A MODULE

ENGLISH FOR COMMUNICATION IN

MIDWIFERY
By : Raden Rama Widya Kartika Yudha, [Link]. [Link].

Health Polytechnics Karya Husada

Yogyakarta

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VISI & MISI POLITEKNIK KESEHATAN KARYA HUSADA YOGYAKARTA

Visi : “ Menjadi Perguruan Tinggi Vokasi yang Unggul dan Berorientasi

Global tahun 2039“

Misi Poltekkes Karya Husada Yogyakarta :

1. Menyelenggarakan pengelolaan Perguruan Tinggi yang profesional, efektif, efisien dan akuntabel
berdasarkan prinsip-prinsip good governance berkelanjutan.

2. Menyelenggarakan pendidikan vokasional yang unggul, berdaya saing global dan relevan dengan
tuntutan pengguna lulusan (stakeholders).

3. Mengembangkan penelitian berbasisteknologi terapan, kearifan local dan meningkatkan kualitas

publikasi penelitian.

4. Menyelenggarakan pengabdian kepada masyarakat untuk memenuhi kebutuhan program

pembangunan nasional.

5. Membentuk insan akademik yang menjunjung tinggi nilai-nilai agama, keluruhan budaya local
dan budaya nasional dalam keragaman budaya.

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 “Remember this, for it is as true and true gets: Your body is not a lemon. You are not a machine. The Creator
is not a careless mechanic. Human female bodies have the same potential to give birth well as aardvarks,
lions, rhinoceri, elephants, moose, and water buffalo. Even if it has not been your habit throughout your life so
far,

I recommend that you learn to think positively about your body.”

― Ina May Gaskin, Ina May's Guide to Childbirth

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 Preface

This module aims to provide information to participants about activities that

need to be prepared and known by prospective Health Workers.
As well as preparing materials for the preparation of exposure materials at the
end of laboratory [Link] focus of learning is directed at the necessity of
participants in groups to complete all the needs for simulation activities.
This includes knowing the rules in the simulation. This module is arranged
systematically so that the training participants can prepare for the implementation of
the simulation more [Link] method used in the implementation of learning is
expected to encourage the active role of the training participants.
Finally, we would like to express our gratitude and appreciation to the team
who supported the creation of this module. Improvements or changes to the module
in the future are always open and possible given the ongoing developments in the
situation, policies and regulations. My hope is that this module can be of no other
benefit.

Yogyakarta, January 2023

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 CHAPTHER 1

ENGLISH AS AN INTERNATIONAL LANGUAGE

As it is believed that being a professional worker, people are sued to master the power
of communication. It is urgently pivotal to build understandings earlier preventing the lack
of profesionalism as a future or present worker. In this industrial revolution 4.0 era,
especially in gathering information, communication is rarely known to be the main point in
stepping closer to the goals. Contrastly, language as a communication tool is the main idea of
moving forward into the industrial revolution 4.0 era. English is one of international
languages that has been used to buil a wider realation in meaning delivering, or commonly
known as a communication process.

This chapther is about to expand fresh simple understandings dealing with the
importance of language especially English in the professional workers career nowadays. In
every side of the world, no one would replace the importance of language as a brigde of the
society to deliver meanings and intentions as well as in health professional workers world
especially in nursings. As a Health Worker, which correlates with work in the field of public
health services, it is oblique to be factually known that communication is one of ways helps
get transferred by the health workers to the patients.

There are several points that Health Workers should acquire English as one of their
daily language; Health Workers contact directly to patient which means that communication
is undeniable. Even though they will not commonly talking deeply to the patients but the
point of communication is the main point of each conversation. Health Workers need to
master English and needs to get information, to understand, and to be reassured about his/her
condition (the patients from all around the world). During studies, they also carries research
such as palliative care, therapeutic communication etc. which improves their ability to do
beyond learning activities. They need to conduct research which needs literature reviews
which means they need to read specialized articles in English. Moreover, in this era studying
abroad is common and they might have to guide and lead their juniors in hospital that are
predicted to be coming from many countries.

After all, there are many reasons out there that bring English to be one of the
qualifications as professional Health Workers. Language arbitrary improved and influenced
by the society that is why mastering English is important.

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 Assignment

Explain the reason why English is importance for a Health Worker in a professional
work world! Make it as one paragraph and the data that are supporting your idea.

