LG English For Nursing 1 PDF

Ros Wright and Bethany Cagnol
with Maria Spada Symonds

Series editor David Bonamy
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Introducing yourself to Introducing yourself to ihe Present simple of be Nursing personnel
the team p. 4 nursing staff Present simple
Reading a nursing Discussing a schedule Telling the time Hospital facilities

schedule o. 6 Prepositions of Iimei at 7 a,m.,
in the morning, etc.
Meeting patients and Meeting patients and their visitors lmperatives Family members'. mother, father,
their visitors o. 8 Asking visitors politely to do/not .^n dtttdhtdr 6t^
to do things
Escorting a patient for Esconing a patient for tests Ordinal numbers. dates Medical equipment:
tests o. 1 0 Checking that a patient feels X-ray machine, CT scanner, etc.
comfortable Blanket, trolley, walking stick,
wheelchair
Checking patient details Spelling a patient's name tvh- questions Patient record: surname, gender,
p.12 Checking patient details for a marital status, etc
I p"li.lt r"-l!
Describing symptoms Describing symptoms 8e + adjective Symptoms: cough, dizzy,
p.14 Asking about symptoms Fee/ + adjective earache, etc.
Have + (adjective +) noun
Assessing common Describing common childhood Adverbs of frequency Common childhood diseases:
childhood diseases p. 16 drseases rubella, mumps, meas/es
Taking a blood sample Carrying out a blood test lf you ..., let me know. Items for taking a blood sample:
p. 18 Distracting and reassuring a antiseptic wipe, cotton ball, etc
patient during a blood test
Monitoring body Taking a patient's temperature Making polite requests Thermometers: d/gital
temperature p. 20 Treating a patient with th e rmomete t d i s p osab I e
hypothermia thermometer, eic.
The patient ward p. 22 Explaining where the rooms and Prepositions of place: down, on, Pans of a patient ward: c/ean
areas in a patient ward are next to, eic. supply room, conference room,
There is/There are nurses' lounge, e|c.
Nursing duties p. 24 Explaining the ward facilities Present continuous Verbs:fill in, lookfor, consult,
Describing a busy day Present continuous for future feed, eIc.
arrangements
The qualities of a Responding to a cali ljght (buzze0 Be + adjective Expressions for calming a patient
responsible nurse p. 26 Negative adjectives
Hospital food and Ordering food from a hospital AlAn, some with countable and Food and beverages: cheese
beverages p. 28 menu uncountable nouns omelette, apple juice, etc.
Like, would like
Measurements and Asking and answering questions Numbers Weights and measures: /ltres,
quantities p. 30 about a patient's diet Metric conversions calories, kilograms, etc.
How muchlHow many, much/
many wilh countable and
uncountable nouns
Helping a patient order Helping a patient order from a Asking and answering questions Verbsi breathe, chey drink,
from a hospital menu hospital menu about what to eat swailow
o.32
Assisting the patient at Encouraging and praising a Expressions of encouragement Specialised utensils: non-srp
mealtimes o. 34 patient and praise plate, two-handled cup, eIc. \
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lntroducing yourself to the team
Listening 1 Look at this notice board. Then listen to tnree conversations. Who
is speaking in each conversation? Write the number of the conversation rl-3')
next to the job titles (a-e).
a) charge nurse
b) ward sister -, -
c) staff nurse -
d) healthcare -assistant
e) student nurse _
-
Language
Present simple of be
lam ('m) I am not ('m not) Am l?
you/we/they are ('re) you/we/they are not (aren't) Are you/we/they?
he/she/it is ('s) he/she/it is not (isn't) ls he/she/it?
we can use be to say a person's name, job and country. wnars your name? I'm staff Nurse sophie
I Taylor.
Are you Sister Butler? Yes, I am.
ls she a student nurse? No,she isn't.
He's a student nurse.
Th ey' re h e alth ca re assistanrs.
I'm not fromTurkey. l'm from Syria.
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Reading a nursing schedule
Language
Telling the time

Nurses use the twelve-hour clock when they talk to 12.00: twelve o'clock
patients, visitors and colleagues. 3 p.m.
We often use the 24-hour clock for schedules, 14.00: two o'clocklfoufteen hundred hours
documents and charts 8.20: eight twentyltwenty past eight
Prepositions of time
We use at with clock times, I startlfinish worklmv shift at 7 a.m.
We use rn with parts of the day and longer periods of in the morn i ng I afternoon I even i ng
time. buI: at night
Vocabulary 1 Label illustrations A-H with the times in the box.
20.00 12.00 14.45 23.30 8.15 a.m. 9.20 a.m. 24.00 3 p.m.
|r
Match these ways of telling the time (1-8) to the times in the box in L
I nine twenty in the morning
2 eight o'clock in the evening
3 midday
4 quarter to three in the afternoon
5 half past eleven at night --
6 three in the afternoon
7 quarter past eight in the morning
8 midnight
Speaking 3 Work in pairs. Ask and answer these questions with your partner.
I What time is it now? -
2 What time do you get up in the morning?
3 What time do you start work/your shift every day?
4 What time do you/does your shift finish?
A: What time is it now?
B: It's half past seuen.
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Meeting patients and their visitors
Listening 1 I-isten to four nurses meeting their patients for the first time and
tick / the correct patient name for each nurse.
Patient list (Rooms 11-14)

Staff nurse Susie Arnold Mrs Coxen Kendra MrWilliams
Anja
Katya
Max
Dennv
2 Listen again and complete these expressions.

1 J- I come S ! please me Susie.
2 !Yes,of-. 6 n-todisturbyou.
3 ! It's Mrs Coxen, it? 7 ! I'm looking _ you.
4 ! I'm taking -? of you. 8 | How you today?
3 Listen again to Denny and tick / the expressions in 2 that he uses.
-
Vocabulary 4 complete this family tree with the underlined words in the box. Then complete
sentences a-e with the rest of the words in the box.
aunt brothercousin (x2) father father-in-law granddaughter grandfather

grandmother grandson husband mother mother-in-law sister son wife
E
KEY
a) My son is my father's
o
b) I am my husband's .
c) My daughter is my mother's .
d) My husband's mother is my .
e) My father is my husband's
- .
- the people with words from

Speaking 5 Draw a picture of a family and label 4. Then work
in pairs. Look at the information- on page 68. Follow the instructions.
-
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Escorting a patient for tests
Vocabulary 1 Wort< in pairs. Look at these photos of medical equipment and complete the
labels with the letters in the box.
CT ECG MRI X
E E
--
t
_d
-ray machine scanner scanner machine
Pronunciation 2 Listen to the names of the medical equipment in 1 and repeat.
Language
Ordinal numbers
1 st first 6th sixth 11th eleventh 22nd twenty-second
2nd second 7th seventh 12th twelfth 23rd twentythird
3rd third 8th eighth 13th thirteenth 31 st thirty-first
4th fourth 9th ninth 20th twentieth
sth fifth 1oth tenth 21st twenty-first
We use ordinal numbers for dates. 6th July 1975

23rd October 2001
We sav dates like this: 4th August 1914: the fourth of August, nineteen fourteen
31st March 2011: the thirty-first of March, two thousand and eleven
But we often write dates like this on forms: 06.07.1975
day.month.year
Listening 3 Listen to a nurse taking patients to the Radiology Department and

write the correct test for each patient in a-c on this appointments sheet.
Radiology Dept.
Appointments
- -- r --'Dalei 2O.1 1,2
13:30 (3) I
(5) Emilia
r DoB: (4)
\'/ i(o)- i
irest: rb) ]gl-___

:
_i
4 Listen again and complete each patient's name and date of birth (DOB) in 1-6
on the appointments sheet in 3.
5 Work in pairs. Look at the audio script for track 07 on pages 72-73 and practise
reading aloud the dates of birth. Then dictate three dates of birth for your
partner to write down.
10
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Checking patient details
Reading 1 Reaa these patient details and answer the questions.
GP (general
practitioner) = General Hospital
family doctor Patient details
$4r First name(s)t KLJI.S Surname: t.{eQpgald
Title:
Gender:E tvt tr F Marital status: gitqlo

DOB: 13..93,118L. Occupationi .aa.\$+.l4e-!.ip,I A.erlel.
Add ress: . .5 Q.att iS QJpe*., No-tt i r4hau..Nqt..1Q.e.
rer (aob.i.le) 1.7.71. Q9.? 5llll . Email: Vagd.enal.dQtejeep.ce'uV
GP: Q.Cfa*4a t4i.l!at
Next of kin: .SûzAw.*.5 tle.ge.vlald Relationship to patient: fla!.hA.f..
1 Is the patient a man or a woman?

2 When is the patient's birthday?
3 What is the patient's job?
4 Is the patient married?
5 Who is the patient's family doctor?
6 Who is Suzanne McDonald?
Listening 2 Listen to two conversations and tick / the information the person
asks for.
1 The adviser asks for the patient's
! name and surname. ! telephone number.
! date of birth. ! email address.
! address. ! next of kin.
2 The nurse asks for the patient's
! name and surname. ! telephone number.
! date of birth. ! email address.
! address. ! marital status.
3 Listen again and complete these tables.
I 2
Patient name James (1) Patient name Amir (4)

Next of kin | (2) DOB (5) _
Telephone (3) _ Address
(6) 81 Avenue Mahmoud
number
- Email I 0) @teleco.com
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eEenbuel
Describing symptoms
Talk
Vocabulary 1 tvlatctr illustrations A-N to symptoms r-t4.
1 cough 8 runny nose

2 dizzy 9 skin rash
3 earache l0 sore throat
4 fever ll stomachache
5 headache 12 sweaty
6 itchy 13 swollen glands
7 nauseous 14 tired
Pronunciation 2 Listen and check your answers in 1. Then listen again and repeat.
Speaking 3 Work in small groups. What do

you think are the top five reasons
for visiting a GP in the UK? Put the
Top 5 reasons for visiting the GP
symptoms in the correct order
(1-5), beginning with the most in the UK
common. Then check the answers at n earache n cough
the bottom of the page. n stomachache n backache
n sore throat
4 What do you think are the top five
oqceqceuols I
reasons for visiting a GP in your
eqceree t oqce)ceq g q6noc 7 leorql aros L
country? Discuss.
I4
9I
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eFen6uel
Assessing common childhood diseases
Vocabulary 1 Work in small groups. Match photos A-C to the childhood diseases l-3.
E q
i-
n
1 rubella 2 measles 3 mumps
2 Work in pairs. Match the symptoms in the box to the childhood diseases
in 1. Write I ior rubella, 2 f.or measles or 3 for mumps above each word. Some
symptoms can appear in more than one disease.
cough fever headache nausea rash runny nose sore throat swollen glands
Reading 3 Read this patient education leaflet and check your answers in 2.
MMR information leaflet

What is MMR?
The MMR vaccine protects your child against these highly infectious childhood diseases:
measles, mumps and rubella.
What are the syrnptorns?

