English 2 SMT 3 2022
English 2 SMT 3 2022
English 2 SMT 3 2022
UNIT 1
ESTABLISHING A RELATIONSHIP
USEFUL EXPRESSION
Greetings
Hello.
Good . . . . . . . . . . . . . . Mr. . . ./Miss/Mrs. . . .
morning . . . . . . .(until 12 mid day)
afternoon. . . . . . (until dark, 5 to 6 pm)
evening . . . . . . . (after dark)
Addressing someone
How can I address you?
Is it “Miss or Mrs. . . . . . .?
May I address you with . . . . .?
Response :
Please, address me with . . . .(Mrs, Miss, my first name)
Call me . . . . . .
You may address me . . . . . .
Why don’t you call me . . . . . .
Pre-closing
Now, I need to visit other patients.
If you need . . . . . . . . . . . please just press the call button, a nurse will help you.
anything
help
something
assistance
VOCABULARY
Mrs. Cassandra had a stroke about 18 months ago. Her family look after her at home. A nurse from
Home care help her with a twice-a day visit. She has come into the care home while her family has a
short holiday. The stroke has left Mrs. Cassandra with left-sided paralysis and poor balance. She has
doesn’t have dysphasia. But because the left side of her face is also paralyzed she also has slurred
speech and dribbled saliva. She has a problem with non-verbal communication because her facial
expression is affected.
Activity 1
Complete the blanks with suitable expression taken from the useful expressions above. Then practice
with your partner. Refer to the case of Mrs. Cassandra above.
Nurse : (1)
Mrs. Cassandra : Good morning, nurse.
Nurse : (2)
Mrs. Cassandra : Not very well I think.
Nurse : I’m nurse . . . . . . . . . . . , (3)
Your name is written here “Mrs. Cassandra”
(4)
Mrs. Cassandra : Please call me Mrs. Cassandra.
Nurse : (5)
Mrs. Cassandra : OK. Thank you, nurse.
Nurse : (6)
(7)
Mrs. Cassandra : See you.
Activity 2
Fill in the blanks with suitable expressions, and then practice with your partner.
Activity 3
Make a conversation between a nurse and a patient. Follow these steps.
Introduce yourself
Tell him/her if he/she needs a help just press the call button
Tell him/her if he/she needs a help just press the call button
Activity 4
Make an imaginary conversation focused on introducing yourself to a new patient.
Perform an introduction before the class. Imagine that the participants in your class are your patients.
Introduce yourself before doing an implementation described in the situation below.
Situation 2.
Situation 1.
Language Focus : Yes – No Question and Information Question (Question Word Question)
1. Yes – No Question
Yes – No Question is a kind of question that the answer is only “yes” or “now”
Exercise 2. Read the information about Irina and Paul. Then make complete questions
with the given words and choose the correct short answer.
4. Question: they/have/electricity?
…………………………………………………………………………………
Answer : A. No, they don’t. B. electricity
Exercise 3. Complete each conversation. Make questions using the information from
Speaker A.
2. A : My kids are transferring to Lakeview Elementary School because it’s a better school.
B : What was that. Where ……………………………………….? OR
B : What was that. Why ………………………………………….?
3. A : I will meet Taka at 10.00 at the mall.
B : I couldn’t hear you. Tell me again. What time ………………………….? OR
B : I couldn’t hear you. Tell me again. Where……………………………….?
5. A : I stayed home from work because I wanted to watch the World Cup Final on TV.
B : Huh?! Why………………………………………………………? OR
B : Huh?! What………………………………………………… for?
2. A : ……………………………………………………………………..?
B : A book. (I bought a book when I went shopping.)
4. A : …………………………………………………………………….?
B : A pen. (Hassan borrowed a pen from me.)
7. A : ……………………………………………………….. tomorrow?
B : I’m going to visit my relatives.
8. A : ……………………………………………………….. tomorrow?
B : I’m studying and relaxing most of the day.
1. A : ……………………………………………………….. ………..?
B : Ten. (My daughter is ten years old.)
2. A : ……………………………………………………….. ………..?
B : Very important. (Education is very important.)
3. A : ……………………………………………………….. ………..?
B : By bus. (I get to school by bus.)
4. A : ……………………………………………………….. ………..?
B : Very, very deep. (The ocean is very, very deep.)
