ENGLISH FOR NURSING

I. GENERAL COURSE INFORMATION

1. Course Rationale

This course is designed for 1st year non-English majors of Bachelor of

Science Nursing department at Batangas State University who plan to work in
Hospitals, clinics, or care facilities and provide healthcare service.

It covers the fundamentals of communication in a number of job situations

circumstances in the medical industry and ensures preparedness of nursing
students in the field.

Whether the learner is an assistant nurse, a medical staff member, or a

caregiver, this course will enable them to communicate more effectively with
patients and coworkers in English.

The student is given the opportunity to practice using the language that he or
she has gained through seminars, group sessions, and communicative practice
activities. Special attention is made on the relevant vocabulary, register, and
grammatical structures that are utilized in the field of nursing. Additional
instruction in the essential English language skills of reading, writing, listening,
and speaking will be provided to the participant. Other sources, such as books
and video recordings, will be used to augment the course books.

The English for Nursing course helps students gain confidence in using
English in all aspects of nursing communication, including:

● Ability to converse fluently with patients and coworkers

● Interaction and inquiries over the phone
● Office communication and facilities
● Patient care, patient guardianship, and reception tasks.
● Providing descriptions of hospital procedures
● Filling out charts and documentation

2. Course Aims

● To strengthen students' English so that they can utilize it successfully and

confidently in their future work, particularly in medicine.
● To give children with crucial vocabulary to enhance the development of
reading and writing abilities.
● To improve communication skills in order to cope with patient questions
and information

3. Course Objectives
 ● Students will learn about hospitals and medical institutions from a
methodological perspective.
● Students will learn how to communicate directly with patients, coworkers,
and, in particular, doctors.
● Students can also tour hospitals and observe the buildings, personnel,
and work processes.

4. Entry Requirements

Students are required to take part in a course of General English, pre

intermediate level before beginning the course of English for Nursing

5. Course Duration

- 48 hours for 8 weeks

6. The Learning and Teaching Situation

● A maximum class size of 20 students is allowed to provide for the best

possible contact between classmates and the teacher.
● A computer with a projector is essential in the classroom in order to
present video clips for more easy learning
● Textbooks must be also available

7. Evaluation

ATTENDANCE - 10%
MID-TERM EXAMINATION - 30%
CLASS PARTICIPATION - 20%
ACTIVITIES AND ASSESSMENT- 30%
SEMESTRAL PROJECT- 10%

8. Texbook

Chandler, P. D., O'Brien, A., and Unsworth, L. (2010). Towards a 3D

multimodal curriculum for upper primary school. Australian Educational
Computing, 25(1), 34-40.

9. References

https://bestessayseducation.com/blog/how-to-write-a-nursing-case-study-ess
ay

https://pressbooks.library.ryerson.ca/scholarlywriting/chapter/descriptive/

https://continuingstudies.uvic.ca/elc/studyzone/570/pulp/hemp5

https://www.englishgrammar.org/comparing-contrasting/

https://www.englishgrammar.org/comparing-contrasting/
 https://www.healthline.com/health/ethyl-alcohol-vs-isopropyl-alcohol#in-hand-
sanitizer

https://www.healthline.com/health/chickenpox-in-adults#:~:text=Chickenpox%
20symptoms%20in%20adults%20typically,%2C%20body%20aches%2C%20
and%20headache.

https://doh.gov.ph/node/17435#:~:text=The%20common%20diseases%20dur
ing%20the,such%20as%20malaria%20and%20dengue.

https://www.webmd.com/migraines-headaches/migraines-headaches-basics

https://www.stlukes-stl.com/health-content/medicine/33/000463.htm

https://www.nursechoice.com/blog/profiles-and-features/10-essential-nurse-c
ommunication-skills-for-success/

https://www.sgu.edu/blog/medical/medical-terms-abbreviations-and-acronyms
/

https://www.aafp.org/afp/2017/0101/p29.html#:~:text=Communication%20skill
s%20needed%20for%20patient,engaging%20in%20focused%20active%20lis
tening.

II. SYLLABUS CONTENT

WEEK UNITS CLASS TOPIC FUNCTION STRUCTURE TASK/

HOURS ACTIVITIES

1 1 3 hours Usage of
Compare and To acquire the Practice Venn Diagram.
Contrast in the proper necessary Utilizing Venn
Medical knowledge on compare and Diagram to
Workplace comparing and contrasting skills compare and
contrasting thru graphic contrast medical
words. organizers. ideas/information.