VOCABULARIES
Flu: Flu, influenza
Fracture: Retak, patah tulang
Headache: Sakit kepala
Heart attack: Serangan jantung
Heartburn: Rasa panas dalam perut akibat masalah
pencernaan, berhubungan dengan maag
Hypertension: Hipertensi, tekanan darah tinggi
Infection: Infeksi
Jaundice: Penyakit kuning, berhubungan dengan liver
(hati)
Measles: Campak

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 CHAPTHER II

ENGLISH STRUCTURE INTRODUCTION

This chapter is about introduction of English structure to the students that will light up
the students’ understanding with the materials in the next exploration.

Grammarly, a sentence structure is the composition of words, phrases, and clauses in a

sentence. The function or meaning of a sentence is dependent on this structural organization,
which is also called syntax or syntactic structure. The purpose of exploring this material is to
understand types of sentence structure to the students, so that they will be able to create
proper sentences.

There are 4 types of sentences in English structures they are a simple sentence, a
compound sentence, a complex sentence, and a compound complex sentence. Below are the
explanations.

* Simple Sentence Structure

A simple sentence consists of one independent clause. (An independent clause contains a
subject and verb and it expresses a complete idea.)

Independent Clause

Example :

1. Rita wants to be a Health Worker.

2. The doctor needs Health Worker’s helps.

3. Doni is talking to the patients.

4. Ana injects the patient with amoxicillin.

5. I give hugs to health workers.

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* Compund Sentence Structure

A compound sentence contains at least two independent clauses. These two

independent clauses can be combined with a comma and a coordinating conjunction or with a
semicolon.

Independent Clause + Coordinating Conjunction+ Independent Clause

There are seven coordinating conjunctions: and, but, or, nor, for, yet, so.

Examples :

1. She is a Health Worker, and she loves it.

2. Dania helped the patient to walk, but both of them fell down.

3. His father is working in a hospital, so he wants to be like his father.

4. Ronald has to eat medicines every day, or he will not get well soon.

5. Rakila is tall, so she is very easy to be recognized.

* Complex Sentence Structure

A complex sentence is an independent clause added with a dependent clause. A

dependent clause begins with a subordinating conjunction or a relative pronoun, and contains
a subject and verb, but does not express a complete thought.

Independent Clause + Coordinating Conjunction+ Independent Clause

Here are some common subordinating conjunctions:

 after, although, as, because, before, how, if, once, since, than, that, though, till, until,
when, where, whether, while

Here are the five basic relative pronouns:

 that, which, who, whom, whose

Examples :
1. We missed our plane because we were late.
2. Our dog barks when she hears a noise.

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 3. He left in a hurry after he got a phone call.
4. Do you know the man who is talking to Mary?

* Compound Complex Sentence Structure

Sentence types can also be combined. A compound-complex sentence contains at least

two independent clauses and at least one dependent clause.

Independent Clause + Coordinating Conjunction+ Dependent Clause+ Independent Clause

Examples :

1. John didn't come because he was ill so Mary was not happy.

2. He left in a hurry after he got a phone call but he came back five minutes later.

Assignment
* Assignments
1. Create 5 Simple Sentences.

2. Create 5 Compund Sentences.

3. Create 5 Complex Sentences.

4. Create 5 Compound Complex Sentences.

VOCABULARIES
Meningitis: Meningitis, radang selaput otak
Miscarriage: Keguguran
Mute: Bisu
Nausea: Mual
Nosebleed: Mimisan
Paralyzed: Lumpuh
Pneumonia: Radang paru-paru
Rash: Ruam-ruam, gatal
Rheumatism: Rematik
Sore throat: Sakit tenggorokan

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* Adverb

Adverbs are words that tell us how, when, where, how often, or how much. An adverb can
modify a verb (e.g., runs quickly), an adjective (e.g., extremely small), or another adverb
(e.g., very closely).

Examples of Adverbs

 Here are some more easy examples of adverbs:

 She swims quickly.
 (Here, the adverb "quickly" modifies the verb "swims.")
 She is an extremely quick swimmer.
 (The adverb "extremely" modifies the adjective "quick.")
 She swims extremely quickly.
 (The adverb "extremely" modifies the adverb "quickly.")

Quiz
Underline the adverb of each sentence!