5. A : ……………………………………………………….. ………..?
B : It’s 29.029 feet high. (Mt. Everest is 29.029 feet high.)
UNIT 3
ASKING AND SHOWING ROOMS IN A HOSPITAL
Visitor/Patient :
How to ask for directions.
Walk down . . .
Go along with . . .
Go up stairs . . . .
Until you find . . .
Then turn right/left . . .
Take the first turn on the right.
Activity 1
Translate the sentences below into communicative English
3. V : Saya perlu membayar tagihan rawat inap. Apakah anda bias menunjukkan dimana
kasirnya?
N : Baik. Jalan lurus saja lewat sini. Kasir persis ada di samping farmasi.
V :
N :
4. V : Maaf, saya akan ke poliklinik. Apakah anda bisa menunjukkan jalan ke sana?
N : Baik. Anda harus jalan terus melewati ruang gawat darurat itu. Lalu belok kiri sampai
anda melihat ada bagian laboratorium. Polikliniknya berada di depan laboratorium.
V :
N :
5. V : Suster, di manakah unit radiologi itu. Bisakah anda memberi tahu saya?
N : Itu ada di gedung sebelah. Anda harus keluar dulu lewat pintu itu lalu belok kanan.
Persis di sebelah kanan gedung ini anda akan melihat unit radiologi.
V :
N :
Activity 2
Read the dialog and practice with your partner.
Activity 3
With your partner. Make a communication exchange to show the direction.
UNIT 4
NURSE’S DUTY IN THE WARDS
Vocabulary
to assess :
assessment :
to check :
crutch :
to swing :
cane :
walker :
ahead :
Useful Expression
Study the phrases that express nursing duties then complete the verbs related to nursing
intervention such as the example.
Diagnosing to (diagnose)
...... .
Response :
Activity 2
Make a sentence using words given below.
Each sentence describes a nursing care.
1. have to – check – everyday
2. assist – bathing – at 7 this morning
3. clean – after elimination
4. have – apply infusion – to Mr. . . .
5. have – move – casualty – stretcher
Activity 3
Translate the sentences below into communicative English.
1. Saya mengecek tanda-tanda vital pasien secara teratur.
2. Untuk menentukan diagnose keperawatan, saya harus mengkaji kesehatan pasien.
3. Saya sudah mengecek tekanan darah Mr. Ridwan.
4. Saya menemani Mrs. Belinda pergi keliling dengan kursi roda tadi pagi.
5. Apakah anda sudah menulis dokumentasi keperawatan untuk Mr. Baskoro?
6. Doctor, jam berapa kita akan mulai melakukan operasi pada Mrs. Lolita.?
7. Apakah anda sudah mengirim pispot untuk Mr. Tunjung?
8. Kita harus memindahkan Nona Amelia ke tempat tidur secara bersama-sama.
9. Kapan anda akan memberitahukan tentang program diet kepada pasien diabetes di
bangsal Melati?
10. Suster, Jam berapa biasanya dokter penyakit dalam mengunjungi pasien?
Activity 4
Task 1. Study the patient care plan below, then report to the other participant.
PATIENT CARE PLAN
Patient’s name Action to be taken
Peter Catchart Monitoring blood sugar levels, give
insulin injections.
Reason for admission: Dietician to discuss diet.
Patient to be shown how to self-
Excessive ketone production leading to
monitoring blood Glucose (SMBG)
suspected ketoacidosis. This is potentially life Demonstrate to patient how to read
threatening condition. SMBG stripe.
Link SMBG to diet.
Symptoms: Emphasize importance of monitoring
Abdominal pain, vomiting, rapid breathing, blood sugar levels every morning and
Extreme tiredness, drowsiness keeping record of results to take to GP
Task 2.
Take one case in your nursing practice.
Make your Care Plan of the case
Task 3.
Describe your daily activity as a nurse.
Describe the case you have ever assessed.
Example
When I start a new shift, I listen to the nursing report from the previous shift. The report is
about the patient’s condition and nursing interventions that has been done for each patient. I
observed a case of (Mr./Mrs./Ms) . . . . (continue with your own sentences)
……………………………………………………………………………………………………………
…………………………………………………………………………………………………………….