To apply signal Apply compare Composing an

words and contrasting essay. The essay
(transitional skills thru will compare and
words) to medical essays contrast medical
medical related information while
 literature and and activities using compare
information and contrasting
words (transitional
words)

2 2 3 hours To acquire proper Show cause and

Understanding knowledge on effect relations Graphic
Cause and the concept of using graphic Organizer.
Effect cause and effect organizers (e.g. Students will
Relationships in chart, flowchart, create an
the Medical To apply and etc.) informative
Field. conjunctions, graphic organizer
transitions, and Showcase to show a cause
prepositions, in mastery in cause and effect
order to and effect thru relationship of a
conceptualize academic papers drug, disease, or
cause and effect (essay) lifestyle.
relations in the
medical field Composing an
essay. The essay
will explain why a
disease occurs
and its effect on
the human body.

Matching type. Be
able to draw
conclusions based
on contexts given
through matching
type exercises.

3 3 3 hours Required Understanding Overview of the Identifying and

Communication the Required Communication answering the
Skills of a Communication Skills required for questions given
Professional Skills of a Professional about the
Nurse Inside Professional Nurse communication
the Workplace Nurse Inside the skills of
Workplace Professional
Nurse

4 4 3 hours Understanding To be able to Given the Constructing case

and Writing write case following study and giving
Case Study studies about sections to importance of the
concepts that consider, what sections of case
deals with information to put studies
 medical field and doing the
profession actual case study
based on give
studies

5 5 3 hours Medical Terms, Understanding Introduction to Oral Recitation

Abbreviations, medical terms, some basic about Medical
and Acronyms suffixes and medical terms, Terms,
prefixes, root abbreviations, Abbreviations, and
words, or and acronyms Acronyms
abbreviations that are
and acronyms commonly used
in the healthcare
industry.

6 6 3 hours Descriptive Considering of Overview of the Identifying

Writing the following steps in creating whether the
measurements descriptive statement is
on writing essays and descriptive or not
descriptive reminders to and creating
essays and keep descriptive
summaries summary based
on give different
topics

7 3 3 hours Multimodal Understanding Introduction of Making an

Materials and the use and multimodal infographics about
Communication importance of materials and the multimodal
in the Multimodal communication materials and
Workplace Materials and and giving an Essay Writing
Communication overview about about the uses
in the Workplace its importance in and importance of
workplace Multimodal
Materials in the
workplace

8 8 3 hours Patient-Centere -Understanding Introduction to Manuscript

d the ethical way of some basic ideas Making about a
Communication communicating about conversation
with patients. Patient-Centered between a
Communication. physician and a
-Learning patient.
techniques and
strategies for a
successful and
effective
 patient-centered
communication.

WEEK 1

COMPARE AND CONTRAST IN THE MEDICAL FIELD.

ENGLISH FOR SPECIFIC PURPOSES

Introduction

The world of medicine and its associated fields are probably, if not the most
important, the most prominent field in the history of humanity. The thousand
year-culmination of ideas and advances in this field has saved countless lives and will
surely save more. For students who have plans or currently studying in the medical field
to become professionals someday, it is necessary to mold a powerful foundation of the
basic literary and communicative skills needed in the workplace – as much as any
professionals do. This unit will cover one of the fundamental skills in understanding
medical information – differentiation through compare and contrast.

OBJECTIVES:

By the end of this unit, you are expected to:

● Be able to understand the necessity of comparing and contrasting skills in

the medical workplace.
● Understand and use compare and contrasting words (transitional words)
and,
● Attain mastery of differentiation in medically-related academic works.

COMPARE AND CONTRAST: DIFFERENTIATION IN THE MEDICINE FIELD

To differentiate two objects by their color, shape, and texture is an easy task.
However, to differentiate diseases, methods of caring, treatment, and medicine is an
entirely different case. The medical field is a very intricate tree of knowledge and a
crucial understanding of every concept is a must for a life that might be affected by
misinformation. How does English come into play? It is important to understand that the
medium of language in almost, if not all, hospitals and medical centers is the English
language. In a workplace operating in a foreign language, practitioners and learners
must first hone their skills. In this case, their differentiation skills.

WARM UP ACTIVITY: YOU’VE VENN DOING WELL!

This warm up activity will test your prior understanding and knowledge for basic
differentiation. Your task is to create a Venn diagram comparing and contrasting either
a). two different drugs which are commonly intertwined or b). two deadly diseases which
also are commonly misunderstood.

Note:

Be sure to label each one with their corresponding disease or medicine.