1. She ate her dinner quickly.

2. Think carefully about your next words.

3. Anna argued her point passionately.

4. Wrens sing tunefully in the morning.

Not all adverbs tell us how a verb is done. Adverbs can also tell us when, where, how often,
and how much a verb is done. Here are some more examples of adverbs modifying verbs:

 How: He ran quickly.

 When: He ran yesterday.
 Where: He ran here.
 How often: He ran daily.
 How much: He ran fastest.

*Adjective

An adjective is a word that tells us more about a noun. It "describes" or "modifies" a noun
(The big dog was hungry). In these examples, the adjective is in bold and the noun that it
modifies is in italics.

Adjective Form

1. Some adjectives have particular endings, for example:

o -able/-ible: washable, credible
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 o -ish/-like: childish, childlike
o -ful/-less: careful, careless
o -ous: dangerous, harmonious
o -y: dirty, pretty

However, many adjectives have no obvious form.

1. Comparative, Superlative
o Most adjectives can be comparative or superlative, for example:
o big, bigger, biggest
o good, better, best
o beautiful, more beautiful, most beautiful

Quizz

1. An adjective is a word that tells us more about

a verb
a noun

2. In the language of grammar, adjectives ________ nouns.

modify
activate

3. "These flowers are beautiful!" Which is an adjective?

these
beautiful

4. "His new apartment's nice, but it's a bit small." How many adjectives are there?

two
three

5. An adjective usually comes BEFORE a noun or AFTER

a verb
a noun

6. In which sentence does a verb come between a noun and the adjective that modifies it?

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 The movie was boring.
It was a boring movie.

7. Adjectives modify nouns, and they can also modify

verbs
pronouns

8. "She's very smart, so the exam was easy for her." Which modifies a pronoun?

smart
easy

9. Which endings are often found on adjectives?

-able, -ful, -ous

-ness, -ment, -ity

10. "This quiz is harder than the others." The adjective "harder" is

superlative
comparative

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 CHAPTHER III

HOSPITAL DEPARTEMENT

A. MAIN EMERGENCY DEPARTMENT.

1. Triage

2. CPR (Cardio Pulmonary Resucitation) Room

3. Administration Desk & Admission Office

4. Examination Room

5. Observation Room

6. Treatment Room

7. Minor Surgery

B. IN PATIENT DEPARTMENT

1. Surgical department.

a. General Surgery Ward

b. ENT (Ear Nose Throat) Ward

c. Urology Ward

d. Plastic Surgery Ward

e. Neuro Surgery Ward

f. Chest Surgery Ward

g. Burn Unit

h. Orthopedic Ward

2. Medical department

3. Pediatric department

4. Physiatric department

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5. Maternity department

a. Labour room

b. Delivery room

c. Antenatal care

6. ICU( Intensive Care Unit)

a. CCU (Coronary Care Unit)

b. SICU (Surgical Intensive Care Unit)

c. NICU (Neonatal Intensive Care Unit)

d. PICU (Pediatric Intensive Care Unit)

7. OT (Operating Theatre)

a. Ot Reception

b. Anaesthetist Room

c. Operating Room

d. Recovery Room

8. Neprhrologist Department

9. AKU (Artificial Kidney Unit)

a. Haemodial Unit

b. Peritonial Dialysis Unit

10. Maternity Department, Labour Room, Neonatal Ward.

C. OUT PATIENT DEPARTMENT

• Out Patient Clinic

• Appointment Department

• Admission Office Department

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• CSSD(Central Sterile Supply Department)

• Mortuary Department

• Dietary Department

• Social Worker Department

• Forensic Department

• Laundry Department

• Medical Record department

• Stock, Supply Department

• Pharmacy

• Radiologist Department:

a. X-Ray Departement

b. CT-Scan (Computed Tomography)

c. MRI (Magnetic Resonance Imaging)

d. Endoscopy , Colonoscopy, ERCP (Endoscopic Retrograde

Cholangiopancreatography)

e. Nuclear Medicine

f. Angiogram room

g. U/S Ultrasound room

D. VOCABULARY OF DIRECTION

Path

Flyover

Traffic light

Over pass

T –junction

Cross road

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Round about:

1. Left

2. Right

3. Turn

4. One way

5. U-Turn

6. Corridor

7. Corner

8. Floor

9. Stair

[Link] stair

[Link] stair

[Link]

[Link] exit

[Link]

[Link]