. measles: cough, fever, rash, runny nose and sore throat
. mumps: fever, headache, nausea and swollen glands
. rubella:fever, headache, rash (red-pink colour), runny nose, sore throat and swollen glands
When to give the vaccine

. When your baby is l3 months old, mal<e an appointment with your family doctor or
public health nurse for the first MMR vaccine.
. At 4-5 years your child will receive the second vaccine (or booster) at schoor.
+ The vaccines are free of charge.
What happens after the vaccination?
Does your child have a feverl ls the injection area sore, swollen or redl lf yes, give your
child paracetamol or ibuprofen.
4 Work in pairs. Read the leaflet in 3 again and answer these questions.
I Who is this leaflet for?
2 What do the letters MMR stand for?
3 How old are children when they receive the MMR vaccine? (2 answers)
4 Some children have symptoms after the vaccine. What are they?
5 How much does the MMR vaccine cost?
6 What is the treatment for these svmptoms?
l6
LI
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Taking a blood sample
Vocabulary 1 Wort< in pairs. Match l-7 in the illustrations to words a-g.
o--.-r&
a) antiseptic wipe
b) cotton ball -
c) needle -
d) plaster -
e) specimen- tube
f) syringe -
g) tourniquet
-
Reading 2 Complete these- instructions for taking a blood sample with the words in 1.
DI I Put a(n) over the cotton ball and check the patient feels OK.
ii) I I Pull out the needle and put a(n) onto the wound. Press hard.
iiD I I Ask the patient to roll up their sleeve and use a(n) to clean
the patient's arm.
i") E E Write the patient's full name and DOB on the
v) f] I Tie the -
tightly around the patient's upper arm and insert the
into the vein.
-
vi) I f] Use the to fill the tube with blood.
3 Match the instructions (i-vi) in 2 to the illustrations (A-F) in l. Then put the
instructions in the correct order (l-6).
Speaking 4 Work in pairs. Put the words in 1-6 in the correct order to make sentences.
I for me / your sleeve / please / roll up
2 disinfect I first I let me / your arm
3 the tourniquet / let me / round your arm / tie
4 a small pin prick I will I feel / you
5 to your arm / cotton ball / hold / this
6 for a minute and / your arm / press hard / bend
18
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Monitoring body temperature
Vocabulary 1 Work in small groups. Match photos A-D to words l-4.
tr
llr
I
1 digital thermometer .t oral the rmometer

2 disposablethermometer 4 tympan ic thermometer
37"C = 98.6"F Work in pairs. Practise saying these temperatures to your partner. What is
normal bodv temoerature?
1 36.6"C 3 37.4C 5 37"C
2 s5.2"C 4 38.3"C 6 37.9'C
thirty-six point six degrees
Pronunciation 3 Work in pairs. Underline the stressed syllable in each word. Then
listen, check your answers and reoeat.
I oral 3 electronic 5 temperature
2 tympanic 4 thermometer 6 disposable
Listening 4 Listen to a nurse taking a patient's temperature and tick./ the words
you hear.
! arm ! head ! mouth
! temperature chart I thermometer ! tongue
5 Work in pairs. Look at the illustrations (A-E) of a nurse taking a patient's
temperature and put them in the correct order (l-5).
20
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- -
The patient ward
Ihere it
Vocabulary 1 Wort< in pairs. Label this floor plan of a patient ward with the words in the box. I r= i-
clean supply room conference room nurses' lounge nurses'station

patient room physicians' area soiled utility room visitors'toilet
Pronunciation 2 Underline the stressed syllables in each of the sections of the patient
ward in l. Then listen, check your answers and repeat.
Language
Prepositions of place
We use prepositions of place (at, on, in, under, next Your father's room isdown the hall.
to, near, down, elc.) to say where something is. The nurses'sfafion /s on the left/right.
The physicians'area ls next to the conference room.
3 Choose the correct words in italics.

1 The nurses' lounge is in I on the left.
2 The clean supply room is next f nearlo the soiled utility room.
3 The meeting room isn't in I on this floor.
4 The conference room is down I under thehall, at I on your right.
5 Dr Evans is in I on the physicians' area.
22
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'(;ou s1) Lusr e/sql'oNl's!
"teql'se4 uorlseno
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(re;n0u;s) '6e1 qq uo ebepueq e (;ou s1) l,us! arcql en11e0e1
(lern|d) 'uoor lueued eql u! speq olAt ile arcql
(relnDu1s) 'woot llddns ueep elll ut relewowreLil e (sr) qa,raql o^neur!JJV
'slsrxe burqleuos to Apoqeuos teql Aes ol erc aleqlg! a,raql osn eM 'xoq eq
eJe ataqlq! ilotlt
aben6uel
Nursing duties
Speaking 1 Work in pairs. Describe what you can see in the illustrations.
Eq
Fttserrt c
:antinuo
=--=
.:.'l E
Language
Present continuous
we use the present continuous to talk about I |m 1am1 waiting for Nurse Bower.
things that are happening now. We use the form j Aet 1rs1 hetping a patient.
am/islare + -ing. I We're (are) having tunch.
The nurse is looking for a thermometer.
What is she doing at the moment?
2 work in pairs. Look at the illustrations in L What is each person doing? Use the
correct present continuous form of the verbs in the box to write a sentence for
each one.
eat fill in look at look for read take tatk (to)

Complete these conversations with the correct present continuous form of the
verbs in brackets.
I A: Lisa, I need some help. (l) (you / do) anything important?
B: Yes, I'm sorry. I (2) (change) Ms Bandine's IV. Is it urgent?
A: No, I can wait five minutes.
2 A: Mr Halpert's call light is on.
B: He (3) (probably / complain) about pain again.
A: The poor guy (4) (have) trouble sleeping. I'll go and
give him some pain medication.
3A What (5) (the nursing assistants / do)?
B They're with Ms Davis. I think they (6) (take)
her temperature.
24
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v
Lar
The qualities of a responsible nurse
E + adix
Speaking 1 Work in pairs. Look at the illustration and discuss these questions.
.iri ,S€ b€
1 What is the nurse doing?
2 What do you think the patient wants? Make a list.
3 Why is it important to always answer a call light?
Voc
Listening 2 Listen to three conversations and complete these sentences with the
phrases in the box.
more pain medication some water to go to the toilet to turn off the TV
1 Mrs Azzizawanls
2 Jerome wants and for the nurse
3 Mr Patel needs
Listen again and complete the nurses' expressions.
1 can I help you?
2 I do to help?
3 I help you anything else?
4 l'm inafew
-can
Vocabulary 4 Match 1-5 to a-e to make expressions to calm a patient.
-
1 f,lts oK,l'm a) good hands.
2 ! Please try b) care of you.
3 ! You're in c) here.
+ ! ffre doctor d) to relax.
5 ! We're taking e) is coming in a few minutes.
Listening 5 Listen to a nurse answering a call light. Tick / the expressions in 4

that she uses.
6 Listen again and choose the correct words in itqlics.

1 Mr Friedricks can't breathe I sleep I read.
2 Nurse Henshaw gives him some wqter f oxygen I pain medication.
3 The nurse tries to make the patient feel hot I tired I relaxed.
4 The patient starts to breathe more easily I sleep I watch W.
26
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eOen6uel
44- so-
Hospital food and beverages

Vocabulary 1 Work in pairs. Look at the illustrations of main dishes in this hospital menu and
complete it with the words in the box.
cheese omelette grilled salmon pizza roast chicken

spaghetti bolognaise turkey sandwich vegetable quiche
Menu GH
Maindishee
E E
E ll q -Je
fO(
Work in pairs. Write the words for food and beverages in the box in the correct
group. Then add two items to each group.
apple apple juice apple pur6e banana carrots coffee cola corn
cranberry juice fruit salad mashed potatoes orange orange juice peas
peppers rice tea yoghurt
Side dishes Desserts Beverages
Compare your answers in 2 with another pair. Then add another two items to
each group.
28
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pue nuau I
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^lrluenb
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'sunou olqelunoc relnDurs t4llu uele esn e/,,
auos'uvM
e6enbuel
Measurements and quantities Lis
l-anguage
Nurnbers
!s,
We say numbers like this: | 2.45: two point four five Lat
189: onela hundred and eighty-nine
956: nine hundred and fifty-six
5,120: five thousand, one hundred and twenty
tn Jtntd,
,tr: :l€ lK
7396: seven thousand,three hundred and ninety-six
.= 2:1 a::.
Listening 1 I-isten and circle the numbers you hear.

| 160 I 116 4 1,200 I 1,300
2 190 I 119 5 80118
3 1,015 I 1,050 6 r.2s I 125
Work in pairs. Write the numbers in words. Then practise saying the numbers in
1 and 2 to your partner.
1 1,200 A
3,450
2 2,500 5 5.66
3 1.76 6 8.1 7
3 Listen to four conversations in which people talk about calories and

write the energy values.
1 calories
2 calories
3 calories
4 - calories
- the things nurses write (1-6) to what they say (a-f) and what each
Vocabulary 4 Match
-
measurement measures (i-iii),
-
What we write What we say What we measure
1ml a) kilojoule(s) i) weight
2kg b) litre(s) ii) liquids
3kJ c) calories iii) energy
4l d) kilogram(s)/kilo(s)
5g e) gram(s)
6 kcal f) millilitre(s)
5 Write sentences using the information in 4.
/{urses use millilitres to measure liquids.
Pronunciation 6 Work in pairs. Underline the stressed syllable in each word. Then
Iisten, check your answers and repeat.
I kilo 4 kilojoule
2 calorie 5 kilogram
3 Iitre 6 millilitre
Language
Metric conversions
1 fl oz (fluid ounce) = 29.574 ml 1 oz (ounce) = 28.35 g
35.195 fl oz = 1 litre (1,000 ml) 1 lb (pound) = 0.4536 kg
30
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L
Helping a patient order from a hospital menu
Speaking 1 Work in small groups. Discuss these questions. Then present your ideas to
the class.
1 Which foods are usually given to hospital patients in your country or place
of work?
2 How much choice do patients have in your country or place of work?
Vocabulary 2 Look at these photos and complete the sentences with the verbs in the box.
breathe chew drink swallow
1 People need air to . 2 your food well 3 You must lots of :::,- 3 -:'
before you it. liauids when it's hot.
Reading 3 Work in pairs. Look at this hospital menu and decide what you would like to
- - vour Partner.
order. Then tell
M enU ruesday 1 eth october