UNIT 5
TELLING TIME, DATE AND DOCTOR’S SCHEDULE
Language function : Telling time, Date and Doctor’s Schedule
Language focus : It’s + minute + PAST + main hour.
It’s + minute + TO + main hour.
What time is it?
What date is it?
When . . . ?
Useful Expression
2. Using “to”
02.35 :
08.45 :
06.55 :
NOTE :
A quarter : fifteen
A half : thirty
…o’clock : used only at full hour (exact hour)
A.M. : ante meridian (Before 12 at noon)
P.M. : post meridian (Before 12 at Midnight)
Asking
Response
It is . . . ./ It’s . . .
The internist’s /Dr . . . .’s schedule is at . . . / on . . . +(day).
The obstetrician/she/he is available on . . . (day) . . . at . . . (time)
Will be available on . . . (day) . . . at . . . (time)
Activity 1
Say these dates
9 Jan 2015
25 Feb 1995
10 March 2010
22 April 2000
19 May 2015
Translate this communication exchange into English. (V: Visitor) (N: Nurse)
1. V : Saya pasien dr. Dobson. Jam berapa saya hari ini bisa bertemu?
N : Sebentar saya cek jadwalnya dulu. Baik, anda bias ketemu pukul 16.30.
V:
N:
B. Workers in a Hospital
A hospital is usually divided into two parts, clinical unit and non-clinical unit. Now,
mention people who work in clinical and non-clinical unit.
C. Grammar
Fill in the following sentences with the appropriate tense!
1. Surgeons (performs/are performing/perform) operations right now.
2. A pregnant woman (delivers/delivering/deliver) babies.
3. A paramedic (responds/is responding/respond) to an emergency.
4. (Do you work/does you work/have you worked in a hospital?
5. I (want/wanted/wants) to qualify as a pediatrician.
6. I like (to working/work/working) in a hospital.
7. Andine (has undergone/is undergoing/undergoes) the therapy.
8. Jane (become/becomes/became) the happiest person after she recovers from
cancer.
9. Nurses (makes/make/are making) contributions to society.
10. The relationship between the nurse and patient (has occurred/occurs/is occurring)
within the context of the values and belief of the patient and nurse.
D. Vocabulary
Complete the following sentences with the words in the list.
a. nursing officers
b. auxiliary nurses
c. part-time
d. qualified
e. challenging
f. medical
g. rewarding
h. apply for a job
1. This hospital only hires well . . . staff.
2. . . . often work in administration.
3. Not many students can do a . . . job while studying.
4. This new work is . . . for me.
5. Contact with patients must meet . . . procedure.
6. . . . are on the bottom grade of an institution.
7. I am a psychiatric nurse. My job deals with . . . in mental health.
8. All applicants must send a CV when they . . . .
E. Reading Text
Read the following passage and answer the questions.
F. Writing
Write your profile in the following space provided. Your writing must explain:
Passive voice is “a passive construction occurs when you make the object of an action into the
subject of a sentence.
Example:
Active Passive
1. My uncle gives me money. 1. I am given money by my uncle.
2. Diana sent two letters yesterday. 2. The letters were sent by Diana yesterday.
3. The students are doing the test right now. 3. The test is done by the students right now.
4. Roberto has bought several new novels. 4. Several new novels have been bought by
Roberto.
5. Cindy will ask someone to paint her room. 5. Someone will be asked by Cindy to paint
her room.
6. Someone should paint that fence. 6. That fence should be painted by someone.
7. Mr. Hook must sign this report. 7. This report must be signed by Mr. Hook.
8. The servant has not washed the dishes 8. The dishes have not been washed by the
yet. servant yet.
9. Was the Panama Canal built by someone
9. Did someone build the Panama Canal in in twentieth century?
twentieth century? 10. My idea is not agreed by my sister.
10. My sister doesn’t agree with my idea.
Exercise 3. Complete the sentences with the correct form of the verb (active or passive)
in parentheses.
4. "Why can't I find the file on the annual report in the computer?"
"Because it .... in the hard disk."
A. was not saving
B. not saved
C. did not saved
D. not being saved
E. was not saved
5. "There was no longer a rule for the youth to enter millitary service in Britain.
Really, when .... ?"