[Link] time

[Link], attended

[Link] of

[Link] to

[Link] from

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E. EXPRESSION ASKING AND GIVING DERCTION

HOW TO ASK FOR DIRECTION

1. Could you tell me how to get to the …?

2. Can you tell me where…is ?

3. I am looking for… Can/could you show me how to get there ?

4. Are we on the right road for …?

5. Is the right way for …?

6. Excuse me, which way is …?

7. Pardon me. How do I get to …

8. Could you help me find … ward? I am ever so sorry to trouble you.

Giving the direction:

1) It is the way to…

2) It that way

3) You are in a wrong way

4) Take this road

5) Go down over there

6) Go up over there

7) Take the first on the left

8) Take the second on the right

9) Turn right on the crossroads

10) Continue stright about

11) Continue past after the fire station

12) Keep going about …

13) On your left side

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14) On your right side

15) Stright a head of you

ASKING DIRECTION TO THE DRIVER

1. How far is to...?

2. How far is it to... from here?

3. Is it for from here?

4. Is it long way to …

Response:

1) Follow the sign from ...

2) Continue stright on past some traffic lights

3) In the second of traffic light, then turn right

4) Go over the round about …

5) Take the second exit and round about …

6) Turn right at the T-junction

7) Go under the bridge

8) Go over the bridge

9) You will cross some railway lines

EXPRESSION TO GIVE SIMPLE DIRECTION

1. Medical ward is located in 2nd floor

2. Radiologist is near with Emergency Department

3. Go up stairs

4. Then turn left/ right

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5. Go along ...

6. Go stright

7. Surgical Department is just before the plaster room

8. ENT ward is just after the long corridor

IF YOU ARE NOT ABLE TO GIVE DERECTION

1. I am sorry, I have no idea

2. I am sorry, I don’t know

3. I am new comer in this town/city/village, I am sorry, I cannot help you

[Link] FOR ASKING AND GIVING DIRECTIONS

Conversation 1

A visitor is at Medicia Hospital. He is asking a nurse the way to patient ward, in

Carolus room.

Visitor : Excuse me, Can you show me the way to Carolus

room?

Nurse : Of course. It is only about two minutes walk from

here. Well, first go straight ahead and then you arrive at a T-junction of this
street then turn left and Carolus room is at your right side.

Visitor : Where am I now?

Nurse : You are in Emergency Unit.

Visitor : Thank you very much for your information.

Nurse : That is all right. Have a nice visit.

Conversation 2

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Security : Good evening Sir, may I help you?

Visitor : Good evening, I want to visite my friend, he has

been admitted in this hospital.

Security : Could you tell me the complete name of your

friend?

Visitor : His name is ... He was hopitalized yesterday.

Security : He is admitted in Neuro Surgical ward, room

number...

Visitor : Could you tell me how to get there?

Security : Sure, just go to up stair in the first floor.

Visitor : Thank you very much.

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 CHAPTHER IV

VITAL SIGN

It reflects the function of three body processes.

- Regulation of body temperature

- Heart function

- Breathing

AIS

Explain the meaning of vital signs and the abbreviations used for each vital sign.

Abbreviations:

- Temperature (T)

- Pulse (P)

- Respirations (R)

- Blood Pressure (BP)

- Vital signs - TPR and BP

Purpose:

- Measured to detect any changes in normal body function

- Used to determine response to treatment

Measurement (taken at rest)

- Temperature - measures body heat

- Pulse - measures heart rate

- Respiration - measures how often resident inhales and exhales

- Blood Pressure - measures pressure against walls of arteries

Temperature – Measurement of Body Heat

Heat production

- muscles

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- glands

- oxidation of food

Heat loss

- respiration

- perspiration

- excretion

Balance between heat production and heat loss is body temperature

Factors Affecting Temperature

Exercise

Illness

Age

Time of day

Medications

Infection

Emotions

Hydration

Clothing

Environmental temperature/air movement

Equipment - Thermometer

Types

- chemically treated paper - disposable

- plastic - disposable

- electronic - probe covered with disposable shield

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- tympanic - electronic probe used in the ear

Normal Temperature Range for Adults

Oral - 97.6° - 99.6° F (Fahrenheit) or 36.5° -37.5° C (Celsius)