To order your meal, choose one item from each seciion.
)tarters Side dishes

. Chickensoup(D)- , Maehedpotatoee(Y)-
. Oranqe juiae (DIV) . Rice (D/v)
Main courses - . 9read roll &butEerleunflower spread (DIV)
-
. Grilledchickenandveget'ablee(D)- Deggeft'g -
. Beefealad(D)- . Freeh fruit ealad (DIV)
. Cheeseomelette(V)- . lae cream (DIV)
-
, Medif,erraneanvegeiablelasagne (D/V) ' Cherry tart (y) -
, Tomato &mozzarella salad (v) ' Yoghurt andhoney
- - (D)
Coded V = veêtarian; D = diabelic;- 5 = soft -
Listening 4 Cherif and Lydia are ordering their dinner. Listen and write C (Cherif)
or I (Lydia) next to the food they order from the menu in 3.
5 Work in pairs. Listen again and correct these sentences. Then compare your
answers with your partner.
Cherif has problems breathing.
Cherif hos problems swallowing.
I The lasagne is made of beef, tomatoes and pasta with a cheese sauce.
2 Cherif would Iike cherry tart for dessert.
3 Lydia doesn't like vegetables.
4 She orders a cheese omelette and a bread roll with butter for the main course.
5 She would like yoghurt for dessert and a glass of orange juice for the starter.
32
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01 aIII pl
'/'AOIIEMS
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pool lo slsrsuo.
Jo stol
lelp uos v
'esJnu aql
qlr,tl uorlesJaluoJ Jaq ala1duro3 't ur nuau aql uoJJ qJunl Jaq Eulrepro sl eJe.I 0t
'sselJ aql Jo lsat eql ql!v\ seapr .rno[ areduo3 'spooJ ]JaJroJ eql
ol (telp Uos) 5 apor eqt ppe pue t ur nueu aqt te {oo.I 'sdnor8 lletus ul {rol1
6 6u;qeedg
'L puP
g ur sra.v\sue rnod rleaqe pue g/ a8ed uo gz >lJEr] ro; ldprrs orpne eql le >loo-I
I
erp.i1 's,{ep ,lneJ }xau aql Jol }erp petf,r.r}sal e uo eJ,no^ v
;peleS ella;azzout pue otetuol aq1 ro au8esel aruos t
'af,n€s asaaqJ e pue elsed q11t s;addad pue saoleruo] z 'xoq eq
aelleletuo asaaqJ e I
euo,\1
) ur suorlsonb aq1 o1 slelv\sue s{asrnu eq1 e1a1duo3 L
; / pamolp / 1ea o1 I ue I yel duaqo aqt / 1 V eeeld -ro .{-r1
I /'uerrelaBe,re / os I I I 1r-qtl' I u1 I [epo1/ uer /areq t
L I p laql / s,leq,u / aperu / auEesey ayqela8ar Z o] seepl
; ,i lsa8Ens / teq,u / op / no,{ / '8uyvro11ems srualqo.rd eleq I I
'suorlsanb sluarled eql eleru o] JepJo l)eJroJ eql ul ?-I ur sprol\ aq] lnd g e6en6ue1 nu
Assisting the patient at mealtimes
Vocabulary 1 Matcn the words in the box to these definitions.
non-slip mat non-slip plate plastic apron straw two-handled cup

1 Nurses can use it to cover their clothes
2 Patients put it into a cup or glass and use it for drinking'
3 It doesn't move, so it is easier for patients to eat from it.
4 We use it to stop plates moving on the tray table.
5 Patients can hold it with both hands and drink from it.
Reading 2 Look at the title of this text. How would you help a patient to- eat?
o^lrj
- 9J
-co
Assisting a patient at mealtimes

It is important to give patients help (if necessary) and encouragement at mealtimes
as good nutrition helps patients recover more quickly.
A
A patient is more likely to want to eat if he or she is clean, comfortable and relaxed.
Help patients to:
.go to the toilet, wash their hands and brush their teeth.
.sit upright in bed or a chair'
You should also:
o put the tray table at the right height for the patient.
. cut up food into small pieces.
. give non-slip mats and two-handled cups, etc' (if necessary).
B
. Sit in front of the patient and make eye contact.
. Give small portions and stop for a minute after each mouthful.
. Give a drink after each mouthful (if necessary).
C
It is important that patients try and eat something - even if it's just a little'
You could:
. smile and be friendly.
. say positive things about the food.
3 Read the text in 2 and choose the correct subheading for each section (A-C)
from the box.
Encouraging the patient Helping the patient to eat Preparing the patient to eat
4 Match the words in bold in the text in 2 to these definitions.

1 good
2 get better after an illness or accident
3 a type of table that people use so that they can eat in bed
4 an amount of food or drink that you put into your mouth at one time
5 food and drink lor good health and growth
6 look directly at someone at the same time as they are Iooking at you
7 sitting straight up
8 helping someone to do something
34
-
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dervrs ueql']uerled eql esprd pue a8ernocue o] JequleueJ pue 6 pue 9 uoJJ
suolsserdxe esn '1eetu Jaq qll^ etuy lslssy 'esJnu e are nod 'g luepnlg '7g a8ed
qo nuau plrdsoq eq] tuoJI sluell asooqJ '€[uV e;e nor{'V luepn}S 's;pd u1 4ro16 W
are / sueaq eql pu€ / 4eo1e,o x1s 1e / e.te / saolelod aql / {rolJ,o ellaal l3
. 'a1e1d aqt uo pooJ puu lueped
aq1 dlaq o1 uolssa;dxa InJesn 3 e>letu ol repJo lJeJlo) eql ul spJolv\ eql ]nd e t
'eseal-lJ ro llnJJ e>lll l,useop eqs 'uollEJedo luauraceldar
drq e rage lelp llos e uo sl aqg 'pe;pdut d1pns4 sr '97 'r4a[apeg e[uy
apnF asEJ
esatullleelu le lualled
aq1 dlaq 01 op esJnu e plnoc teql6 ,{pnls as") slql peag 'sdnor8 leus ul >lro A 6u;1eedg
71
's3sn esrnu aql luaua8eJnotua pue esp-td 1o suotssa'rdxa
eql I1e eullrepun pue up8e 91-91 sa8ed uo gZ >l)e4 rol ldgls olpne al{l le {oo'I tt
;s1ua11ed asprd
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(a / d U"' eroru eplll €,tr11sn[nod ue3 V
(a / A) 'poo8 s,1eq1 S
(a / A) 'euop IIe Z I
(a / A) e"' el]]ll e ,{.41sn[ no,t p1no3 I
;raq/ur1q ($ asmtd ro lue[ed e @l a&otnoJua ol pesn suolsse.rdxe aseql a;y 6 e6en6uel
'pooJ aql lnoqe sdes esJnu aql arr111sod Eulqlaruos
;o aldurexa u€ pug pue gZ-gZ se8ed uo gZ {rerl ro; }dpcs olpne eql }P {oo'I I
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el€e 01 luervr.ro1de; s.r61 l,usaop ,{q16 t
i8ullea ro1fe1 srIAtr sl leqlA Z
;raq dleq ol esrnu eql 1u3-.vr ro1^{e1 sr6 seop dq16 I
'suollsenb aseql Je^\sue pue up8e uelsl'I 's;pd u1 >1ro16
L
iolelod lsnf g
s,leqJ, g
lae1n[ a8uero lnoqe rvroH V
'ile/v\ - aJ.no t
laeln[ e8ue.ro ;nod roJ a411 nod ppolY\ Z
- e>11 nod pFo \ I
;,{epo1 leaur rno,t Hllm
- 'suorssardxe asaql
alaldruoe pue uelsl'I ro1de1 s.t11 Euldlaq sl -
ileq6 elned asrnN 9
-
;Eugop esrnu aqt sl leq1yoloqd eqlle {ool I 6u1ue1s11
The body: limbs and joints
Vocabulary 1 LaUet the parts of the body in this illustration with the u'ords in the box'
arm finger foot hand heel leg thumb toe
2 Circle the joints in the illustration in 1. Then label them with the words in the box'
ldlii
-
ankle elbow hip knee shoulder wrist
Listening 3 Listen to a conversation between a nurse and a patient and tick / the
parts of the body you hear.
! arm !foot Et"g =
r]lij
I knee ! hand !thumb
[ finger f heel f toe
4 Listen again. Which body parts does the nurse tell the patient to:
1 push? 3 lift?
2 rotate? 4 bend?
Language
lmperative
We use the imperative (infinitive without to) to tell I Lift
your leg'
somebody to do something or give them instructions' I Push the chair'
Bend your arm.
Rotate your hand.
36
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'drq 'a1>1ue Jlaqt roJ saslJrexe roJ suorlJn.rlsur V luapnlg anl8 'g tuapnls 'selor
de,ns uaql 'suorlJulsul sV ]uepnls 'g luapnls 'pueq pue Ea1 '1ooy 'tu;e
^\olloJ 6u;1eedg
raq/s1q roJ seslrrexo roJ suorlJnrtsul g tuopntg azr13 'y luepnls 'stpd u1 1ro16 g
'sa1qe11ds pesse.rls
eql aurlrepun pue sleuorssa;ord le)lpetu olv\l Jo satuuu eql pulJ t
euorssas eslJJoxe qJpa sI 3uo1 mog Z
luollerado uE JaUE.{1a1erpauru1 op sluagled ueJ eslJlexe q)lq/v\ I
'suorlsanb asoql Jel\sue pue ule8e g uI aJnqJorq oql pee5
L
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(z)
l.te8"rns -raqe l;eletpeuur eslf,Jaxa slql
op uE) no ,fup e saurl lprelas reedeX 'uA op pu€ dn loo; .rnol r,1snd l;,tto;s'peq u;
(r)
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{;erroreJ Jo, sest)Joxf
'r'g-1_) areds qlpe ur esrJraxe lJeiroJ aql elrrl\ pue ernqJoJq slql p'ee5 g 6u;peag
'uto no[. puag
'puoq no[ yt7
,{1r,rr1re aq1 leada.r pue seloJ dens uaql 'suol}cnJ}sul
aqt r\ollol ptnoqs raulred rno1 Z pue I ul spJo^\ aql pue xoq a8en8uel aq1
uf seJar\ aLIt asn suortJnrJsur aldruls lualled e 3up18 asllJ€Jd 's.rred u1 1.to16 I 6u;1eadg
The body: torso and head
Vocabulary 1 Labet the parts of the body in illustrations A and B with the words in the box.
back buttocks chest face head hip neck shoulder stomach waist
Language
Prepositions of place and rnovement

We use prepositions of place to say where The chair is in front of you.
something is.
We use prepositions of movement to say in which Lift up your arm above Your head.
direction something is moving. Push down with your hand.
Move your leg to the sidelto the leftlto the right'
Complete this conversation between Nurse Naughton (\) and Ms Duggan @), a
patient, with up, down, aboue and ln front of.
When
N: Morning, Ms Duggan. Are you ready for your exercise session today?
D: I'm a little tired this morning but I'll try.
N: Good to hear that. we're going to try some new exercises today to help
you walk.
D: OK. The old exercises were a little too easy.
N: Well, that's good news. Now, first, I'll put the chair (1) you' Hold it'
Good. Now lift (2) your right knee - not too high. Yes, just there.
Don't lift it (3) Your waist.
D: Can I put it (4) It hurts'
N: Yes, that's oK. Put your leg (5) . That's good. Now repeat that five
good. Well done!
- together. One, two, three; that's very
times. Let's count
How do you feel?
-?
D: Not so bad. It's tough at first, especially the left leg, but I can feel I'm getting
stronger.
Reading 3 Read the conversation in 2 again and answer these questions.

