ENGLISH FOR NURSE UNIT I INTRODUCTION 1.THE IMPORTANCE OF ENGLISH English is one of the most important languages in the world. It can even be said o be the single most important language. Yes, other languages are important too, but not for the same reasons as English is important. English is important because it is, maybe, the only language that truly links the whole world together. If not for English, the whole world may not be as united as it is today. The other languages may be important for their local values and culture. The role of English is undeniable again in this century. How could I not, if most of the elite field of work in almost all countries put English Skill as a mandatory requirement for hiring. it is reasonable to do, especially considering if perusaahan it is a company on an international scale, it means that employees who were recruited had to be of international standard, one of which is an international foreign language acquisition, namely English. awareness of the importance of English as it turned out so many times to find out information on scholarships abroad and all of them require the TOEFL. unmitigated minimum TOEFL score is 550. It's an uphill battle for an Indonesia to meet these standards, given our native language is Indonesian but by no means an impossibility. When compared with our neighboring countries in Southeast Asia, we are still too far behind the English proficiency of those, let's say Malaysia, Brunei, Filipinos who almost population have English language skills are pretty good compared to us. It is also the cause of many young people do not dare speculate Indonesia is hunting for scholarships to foreign countries have not been able to achieve the target TOEFL required by the donor. Foreign language skills are also often indicated as one of the things that show the progress of a nation in global competition. so the main population of the younger generation's inability to conquer the English language is membat rate or rank the competitiveness of Indonesia's human resources or our Human Resource Index is ranked 111 in the year 2010, either in the year 2012 it is even more degenerate, it is certainly disappointing when compared with Malaysia's world ranking at level 50. I hope this short article could inspire the government to provide good facilities for the improvement of foreign language skills, especially English for the younger generation, 1 and it does not mean the younger generation want to forget the nation's cultural roots, no. This simply want to make this nation a more dignified in the eyes of the international. and in the end all hope, Indonesian language can still be preserved by the younger generation who are also capable mneggunakan English in the international arena to introduce Indonesia globally, in addition, it is expected the young generation ndonesia also has a strong will in mastering the English language, especially from educators element . Preparing school – leavers to enter workplaces or apprentticeship becomes main concern in education and training programs. Training institutions compete to promote tht the training they run produces school – leavers ready to enter workplces or apprentticeship by specifying competencies needed in a particular worklace. In addition, to promote programs for prospective students, the institutions include competencies they will impart their students in their syllabus design. English in nursing Science and Midwifery for nurses and mid wife consists of 4 chapters that introduce the student to the basic foundation in nursing and midwife English. Chapter One is a brief review introduction of language function, grammar and tenses as the b asic to learn English in nursing science and midwifery. Chapter Two presents the initial steps in building and learning terminology, which cons ist of prefixes, suffixes, root and combines form that relate the structure and function of the body. Chapter Three presents the application of nursing care by approaching the step of nursing process; assessment, diagnosing, planning, implementation, and evaluation. English can be used as a language in any part of the world. This is beacause at least a few people in each locality world know the language. Though, these people might not have the same accent as other, the language at least will be understandable. There are various reasons for the importance of english language. They are listed below : Travel When a person travels to anoter part of the world either for the sake of business or even as a tourist etc. the languages may differ. In these conditions, English is the language that helps people to deal with the situation. It‟s like a a universal language. Most of the businesses engaged in dealing with international clients and suppliers prefer using English as the primary source of communication. While people have 2 English serves as the most common and user-friendly language to interpret. the languages of each part of the country also differ. English bridges