Rectal - 98.6° - 100.6° F or 37.0° - 38.1° C

Axillary - 96.6° - 98.6° F or 36.0° - 37.0° C

Sites to Take a Temperature

Oral – most common

Rectal – registers one degree Fahrenheit higher than oral

Axillary – least accurate; registers one degree Fahrenheit lower than oral

Tympanic – probe inserted into the ear canal

Condition of resident determines which the best site for measuring body temperature is

Measurement of Pulse

Pulse is pressure of blood pushing against wall of artery as heart beats and rests

Pulse easier to locate in arteries close to skin that can be pressed against bone

Sites for Taking Pulse

Radial – base of thumb

Temporal – side of forehead

Carotid – side of neck

Brachial – inner aspect of elbow

Femoral – inner aspect of upper thigh

Popliteal – behind knee

Dorsalis pedis – top of foot

Apical pulse:

– over apex of heart

– taken with stethoscope

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– left side of chest

Factors Affecting Pulse

Age

Sex

Position

Drugs

Illness

Emotions

Activity level

Temperature

Physical training

Measurement of Pulse

Normal pulse range/characteristics: 60 -100 beats per minute and regular

Documenting pulse rate

– Noted as number of beats per minute

– Rhythm - regular or irregular

– Volume - strong, weak, thread, bounding

Measuring Respirations

Respiration – process of taking in oxygen and expelling carbon dioxide from lungs and
respiratory tract

Factors Affecting Rate

Age

Activity level

Position

Drugs

Sex

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 Illness

Emotions

Temperature

Qualities of normal respirations

- 12-20 respirations per minute

- Quiet

- Effortless

- Regular

Documenting respiratory rate

- Noted as number of inhalations and exhalations per minute (one inhalation and one
exhalation equals one respiration)

- Rhythm – regular or irregular

- Character: shallow, deep, labored

Measuring Blood Pressure

Blood pressure is the force of blood pushing against walls of arteries

– Systolic pressure: greatest force exerted when heart contracting

– Diastolic pressure: least force exerted as heart relaxes

Factors Influencing Blood Pressure

Weight

Sleep

Age

Emotions

Sex

Heredity

Viscosity of blood

Illness/Disease

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Blood Pressure: Equipment

Sphygmomanometer (manual)

– cuff - different sizes

– pressure control bulb

– pressure gauge – marked with numbers

aneroid

mercury

Stethoscope

– magnifies sound

– has diaphragm

Measuring Blood Pressure

Normal blood pressure range

– Systolic: 90-140 millimeters of mercury

– Diastolic: 60-90 millimeters of mercury

Guidelines for Blood Pressure Measurements

Measure on upper arm

Have correct size cuff

Identify brachial artery for correct placement of stethoscope

First sound heard – systolic pressure

Last sound heard or change - diastolic pressure

Record - systolic/diastolic

Resident in relaxed position, sitting or lying down

Blood pressure usually taken in left arm

Do not measure blood pressure in arm with IV, A-V shunt (dialysis), cast, wound, or sore

Apply cuff to bare upper arm, not over clothing

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 Room quiet so blood pressure can be heard

Sphygmomanometer must be clearly visible

Blood Pressure: Reading Gauge

Large lines are at increments of 10 mmHg

Shorter lines at 2 mm intervals

Take reading at closest line

Gauge should be at eye level

Mercury column gauge must not be tilted

Reading taken from top of column of mercury

Vocabulary related to vital signs

Keep.

Right

Left

Manual thermometer

Digital thermometer

Oral thermometer

Rectal thermometer

Manual blood pressure machine

Digital blood pressure machine

Resurt

Hight

Low

Lie down

Lie flat on bed

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 Roll your sleves up

All is done

Finished

• Breathed

• Breathe

• Normal range

• Mouth

• Anus

• Armpit

• Boody temperature

• Blood pressure

• Respiration

• Respiratory

• Count

• Measure

• Degree celcius

Study this expression below!

Nurse expression during taking vital signs, it is telling about measurements:

1. Greeting

2. Introduction if you didnot contact before

3. Interaction with the client

4. Explaining the procedure to the client or relatives

Nurse expression : during implementation taking vital signs.

It is time for me to take the… Vital signs of your ...( if your client is pediatric)

I am going… I Would like...

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I just want… I will...

to measure your blood pressure

to count your pulse

to measure yor blood pressure

to check (count ) your respiratory

- to put this cuff around your upper arm

- to insert this termometer into your arm

- to put thermometer into your mouth and keep it under your tounge

- to insert the thermometer into his or her anus, ( if your client is pediatric)

Nurse instruction during procedure

Lie down on bed please, I am going to ...