You can be creative with your Venn Diagram.

 Print it in a short bond paper on a landscape orientation along with your name and
section.

COMPARE AND CONTRASTING WORDS

Differentiation within the sentence

To be able to master a skill in differentiation, one must be familiar with words that
indicate that two or more words are being differentiated. They can either show their
similarities or expose their differences. These words may come into different forms (e.g.
transition words, conjunction, etc.). Take the word while as an example.

“Influenza is commonly accompanied by cold and headache while fatigue is a result of

losing energy and can be a symptom of flu.”

Notice that the word while was used in the form of a conjunction to differentiate
two concepts – cold and headache. Compare and contrasting can be done
mid-sentence where conjunctions can be made. These sentences might be compound,
complex, and/or compound-complex in nature. Although there are other cases of
differentiation, the most common ones are the mentioned form.

Here are other examples of compare and contrast inside a sentence.

1. Human Immunodeficiency Virus (HIV) is a virus which attacks the immune system of
a person making him weak whereas Acquired Immunodeficiency Syndrome (AIDS) is
the latter part when the condition worsens.

2. Cluster headache and migraine both affect a person’s performance and often cause
disorientation and uneasiness.

3. Just as migraine emits a throbbing pain, caffeine withdrawal can also manifest the
same symptom.

4. Unlike ibuprofen that reduces inflammation, paracetamol is often regarded as a

pain-killer.
5. In comparison to brain cancer, melanoma or skin cancer has a higher five-year
survival rate.

To be able to form a mastery of comparing and contrasting, be sure to have a lot of

conjunctions, transition words, and a wide vocabulary at your disposal.

Differentiation using multiple sentences.

The previous lesson explained differentiation inside the sentence. In cases

wherein you decided to cut off the sentence and continue the differentiation in another
one, the same rules may apply. Although there is a variation of rules when using
compare and contrasting words such as positioning, the context is pretty much the
same. Again, to be able to function well, you must learn lots of conjunctions, transition
words, and widen your vocabulary.

One example of differentiation using multiple sentences can be found in essays.

Medical websites are filled with this kind of information and it is a basic skill to learn
these.

“Stainless steel is commonly used for bone replacement implants. Similarly,

titanium’s strength makes it a compatible metal for orthopedic implants.”

Notice the use of the word similarly. It was used in another sentence rather than
connecting both ideas in one. These kinds of connectors function by connecting the
preceding sentence to the following sentence using either connectors of comparison or
connectors of contrast.

1. Ethyl alcohol is said to be effective in killing viruses. By contrast, isopropyl isn’t as

potent as it is.

2. Kidney stones can radiate pain in your side and to your back. However, gallstones
are more associated with pain in the middle up to the upper right abdomen.

3. Asthma attacks can cause difficulty in breathing. In a similar manner, anxiety attacks
also cause shortness of breath.

4. Processed foods such as hotdogs and deli meat are bad for people with
hypertension. Fruits and whole grain fruits, on the other hand, is the best way to go.

5. Dengue exhibits flu-like symptoms along with a rash. Unlike Dengue, Malaria bears
no rash along with chills and sweating.
CLASSIFY ME!

Time to make use of your learnings in this unit. With the different examples and
words, you are oriented to different forms of compare and contrast. In this activity, you
are going to classify the facts in the given essay. There are two columns for this activity.
One for adults and one for children. Write statements you can derive from the given
essay and classify whether it belongs to the adult side or to the children side.

Chickenpox: The Earlier, the Better?

By: Prince Byron de Jesus and John Paul del Mundo.

Chickenpox is an infection caused by varicella-zoster virus and commonly affects

children of any age. Common symptoms include blisters, flu-like symptoms, and general
feeling of being unwell. While it is common for young children, what difference does it
make for older people? Read through as we explain the similarities and differences of
chickenpox effects in children and adults and which one is more dangerous than the
other.

In both cases, the infection starts as a fever accompanied by flu-like symptoms

which occur a day or two before the blisters appear. The rashes appear as blisters
which are very itchy and spread throughout the body. Some children may have few
blisters and some of them may have none. Along with these, children can experience
fatigue and appetite loss. Although the majority of young children will fully recover, there
are few cases wherein they develop complications as a result of a weakened immune
system. Many people consider chickenpox a childhood illness, but adults can also get
chickenpox. Just like in healthy kids, chickenpox usually causes mild symptoms. Similar
to children, the common symptoms in adults are body aches, cough, fever, sore throat,
feeding problem, and nausea. However, more serious symptoms occur in adults with
chronic medical problems. On the contrary, Chickenpox is more dangerous for adults
than for children. The risk of hospitalization and death from chickenpox increases in
adults. In addition, adults can also develop other health complications as a result of
chickenpox. The most common complications are bacterial infections of the skin,
tissues, bones, bloodstream, dehydration, pneumonia, encephalitis, and toxic shock
syndrome.