1 How does Ms Duggan feel this morning?
2 What does she think about the old exercises?
3 Does she start with the left or right leg?
4 What does she think of the new exercises?
38
6t
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ol g luapnts dlaq 'V luepnls 'srred ur 4ro16 buryeadg
L
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ralse; dra8rns urorl reAoJeJ / nor( - sesrJJexa rno,t / op t
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'peurqv;141 'luelled e rol pJoJer eslJraxa lslE
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v luepnls 'xo
'suorlJnJlsul aLIl 1v\olloc '92 a8ed uo uorleurJoJul eql
le lool 'g tuepnls 'a8ed s1q1 uo uolleturoJur eqt te >lool 'y luapnlg 'srpd u1 4ro16
V 6u;1eedg
Setting goals and giving encouragement
Speaking 1 Wtrat are the patients in illustrations A{ ttrinfing? Match sentences 1-3 to
patients A-C.
1 I just want to be able to eat my breakfast.
2 I want to climb the stairs alone.
3 I want to put my clothes on by myself.
2 Work in pairs. Think of one or more ROM exercise(s) for each patient in 1.
Pstrick wants to ..., so he needs to exercise his ...
Listening 3 Put the words in 1-6 in the correct order to make sentences and
questions. Then listen to the three patients in I and check your answers.
1 what's I goal llong-term I your l?
2 you / want / today / to do / what I do I ?
3 you/whatldolcanl?
4 three sets of ten / for today / on each arm / our goal is
5 thatlcanlyouldol?
6 this exercise / three times / do I a day I can you / ?
Pronunciation 4 Listen and underline the stressed word in each-Question. Then listen
again and repeat.
In English we often
1 What do you want to do today?
2 Can you do this exercise three times a day?
3 What can you do?
4 Can you do that?
Work in pairs. Look at the audio script for track 28 on page 76 and practise the
conversations. Remember to stress the underlined words.
Language
Adjectives ending in -y: change -y to -i and

add -er.
Goodlwell and bad are irregular.
We use comparative adiectives to Exercises become easier when you do

compar€ two people or things. We often them regularly.
use tfian after the comparative adjective. This exercise r.s better than that one.
tv
'luerl€d aq] oEBJnoJux t
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'esrJJexa eq] Jo slgaueq eql upldx3 I
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'd1rrr.r1re aq1 leada; pue seloJ dervrs uaql 'uollesroluoJ
aql aslleerd pue g/ aSed uo 0t {Je4 loJ ldrJf,s olpne aq} l3 {oo'I 's.rpd u1 4ro16 71 6u;1eedg
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ieuoplleff\.:1T v
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0t
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(g/ " aq1 sleadar utulaq1,
V aql os
f ) 'Ea1 4a1 eql uo sarurl oarql esl)rexe
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( g / f ) 'Ea1 4ay aql eloul ot llnrgJlp erotu sI ll Z
(g/ f ) 'Ea1 qeee uo e^g Jo stes rnoJ sI po8 s,eu1eq1 I
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drerrorer Joq uo 'luarled e 'eurlaql q11m Euqrorvr esJnu B o] ualsl'I 6u;ua1s;-1
6
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eq1 pq q01q Aten teplnoqs Au.t gt; 1,uec lllls | ' (9) st uotsses eslclexo lsl[ eql
os '0ututou eq1 ut (y) sr replnoqs [u-t ut uted eq1 'oOe sloom lo a;dnoc e
ueql (g) qcnu eip solcsnui aql'lueulonoldLut {u.t qltm pesee;d sl }ue}lnsuoc
eLlI (z) pue (1) Ourile0 ere suolssos ostcloxe eql pue I Aep s,tl
-
-
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sug
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'o8e s4eervr eerql ueql mou (dsea)^tu seslJJaxe
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'(peq) Fullla8 s1 upd aq1 laseald 'do1s em ue3 V
,tep;a1sed ueql (q8tQ s,]eqJ iloqlg rl tr 'tuollarxg t
depol
(poo8 qJnu IaoJ l '$lueqJ Z
- zsuolsses
eslrJexa eql reu€ (Euo.r1s) IeeJ IuJe rno,{ ut salJsnlu eqt oC I
'sla>lJ€rq u!
sarrrlralpe eql Jo urroJ anrleredruor eql qly!\ seJuoluos asaql alelduo3 I
Documenting ROM exercises
Vocabulary 1 Work in small groups. Look at illustrations A-F and brainstorm words that a
nurse would use to ask a patient to make the movements.
E E q
E E
2 Work in pairs. Label illustrations A-F in I with the medical terms in the box.
abduction adduction circumduction extension flexion rotation n(
Reading 3 Read Nurse Carter's assessment of Joe Felicie, who is in traction after a road
accident. Match the words in bold to definitions l-8'
.- :1
ROM Assessment: Joe Felicie,23 yrs
:l
.._
Generol Centrol Hospftal
J
. pt conscious but tired, with nausea (pain medication); left shoulder:
bruising and swelling
. ROM limited to 100" with great discomfort
. left leg immobilised; other joints fully mobile
. health status prior to accident excellent; pt unwilling to perform ROM
Planning ROM exercises
. Stage 1: begin with passive ROM two times a day (9.00, 17.00) for first two days.
. Stage 2: teach pt to perform active ROM three times a day (9.00, 12.00, 1700).
I before
2 not wanting to do something and refusing to do it
3 prevented from moving
4 exercises the patient can do by himself/herself
5 able to move normally
6 a feeling of pain or of being physically uncomfortable
7 prevented from increasing beyond a particular point
8 exercises a nurse does for the patient
4 - is it? Check your
Nurses often use an abbreviation for the word patient. What
answer in the assessment in 3. -
42
EN
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table
Medication routes and forms

Speaking 1 Loot< at these notes and match the 'five rights' (1-5) to illustrations A-E.
1 right patient 3 right medication 5 right route

2 right time 4 right dose
2 Work in small groups. Answer these questions.

1 Why is it important to remember the .five rights' of medication?
2 Look at illustration C in 1. What other routes do you know? Make a list'
muscLe
Vocabulary 3 Match words 1-10 to illustrations A-J.

I capsules tl ointment
2 drops 7 spray
3 inhaler 8 suppository
4 injection 9 syrup
5 IV drip 10 tablets
44
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Dosages and frequency
Vocabulary 1 Wnat do the symbols in the box mean? Match them to terms 1-5.
+X
1 minus/subtracted from 4 equals/is
2 plus/added to - 5 divide(d) -by
3 -
multiplied by/times -
Listening 2 -
Work in pairs, Listen to three conversations and complete these
calculations. Then practise saying them to your partner.
I 60 mg 20 mg 3 tablets
2 250 ml - 2 hours- I25 ml per hour
3 28kg-1.5m9:-mg
- -
Vocabulary 3 Write these calucations in words. Then practise saying them aloud,
I 100 mg + 150 mg : 250 mg
2 80ml-45mI:35ml
3 60mg+5m8:12mg
4 3x5ml:15mI
Language
Expressions of frequency
We can talk about frequency like this:
Take these tablets once a day at 8.00.
I take my iron tablets twice a day at 8.00 and 22.00.
He uses a suppository every second daylevery other day, on Monday, Wednesday and Friday'
The nurse administers medication three times a day, at 8.00, 13.00 and 19.00.
We give him a morphine injection every four hours, at 8.00, 12.00,16.00,20.00, etc,
4 Match expressions l-5 to patients a-e.

I three times a day
2 twice a day -
3 once a day- -
4 every four hours
5 every second day--
a) Ms Ford 08.00 / 12.00,/ 16.00 / 20.00 '/ 00.00 /
b) Ms Sandhu 08.00 / 13,00,/ 22.00./
c) Ms O'Riley 08.00 / 12.00 16.00 20.00 22,00,/
d) Ms Meleki 08.00 13.00 / 16.00 20.00 22.00
e) Ms Andrews Mon / Tues Wed / Thurs Fri /
Reading 5 Read the wiki entry on page 47 and answer these questions.
1 What was the language of medicine in Europe in ancient times?
2 When do medical professionals use Latin today?
3 Why did the Australian Commission on Safety and Quality in Healthcare
produce a new list of medical abbreviations?
46
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Side effects; assisting patients with medication
Speaking 1 Work in pairs. Discuss these questions. Then compare 1,our ideas with the rest
of the class.
1 What are side effects of medication?
2 Make a list ol five common side effects.
Listening 2 Listen to Les, a nursing lecturer, talking about side effects to a group
of student nurses and tick / the side effects he mentions.
! dizziness ! skin rash ! tremors
! diarrhoea ! stomachache ! constipation
! headaches f swelling ! drowsiness
! nausea f vomiting ! loss of appetite
3 Put the words in 1-5 in the correct order to make sentences. Then listen again
and check your answers.
1 some patients / suffer / as you know, / side effects / and others don't
2 might feel nauseous / may suffer dizziness / some people / and others
3 even headaches / to have diarrhoea, / it's also possible / vomiting,
4 may cause swelling at the injection site / for some patients / injecting
drugs intravenously
5 Valium / drowsiness / patients who take / may experience
Language
May, might
We use maylmight + infinitive to talk I You may feel some nausea. (lt is possible but not 100 percent sure.)
about actions or events that are possible I He might suffer some swelling from the injection.
now or in thefuture. I lt may take several months to heal up completely.
We might carry out more fests after we take off the bandages.
Use these prompts to write sentences wilh may or might. Put the verbs in
brackets in the correct place.
F;.
I you / a little dizzy afler you take your medication (feel) IMed
2 some patients / abdominal pains or sweating (experience)
3 your husband / some side effects but most patients don't (suffer) I
4 you / some side effects to this drug (get)
5 we'll monitor him as we / to reduce his dosage (need)
6 it I a few weeks for the wound to heal completely (take) f*
I
tnsut
Vocabulary 5 Look at the audio script for track 34 on page 77. Find words for side eflects that
match these definitions. Underline the words as vou read.
l;,
E z E A E
an illness where a condition when the patient no longer having shaking
l,''
the patient where the feels sleepy a desire for food movements in Iror-
frequently patient cannot your body that
passes solid pass solid waste you cannot
waste, often in a from the body control
liquid form
48
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Communicating with relatives by phone
Listening 1 Look at this list of things nurses say and do on the telephone. Which two are
not recommended? Discuss.
o
I L
1 Say the name of the ward/department. I tr

2 Sayyourname. I tr
3 Offer to help. T I
4 Correct the caller's English. T tr
5 Ask the caller to repeat something. I T
6 Put the caller on hold. tr T
7 Apologise if there is a lot of noise in the background' tr tr
8 Talk to another person at the same time. I T
2 Listen to two telephone conversations and tick / the actions in 1 for
each nurse.
Speaking 3 Work in small groups. Why is conversation 1 in 2 a bad example of how

to communicate with people on the phone? Why is conversation 2 a good
example? Make two lists.
In conuersation 1, the nurse is stressed.
In conuersation 2, the nurse is polite.
Language
Pror
We use will + infinitive to talk about the future. I t'll

iust check he is awake
Will he be out of surgery at eleven? Yes, he will.lNo, he won't.
4 Complete this conversation with witt and the verbs in the box.
arrive be check not come take transfer wait
Nurse: Patients'Ward 2, Nurse Willard speaking. How may I help you?