A. was It abolishing
B. did it abolish
C. was it abolished
D. was it to be abolished
E. to be abolished
6. They had just been living in that house for two years when ..... by fire.
A. destroyed
B. had destroyed
C. was destroyed
D. be destroyed
E. was destroying
11. The headmaster would like the school yard ...... by every student before tomorrow.
A. sweep
B. sweeping
C. have swept
D. to be swept
E. already swept
USEFUL EXPRESSION
Explaining :
I’ll introduce you a medical instrument. It’s called . . . . it is used for/to . . . . (or It is
functioned as . . . .)
It is a . . . .
A/an . . . is an instrument that is used for . . . . + Ving.
Vocabulary
Task 1
These are the names of some Medical instruments. Study them. Find the illustration of each
instrument.
1. stethoscope 8. thermometer 15. wheelchair
2. syringe 9. scalpel 16. trapeze
3. stretcher 10. bandage 17. scale
4. hook 11. forceps 18. snellen alphabet chart
5. tourniquet 12. lister’s bandage scissors 19. crutch
6. pipette 13. probe 20. dressing trolley
7. sling 14. gallipot 21. kidney dish
Task 2. Description of Instruments
Based on the instruments in Task 1, please look for the function each instrument below!
See the example.
1. Stethoscope is an instrument used for listening to the beating of the heart, sounds of
breathing, etc.
2. syringe
3. stretcher
4. hook
5. tourniquet
6. pipette
7. sling
8. thermometer
9. scalpel
10. bandage
11. forceps
12. lister’s bandage scissors
13. probe
14. gallipot
15. wheelchair
16. trapeze
17. scale
18. snellen alphabet chart
19. crutch
20. dressing trolley
21. kidney dish
Task 3
Translate the expressions into English.
1. Alat ini digunakan untuk memotong.
2. Saya perlu alat untuk membantu pasien yang lumpuh kakinya untuk bangun dari tempat
tidur.
3. Bisa minta tolong untuk mengambilkan thermometer untuk saya?
4. Untuk mengukur tekanan darah, kita bisa menggunakan Aneroid manometer atau
sphygmomanometer.
5. Apa nama alat yang digunakan untuk menimbang dalam Bahasa Inggris.
Activity 1
Point at one picture available above, then ask your friend using the following questions.
Expression “What is this”
Example :
Nurse 1 : What is this? (pointing a stethoscope)
Nurse 2 : It is a stethoscope.
Activity 2
Ask your partner about the following instruments.
Follow the conversation exchange as a model.
Take turns in doing the practice.
Use the expression: “What do you call . . . used for . . . ?
Example :
Nurse 1 : What do you call chair used for an invalid to sit and move around?
Nurse 2 : It is a wheelchair.
Activity 3
Based on the activity above, ask and answer questions about the function of a medical
instrument.
Explain the function of 5 medical instruments.
Use the following model.
Example :
Nurse 1 : What is a gag used for?
Nurse 2 : It is used for stopping a patient closing his mouth.
UNIT 9
PART OF THE BODY AND HEALTH PROBLEMS
Inside the head is the . . (1) . . , which is responsible for thinking. The top of person’s . . (2) . . is
covered with . . (3) . . . Beneath the hairline at the front of the . . (4) . . is the . . (5) . . . Underneath the
forehead are the . . (6) . . for seeing, the . . (7) . . for smelling, and the . . (8) . . for eating. On the
outside of the mouth are the . . (9) . . , and on the inside of the mouth are the . . (10) . . for bitting and
the . . (11) . . for tasting. Food is swallowed down the . . (12) . . . At the sides of the face are the . .
(13) . . and at the sides of the head are the . . (14) . . for hearing. At the bottom of a person’s face is
the . . (15) . . . The . . (16) . . is located on the inside of the cheecks and chin. The . . (17) . . is what
attaches the head to the . . (18) . . .
UPPER BODY
At the top and front of the upper body, just below the neck is the . . (1) . . . On the front side of the
upper body is the . . (2) . . , which in women includes the . . (3) . . . Babies suck on the . . (4) . . of their
mother’s breasts. Beneath the . . (5) . . are the . . (6) . . and the . . (7) . . . The . . (8) . . , more
commonly reffered to as the . . (9) . . , is located here as well. On the inside of the upper body are
the . . (10) . . for pumping . . (11) . . and the . . (12) . . for breathing. The rear side of the upper body is
called the . . (13) . . , inside which the . . (14) . . connects the upper body to the lower.