this gap and connects the people. this is because the individual will not be able to learn a subjet in the local of the contry. Education has increased the role of English. translate and communicate with English-speaking customers and professionals. Hence. While people have their own native languages. to make the best out of the available opportunities. but also for studying. Englsih can be the only link as people in each place will notbe able to learn all the other languages to communicate with the people. one has to be highly fluent in English 3 . translate and communicate with English-speaking customers and professionals. people who go to another country to study can only have English as their mediumof study. Under the circumstances. Hence. English serves as the most common and user-friendly language to interpret.their own native languages. to make the best out of the available opportunities. one has to be highly fluent in English Same country In countries like indonesia. Jobs Most of the businesses engaged in dealing with international clients and suppliers prefer using English as the primary source of communication. This again reinforces the fact that english language is ver important to learned. where the land is so vast with people of various cultures live. Education/studies The presence of english as a universal language assumes importance in the fact that more and more people leave their countries not only for the sake of business and pleasure. The EVP includes Pre-Vocational English (PVE) and Vocational English (VE). an evaluator. The family of English language teaching is shown as Figure 1. ESP is regarded as an “approach” not as a “product” (Hutchinson & Waters. a coordinator. English for specific purposes (ESP) has become a vital and innovative activity within the teaching of English as a foreign or second language movement (Howatt. an ESP practitioner acts at least seven key rolesa course designer. ESP instructors characteristically use problem-solving methods and techniques to promote the appropriate communicative development of individuals in particular contexts of implementation. a facilitator. With some reasonable justifications. 4 . and for this reason they use the term “practitioners” rather than “teachers” to emphasize that ESP teaching involves much more than writing. ESP APPROACH IN SYLLABUS DESIGN Since the 1960s. It is an approach to language teaching in which all decisions as to content and method are based on the learner‟s reason for learning Markee (1988) proposes that ESP is communication not only because it is learnercentered but also because teaching language as communication is an innovative activity. Commonly. 1984). Two categories of EOP courses are often identified as English for Professional Purposes (EPP) and English for Vocational Purposes (EVP). It will already be much clearer that several researchers regard ESP teaching as extremely varied. a material provider. and even a project researcher. 1987). Swales (1985) prefers to use the term “ESP practitioners” instead of “ESP teachers” to reflect this specific scope. The role of the ESP teacher differs from those of the General English teacher.2. a consultant. The EPP includes English for Medical Purposes (EMP) and English for Business Purposes (EBP). Dudley-Evans and St John (1988) divide ESP into English for Academic Purposes (EAP) and English for Occupational Purposes (EOP). Based on this point of view. ELT: English Language Teaching EMT: English as a Mother Tongue EFL: English as a Foreign Language GE: General English ESP: English for Specific Purposes EAP: English for Academic Purposes EOP: English for Occupational Purposes EST: English for Science and Technology EMP: English for Medicine Purposes ELP: English for Legal Purposes EMFE: English for Management. The Family of English Language Teaching The project-work instructional approach is a student-centered rather than teacherdirected teaching method (Haines. and (4) a focus on language at the discourse rather than the sentence level 5 . Finance and Economics EPP: English for Professional Purposes EVP: English for Vocational Purposes EMP: English for Medical Purposes EBP: English for Business Purposes PVE: Pre-Vocational English VE: Vocational English Figure 1. (3) authentic tasks. It is particularly effective in the ESP teaching settings. 1989). because it easily lends itself to (1) learner centeredness (2) authentic language use. they may have to use their mother tongue. collecting all the written work.15). Based on the process-oriented writing approach. inclusive of improving student involvement in the writing activity. 