Caller: Yes, hello, I'd like to speak to my husband in room 255, please. I
want to tell him that I (1) at the hospital very soon. But
I (2) by car today. I (3) the bus, so I (4)
probably late.
Nurse: Sorry about the noise here. Could you repeat the room number?
Caller: Room 255.-
- -
Nurse: Room 255. No problem. I (5) just he's awake and then I
(6) you. The medication we're giving him makes him a bit
tired. Can I just Put You on hold?
- -
Caller: Sure. I (7) .
-
50 -
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Moving and handling Patients
Speaking 1 Work in small groups. Discuss these questions'
i When do nurses need to move patients? Make a list'
when the pGtient changes departments
2 What do nurses need to think about when they move a patient? Make a list.
the Patient's weight
Vocabulary 2 Work in pairs. Label these pieces of equipment for moving and handling
Patients with the words in the box'
banana board hand blocks hoist monkey pole rope ladder slide sheet
Listening 3 Listen to three conversations. Which piece of equipment in 2 do the

nurses use for each Patient?
4 Listen again and complete these sentences with the words in the box.
pull up roll over sitting slide onto swing over
1 She can herself to a position.

2 Now your legs the side of the bed.
3 You can the chair.
4 We're going
- to you onto your left side'
-
52
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sqra^ aql pue ilm rc ol ?ulo8 ag lo ruroJ ]JerroJ aql qll^\ 'G) tapqV '1uar1ed
e pue '(j
llqd pue (S) utruls 'ses;nu o^\l uaarvrleq uollesJeluor s1q] alalduro3 g
poq lo lno rc6 ol dpt.l ewos paau il,eq9
'nou dn nol dlaq ye11 suorlcrperd ro; lo (d1eq 1o) rego ue ro1
'rteqqeeLlt e pu17 pue ob p1 'Our1eeds lo lueurotu eqi le opeu suorsrcop rol ,rrlu esn sosrnN
ateqqaoLl/!\ e pE ot 6woo nol ety 'Ir op Ieql eroleq (luerled eq1 o1) ernpecotd e
aprs tnotr oluo nol ilot ot 6uto0 tuJ lsrlJ ro uolluelul ue ureldxe ol e^rlru4ur + of 6u!o6 og esn sesrnN
llln'oI 6u1ob eq:arnlnl aql
ebenbuel
Communicating with team members by phone
Past sit
Speaking 1 Wort in pairs. Answer these questions.
1 Why do nurses need to communicate with other medical staff by phone? F"-
2
They need to book 0 porter to transfer patients to a different department
or room.
What other ways are there to communicate with members of the team?
t_
Listening 2 Three nuises call to ask for porters to transfer their patients. Listen
and complete the patient information'
E E
Name: Tony Montana Name:Ali Murad Name: Karina Abramowicz

lD N':811956 ID N": lD N':783359
Patient room + Paediatrics -r Patient room 210+
Occupational Therapy Radiology
-
Complete this telephone conversation with the words and phrases in the box'
accompany ask for double five lD number

medical notes porter spell transfer
Susie: Hello, Porter's Office, Susie speaking. How can I help you?
Davy: Yes, good afternoon, Susie. This is Staff Nurse Dav.v Morris in ER. I'm
calling to (1) a(n) (2) to (3) Sylvia
--
Tyler to the Orthopaedics Deoartment, please.
Susie: Could you give me the name of the patient again, please? And their
(4)
-
Davy: Yes, it's Ms Sylvia Tyler. ID number 5521146. Would you like me to
(5) that for you?
Susie: I think it's OK. Can you just repeat the ID number for me?
-?
Davy: Yes, it's (6) two double one four six.
Susie: OK, thanks. And who will (7) the patient?
Davy: -
I will.
Susie: OK. Finally, can you confirm that all the patient's medical documents
-
are ready?
Davy: Yes, we have the (8) drug chart and all the nursing
documentation.
Susie: Great, we'll send you a porter right away.
Davy: Thank you very much for your help. Goodbye.
-,
Speaking 4 Work in pairs. Practise calling a porter to transfer one of the patients in 2. Use
the conversation in 3 to help you. Change the underlined information. Then
swap roles and repeat the activity.
)4
99
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eql uo uor]€urloJur eql esn .sa8essaul auoqdelal Bu11e1 esrlJeJd .s.rred ur >po16 6u;1eadg
g1
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6
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fl fl e
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n Z
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fl t rno^ 0^16 - ouorld oql loMsuv n L
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'a8essau e sa4q I sanoa1 urcg
I
's)nDl! ur splo^4. llerJoc eql asooqJ pue ,epuayg
puP ures 'san8eellor o1ull uea^\]eq uorlesJaûot euoqdelal e o] uelsr-I g 6uluepl1
arns LusDm J's4uDql 'yg :,tuuaS
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4ulttl I ].usDm aH :pd
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lue.\ur ueJ no1 .aq ;o eldurs lsed aq1 Eursn s1ua1led asaql lnoqe suorlesreluoJ
uor{s rnot allt/h 't pup Z ur sluarled aq1 Eurssnrslp ere l€d pue duual sesJnN g
'l,use$ :.' 'olv "se41 y satr etryetedwel s/q se/u
6dn
',r.ec'e:se,( 6u1eew JeAopueq eLil ut
l,userl I
6ututouL slLll Af ur sen yerled etg 'lsed eql lnoqe llel ol ag
lo eldurgs lsed eql osn eM
eq;o eldugs 1se4
ebenFuel
Ordering supplies
Vocabulary 1 In a hospital supply room, items are often colour coded. Work in pairs. Look at Any,en
illustrations A-L and put the items in the correct category. We usr
counta
E E q E Enoug
or wan
uncour
lI Remer
I questi(
@ blsrurecrnNf
t@ n@ n n !
E E lil
I
P
n - n
u t! E
tr@ n@ n
Red: intravenous or blood test items
l-istening 2 Staff Nurses Cynthia and Louis are checking the inventory and
ordering supplies. Listen to their conversation and tick / the items in 1 that
you hear.
Listen again and answer these questions.

I For which rooms does Louis order supplies? For which floor?
2 What does Louis do to complete the order?
3 What did the hospital do a lot of this week?
56
L9
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@q p oaxoq q) aa2uufa y
(oapaoq 6Q uepaJuptp
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"'paau a1A :V
(a11oL gg) adel lechtno
2paau no[ op ]Dttl4 'wa1qotd oN :g
*
(a11ot gg y) azne?
'satlddns auos taplo 01 Sunln w,I *
:Paeu 2/A
'7o11dso11 "'lD "'asnN s! sltll 'onaH :V I
'1s11 rnod uo stuoll I
aql Japro pue g tuapnlg auoq4'sa11ddns JopJo ol peeu nod pue asJnu e erp no1 I
v luapnls
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âolloC
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'y luapnlg 'srpd ur >1.ro16 L 6u;1eadg
=tr
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sa8epueq;o (r IIOJ E €
azne8 yo (q >ped e Z
=-
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'seserqd e{eu ol p-e ol t-I qrfel4tr
9
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-'09 sr saJlaurlueJ eerql tnoqv'sa1 (q !
-
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.ee^?q e,,!\ op t\oH,
e^?q l{uop e,,!\ 'oN, .euo eql ur luel)eJurslp aêq e.(!\ oc, s
.eaJaql eJe
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e{aa/\{ eql Io lsal eql JoJ aêq er\ oC Zpeeu el!\ op ezne8 - ,!\oH t
ie{el ol peeu I op poolq - 1v\oH z
,epeeu a.|\ op /v\oH
el€q l.uop e.l\ lnq 'op a,l\ se , (esu,v\oE aleq a,r oq, I
n
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-
l,106 alA aAeL.l sp/I ol Auew nog 'sunou olqelunocun pue olqelunoc qltM suotlsonb
zareql st luelceplslp qcnu /AoH ISe oM uetln t{uew pue qcnw esn oM :lequretueH
'qdnoua l,ue.)ell,ust deql'oN a,q0noua eteql etvlsl 'sunou elqelunocun
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lade1 1eafuns q0noua eêq e/ oO popoeu sr se qcnut se lo Iueut se, sueetu qbnoul
aezne5 liue eaetl en oq 'sunou elqelunocun pue elqPlunoc
'sr,tro11td iue pul lpec qlrm suorlsenb pue secueluas enrlebeu ul /ue esn e11
I
qOnoua'fiuy lE >loo
aOen6uP-l
Giving simple safety instructions F
The
1 Match the words in the box to these definitions. Then label the illustration with
r
Vocabulary
regul
the words in the box.
lhe p
soun
apron disposable gloves eye protection mask sharps box
I This protects.your mouth and nose'
2 This protects your clothes. You tie it around your waist.
3 This container makes it easy and safe to dispose of needles.
A
You wear these to protect your hands from the patient's blood and body
fluids.
This helps protect your eyes.
-
oaJ Expr
b)
m;
c)
d)
l
| *^*.
e)
sharps = sharp
obiects
Language
Past simple: regular verbs

To form the past simple of most regular verbs, we add -ed to the verb. show - showed
clean - cleaned
Be careful of spelling changes:
. verbs that end in -e: add -d. arrive - arrived
. verbs that end in consonant + -y: drop the -y and add -ied ' carry carried
. verbs that end in one vowel + one consonant: double the consonant and add -ed' drop - dropped
We use the past simple to talk about actions and situations that started and finished She disrnfected the wound.
in the oast.
2 Look at the title of this article. Say what you think sharps injuries are. Then
complete the article with the correct past simple form of the verbs in brackets.
Many years ago a team at Wilfred Johnson Hospital (include) clear directions for the staff who (7)
(1) (organise) a project to reduce the number (use) sharps.The hospital (8) (purchase)
of sharps injuries. The OR supervisor, the hospital large boxes and put them in each OR. The team also
safety officer and a general physician (2) (9) (create) a new'sharps zonel where staff
(participate) in the project. They first (3) .- --
members (10) -
(pass) needles and knives
-
(review) the information about injuries from the year
-
on trays. After six months the number of sharps injuries
before. This (4\ (show) that there were too (11)-- (decrease). In 2008 the staff only
many injuries with sharps, so the team (5) - (12) (report) six sharps injuries. In 2009 the
(decide) to write new'sharps safety rules'to explain the number (13) '-- (continue) to go down - to only
importance of safety. The new policy (6) three iniuries!
-
- -
56
69
r;u
eql
set
llel
(
dlyrJlce aq1
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ue
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sdreqs ssed nod JI 'UO aql ul puv 's.1uer1ed .rnod pue .,{1a;es rno.,{ rog .sa1 :S
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I JI
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eq] ur uaql 1nd taoau I stomlo (g) 'ade1 prl8rns ro ezne8 e>lrl slerreletu
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ereld preads eleq e,t,r puv 'elpaau eql qly\(;1asrno.r{ arntul 1,uop no.,( og :S
"
l,^qA\ :V
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I
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eql ur elpoeu aq1 dervre l.,
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e6enbuel
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'sJolltsu?
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A n
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ur sqren re;nOer
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e uorletcunuold
Caring for a patient in the recovery room
Past sir
lrregulz
We use
To forn
didn't
Listening 1 Wtre.r a patient wakes up in the recovery room, a nurse usually asks them some
questions. Complete the missing words in these questions.
1 n Are you in any p-? 5 ! Do you k- where you are?
2 n Can you br- well? 6 n Can you o- your eyes?
3 n What's your n-? 7 n Do you f- nauseous?
4 E Can you h- me?
2 Listen to a conversation between a nurse and a patient and tick / the

questions from 1 you hear.
3 Listen again and answer these questions.