Lie flat on bed , I would like to...

Give me your left/ right arm, please… I am going to measure your…

Would you please rool your sleeve up?

Raise your arm, I am going to insert the thermometer into your ...

Un button your shirt please ...

Nurse expression (the procedure is done)

Nurse expression, I have done the vital signs

I have finished with your vital signs

I have finished with her or his vital signs

Client response to ask the result of vital signs

How is my vital signs?

How about my body temperature?

Ho much my blood pressure?

Nurse response expression

Your respiratory is...

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 Your pulse rate is...

Your blood pressure is...

Client response asking about the vital signs

Is it normal?

What about my blood pressure, is it normal?

PRE CLOSING

The nurse expression:

Well, I have to leave you now. I have to check the vital signs for other client. If you need
some helps just call me by pressing the nurse’s bell. Thank you for your cooperation.

Study this expression below:

1. Greeting

2. Introduce yourself if you did not contact the client/patient before

3. Interaction with client/patient

4. Explaining the procedure to client/patient or pediatrics ‘relative client/patient

5. Pre-closing

NURSES NOTE

S : Recieved client on bed awake, female 23 years old , brithis nationality case of thypoid
fever, client statement is having fever.

O : Vital signs, body temperature is 38 degrees celcius.

A : Febrile related to..

P : Monitoring vital signs

I : Vital sign taken, body temperature is 38 degree celcius, pulsse rate is

88/minute. Respiratory is 22/minute, blood pressure is 130 over 80

E : Febrile

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 CHAPTHER V

SPEAKING COMPREHENSION FOR HEALTH WORKERS

Registering to the hospital’s clinic (Mendaftar ke poliklinik)

Health Worker: Good morning! How may I help you?

Girl: Good morning. I’d like to make an appointment with Dr. Mayer.

Health Worker: Great. What seems to be your problem?

Girl: I’m here to check up on my stomachache.

Health Worker: Certainly. Have you been here before?

Girl: Yes, I have been here before.

Health Worker: I need to check your identity first. What is your name?

Girl: My name is Jen Wither.

Health Worker: Can you spell your name, please?

Girl: Jen Wither. J-E-N W-I-T-H-E-R.

Health Worker: Of course, Ms. Wither. You’re registered on the database.

Girl: When is Dr. Mayer available?

Health Worker: Dr. Mayer will be available today in around half an hour. You can wait on
the waiting room and we will inform you when it’s your turn.

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Girl: Sure. Thank you.

Health Worker: You’re welcome.

TERJEMAHAN

Perawat: Selamat pagi! Ada yang bisa saya bantu?

Gadis: Selamat pagi. Saya ingin membuat janji dengan dr. Mayer.

Perawat: Baik. Apa masalah Anda?

Gadis: Saya kemari untuk memeriksakan sakit perut saya.

Perawat: Baiklah. Apakah Anda pernah kemari sebelumnya?

Gadis: Ya. Saya pernah kemari sebelumnya.

Perawat: Saya perlu memeriksa identitas Anda sebelumnya. Siapa nama Anda?

Gadis: Nama saya Jen Wither.

Perawat:Bisakah Anda mengejanya?

Gadis: Jen Wither. J-E-N W-I-T-H-E-R.

Perawat: Tentu saja Nn. Wither. Anda sudah terdaftar di pusat data kami.

Gadis: Kapankah dr. Mayer akan bisa ditemui?

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Perawat: Dr. Mayer dapat ditemui hari ini sekitar setengah jam lagi. Anda dapat
menunggunya di ruang tunggu dan kami akan menginformasikan ketika tiba giliran Anda

Gadis: Tentu. Terima kasih.

Perawat: Sama-sama.

Asking the Health Worker about the doctor’s visit (Bertanya pada suster tentang
kunjungan dokter)

Woman: Excuse me.

Health Worker: Yes, Ma’am. How can I help you?

Woman: I am from ward room number 404.

Health Worker: Oh, you are Mr. Ryan’s family, then?

Woman: Yes, right.

Health Worker: What can I do for you?

Woman: When is the next doctor’s visit?

Health Worker: If it’s gastroenteritis patient, then it will be Dr. Murphy.

Woman: When will Dr. Murphy visit?