1995). vi). promoting student self-confidence. but the outcome in writing will always be in English (Byrne. and adding perspective to students‟ perception of the writing process (Hafernic. Some of the studies compare teacher editing with peer editing to find the effectiveness of the latter in ESL writing classes. learners themselves have to decide what they will do and how they will do it (Sheppard & Stoller. Any project work should give the ESP learners opportunities for language use and development. discuss. Revisions that students 6 . From the beginning of the project. the potential pay-offs are many” (p. they developed a sense of authority and ownership over their work. the teaching of writing is regarded as a process. Sometimes for project work. 1991). but could help them to choose the actions they want to take to transform themselves and their life-world” (p.(Robinson. and has received increasing attention from teachers and on-going research. peer editing has been used in ESL writing classes. It is this gap that project work can help to bridge (Fried-Booth. 1983). Zamel (1982) proposes that writing is essentially a process of discovery. and revise each other‟s writings one another in the process of completing their own written products. interviewing students in one-to-one conferences. They also conclude that “though project work may not be the easiest instructional approach to implement. at the same time. not a product. each student reads his or her written draft to peers in the group. In the early 1980s. There is a wide gap between the language the students are taught and the language they in fact require. making daily notes during and after each class session. In the process-oriented writing approach. The study concluded that most students significantly reduced the number of errors in their work. She used qualitative research methods by observing student interactions. who give the writer feedback. and extracting information from an end-of-quarter evaluation of the course. 1994). Shi (1993) also concludes that “peer editing not only could help students understand their past and present. Peer editing has many advantages. 1988). 1986). Furthermore a peer-reviewing conference refers to a conference in which students review. A reading-writing instructional approach in the business English classroom can promote some writing improvement for ESP learners (Cunninghan. all of the exist and are constructed on the same basis as English for specific purposes. French for specific purposes. etc).make as a result of peer-reviewing responses are higher-level revisions than those made when the individual student is working and reading alone (Wirth. Variable characteristic of ESP may be. task-based language learning is not only a means to enhancing classroom communication and acquisition but also the means to the development of classroom syllabuses (Candlin. occupations and activities. in syntax. in contrast with „General English‟. etc. A feasible syllabus makes the language learning task seem more manageable. English for specific purposes is a particular case of the general category of special-purpose language teaching. semantics. 2004). discourse. which is building on the pupils‟ own planning of the teaching/learning process and the development/unfolding of their awareness of aims and responsibility to the process” (p. 1). and in particular the ideas of differentiation and learner interdependence” (p. Russian for specific purposes.g. or CSP. Chinese for specific purposes . but the principles are the same. speech recognition only. lexis. 1987). reading only. Absolute characteristic of ESP are designed to meet specified needs of the learner. ESP is not restricted to any particular 7 . The vastly greater demand for English makes ESP more common than FSP.e. The syllabus is now seen as an instrument by which the teacher can achieve a degree of „fit‟ between the needs and aims of the learner and the activities which will take place in the classroom” (Yalden. but is not necessarily are restricted as to the language skills to be learned (e. 5). 1984). Candlin and Murphy (1987) said that “task-based learning continues with and develops recent attention to learner-centered approaches. related in content (themes and topics) to particular disciplines. centered on the language appropriate to those activities. In consideration of the learner-centered approach. adding that “tasks serve as compelling and appropriate means for realizing certain characteristic principles of communicative language teaching and learning” (p. 3). taught according to any pre-ordained methodology (i. RSP. The same principles apply no matter which language is being learned and taught. Dam (1985) characterized language learning tasks within a communication framework and found that “the central aim in my teaching could be described as „autonomy‟. It is clear that a syllabus is an important document in the teaching and learning process. situational. and they can employ any of a wide range of the teaching methods. Most recently in this chain of development to concepts of notions and functions have been added to the linguistic and situational principles of syllabus design. and on grouping them together for more effective teaching and learning. notably in the Michigan materials for EFL. on establishing lists of the most-frequent and