1 How often does the nurse take the patient's vital signs?
vital signs: pulse, 2 Does the nurse give the patient an oxygen mask?
temperature,
3 Is the patient nauseous?
blood pressure,
respiration rate
4 Is she cold?
5 What does the nurse give the patient?
Vocabulary 4 How does the nurse in 2 ask the patient about her pain? Put the words in the
correct order to make the question. Then listen again and check your answer'
ten being the worst pain, / one being no pain at all, / what number is your pain
right now / on a scale from one to ten, / ?
bU
I9
o] pue ur seruelues eq] asn '^raôrar req/srq
6 8 rnoqe 4eJ llf"ll3l ured
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eql Ja^/v\sue
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]EA ZI oEg
EUIOS
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4eads 6 Sutrq t
arrtE 8 dn a4elr Z
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plol - ilel
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sqran ;e;nberl :e;durgs 1se6
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eseql pEeH 'suorlJe urplreJ elel ol seq asJnu e 'drerrocar u1 st luetled e uaq1A g 6u;peeg
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Removing sutures
Language
Sequencers
We use fi?st, second, third, then and finally to give First, wash your hands completely.
instructions. We often use a comma after them. Secon4 lift up the suture.
fhird, with the otherhand , cut the suture.
Then, check the wound is healed.
Finally, clean and disinfect the wound.
Reading 1 Complete this text with firsf, second, third., then and finally.
Before removing sutures, it is important to follow these directions.

When removing sutures, put on an apron. lf you have long hair, be sure it is tied back
securely. (1) explain to the patient that you are going to remove their
sutures (the patient will probably use the word sflfches). (2) , ask the
patient if he or she is comfortable. The patient may ask if it will hurt. Reassure the
patient that removing sutures doesn't hurt. (3) wash and dry your hands.
Then prepare
-,some gauze, cleansing solution and a stitch cutter on a sterile tray.
(4) put your hand inside a sterile waste bag and use it like a glove to
remove the bandage from the sutures. Turn the sterile bag inside out so that the
bandage is now inside the bag. Put on sterile gloves. (5) look at each
suture and check for inflammation around them.
-,
Match the words in bold in 1 to illustrations A-H.
-,
E q E 'Soft
F;
IreoL
E q
62
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I
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9
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Talking about old age
Reading 1 Wort in pairs. Discuss these questions.
E
1 When do you think old age begins?
2 Do you think a 75-year-old feels old?
3 How old would you like to live to?
4 Think about older people you know. What makes them happy?
2 Read this survey and answer the questions.
@
E
In 2009 we asked 3,000 Americans about growing old. There were some
interesting results. .l
.ll.l
When does old age begin?
There were different answers, depending on age and gender. Women generally i ,,'
said a person becomes old at 70 but men put the number at 66. Most 19-Vear-
olds believed old age begins at 60.
@u
Are you old?
Certainly not! Only 21 percent of respondents aged 65-74 and 35 percent of
those aged 75+ said they feel old.
What age would you like to live to?

ln 2OO2 most people wanted to live until the age of 92. In 2009 the majority
said 89 years old. One in five would like to live into their nineties, and eight
percent say they would like to live to 100 years or older.
Are older people happy?

The answer to the question was yes. 34 percent of respondents aged 30-49
said old people were'very happy'and only 14 percent believed they were Otferi
'not too happyl 28 percent of 7S-year-olds said they were'happyi and only We ca
12 percent thought they were'not too happyi Finally, what makes the older
generation happy? The answer is good health, good friends and financial
W,
I voulv
security - the same things that make younger generations happy. -l.-
lrsa
Where should old people live?
1 When do most young people say old age begins?

2 What percentage of 7S-year-olds feel old?
3 What age would most people like to live to?
4 What makes older people happy?
Speaking 3 Work in pairs. Discuss these questions. Then compare your ideas with
another pair.
1 How are elderly people cared for in your country? In the family?
In specialised care homes? In their own home with community assistance?
2 Why do some people think a care home is the best place for the elderly?
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Assessing an elderly care home resident
Vocabulary 1 Wort in pairs. Label photos A-F with the aids in the box.
commode dentures glasses grabber hearing aid walking frame
tr
2 Match l-6 to a-f to make sentences about the aids in l. Then match the
sentences to the photos in 1.
1 Patients use this when they a) hear better.
2 Patients wear these when they lose b) up objects they cannot reach.
3 Patients wear these in order c) are not able to walk to the toilet.
4 Patients use this to pick d) them walk around more easily.
5 Patients wear this to e) to see better.
6 Patients use this to help f) their natural teeth.
Listening 3 Listen to the first part of a conversation between a nurse and Dipak
Gyawali, a new care home resident, and choose the correct words in rraftcs in
this assessment form.
. l'm happy when (2) I see my family I I'm by myself.
. (3) lmpolite or unfriendly people I Noisy places make me angry.

. My favourite foods are (4) Spanlsh and French I ltalian and lndian.
. Foods ldislike are bananas and (5) eggs lfish.
. | (6) wear I don't wear dentures.
4 Listen to the second part of the conversation in 4 and complete the

rest of the assessment form.
Hobbies and interests
(3) and (4) Indian music.
Mobility
. | (10) to use a commode.

. lfind itdifficultto bend, so luse a(n) (11) to pickthings up.
Communication
. | (12) hearing problems.
5 Compare your answers in 3 and 4 with the rest of the class.

;
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I Meeting colleagues
Reading a Speaking exercise 5 page 7
nursing schedule Student B
Look at this hospital facilities schedule. Take the role of patient or visitor and ask
Student A questions to complete the information.
Midland Town Hospital

Hospital Facilities
Visiting hours
Car park I Monday to Friday: 730 a.m. - 9.00 p.m.

Bank i Weekdays: 10.00 a.m. - 12 noon and 1.00 p.m. - 3.00 p.m.
Monday to Friday: 730 a.m. - 5.30 p.m.
Flesta{.rrant
Coffee shop
Monday, Wednesday, Thursday:

Gift shop Tuesday and Friday: 10.00 a.m. - 2.00 p.m. and 5.00 a.m. - 8 p.m.
ano : 10.00 a.m. - 5.00 o.m.
Monday to Friday:
Newsstand
and Sunday: 12.00 noon - 8.00
Breakfast: 7.30 a.m.
Dinner:
Fatient mealtirnes
Tea: 5.00 p.m.
What ere the uisiting hours?

What ere the opening hours of the bo.nk?
What time does the car park open/close?
When is breahfa.st?
Meeting patients Speaking exercise 5 page 8

and their visitors Student A
I You are a nurse. Practise meeting your patient. Introduce yourself and ask
questions about the family in Student B's picture.
Student B
You are a patient. Answer Student l{s questions.
A: Is this your family?
B: Yes. This is my son and this is his wife.
2 Swap roles and repeat the activity.
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5 The body and movement
The body: torso Speaking exercise 4 page 39
and head StudentB assir
wir
You are on the telephone. Student A needs to fill in the Range of Motion (ROM)
.' exercise record for a patient, Mr Ahmad. Answer his/her questions.
t-
I lt'
Movement Fepetitions Comments Nurse initials
tr
I l''
thoulder Repeatten timea, Mr Ahmad ehould sit on the
rotations bed, Left shoulder only,
Hip bends Repeatfivetimee. Do this on the bed, Hold his

tr
tI
head and neck in your hands,
Head lifts Hold forfive aeconds, then put This is difficuhfor him because
Chestlifts
down, Re peat th ree tim es.
Hold for three seconds, then

ofthe pain in his neck.
Oive hlm a ballto hold near his
tl
put down. Repeat five timea, face. He puahes the ball up.
IF
Documenting Student B
tI
ROM exercises I l"'
Speaking exercise 8 page 43
Listen to Student A. Then swap roles. Read Joe's flow sheet for Sth March and
It-
I t''
explain to Student A which exercises the patient can and can't do.
t-
=E
Flow sheet - Range of motion exercises
Patient: doe Felieie Room N': 214 Date:.0E.03.2012 Gen ero I Centrol H osDito,
Movement Time Comments

12.00 1700
R shoulder flexion Ir)NL
Ordt
R shoulder rotation I^)NL
R hip abduction l,ijNL
R hip extension ,dNL
L shoulder flexion ITJNL uti4h, soue oain
L shoulder extension liuihed 4o l0O"
L hio abduction liuited to 10"
L hip extension liuiteJ to 45"
L knee extension liuitod to 25'
Nurse's initials:
Joe can bend his right shoulder normally. He can ...

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Unit 1 Meeting colleagues [M =Max; SA = Susie Arnold]

3 M: Good afternoon. Mrs Arnold? IK = Kell
1 A: SA: Susie; please call me Susie. Good afternoon. K: Hellr
Hello, I'm Staff Nurse Gillian Campbell. M: Hi, Susie, I'm Max. Sorry to disturb you. I'm looking J: A bit
B: Hi, I'm Amy Bower. I'm a healthcare assistant for after you. How are you today? K: It's t
Ward C. J: Oh,
A: Nice to meet you, Amy. lD=Denny;K=Kendral I
4 D: Hello, it's Kendra, isn't it? K: Can