Health Worker: Please wait within today. He will visit around 5pm to 7pm or you can inform
me again later.

Woman: Of course. Thank you.

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Health Worker: No problem.

TERJEMAHAN

Wanita: Permisi.

Suster: Ya, Bu. Ada yang bisa saya bantu?

Wanita: Saya dari ruang rawat inap nomor 404.

Suster: Oh, kalau begitu Anda adalah keluarga Bapak Ryan?

Wanita: Ya, betul.

Suster: Apa yang bisa saya lakukan untuk Anda?

Wanita: Kapankah jadwal visit dokternya?

Suster: Jika itu pasien gastroenteritis, maka dokternya adalah dr. Murphy.

Wanita: Kapan dr. Murphy akan melakukan visit?

Suster: Mohon tunggu dalam hari ini. Beliau akan melakukan visit sekitar pukul 5 sore
hingga 7 malam atau Anda bisa memberi tahu saya lagi nanti.

Wanita: Tentu. Terima kasih.

Suster:Tidak masalah.

Assignment

Practice the conversation above with your partner and then create your own
conversation with your friends. Check the pronunciation first!

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 VOCABULARIES
Operation : Operasi
Patient : Pasien
Pregnant : Hamil
Pulse : Detak jantung
Sick : Sakit; lebih informal ketimbang ill dan merujuk
pada sakit yang berjangka pendek
Stiches : Jahitan
Surgery : Pembedahan, operasi
Symptom : Gejala
Temperature : Suhu (tubuh)
Wheelchair : Kursi roda

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 CHAPTHER VI

BED MAKING

BED MAKING IS THE PROCESS OF ARRANGING A BED FOR THE PATIENTS

A. TYPE OF BED MAKING

1. Occupied

Some clients are unable to get out of bed as a result of their condition or generalize
weakness.

2. Unoccupied

A bed that is empty, without patient.

B. PURPOSES

1. To provide comfort, rest safety relaxed sleep

2. To give room neat and tidy

3. To give active, passive exercises

4. To keep it for ready use

5. Health teaching to patients and relatives

6. To prevent cross infection

C. PREPARATION

1. Clean sheet

2. Pillow

3. Pillow cases

4. Bed spread

5. Blanket

6. Draw sheet

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7. Patient gown

8. Mattress if needed

9. Towel

10. Laundry bag for dirty things

11. Water proof pads

12. Glove

A. PROCEDURE

1. Check the nursing care plan to determine the clients activity level,

2. Wash hand or perform hand antiseptic with an alcohol rub,

3. Put these item close to Patient,

4. Introduce yourself if you did not contact before,

5. Explain the procedure to the client , or to the watcher if your client is pediatric,

6. Calling the client by the name.

B. VOCABULARY RELATED TO BED MAKING

1. Turn right

2. Turn left

3. Lie down

4. Sit down

5. Over here

6. Over that

7. Right here

8. Remove

9. Get down from the bed

10. Ambulate

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11. Ambulatory

12. Bedridden

13. Absolutly bed rest (ABR)

C. EXPRESSION

1. Greeting

Nurse : Good morning, sir

Client : Good morning, nurse

2. Interaction

Nurse : How do you feel today?

Client : I am feeling very well and better than yesterday.

Nurse : It’s great, nice to hear that.

3. Introducing self if you did not contact the client before

Nurse : Well, my name is Okto, I am nursing student from Karya Husada college. I will take
care of you from 7 a.m. up to 2 p.m.

Client : Great, thank you very much.

4. Nursing Intervention ( explaining the procedure)

Nurse : I would like to change your bed sheet

I am going to....

I will...

5. Instructions

Nurse : Would you please lie down in other empty bed

Would you please sit down in the chair over there!

Client : Yes sure,

Nurse : Would you please remove your hospital gown and change with the clean one!

Client : Yes I will, by the way where can I get the clean hospital gown?

Nurse : You can take it from the cabinet.

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6. Pre closing

Nurse : Well, I have done to make your bed clean, I will go to nurse station. If you need
anything just press the nurses bell. Now, I
need to visit other patient, if you need anything please just press the call button.

7. Nursing documentation

Subject: Received client on bed awake, 22 years old, Saudi case of appendicitis 2 days post
appendectomy with dressing post of intake dry and clean and no bleeding noted.

Objective : Bedding look untidy and dirty.