most-useful words. notional. and the extension of this into foreign language teaching. both were „linguistic‟ syllabus.) Once linguistic syllabuses were universally adopted a great deal of emphasis was placed on vocabulary. probably including communicative techniques. situations were found to be a great help in creating more attractive and effective methodologies. in addition. west and Hornby.methodology – although communicative methodology is very often felt to be the most appropriate). but in the British sense „linguistic‟ meant „composed of language items‟ whereas in the American sense it meant „derived from theoretical linguistics‟. within the American tradition. Fries. in the sense used in the British ELT: the syllabus consisted chiefly of an ordered list of the language items to be taught. Next came the development. and functional principles when devising a syllabus. and Marckwardt from the earlier structural syllabus in the tradition of Palmer. This is where situational principle came in syllabus began to make use of „situations‟. In order to design a course for the specific purposes of particular learners the teachers can make use of linguistic. and these in turn have seemed most frequently (thought not always) to be best associated with a communicative methodology. In the principles of syllabus design. This is the context within which ESP has evolved. to which must be linked the choice of most suitable methodology. by injecting interest and variety into the teaching. originally as an aid to the learning of vocabulary items. The earliest syllabus principles were linguistic and structural. then as a contribution to authenticity. (it is often forgotten how very different were structuralism syllabus in the mould of Trager. where the teaching items were not the rather ill-defined „ structures of English‟ but were the out come of descriptive linguistic applied to English. often referred to as „the structures of English‟. 8 . of structuralism linguistics. Come prepared Plan your interviews carefully. 9 . Preamble (Plan a consistent preamble including) : • Who the interviewer is. the interview plan. planning up front can help. • What kind of questions will be asked • Time that will be needed. video conference. craft your questions precisely and memorize them. interviewer should assist in data analysis to correctly categorize answers Generate information : Interviews can generate both breadth and depth of information about a topic. probing further when an interesting point is made allows you to vary your approach and explore ideas you had not considered Interview procedures 1. the only resource investments are the interviewers‟ time. Stakeholder influence : Interviews can lead to understanding and rapport with the stakeholders better than through questionnaires. and the analyst. Data analysis issues : Data can be difficult to organize and quantify from open-ended interviews. Broad perspective : A variety of perspectives can be obtained.3. • What will be done with the data. Advantages of doing interviews as a tool for need analysis : Inexpensive : Interviews are inexpensive to conduct. Be open to what they have to say. or on-line via the Web). it is permissible to probe for understanding during an interview. Interviews can be conducted either face to face or via technology (telephone. because the conversation is open-ended (compared to a questionnaire). Interviews may involve an inter viewer and a single interviewee or multiple interviewees at the same time (group interviews). • How confidentiality will be maintained 2. • Who they are working for. The meaning of interview Interviews are means to collect analysis needs data through one or more conversations between two or more people. METHOD OF DOING NEED ANALYSIS ( INTERVIEWS ) A. Never betray your client‟s trust. 8. Construct a recording form for documenting the content of the conversation. Hold interviews in a comfortable private environment. practice active listening (state what you heard the participant say and ask if you got it right). so that you might be able to check off antici pated ideas as they surface. Avoid counseling the interviewer. Include abbreviated notations for a range of likely answers. classroom activities. telephone interactions. Skilled interviewers : keep discussions active and produc tive. The logistics of obtaining spoken data for needs analysis mean that it is less accessible than written documents. as with 10 . Analyze interview data Analyzing of interview data is a crucial stage of need analysis. do not interrupt subjects or change the direction of the conversations too quickly. or asking a subject to elaborate with a story can sometimes give you better informations. Create a recording form : unstrucured discussion require significantly more time to analyze data. Carefully focused discussion will take more time to create and time to analyze. This will allow you to spend your time listening to and recording unique thoughts. Good interviews are those where the subjects are comfortable and feel free to talk. a mild challenge. Test the recording form : with several mock interviews to enhance your ability to focus on the interviewee while taking adequate notes 7. B.3. 