The . . (1) . . are attached to the . . (2) . . . Beneath this area is called the . . (3) . . or . . (4) . . . The
upper arms have the . . (5) . . known as . . (6) . . and . . (7) . . . The joint halfway down the arm is
called the . . (8) . . . Between the elbow and the next joint, the . . (9) . . , is the . . (10) . . . Below the
wrist is the . . (11) . . with four . . (12) . . and one . . (13) . . . Beside the thumb is the . . (14) . . . Beside
the index finger is the . . (15) . . , followed by the . . (16) . . and the . . (17) . . . At the ends of the
fingers are . . (18) . . .
LOWER BODY
Below the waist, on left and right, are the . . (1) . . . Between the hips are reproductive organs, the . .
(2) . . (male) or the . . (3) . . (female). At the back of the lower body are the . . (4) . . for sitting on. They
are also commonly referred to as the . . (5) . . or the . . (6) . . (especially with children). The internal
organs in the lower body include the . . (7) for digesting food, the . . (8) . . for holding liquid waste, as
well as the . . (9) . . and the . . (10) . . . This area also contains the woman’s . . (11) . . , which holds a
baby when a woman is pregnant.
LOWER LIMBS (LEGS)
The top of the leg is called the . . (1) . . , and the joint in the middle of the leg is the . . (2) . . . the front
of the lower leg is the . . (3) . . and the back of the lower leg is the . . (4) . . . The . . (5) . . connects
the . . (6) . . to the leg. Each foot has five . . (7) . . . The smallest toe is often called the . . (8) . . while
the large one is called the . . (9) . . . At the ends of the toes are . . (10) . . .
VOCABULARY
Some key words to express aches, pains, and other health problem.
Ache (v) : merasa sakit yang tidak terlalu, tetapi berlangsung terus.
Examples :
I’m aching all over.
Her eyes ached from lack of sleep.
Pain : Suatu rasa yang dialami tubuh akibat suatu penyakit atau luka atau tindakan tertentu.
Examples :
She was clearly in a lot of pain.
He felt sharp pain in his knee.
This cream should help to relieve the pain.
Hurt (v)
1. Menyebabkan terasa sakit secara fisik, terluka.
Examples :
He hurt his back playing squash.
Did you hurt yourself?
My back is really hurting me today.
2. Terasa sakit
Examples :
My feet hurt.
Ouch! That hurt!
It hurts when I bend my knee.
Itch : gatal
Examples :
I itch all over. (v)
Does the rash itch ? (v)
I get/have an itch. (n)
Useful Expression
Study these useful expressions
Activity 2. Refer to the illustration below, express any health problem or pain related to
associated with each picture.
Picture 1 Picture 2
Picture 3 Picture 4
Picture 5 Picture 6
Activity 4
Make conversation between a nurse and a patient.
Reporting
He/she complains about his/her + part of the body.
has + a health problem
suffer from + a health problem
Nursing Diagnose.
He/she may have . . . + a disease/health problem
seems to have . . . .
Vocabulary
Task
Make a conversation between a nurse and patient.
Case: A patient suspected of having a gastric peptic ulcer. The symptoms are burning and
gnawing pain felt in the upper part of the abdomen. The pain confines in the lower chest. The
pains come and go.
Conversation 1.
Conversation 2.
Symptoms Diagnosis
Painful swelling of the glands in front or below the ear. mumps
A fever from 37.5˚C to 40˚C
Pain and tenderness along the path of the nerves
A rash of small pimples along the back
A sore throat
A fever: temperature from 38 to 41˚C
Painful swallowing
A rash of bright pink spots on the neck
Painful swallowing
Swelling of the throat
Very tired
A sore throat
A fever
A headache`
Painful swallowing
A red and sore throat
A fever
Very rapid breathing
Sleepiness
A fever
A fever
A rash of pink blotches/spots
A rash
A fever
Swollen glands
Painful joints
Swollen glands behind the ears
A slight fever
A rash of flat pink spots on the face
A red and sore throat
A headache
Shivering attacks
Loss of appetite
Sleepiness
A sore throat
Very tired
Describe the symptoms Use these expressions: (tell patient’s identity and symptoms,
don’t look at the list of symptoms).