2 A: Excuse me, are you Ward Sister Margaret Jenkins?
K: Yes. Wha
B: Yes, I am.
D: Hello, Kendra. My name's Denny. I'm looking after J: Jake
A: Pleased to meet you. I'm Charge Nurse Paul
you. Is that OK? K: Your
Gallagher.
K: Yes. J: 18th
B: Good to meet you, Paul.
D: And who's this? K: 18th
3 A: Hi. My name's Paul. K: It's my teddy. His name's Mr Willis. brac
B: Hello, Paul. I'm David. So, where are you from, Paul? D: Well, hello, Mr Willis. And how are you today?
A: I'm from Dublin. I'm the new charge nurse, What do K: I have a poorly arm.
you do on the ward? D: A poorly arm? Can I look?
[K = Kell
B: I'm a student. K: Can
J: Is tl
D: Hello, it's Kendra, isn't it? wea
[T=Tyler;K=Karen] K: Yes. K: The
T: Hi, Karen, it's Tyler Baker. D: Hello, Kendra. My name's Denny. I'm looking after you. Is J: Ipr
K: Oh, hello, how are you? that OK? K: Of(
T: Good, thanks, Karen. Listen, can you give me my K: Yes. wal
schedule for this week, please? D: And who's this? J: I'm
K: Sure. Is the afternoon shift OK for you? K: It's my teddy. His name's Mr Willis. K: Let
T: I have exams in the mornings, so the afternoon shifts are D: Well, hello, Mr Willis. And how are you today? J: Thi
perfect, yeah. K: I have a poorly arm. K: Her
K: OK, so you start on Tuesday at 16.45 and finish at 23.00. D: A poorly arm? Can I look? C: Kel
On Wednesday, you start at 15.30 and finish at 22.15; and K: Clal
it's the same on Thursday. anl
T: That's good for me. A X-ray machine C: Got
K: Are you free on Friday, Tyler? I need a staff nurse for St B CT scanner tod
Peter's Care Home in Hillsworth. C MRI scanner
T: I'm not free on Friday, no. But Saturday... I can work on D ECG machine Unit
Saturday.
K: OK. Can you do a morning shift at the Amazon Hospital?
T: No problem. What time is the shift? [N = Nurse; AK = Amira Khan; DS = Dorothy Simpson; EK = [A = Adr
K: 6 a.m. till 2 p.m. Emilia Kadinskal
1A:
1 N: Good afternoon, Ms Khan. Are you ready for
your ECG?
[C=MrsCoxen; A=Anja] AK: I suppose so.
1 C: Yes? N: Can I just look at your identity bracelet? Thank you.
A: Good evening, can I come in? What is your full name, please?
C: Yes, of course. AK: Amira Khan. That's K-H-A-N.
A: Hello. It's Mrs Coxen, isn't it? N: And your date of birth?
C: Yes, hello. AK: 1st February 1956.
A: My name's Anja. I'm taking care of you this evening. N: Thank you. Can I swipe the code on your bracelet?
[K = Katya; W = Mr Williams] All done, thanks.
2 K: Good morning, Mr Williams. Can I help you? 2 N: Mrs Simpson? Mrs Simpson? Sorry, Mrs Simpsol.
W: Well, yeah, but where's the other nurse? How are you?
K: Ellie works on the night shift. I'm Katya and I'm DS: OK, dear, thank you.
taking care of you. N: Mrs Simpson, it's time for your CT scan.
W: OK, right, good. Look, I need ... DS: Already?
N: Yes. Can I look at your identity bracelet first?
Thanks. What's your full name?
DS: Dorothy Simpson.
N: How do you spell 'Simpson', please?
DS: Oh ... ah ... S-I-M-P-S-O-N.
N: And what's your date of birth?
DS: 22nd June 1932.
72 N: 1932. Thank you, Mrs Simpson.
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[N = Nurse; I = Isabelle; M = Mother] Thanks. Let's have a look.
3 N: How are you today, lsabelle? B: Is it normal?
A: Your temperature is 36.9 degrees this morning. It's fine. [H = Nurse
I: I have a bad sore throat. H: Mr Frr
N: Do you have a cough? B: What are you doing now?
A: I'm just recording it on your temperature chart. F: I can'i
l: Yes, and... and spots.
H: OK, I'
N: Spots? Really? Can you show me? That'r
I: Yes. I've got them here and here, look.
clean supply room nr rt tl-
.N: Oh, yes, a skin rash.
conference room F: No.
I: My best friend, Kelly, she has spots, too. nurses'lounge What'
N: Does she? Ms Quinn, does Isabelle have aqy other
nurses'station H: It's Ol
symptoms? patient room callinr
M: She's got a bit of a fever and cold symptoms - physicians'area good
runny nose. you know. soiled utility room can sl
N: Right. OK then, Isabelle; let's have another look at visitors'toilet you f<
that rash. F: Alittl
H: Keep
[S=Steve; K=Kelly] here
[N = Nurse; A = Alessandro] S: Do you like your new job then, KellY?
N: Is this your first blood test, Alessandro? K: I do, yes. The people are all really friendly. It's a
A: Yes, it is, and I really don't like blood. good team.
Unit 4
N: OK, well, let's go step by step. Please roll up your sleeve S: What about the patient ward?
for me. Let me disinfect your arm first. Now let me tie K: lt's a bit small and we have to share some of the
the tourniquet round your arm. OK, now you'll feel a 1A: F
facilities with other patient wards. li
small pin prick. S: Oh. Aren't there any patient rooms? There are more
A: Oh! That's tight. B: I
than 20 in our ward.
N: It won't take long. Now turn your head to the window. K: Of course there are patient rooms, Steve! But there isn't
a
What can you see? A: \

a conference room, for example; and there aren't any B: t
A: I see a school. There are lots of children, a teacher, I visitors' toilets either.
think... S: Strange. There are two conference rooms in our ward
2A: il
N: Uh-huh, yes? Now I just need a minute to change the but only one visitors'toilet. Is there a nurses' station?
B:(
specimen tube. K: Yes there are two small ones. What about where A: l
Uh-oh. I feel really dizzy. you work?
B: S
N That's OK. Now hold this cotton ball to your arm. Press S: There is one big nurses' station and two small ones.
I
hard for a minute and bend your arm. Yes, that's right. What about a nurses' lounge?
r
Take a deep breath and close your eyes. Good. K: There isn't one in our department, no.
t
A I don't like this.
S: Shame, our nurses'lounge is great. There's a TV, a
A: I-
N Keep breathing. It's done now Now for the plaster ... microwave, free tea and coffee, DVDs ...
B: (
and I'll send this to the lab. a
A: I don't feel so good. A: }

N: Here's some juice; that will help your dizziness.
ISW = Shelly Wagner; A = Mrs Azziza; J = Jerome; P = Mr Patel]
A: Thanks.
1 SW:
N: Just relax. How do you feel now?
Hello, Mrs Azziza, how can I help you? 1 a hun<
A: Much better. I feel much better ...
A: Nurse, oh, thank you for coming. I really, really 2 ahunr
need to go to the toilet. Thanks for coming. 3 one th
SW: OK, no problem. Let me help you out of bed. There 4 one th
1 If you feel faint, let me know we go. Here's your walking frame. Do you need any q piohte
2 If you feel weak, tell me. help with ... 6 one p<
3 If you feel nauseous, let me know. 2 SW: Yes, Jerome, this is Shelly, what can I do to help?
4 If you feel hot, tell me. J: ls that Nurse Wagner?
SW: Yes, it is. Can I helP you? 1A: ]
Unit 3 The patient ward J: Yes, Nurse, please. I'm very thirsty and there's no
more water in the jug. B:
SW: Right, OK. I'll bring you more water in a few
1 oral minutes. Is that OK? B:
2 tympanic J: In a few minutes? Oh, OK.
3 electronic SW: Can I help you with anything else, Jerome?
4 thermometer J: Er, yes, can you turn off the TV? I want to try and 2 A:
5 ternperature sleep. B:
6 disposable SW: I'm coming in a few minutes, OK?
3 SW: Mr Patel, you rang. How can I help you? B:
A: Good morning, Fred. How did you sleep last night?

P: I'm really sorry to disturb you, Nurse ... 3A:
SW: You're not disturbing me. What can I do for you? B:
B: OK, thanks. Not bad.
P: I have a terrible pain in my leg. It won't stop and
A: Is it OK to take your temperature?
I can't sleep.
B: Sure, no problem.
SW: It's OK, I'm here. Please try to relax, I'm calling
A: Can you open your mouth for me, please? And can you
the doctor now and we're going to help you' The
just put this under your tongue? That's it. Now could B:
doctor will give you some more pain medication.
you close your mouth and hold for a minute? Good, I
Just try to breathe .
think that's done. Can I just take out the thermometer?
74
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PM: That's good. Would you like some help with your
Et
vegetables? I can cut them up for you.
T: Thanks, but you knoq I don't think I really want any. I What do you want to do today? 3A:
PM: Can you iust try a little? 2 Cao you do this exercise three times a day? B:
T: OK, just a little bit. 3 What can you do?
PM: That's good. 4 Can you do that?
T: I really can't eat any more. B
PM: Just one more potato?
[N=Nurse; T-Thelma]
Unit 5 The body and movement N: OK, Thelma, let's see what you can do today. Our goal is
three sets of ten on each leg. What do you think? A'
T: I'll try. It's more difficult on the left leg. B:
[N=Nurse; D=MrDubois] N: OK, we'll try the right leg first, then. Ready? A:
N: OK, Mr Dubois, it's important to do these exercises T: OK, yes.
4A:
every day to help you N: Move your leg out to the side as far as you can, That's
D: All right; you're the boss. Can I stay in bed? right.
B:
N: Yes, sir. It's important that you are comfortable. Let's T: That's OK?
start with your feet. Now keep your heels on the bed N: You're doing very well, Thelma. And then back. Now
B:
and oush vour toes to the end of the bed. let's repeat that. Good, good. And once more. Out to the
A:
D Like this? side ... and back. Again ... and relax. Very good. A little
B:
N your left foot, then your right
Yes, that's right. Push rest?
foot. Good. Now try and rotate your foot in a circle. T: I'm OK, thanks.
D That's easy. No problem. N: Now for the left leg. Are you ready? Tell me if it
hurts, OK?
WE
N That's good because this exercise is really important. 1A:
Can we try your legs now? T: oK.
D: Oh that will hurt. N: So, let's try. Move your leg out to the side. That's it, Just
N: Well, you are taking pain medication, so it might not a little higher ... and back. That's better, well done!
B:
hurt too much. T: Yeah, that's really difficult.
D: OK... N: Yes, but it's much better than yesterday. Much better
2A:
N: Now lift your right leg. Bend your knee just a little. Let's try again. Out to the side ... a littte higher ... and
Now move your leg to the side of the bed. That's right. back.
Let's do that again ten times. T: I'm sorry, it's too painful. B:
D: Tenl N: Let's stop now. I think it's a good idea,

A:
N: Yes, ten. Let's count together. One, two, three, four ...
You're doing really well. 3A:
[C = Nurse Carter; SN = senior nurse]
C: Joe is doing much better today.
SN: That's good to hear. a.
[N = Nurse; P = Patrick; H = Hugo; J = Juan]
1 N: Patrick, back already from physio? How are the C: Yeah, he's just done his nine o'clock exercise session.
He has normal movement in his right shoulder now - he A:
exercises going?
P: It's slow, Nurse, but you know ... performed both rotation and flexion exercises very well.
N: Well, what's your long{erm goal? SN: What about the hip exercises?
C: He can do the abduction and the extension exercises Today rt
P: For the moment, I just want to climb the stairs
commol
by myself . It's very simple, realty. My wife usually but he still has a lot of pain in his right hip. And as
for exercises for the left shoulder, he can only do the side elfr
helps me. It's difficult in our house. the sam
N: Uh huh? shoulder flexion to 100 degrees and he can't do the
shoulder extension exercises at all for the moment. I'm examplt
P: I sleep in the living room but the bathroom is
suffer d
upstairs, so ...
writing up the flow sheet now. Do you need any other
information? possiblt
2 N: OK, Hugo, so one of your goals is to be able to eat this typ
by yourself.
H: Yeah, sure. After the accident this is still difficutt
Unit 6 Medication may car
Stomacl
for me. well as I
N: OK. What do you want to do todav? Valium