Taking everything into account, chickenpox is really a dangerous illness.

Immediate medical attention is required to prevent and to quickly recover from being
infected. In addition, it is advisable to consult your doctor for guidelines on chickenpox
vaccination.

Reference: Harding, M. (2018, 12 maart). Chickenpox in Children. Symptoms,

Diagnosis and Treatment | Patient. Geraadpleegd op 18 april 2022, van
https://patient.info/skin-conditions/viral-rashes/chickenpox-in-children-
Name : Date:

Section:

Adult Children

● ●

SEARCH, LIST, WRITE, REPEAT!

As a preparatory activity for your written assessment, you are going to research a
certain topic and create an outline of statements consisting of compare and contrasting
sentences. Remember, try not to copy and paste the entire information. Use
paraphrasing techniques to avoid plagiarism while retaining the necessary knowledge.

Compare and Contrast any of the following topics along with the proper information.
 · Multiple Sclerosis and Epstein Barr- Virus

· Heart attack and Stroke

· Different kinds of Cysts and Tumors

· Chronic Obstructive Pulmonary Disease and COVID-19

· Inflammatory Bowel Diseases and Colon Cancer

Write your statements in the following outline provided.

This will also serve as your essay outline.

Name: Date:

Section

(Title)

Introduction:
______________________________________________________________________
______________________________________________________________________
________________________________________________.

Body: (minimum of 6 statements and maximum of 14)

Conclusion:
___________________________________________________________________

WRITTEN ASSESSMENT:

LET’S PUT IT ALL TOGETHER

This is your assessment for this unit. Using the essay outline you have made
from the previous activity, you are going to compose an essay. Here are the guidelines
for you to remember:

· Be sure to utilize all statements

 · Observe proper grammar

· Make sure to use different compare and contrasting words

· Scan for errors

It should be submitted in the following format:

· Font is Arial or Times New Roman

· Size is 12

· Limit your words to 800.

· Margin is one inch all sides

· Short bond paper

· Word spacing is 1.5

Your work will be graded by the following rubrics:

Content: 30 pts

Utilization of Compare and Contrast: 30 pts

Cohesion: 20 pts

Clearness: 20 pts

“Knowledge is of no value unless you put it into practice.” – Anton

Chekhov
 WEEK 2

CAUSE AND EFFECT RELATIONSHIP IN THE MEDICAL WORKPLACE

Introduction

In the previous unit, you’ve learned how to utilize compare and contrast words
into the medical field. Now, the other variant of concept-relations will be discussed. How
certain diseases attack the body and what causes those diseases are probably one of
the most prominent goals of the scientific community. Such research goes along with
extreme caution and dedication to the craft. As future medical professionals, one must
be able to identify the pre-existing causes and effects of diseases, drugs, conditions,
and disorders. With that said, good luck in this unit.

OBJECTIVES

By the end of this lesson, you are expected to:

● To acquire the proper knowledge on the concept of cause and effect.

● To apply conjunctions, transitions, and prepositions in order to
conceptualize cause and effect relations in the medical field, and
● Be able to use cause and effect relations in written form.

CAUSE AND EFFECT: A RELEVANT CONCEPT

Anyone must have been acquainted already with the concept of cause and
effect. What causes common colds, sore throat, or head ache. Sometimes, common
folks even decided to take matters into their own hands and speculated about the
causes of a disease. Misinformation like these are prevalent to communities and people
who don't have any related medical knowledge regarding a disease. To be able to do
that, future practitioners like you must be able to gain mastery of the subject matter.

CAUSE AND EFFECT: THE DEVICES AT WORK

Just like in the previous unit, there are words to use in order to define a cause
and effect relationship. Transitions, conjunctions, and prepositions would be the main
tools for this kind of relationship. First, how do we define the cause and effect? The first
thing to do is to notice the concept present in the sentence. Next, identify the two
related words/phrases and how they relate to each other. Lastly, understand the
functions of transitions, conjunctions, and prepositions in order to quickly spot it.
“Patient A confirmed that he had a non-protected sex last week. As a result, he tested
positive for HIV when he consulted the doctor.”