She/he is . . . (name)
She/he is . . . (years old)
She/he has . . . (mention symptoms)
What kind of illness does she/he seem to have?
Patient 1
Georgina
6
Painful swallowing, a sore throat, swelling of the throat, a fever
Nurse A : The patient name is Giorgina, a girl of 6. She is a patient in the pediatric ward.
She has a sore throart. She feels painful when she swallows. In fact she has
got a swelling throart. Now, she has fever. Her temperature is a bit above
normal. What do you think about the diaognose?
Nurse B : With the same symptoms, she was diognosed to have tonsilitis.
Patient 2
Robert
10
swollen glands behind the ears, a slight fever, a rash of flat pink spots on the face, a red
and sore throat
Patient 3
Delisa
7
painful swelling of the glands in front or below the ear, a fever from 37.5˚C to 40˚C
Patient 4
Paul
12
very rapid breathing, sleepiness, a fever
Patient 5
Mutiara
5
a fever, a rash of pink blotches/spots
Patient 6
Jason
3
a rash, a fever, swollen glands, painful joints
UNIT 11
Pain assessment form
Language Function : Asking about pains.
Language focus : Question Word Question and Yes No Question
Yes – No Question
Information Question
Information Question is a question that asks for information by using question words: who,
when, why, what, which, whose, how.
Others
Question Words Auxiliary/be/modals Subject
What time is dr. Dandy available?
How are you feeling?
Why do you feel that?
Who is your physician?
When will the doctor visit the patient?
When can I start the meal?
How many times does the patient take the medicine in a
day?
Vocabulary
Find the meanings of the words below.
sharp :
dull :
stabbing :
excruciating :
nagging :
troublesome :
nauseating :
grueling :
numb :
miserable :
agonizing :
gnawing :
draining :
cruel :
dreadful :
vicious :
squeezing :
cramping :
horrible :
torturing :
unbearable :
crushing :
shooting :
stabbing :
throbbing :
hot, burning :
splitting :
tiring, exhausting :
sickening :
Pain Assessment Form
Study this pain assessment form.
USEFUL EXPRESSION
F. FREQUENCY OF PAIN
Questions:
How often do you feel the pain?
Is it occasional, frequent or constant?
Pain Scale
There are many different kinds of pain scales, but a common one is a numerical scale from 0 to
10. Here, 0 means you have no pain; one to three means mild pain; four to seven is considered
moderate pain; eight and above is severe pain.
No Pain Level 0 No pain at all, you feel perfectly normal.
Minor Pain Pain Level 1 Very light barely noticeable pain, like a mosquito bite or a
Levels Very Mild poison ivy itch. Most of the time you never think about the
pain.
Minor pain levels
generally do not Pain Level 2 Minor pain, like lightly pinching the fold of skin between the
interfere with Discomforting thumb and first finger with the other hand, using the
most day to day fingernails. People can react differently to this self-test.
activities. Able to
adapt to pain Pain Level 3 Very noticeable pain, like an accidental cut, a blow to the nose
psychologically Tolerable causing a bloody nose, or a doctor giving you an injection. The
and with pain is not so strong that you cannot get used to it. Eventually,
medication or most of the time you don't notice the pain, as you have
devices such as adapted to it.
cushions.
Moderate Pain Pain Level 4 Strong, deep pain, like an average toothache, the initial pain
Levels Distressing from a bee sting, or minor trauma to part of the body, such as
stubbing your toe real hard. So strong you notice the pain all
Moderate pain the time and cannot completely adapt. This pain level can be
levels interfere simulated by pinching the fold of skin between the thumb and
with many daily first finger with the other hand, using the fingernails, and
activities. These squeezing real hard. Note how the simulated pain is initially
pain levels piercing but becomes dull after that.
usually require
some lifestyle Pain Level 5 Strong, deep, piercing pain, such as a sprained ankle when
changes but you Very Distressing you stand on it wrong or mild back pain. Not only do you
can remain notice the pain all the time, you are now so preoccupied with
independent, managing it that you normal lifestyle is curtailed. Temporary
however, you personality disorders are frequent.
are unable to
adapt to the Pain Level 6 Strong, deep, piercing pain so strong it seems to partially
pain. Intense Pain dominate your senses, causing you to think somewhat
unclearly. At this point you begin to have trouble holding a job
or maintaining normal social relationships. Comparable to a
bad non-migraine headache combined with several bee
stings, or a bad back pain.
