses may also give instructions on medication use. There are several factors which are important when giving instructions to patients. Instructions must be organised into steps and the instructions need to be checked.
Charts may be in a horizontal form or a vertical form. In a vertical chart, each line records temperature at the top, pulse and blood pressure on the middle section and oxygen SATS and weight on the lower section.
In a horizontal chart the same information can be recorded along the line. When taking patient Observations, nurses sometimes need to explain the patient s observations to allay anxiety. The patient may want to know if the results are normal or too high or too low. The explanation can be done while the Observations are recorded on the Observation Chart, which is often kept at the end of the bed.
Students practise giving opinions and sharing information with colleagues. Patient identification and the importance of colour coding patient ID bracelets is discussed in this unit as well as the admission procedure. You could also ask the students to look at the outline of Unit 2 on the Contents Page and ask them to think about what areas they would most like to improve and practise.
Ask students to discuss how a patient might feel after an operation. Draw a mind map on the board and elicit answers from the class.
Use the prompts below to get started, and add more ideas from the students. From each box you could draw arrows to more boxes as shown. Nurses who work in the Recovery bay must have completed an advanced Life Saving course which includes cardiopulmonary resuscitation, defibrillation, and recognition of post-op complications such as breathing difficulties.
They then practise asking and answering the questions. What do patients do in Recovery? What do nurses check? What do patients need to help them to breathe? Where do patients go if they are very ill? Where do patients go if they have heart problems?
How does the nurse show that she is trying to understand how the patient is feeling? The nurse uses empathetic statements, e. Some people feel a bit sick after the anaesthetic. Elicit from the class how the nurse could ask about each of these feelings.
You could ask students the following question. What other ways can the nurse use to show empathy with the patient? What information might the IC intensive care nurse give to the ward nurse about the patient?
How does the nurse show that she is trying to understand how Mr Brodzik is feeling? She explains that the pain from the IV and dressing is normal. What other forms of pain relief might be used in Recovery? Heat packs d Students put the words in the correct order. Extension activity: asking and answering questions Students could role-play asking and answering the questions.