Notice that some sentences might not have a very obvious relation to one another. For
someone with medical knowledge, they can easily spot a relationship between the two.
Let us try to break it into pieces.

UNDERSTAND THE CONCEPT

Most cases place the cause to be in the first sentence rather than in the latter
part. In this situation, it is very easy to spot. In the example given, it talks about a patient
having a non-protected sex.

● Patient A confirmed that he had a non-protected sex last week

● As a result, he tested positive for HIV when he consulted the doctor.

These are the two concepts. Between the two, we can already define a relationship
thanks to transition words such as “As a result.”

THE DEVICES TO USE

Whether you are looking for the cause and effect or even if you are the one
defining it, the best way to start is to have an access to transition words, conjunctions,
and prepositions. These are the tools you would be needing in this unit.

Transition words:

Some transition words you would be needing is therefore, consequently,

because, hence, thus, and as a result. These can be used in a variety of ways either in
mid-sentence or to connect two or more sentences.

Example:
Mid-sentence

Because

- The boy was deemed anemic because of insufficient red blood cells.

Since

- Since patient B was exhibiting signs of weakening, the family decided to call
911 and admit him into the hospital.

Take a look at the use of the word since. It was not in the middle of a sentence but still,
it was used to connect two ideas inside the sentence. Also, remember that cause and
effect can be related with compound, complex, or compound-complex sentences.

Two sentences

As a result

● Mr. Reagan wasn’t taking his medicines with the right dosage. As a result,
he experienced further weakening and had to come back again for
another check-up.

Consequently

● They left the wound untreated for days. Consequently, the wound ended
up catching an infection – worsening the patient’s condition.

Conjunctions

Conjunctions can also function with transition words since they have the same
goal in defining a cause and effect relationship. Some conjunctions include for and so,
because, since, and as.

Example:

For and So

- For Nery decided to start exercising so his condition improved in less than six
months.

As

- As he tried to remove fat and sugar in his diet, John alleviated the symptoms of
hypertension.
Notice that conjunctions can also connect two complete sentences. These conjunctions
are often used mid-sentence since they are trying to connect two complete thoughts.

Prepositions

Some of the most prominent prepositions are because of and due to. Try to
remember that instead of two complete thoughts, prepositions relate the subject or the
noun phrase and the verb phrase (e.g. the cause).

Due to

- Due to prolonged exposure to radiation, the woman developed symptoms of

radiation sickness.

Or- The woman developed symptoms of radiation sickness due to prolonged

exposure to radiation.

Lead to

- Extreme cold exposure leads to hypothermia.

Notice that the preposition can be used either in the beginning of the sentence or in the
middle. As long as it connects the noun phrase and the effect, it would still do the work

LET’S BE ORGANIZED!

In this activity, you will be tasked to create a graphic organizer in order to show
the cause and effect of any of the following topic:

● Any type of cancer

● Steroid abuse
● Trauma to the head
● Leukemia
● HIV
● Cystic fibrosis.

You will be graded by the following rubric:

- Creativity 30%

- Content 40%
 - Cleanliness 20%

- Catchiness 10%

Submit it either hard copy form or soft copy (pdf file).

COMPOSING AN ESSAY

In this activity, your writing and comprehension skills will be tested. You will be
tasked to create an essay regarding the cause and effect of the following topics. Be
sure to utilize the different transitions, conjunctions, and prepositions in your essay. You
can search the internet for more. Written below are the topics you can choose from:

● Headaches
● Flu
● Heart diseases
● Respiratory diseases
● Leptospirosis
● Cholera

Your document must be printed in short bond paper, font is Arial, size is 12, spacing is
1.5, and margin is normal for all sizes.

Name: Date:

Section:

Topic: ______

Title

Introduction:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________
 Body:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________

Conclusion:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_______________________________________

Note:

Your essay must be at least 400 words and maximum of 600 words.

You will be graded as

a). 50% content(information) and

b.) 50% mastery (how you wrote it).

ASSESSMENT TIME IS CELEBRATION TIME!

A. Answer the following. Choose the best answer.

 a. because of his anemia

b. due to the extreme cold

c. as a result of too much noise

d. as a consequence of loud volumes

e. so he puked all over the floor

f. since he smoked too much bong.

1. She became pale-white _______________

2. He suffered with staggering cluster headache _______________

3. Mountain hikers commonly suffer from frostbites _______________

4. Mr. O’ Bryan partially lost his hearing _____________

5. He ate an already rotten macaroni from the cafeteria ____________________

6. The findings said that his hallucinations are to be expected _________________

B. Don’t start something you can’t finish!

Fill in with your hypothetical assessment of the cause.