Severe Pain Pain Level 7 Same as 6 except the pain completely dominates your
Levels Very Intense Pain senses, causing you to think unclearly about half the time. At
this point you are effectively disabled and frequently cannot
Severe pain live alone. Comparable to an average migraine headache.
levels mean you
are unable to Pain Level 8 Pain so intense you can no longer think clearly at all, and have
engage in your Horrible Pain often undergone severe personality change if the pain has
normal activities. been present for a long time. Suicide is frequently
The patient is contemplated and sometimes tried. Comparable to childbirth
considered or a real bad migraine headache.
disabled and
unable to Pain Level 9 Pain so intense you cannot tolerate it and demand pain killers
function Excruciating or surgery, no matter what the side effects or risk. If this
independently. doesn't work, suicide is frequent since there is no more joy in
life whatsoever. Comparable to throat cancer.
Pain Level 10 Pain so intense you will go unconscious shortly. Most people
Unimaginable have never experienced this level of pain. Those who have
Pain suffered a severe accident, such as a crushed hand, and lost
consciousness as a result of the pain and not blood loss, have
experienced level 10.
Activity 1.
Nurse 1 : Fill in the Pain Assessment Form by asking questions to patient according to the
questionnaire available.
Nurse 2 : Play the part of a patient. Tell the symptoms according to the disease described in
the cases below.
Activity 3. Translate into communicative English using the word given below.
1. Sakitnya di sekitar perut sebelah kiri atas menyebar sampai ke perut sebelah kanan.
2. Sakitnya di sekitar dada saya.
3. Sakitnya di sekitar lambung, menjalar ke punggung sebelah kiri.
4. Saya merasa mau muntah, dan perut saya perih.
5. Saya merasa sesak nafas dan tenggorokan terasa tersumbat.
UNIT 12
NUTRITION AND OBESITY
Talking About Obesity
Obesity is a condition that is associated with having an excess of body fat, defined by
genetic and environmental factors that are difficult to control when dieting. Obesity is classified
as having a Body Mass (BMI) Index of 30 or greater. BMI is a tool used to measure obesity.
Obesity increases your risk of developing related conditions such as diabetes, hypertension and
sleep apnea, to name a few. Many individuals are affected by obesity and are not aware of it.
That are many causes that directly and indirectly contributes to obesity. Behavior,
environment and genetic are among the main contributions to obesity. The Centers for Disease
Control has identified these three are the main causes to the complexity of the obesity epidemic.
In today’s fast-paced environment, it is easy to adopt unhealthy behaviors. Behavior, in
the case of obesity, relates to food choices, amount of physical activity you get and the effort to
maintain your health.
While people are consuming more calories, they are not expending them with enough
physical activity. Physical activity is an important element in modifying and shaping behaviors.
The influence of television, computers and other technologies discourage physical activity and
add to the problem of obesity in our society.
Environment plays a key role in shaping an individual’s habits and lifestyle. There are
many environmental influences that can impact your health decisions. Today’s society has
developed a more sedentary lifestyle. Walking has been replaced by driving cars, physical
activity has been replaced by technology and nutrition has been overcome by convenience
foods.
Science shows that genetic play a role in obesity. Genes can cause certain disorders
which result in obesity. However, not all individuals who are predisposed to obesity become
obese. Research is currently underway to determine which genes contribute most to obesity.
GRAMMAR FOCUS
GIVING SUGGESTION
Exercise 2. Complete the sentences with the words from the list.
a. addicted b. protein c. carbohydrate d. cravings
e. diet f. nutritionist g. junk food h. diabetic
Questions:
1. What kind of diet does the human body need?
2. What is obesity an example of?
3. Where is the obesity problem common?
4. What imbalance causes anorexia nervosa?
5. Who usually suffers from eating disorders?
6. What is the treatment for eating disorders?
Exercise 4. Make word combinations! The first one is done for you.