5. Questions : consider multiple qoestions that the questions and answers may lead. plan ways to keep the conversation on track and to coax additional information when needed. free from interruptions. 4.” accommodate that request. Ask for clarification when you need it. The data can be written documents or audio and video recordings of events such as lectures. Try different technique : joking. Off the record : If the interviewee asks for a comment to be “off record. 6. meetings. Use a blend of closed and open – ended questions to ensure gathering some replicable data as well as the rich subjective data possible through the interview technique. Include a description and space to record responses to each specific questios that you wil ask. the texts may be samples of participants‟ language and help us to carry out a PSA. confidentiality is an important issue. Alternatively. Authentic interview data are invaluable for learning about real and carrier content. learners produce in class can be looked at to evaluate progress towards the objectives and to identify needs that have not yet been met. For evaluation. with three provisos: the client/source has given permission. They can also form the basis of classroom materials. fictitious facts replace confidential ones. to determine the key linguistic features of a communicative event or genre that is new to us. and anything which can directly identify the author is removed. 11 . The analysis may be for TSA purposes.observation. the interview data. people may wish to white-out information such as figures and company names. Helping patients with queries and English for nurse problem. How to help patients with queries and problems clearly. spell identity (name. Can deal with telephone enquiries. Expressions excuses. Communicative Needs How to welcome and register patients appropriately. How to answer the telephone efficiently. Answering the telephone in a quick and efficient manner. Materials Expressions for greeting/leave taking. Questions (informative/ direct and indirect questions). Can enquiry patients identity. questions. wants. Competency Can use greeting and leave taking. Can enquiry patients needs/wants. Can deal with minor complaints. address). Give communicative response to patient‟s complaint and 12 . spelling. date. Expressions of phone dialogue.UNIT II NEED ANALYSIS Target Group Responsibilities/ Duties Welcoming and registering patients. Expressions thanks. Expressions for helping. facsimiles and blanket from customer. Using new words and phrases Can tell number of money. How to read letters. alphabet. date. Spell name. birth or country. direct/indirect sentence. number (ordinal and cardinal).ask the dimensions of symptoms Mentioning of money in a correct manner. How to spell and mention identity appropriately. Can mention patient‟s name. Introducing yourself and other people Procedure/proc ess text. fax and form effectively. How to spell total of money correctly. 13 . Can Finding out about personal information Receiving telexes. Can spell of letters. Spelling. Can taking note. address. gender. Can read letter. Date. Can spell and mention number. spelling. fax and form. Spelling name‟s patients in an appropriate. can mention. gender. how to explain some nursing terminologies related to hospitals. Writing sentence. Can fill the form include name. write. can describing symptoms can mention Human anatomy can identify Case studies. using basic functions and grammar needed to communicating in a professional environment how to use basic functions and grammar needed to communicate in a profesional environment. number phone or complement. Reading – identifying condition form symptom report Writing writing symptom reports Speaking 14 . address. birth.g. health studies and nursing process. listening for gist. health studies and nursing process. gender. back pain can writen and identify Medical aids Listening – interpreting a helpline call. Writing patients form. How to write form efficiently and effectively. Filling form and taking note. e. and mention the functions of grammar can speak and write english sentences grammatically tenses in english yes/no questions w/h questions Explaining some nursing terminologies related to hospitals. describing medical history Grammar question forms. 15 . use of adjectives. page 45.PART III SAMPLE OF THE SYLLABUS First meeting: 100 minutes Skills Listening Competency Can mention identity. thankful. Topics/Materials Procedure/process text. Practical English Conversation) Page 9. Topics/Materials Name. Course) page 119. apologies and asking and offering something. Fourth meeting: 100 minutes Skills Writing Competency Writing comprehension. 86. Source of Materials Book (Writing II) page 80. address. Topics/Materials Source of Materials Credit Cards: Plus and Book (An English Minus. 