1. _______________ that’s why he is so thin.

2. _______________ because of cancer.

3. _______________ since he never quit smoking.

4. _______________ so no more sugar for him starting today.

5. _______________ as a result of his negligence with his wound.

6. _______________ as a consequence of his weed addiction.

7. _______________ because he was already feeling better.

8. _______________ due to his commitment in daily exercise.

9. _______________ since his cancer was detected early.

10. ______________ because his leg suffered trauma beyond recovery.

To make mistakes or be wrong is human. To admit those mistakes

shows you have the ability to learn, and are growing wiser.” ― Donald
L. Hicks

WEEK 3

Required Communication Skills of a Professional Nurse Inside the Workplace

Objectives:

By the end of this unit, learners will able to:

● Understand the proper communication in workplace

● Know the communication skills required for a professional nurse.

Discussion Proper

Nurses spend much of their workdays communicating with patients, doctors and
other healthcare professionals. Strong communication skills are essential for delivering
accurate and compassionate patient care. If you want to have a successful nursing
career, understand and develop your written and verbal communication skills. In this
lesson, we describe communication skills in nursing.

What are communication skills in nursing?

Communication skills in nursing are nurses' ability to write and speak clearly and
confidently when interacting with patients, families, doctors and clinic staff. Nurses
communicate important and potentially life-saving information to doctors. They tell
patients about diagnostics, treatments, prevention, prognosis and rehabilitation. They
also write accurate health records and descriptions of patients' conditions. Some
nursing programs require aspiring nurses to take communication and interpersonal skill
courses as part of their training and education. Nurses should be able to perform a
variety of communication skills to provide personalized patient care and deliver positive
outcomes.
Seven important communication skills in nursing:

SPEAKING SKILLS

Verbal communication is one of the most important nurse communication skills.

Nurses should speak clearly, using complete sentences and a professional tone. They
should also enunciate and practice correct grammar to make sure they deliver their
messages to patients and doctors accurately. Patients should be able to easily
understand what the nurse is telling them about their injury, illness or therapy.

NON-VERBAL CUES

Nurses also use body language and nonverbal communication when interacting
with patients. They should demonstrate calm and confident body language that
reassures the patient. Examples of nonverbal communication skills in nursing include:

● Maintaining eye contact when speaking or listening to someone

● Having a relaxed facial expression
● Smiling
● Nodding
● Keeping arms uncrossed
● Crouching when interacting with a bedridden patient
● Respecting the patient's personal space
● Patients often respond to a nurse's nonverbal cues as much as or more than
their words.

ACTIVE LISTENING

Active listening is a communication skill that involves understanding, rather than

just listening to, what someone is trying to say. Active listening techniques nurses can
use when interacting with patients and doctors include:

● Repeating back to them their main point or message

● Observing the speaker's behavior and body language
● Clarifying anything that's unclear
● Avoiding judgment
● Active listening helps nurses understand what patients are experiencing and
empathize with their situation.

COMPASSION

Nurses need to show care and compassion when collecting and giving information
to patients. Their kindness can help calm patients during potentially stressful and
frightening situations and procedures. Compassionate nurses acknowledge a patient's
concerns and help them overcome their fears. This is known as empathy—the ability to
understand someone's feelings and experience. Being compassionate can also gain a
patient's trust.

WRITING

Nurses use written communication skills to take notes about patients, complete
health records and share information with other nurses and doctors. Their writing should
be clear and efficient to ensure they communicate important health information
accurately. They should have good handwriting, use clear and concise language and
have correct spelling and grammar. Nurses should also know what medical terminology
and abbreviations to use in their writing.

EDUCATION

Nurses should be effective educators when describing health conditions, diagnostic

test results, medications, therapies and at-home care to patients and families. They
need to explain complex health topics in language anyone can understand. They should
ask questions to make sure patients understand what they are saying. Nurses might
also need to give presentations or demonstrations to other nurses or clinic staff, so they
should develop their presentation skills as well.

HONESTY

Nurses can gain their patients' trust by being honest in their communications. They
should be sincere and tell the truth when discussing test results, procedures or
prognoses. They should also answer questions honestly, which shows patients they
respect and understand them. Nurses should avoid making promises or minimizing a
situation simply to keep a patient calm

COMMUNICATION SKILLS IN NURSING IN WORKPLACE

Nurses use their communication skills during a variety of situations in clinics,

hospitals and other healthcare facilities. Here are tips for how you can use your nurse
communication skills in the workplace:

● Make your patient feel comfortable.