1. physical a. loss
2. balanced b. overweight
3. weight c. disorder
4. vitamin d. groups
5. food e. diet
6. eating f. exercise
7. dangerously g. deficiency
Exercise 5. Use the correct form of the word in brackets to complete the sentences
below. Number one has been done as example.
1. (obesity) Cause many illness. (obese)
2. He has an uncontrollable for fast food. (crave)
3. Her fast food is serious. (addict)
4. Everyone needs to eat a diet. (balance)
5. Being overweight her a lot. (depress)
6. His diet makes him constantly . (constipation)
7. She weight easily. (loss)
UNIT 13
CARING FOR THE ELDERLY
Dialog
It has been a busy day at Rossmoor Medical Center. The nurse is at the end of her shift, but a
new client has been admitted, so she stops by to check on her. Here the dialog between the
nurse and the patient.
Nurse : Good morning, Mrs. Chan, my name is Evelyn, and I’ll be one of the nurse taking care
of you here.
Client : Nice to meet you. You look really young to be a nurse.
Nurse : Really? That’s nice to hear. I’ve been a nurse for three years now.
Client : Well, I guess everyone is young compared to me. I’m just 72 years “young”.
Nurse : Good for you. Well, I see that you are here for a hip replacement.
Client : Yes, my orthopedic surgeon will come to me soon.
Nurse : Are you nervous?
Client : Not really.
Nurse : Will someone from your family be here with you?
Client : Yes. I think I hear them now.
Nurse : great. Well, my shift is over and I need to leave now, but I’ll be back tomorrow at 07.00
AM. Good luck with your surgery.
1. Future Tense
a. Function
Future tense is a kind of tense that is used to refer to events that will happen in the
future.
b. Pattern
c. Examples
I will give a speech in the program.
Alice will assist you in this case.
She will be a successful engineer in 3 years.
Will you come to the party?
When will you travel?
It won’t be very cold next week.
Exercise 3. Complete the sentences with the words from the list.
a. shuffling b. immobile c. mobility aid d. nap
e. independence f. deaf g. stimulation h. cognitive
Exercise 4. Complete the text below with the suitable phrases in the box.
a. nurses have time to develop
b. intellectual impairment is very common
c. they can be very demanding to nurse
d. a sense of uselessness, produce depression
e. not everyone looks forward to old age
f. suffer from sleep disorders and eating problems
g. causes a great deal of distress
Any healthy person reading this has a good chance of living past their one hundredth
birthday. However, that is not necessarily good news, because . . . (1) . . .. The main
problem with old age is boredom. Boredom, and . . . (2) . . .. Depression can increase
mental and physical decay, especially if it is made worse by the loss of a wife or husband.
Elderly people depend a lot on nursing care and . . . (3) . . . They can be inattentive,
have disorganized thoughts and speech, and they sometimes show strange behavior.
Many of them are bedridden and . . . (4) . . .
It is possible to grow old and die without losing your faculties. However, . . . (5) . . ..
it usually shows as confusion and forgetfulness. Immobility is common problem for elderly
people. This is often caused by diseases such as arthritis and osteoporosis. Another
problem is incontinence.
Which . . . (6) . . .. But there is a positive side to geriatric nursing. Care of the elderly
is usually long-term, and so . . . (7) . . . relationship with their patients, which can be very
rewarding.
Exercise 5. Choose the right equipment in Part B for each the geriatric problems in
Part A. Number one has been done for you as example.
A B
1. Patient needs a little help with mobility. a. glasses
2. This lady cannot focus well. b. artificial hip
3. She needs help in the bathroom. c. bath lift
4. You have too shout, he’s very deaf. d. walking stick
5. Patient’s joint has degenerated because of arthritis. e. incontinence pad
6. She occasionally wets herself. f. commode
7. He needs toilet by his bed. g. hearing aid
Exercise 6. Complete the text below with the available words in the box.
confined deaf independence mobility
confinement mobile deafness
This lady is proud of her . . (1) . .. However, arthritis has taken away her . . (2) . . and she is
now . . (3) . . to her room. This . . (4) . . is making her depressed. She is also very . . (5) . . ,
but her . . (6) . . is only a problem when she forgets to wear her hearing aid. The first thing
she needs in order to get her . . (7) . . again is a wheelchair.