16 . Topics/Materials Expressions greeting. thankful. 33. Third meeting: 100 minutes Skills Reading Competency Reading comprehension. apologies and asking and offering. number phone… Source of Materials Mp3 Second meeting: 100 minutes Skills Speaking Competency Can use expressions greeting. page 42. Source of Materials Book (An Introduction to English. page 61. Topics/Materials Source of Materials Hospiatal and medical Book (A Vocabulary tools Series for ESL) page 169. and prohibition. 17 . necessity. Source of Materials Book (Writing II) page 91. Topics/Materials Modals of advice. Sixth meeting: 100 minutes Skills Vocabulary Competency Using vocabulary.Fifth meeting: 100 minutes Skills Grammar Competency Understanding structure in English. IL: NCTE. Strategies for the correction of errors in different teaching situations and their implications for initial and in-service teacher training. D. L.. M. Candlin. Denmark (mimeo). 1989. English in Medicine 2 nd. C.REFERENCES Ardi. T. Cambridge: Cambridge University Press. (1988). (1987). Developments in English for specific purposes: A multi-disciplinary approach. Langer.. J. (1987). An appropriate technology model of communicative course design. England: Oxford University Press. J. Urbana. In C. P. Cunningham. English for Nursing: Elementary. A. (1985). A history of English language teaching. P. Howatt. England: Cambridge University Press.). L. Eric H and Beverly A. Glendinning. N. (1994). P.S H. (pp. Towards task-based language learning. A. (1986). (University Microfilms No 8810697) 18 . Padang: Balai Bahasa UNP. Dissertation Abstracts International. N. Cambridge. L. Greve Kommune. Masters Abstracts. & Applebee. Oxford: Oxford University Press. T. 5-22). Markee.. 2006. N. Dam. English for specific purposes: A learning-centered approach. New York: Longman. 1999. (University Microfilms No 1356995). Candlin & D. & St John M. & Waters. (1988). Oxford. N. Copenhagen. Project work. Havid. (1998). Hutchinson. D. Teaching writing skills. UK: Cambridge University Press. English for Nurse. A. Dudley-Evans. Cambridge. Fried-Booth. A reading/writing approach in the business English classroom. David & Tim Crosfield. R. (1987). London: Prentice-Hall International. (1984). Murphy (Eds. Hongkong: Longman Byrne. Language learning tasks. Austin. How writing shapes thinking. A. For each satisfactory mark. You must be prepared to demonstrate all skills listed above. you will receive one point.(see “Passive ROM” example in appendix B for sample grade sheet). Source of Skill Sheets: Evolve Evolve Evolve Evolve Appendix Appendix Evolve Evolve Evolve Evolve 19 . For some skills. Your score on the exam will be the total points are earned both skills. your performance will be graded as satisfactory or unsatisfactory. The test format will be the same as test one. You will be evaluated by either your clinical instructor or the skills lab coordinator during this exam.APPENDIX Skills Worksheets and Grading Criteria For Skills Exam I And Medication Administration The following skills are subject to testing during the second exam: (Most skills demonstrated on mannequin) : Skill: Safety: restraints Infection Control Non--surgical wound care Enteral feeding Glucose meter testing Syllabus: Straight urinary catheterization Syllabus: Enema administration Oxygen devices Airway suctioning Tracheostomy care Procedure: Lab partners will sign up for exam time in pairs. however. The evaluator will use the grading sheet similar to the skills sheets you have practiced with. the instructor will assign two skills for you to demonstrate for grading purposes. During this exam. you may work in pairs or individually according to the skills you're assigned. 2. 5. take turns role playing the 5 rights of medication administration including use of 2 identifiers for your patient. The medication is Tylenol 650 mg for a headache. Introduce yourself. 2. What 2 identifiers will you use? 3. Assume patient has an armband. Provide documentation below: 20 . 4. Steps for “nurse”: 1. “The patient” takes the medication without problems. You have taken the medication administration record with you into the room. continue with the “five rights”. 3. Once you have confirmed she is the right patient. What & when will you document? List first 5 rights of medication administration below 1. Role Play of 6 Rights of Medication Administration With your lab partner. 4.Medication administration: ( This activity will not be tested on exam 2) Preparation and administration of oral medications Preparation and administration of insulin Preparation and administration of heparin Syllabus: Appendix Syllabus: Appendix Syllabus: Appendix The skill sheets will be used for practice and testing on medication administration as described earlier in the syllabus. Scenario: Lab partner 1 is nurse bringing pain medication to a patient (lab partner 2) who has been taking the medication for every 4-6 hours/day for several days.