Analysis : Client look uncomfortable related to unclean the bed.

Plan : Changing the linen.

Implementation : All linens changed, including patient gown.

Evaluation : Client looks comfortable after bed making.

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CHAPTHER VII

PART OF THE BODY

40
41
 CHAPTHER VIII

WOUND DRESSING

Purposes

1. To prevent undue contaminated of wound.

2. To promote wound granulation and healing
3. To decrease purulent wound drainage
4. To immobilize and support the wound
5. To apply medication
6. To provide comfort.
Preparation

1. Dressing trolley
2. Dressing set ( dressing pack)
3. Elastic bandage
4. Gauze bandage
5. Gauze pads
6. Adhesive bandage
7. Medical tape
8. Alcohol pad
9. Antiseptic wound ( cleanser solutions)
10. Gauze tray
11. Water proof pad
12. Plastic bag

Procedures

1. Check the nursing care plan to determine, the type of dressing, require frequency of
change,
2. Wash hand,
3. Wear sterile glove,

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4. Check the patient identity and wrist band, by asking for name and date of birth,
5. Position the patient comfort,
6. Expose the dressing,
7. Remove outer dressing,
8. Open dressing pad,
9. Do the wound dressing with aseptic technic,
10. After finish cleaning the wound, apply over the wound gauze pieces,
11. Apply pad if the wound is large,
12. Secure dressing with adhesive bandage,
13. Remove glove,
14. Use un sterilee glove to wash the dressing pack and clean,
15. Dressing trolley with alcoholol rub,
16. Documented the procedures in nursing documentation.

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 CHAPTHER IX

Pronoun

A pronoun is used in the place of a noun. It substitutes the noun in a

paragraph or piece of writing to avoid repetition of the noun. Pronouns can be
used in singular and plural forms. The verb used in the sentence should be used
in accordance with the particular form of the pronoun used.

Person Singular Pronoun Plural

Pronoun

First Person Pronoun I, Me We, Us

Second Person Pronoun You, Your You

Third Person Pronoun He, She, It, Him, Her They, Them,
Their

Types of Pronouns with Examples

Based on the function, below are given the various types of pronouns. Go
through the examples carefully to have a clear understanding of each type of
pronoun and its function.

 Relative Pronouns are pronouns that are used to relate one part of the
sentence to another. Some examples of relative pronouns are that, which,
where, when, why, what, whom and whose.

 Possessive Pronouns are pronouns that are used to show possession.

Some examples of possessive pronouns are mine, yours, his, hers, theirs
and its.

 Reflexive Pronouns are pronouns that are used to refer back to the
subject in the sentence. Some examples of reflexive pronouns are myself,

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 yourself, herself, himself, oneself, itself, ourselves, themselves and
yourselves.

 Demonstrative Pronouns are pronouns that are used to point to specific

objects. Some examples of demonstrative pronouns are this, that, these
and those.

 Interrogative Pronouns are pronouns that are used to ask questions.

Some examples of interrogative pronouns are who, what, when, why and
where.

 Indefinite Pronouns are pronouns that do not refer to any particular

person, place or thing. Some examples of indefinite pronouns are
someone, somebody, somewhere, something, anyone, anybody,
anywhere, anything, no one, nobody, nowhere, everyone, everybody,
everywhere, everything, each, none, few, and many.

 Personal Pronouns are simple pronouns that are used to substitute

proper names. Some examples of personal pronouns are I, you, he, she,
we, they, him, her, he, she, us and them.

 Subject Pronouns are pronouns that perform the action in a sentence.

Some examples of subject pronouns are I, you, we, he, she, it, they and
one.

 Object Pronouns are pronouns that receive the action in a sentence.

Some examples of object pronouns are me, us, him, her and them.

 Reciprocal Pronouns are pronouns that are used to express a mutual

relationship. Some examples of reciprocal pronouns are each other and
one another.

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 Intensive Pronouns are the same as reflexive pronouns, with the only
difference being that you can remove the intensive pronoun from the
sentence, and the sentence would still make sense.

Assignment

Create 10 Sentencs with each pronouns type!

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 REFERENCES

Bradley, R. (2008). English For Nursing and Health Care. Mc Graw Hill:New

York Salina, S & Mastura,M (2008). Nursing Your English. Pearson

Prentice Hall :Malaysia

Soars, & John (…) New Headway English Course. Oxford University Press: Oxford

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