H: My shoulder is really painful. I can't do the
1A: Good morning, Katy. How are you feeling?
rash. Tr
r
B: A little tired.
shoulder exercises today.
Do you still have the nausea?
N: That's fine. What can you do?
B: Yes, I do.
H: I think the wrist exercises are OK. [N=Nu
A. OK. I can give you something to control the nausea N:
N: Good. Well, let's start with those. We'll stop if it Rig
if you want. rec
hurts.
B: Oh yes, please. me
3 J: I think my arms are getting stronger. I can already Do you have enough water? Good. Please take two
put on some of my clothes by myself. D: He
tablets now. You can swallow them with water.
N: That's great news, Juan. Well, for today our goal is an(
three sets of ten on each arm. Can you do that?
2 A:. I think I'll have to give my husband his drops. Ted N: OK
J: OK with me.
won't be able to do it himself. the
B: Yes, I think you're right. D:
N: Can you do this exercise three times a day? OK
What is the dosage? lns
J: Yes, I think so.
B: That's three drops into his right ear now, Mrs yor
Mathews, and then again just before he goes N: Wt
to bed. D: I'm
76
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Unit 7 The hospital team Unit €
[S=Sam; G=Glenda] the el
S: Good afternoon, East Ward. Staff Nurse Sam Turner
1 A: Dan, can you come and help me with Ms Marsh, speaking. Can I help you?
please? G: Hello, Sam. This is Glenda Davies from Pathology. Can
B: No problem. [N = Nurs
A: She has a rope ladder, so she can pull herself up to
I speak to Nurse Wright, please? N: Mrs
S: I'm sorry, she's on her lunch break at the moment. Can W: Yes
- a sitting position but she'll need some help to get
out of bed.
I take a message for her? N: I'm )
G: Yes, please. Can you ask her to call me back? I have Ms surgi
B: Are we going to use a hoist? Shapiro's test results. W: Goo<
A: No, I don't think we need a hoist. Ms Marsh onlv S: Yes, of course. What's your number? N' T'm o
weighs about 45 kilos, poor thing. G: It's extension 8391. chec
B: Oh, OK. S: OK, so if I can iust check the message: that's Nurse you
2 A: Mr Baxter, we're going to help you into your chair. Wright to call Glenda ... I'm sorry can you repeat your W: Yes
You'll be more comfortable for watching the TV. family name, please? N: Ona
Carol is going to lower your bed first. Davies. D-A-VI-E-S. ten t
B: And what's that? S: Nurse Wright to call Glenda Davies in Pathology about rioht
A: You've never seen one of these before? Great, isn't Ms Shapiro's test results on extension 8391. W: I gue
it? It's called a banana board. Now can you sit up G: That's right. Thanks very much for your help. Goodbye. N: OKI
first, please? That's it. Now swing your legs over S: Bye. W: No. I
the side of the bed. I'm going to put the banana N: Here
board on your bed and - and now you can slide W: Bettt
onto the chair. Careful now ... slowly. There you are. [C=Cynthia;L=Louis]
3 A: Kenny, are you ready? We're going to roll you over C: Hi, Louis. Sorry I'm late. I was in the laboratory and I
onto your left side. had to wait for some results. I'm here to help you with [N = Nurs
B: Just a second - my leg. OK. I'm OK.
the inventory. N: It's E
A: Are you sure? OK, so we'll roll you over. Good. I'm
L'. OK, Cynthia, you can use this scanner and I'll take this E: Onl-r'
going to put this slide sheet on the bed and now one. And you scan the items we need to order. For placr
example, we need new hospital gowns and sheets for nelgi
we'll roll you over again onto your back.
the patient rooms on the fourth floor. So you scan the N: Yon
code like this ... and you enter the number we need. We and r
1 A: Hello, is that the Porter's Office? need nine of each. To finish that order, press 'enter' on E: Sour
B: Yes, it is. Can I help you? the scanner. N: Wha
A: Yes, please. This is Sister Marshall from Kelmann C: OK, I understand. I know we need to order some E: I like
Ward, and I'd like a patient transferred to more bedpans. And we need a lot more gauze and yest{
Occupational Therapy, please. surgical tape. hear
B: Certainly. Can you give me the name of the patient L: OK. We also did a lot of blood tests this week during the s
and the room number, please? the blood donation campaign, so we need some more N: Wec
A: Yes, that's Room 211 and the patient's name is Tony specimen tubes and lV bags. go fc
Montana. Shall I spell that for you? Wea
2 A: Yes, the Porter's Office, please. you
I ordered, tied, changed
and
B: Yes, you're through. How can we help you? 2 worked, fixed, stopped
:
A: Good morning. This is Staff Nurse Ania Pershik after

3 disinfected, protected, needed
E: I mis
in Paediatrics. I'm calling to ask for a porter to
transfer one of my patients to Radiology for The
his scan. I organised, reviewed, showed, used, continued N: Yes,
B: No problem. Can you give me the patient's 2 purchased, passed, decreased gooc
details, please? 3 participated, decided, included, created, reported mor(
A: Yes. It's Ali Murad, ID number 992163 ... abor
3 A: Good evening, Porter's Office.
E: Mys
lives
B: Yes, hello. I'd like a porter to transfer a patient of
inter
mine, please.
A: OK. Can I have some details, please?
N: I can
don'
B: Sure, the patient's name is Karina Abramowicz.
you
She's in Room 210 and she needs to go to
the Maternity Department. As quickly as
E: Sure
possible, please.
A: OK. I just need to take a few more details first ...
[N = Nurs
N: Goor
nam
your
DG: Nice
N: Now
that
DG: Yes,
N: First
DG: I pre
78
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Pearson Education Limited The publishers would like to thank the following for their kind
Edinburgh Gate permission to reproduce their photographs:
Harlow Alamy lmages: Bubbles Photo Library 4tc, By lan Miles-
Essex CM20 2JE Flashpoint Pictures 4bl, Catchlight Visual Services 16 (A),
England itanistock 45 (Ali), 54 (2), Medical-on-line 52 (B), Sam
and Associated Companies throughout the world. Edwards 32c, Science Phoio Library 20 (A), UpperCut
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@ Pearson Education Limited 2012 Helene Rogers 10 (D), 20 (B), 52 (A), 52 (C), 52 (D), 66
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Work has been asserted by them in accordance with the
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All rights reserved; no part of this publication may be #77 26133 1 0 (A), unamarina#25259948 54 (1 ), Natalia
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in any form or by any means, electronic, mechanical, Tom McNemar#36364 66 (C), Yuri Arcurs #22472326
photocopying, recording, or otherwise without the prior 45 (Ted); Getty lmages: Berhard Lang21 , Felbert +
written permission of the Publishers. Eickenberg 321; Pearson Education Ltd: Jules Selmes 33
First published 2012 (A), 33 (B), Photodisc / Kevin Peterson 33 (C), 45 (Katy),
ISBN : 978-1-4082-6993-0
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Picture Library: John Birdsall 4tl; Quintal Healthcare Ltd:
Set in ITC Cheltenham Book 52 (E); Science Photo Library Ltd: Dr. P. Marazzi 16 (B),
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Acknowledgements Shutterstock.com: James Steidl 10 (C), sima 45
The publishers and author would like to thank the following (Suzanna), Supri Suharjoto 32r
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acknowledgement in any subsequent edition of this
publication.
education and for employees in training at work. Written by health care
practitioners, it combines a strong grammar syllabus with the specialist
vocabulary and skills that learners need to succeed in their
chosen field.
Level English for Nursing is designed for students with a basic knowledge
1
of general English, who now require an elementary (CEF level A1-A2)

course in this specific field. It includes:
. topics that reflect the latest developments in nursing, making them
immediately relevant to students' needs.
. clearly defined language and function objectives which are backed up by
comprehensive on-the-page language boxes.
. essential online support for teachers, including teacher's notes, fully
editable tests and multilingual glossaries.
. a student CD-ROM with interactive glossaries in both British and
American English and full course book audio in MP3 format.
Other titles in the series include:
English for Banking & Finance
English for Construction
English for Information Technology
English for Oil & Gas
www.pearsonElT. com/vocationalenglish

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Ros Wright and Bethany Cagnol

with Maria Spada Symonds

Reading a nursing Discussing a schedule Telling the time Hospital facilities

Telling the time

Vocabulary 1 Label illustrations A-H with the times in the box.

Patient list (Rooms 11-14)

2 Listen again and complete these expressions.

aunt brothercousin (x2) father father-in-law granddaughter grandfather

- the people with words from

Pronunciation 2 Listen to the names of the medical equipment in 1 and repeat.

We use ordinal numbers for dates. 6th July 1975

Listening 3 Listen to a nurse taking patients to the Radiology Department and

irest: rb) ]gl-___

Gender:E tvt tr F Marital status: gitqlo

1 Is the patient a man or a woman?

Patient name James (1) Patient name Amir (4)

1 cough 8 runny nose

Speaking 3 Work in small groups. What do

MMR information leaflet

What are the syrnptorns?

When to give the vaccine

1 digital thermometer .t oral the rmometer

clean supply room conference room nurses' lounge nurses'station

3 Choose the correct words in italics.

eat fill in look at look for read take tatk (to)

Listening 5 Listen to a nurse answering a call light. Tick / the expressions in 4

6 Listen again and choose the correct words in itqlics.

Hospital food and beverages

cheese omelette grilled salmon pizza roast chicken

Side dishes Desserts Beverages

Listening 1 I-isten and circle the numbers you hear.

3 Listen to four conversations in which people talk about calories and

35.195 fl oz = 1 litre (1,000 ml) 1 lb (pound) = 0.4536 kg

breathe chew drink swallow

before you it. liauids when it's hot.

M enU ruesday 1 eth october

)tarters Side dishes

non-slip mat non-slip plate plastic apron straw two-handled cup

Assisting a patient at mealtimes

4 Match the words in bold in the text in 2 to these definitions.

arm finger foot hand heel leg thumb toe

Prepositions of place and rnovement

Reading 3 Read the conversation in 2 again and answer these questions.

Pstrick wants to ..., so he needs to exercise his ...

Adjectives ending in -y: change -y to -i and

Goodlwell and bad are irregular.

We use comparative adiectives to Exercises become easier when you do

abduction adduction circumduction extension flexion rotation n(

Medication routes and forms

1 right patient 3 right medication 5 right route

2 Work in small groups. Answer these questions.

Vocabulary 3 Match words 1-10 to illustrations A-J.

4 Match expressions l-5 to patients a-e.

1 Say the name of the ward/department. I tr

Speaking 3 Work in small groups. Why is conversation 1 in 2 a bad example of how

We use will + infinitive to talk about the future. I t'll

arrive be check not come take transfer wait

Nurse: Patients'Ward 2, Nurse Willard speaking. How may I help you?

Listening 3 Listen to three conversations. Which piece of equipment in 2 do the

pull up roll over sitting slide onto swing over

1 She can herself to a position.

Name: Tony Montana Name:Ali Murad Name: Karina Abramowicz

accompany ask for double five lD number