Talking about personal and health details can be uncomfortable for some patients.
Start conversations by talking about unrelated things like hobbies or interests. Transition
to more serious topics once the patient seems relaxed and open to communication.

● Choose the right environment.

Loud, busy areas such as hospital waiting rooms can make communicating with
patients challenging. They might misunderstand what you say or misinterpret the raised
tone of your voice. Talk about or gather personal information in a quiet area, such as an
office or a private room, if possible.
 ● Stay off your phone.
Avoid texting and talking on the phone so you can show your patients respect and
give them your full attention. Put your phone away or turn it off before interacting with a
patient. If you are waiting for an urgent work-related call, tell your patient you might
have to take an important call before you start the conversation.

● Be patient.
Take your time communicating with patients, particularly when having difficult
conversations or talking to elderly individuals. Being patient helps you gather accurate
information and keeps your patients calm. Be prepared to repeat yourself and explain
concepts in multiple ways.

ASSESSMENT : SHORT QUIZ

Direction: Define and answer the following questions.

1-7. Define the seven important communication skills in nursing

8. What are communication skills?
9-10. Why is it important to know the communication skills in nursing?

WEEK 4

UNDERSTANDING AND WRITING CASE STUDY

OBJECTIVES:

At the end of the lesson, the student shall be able to

1. Determine initial steps in making reports;

2. Identify the three different sections of case study papers; and

3. Execute the report through information and documentation

LESSON PROPER

Being a nurse introduces you to a lot of different case studies and reports that
will be useful the time you become a licensed professional nurse. Planning and
considerations are needed to produce a well-written analysis and case reports. To
create it, there were initial steps to be followed. First, before starting the paper, you
should determine the format and focus that you will be doing. The second step is the
gathering and collecting of information that will be the content of the report. Finally, the
documentation and the implementation of the study you created.

WHAT IS A CASE STUDY IN NURSING?

A nursing case study is an in-depth study of a patient that is encountered during

the student’s daily practice in a practicum. They are important learning experiences
because the student can apply classroom/theoretical learning to an actual situation and
perhaps make some conclusions and recommendations. It will require lots of planning
of methodology, literature reviews, and careful documentation as the case study
proceeds.

SECTIONS OF THE CASE STUDY

A nursing case paper studies contain the three following sections: the status of
the patient, the nursing assessment of the patient, and the current care plan and
recommendations. The following parts are the necessary sections that should be found
in case studies and papers.

1. The Status of the Patient

The first portion of the case study paper will talk about the patient.

Common questions to be asked:

● Who are they?

● Why they are being included in the study, their demographic data (i.e., age, race)
● The reason(s) they sought medical attention and the subsequent diagnosis

It will also discuss the role that nursing plays in the care of this patient. The patients
should know why they were included for the case studies done, as they were the major
patients and are the most important person aside from the researchers. Their personal
background should also include their medical conditions and diagnosis.

Next, thoroughly discuss any disease process. Make sure you outline causes,
symptoms, observations, and how preferred treatments can affect nursing care. Also,
describe the history and progression of the disease. Some important questions for you
to answer are:

● What were the first indications that there was something wrong; and
● What symptoms convinced the patient to seek help?

2. The Nursing Assessment of the Patient

When you are discussing the nursing assessment of the patient, describe the
patient’s problems in terms of nursing diagnoses. Be specific as to why you have
identified a particular diagnosis. For example, is frequent urination causing an alteration
in the patients to sleep patterns? The nursing diagnoses you identify in your
assessment will help form the nursing care plan. Examining the vital signs and results
and nursing observations for example the mental state and range of motion will be also
helpful in assessing the patient.

3. The Current Care Plans and Recommendations

Describe the nursing care plan and goals, and explain how the nursing care plan
improves the quality of the patient’s life. What positive changes does the nursing care
plan hope to achieve in the patient’s life? How will the care plan be executed? Who will
be responsible for the delivery of the care plan? What measurable goals will they track
to determine the success of the plan?

The final discussion should be your personal recommendations. Based on the

current status of the patient, the diagnosis, prognosis, and the nursing care plan, what
other actions do you recommend can be taken to improve the patient’s chances of
recovery? You must support your recommendations with authoritative sources and cite
appropriately per APA style guidelines.

Creating a well-written nursing case study paper doesn’t need to be a grueling

challenge. It can be gratifying, and it’s good practice for assessing patients while out in
the field, too. Keep in mind that your instructor will not only grade you on the quality of
the content of your paper but by how you apply the APA style, as well. If you find that
you are spending too much time formatting your paper, consider using formatting
software as a helpful tool to ensure accuracy, so you don’t lose points on a well-written
paper because of some formatting errors.

THE IMPLEMENTATION AND DOCUMENTATION

Once the treatment has been implemented, it will be your job to document each
treatment activity – time, dose, etc. – and then track the improvement that does or does
not occur. Suppose, for example, that you begin a regimen of a diuretic for your cancer
patient. How will you determine success? How long will you implement the treatment to
determine success or not? And if it is not successful, what is your next treatment
option?

The data you gather must be carefully recorded and then reported in this section
of your case study. This is the same as any scientific study. You must also analyze the
data before you make decisions about the efficacy of the treatment plan and come to
conclusions.

Toward the end of this section, you will be making recommendations – they may
be simply to continue the current treatment plan; you may have conducted some
research that shows another or an additional treatment plan is warranted. In this case,
you may very well recommend this new treatment plan. Just remember, you must justify
any recommendation you make, and usually this comes from medical research
literature.
Crafting a nursing case study really has two major tasks.

First, you select a patient, and begin to collect history. You also set up treatment plans
and collect data to determine the efficacy of the plan and then determine your
recommendations.

Second, you actually have to write up the final piece. And it must be impeccably written.

If you have concerns about your writing skills, consider finding an essay writing service
nursing department. While there are lots of writing services out there, you want one that
has a specific group of researchers and writers with experience in producing medical
case studies. You may even find a specific nursing essay writing service UK that exists
only for helping medical program students. Such experts will be familiar with the style,
tone, formatting, and terminology and can make quick work of your write-up.

OUTPUT NO.1

DIRECTIONS: Group yourself into two-three members and do a case study. Make sure
the three following sections were considered. Choose one topic below to focus on.

1. Cardiac Nursing Case Study of an old man with Acute Myocardial Infarction

2. A Nursing Case Study of a Patient with Nephrogenic Diabetes Insipidus

3. A case study of an old man admitted in the hospital with crushing chest pain.

4. A nursing case study of pain management in patients receiving palliative care.

After doing the case study, you must present it to the class. The following are the rubrics
for the evaluation and presentation of the paper:
ASSESSMENT

DIRECTION: In less than 1 paragraph, explain why the three following sections of case
study must be considered.

Week 5: Medical Terms, Abbreviations, and Acronyms

OBJECTIVES:

By the end of the unit, the learners should be able to:

1. Study and thoroughly understand the medical terms, abbreviations, and

acronyms.
2. Broaden medical vocabulary and become more proficient in the chosen
profession.
Discussion Proper

Do you understand the various medical and nursing terms used in the healthcare
industry as a nursing student? It is critical to fully comprehend the distinct set of medical
and nursing terms, acronyms, and abbreviations used in nursing and medicine. These
terminologies are important to you because you need to communicate with doctors,
nurses, and other medical personnel in a more understandable and efficient manner.
Understanding medical terms, acronyms, and abbreviations will help you broaden your
medical vocabulary and become more proficient in your chosen profession.

To assist you in becoming more knowledgeable about your chosen profession, the
following are some basic medical terms, acronyms, and abbreviations that you will
almost certainly encounter in everyday conversations with other medical professionals
as well as in medical documents. The Medical School Blog of St. George's University
introduced the following ideas to help your mastery in the healthcare industry, titled 75
Must-Know Medical Terms, Abbreviations, and Acronyms. You can visit the online article
here: https://www.sgu.edu/blog/medical/medical-terms-abbreviations-and-acronyms/

MEDICAL TERMS

This type of medical terminology is frequently found on the charts that providers use
to make notes. Some of them may even be known by a different name.

1. Abrasion: A cut or scrape that typically isn’t serious.

2. Abscess: A tender, fluid-filled pocket that forms in tissue, usually due to
infection.
3. Acute: Signifies a condition that begins abruptly and is sometimes severe, but
the duration is short.
4. Benign: Not cancerous.
5. Biopsy: A small sample of tissue that’s taken for testing.
6. Chronic: Signifies a recurring, persistent condition like heart disease.
7. Contusion: A bruise.
8. Defibrillator: A medical device that uses electric shocks to restore normal
heartbeat.
9. Edema: Swelling caused by fluid accumulation.
10. Embolism: An arterial blockage, often caused by a blood clot.
11. Epidermis: The outer layer of the skin.
12. Fracture: Broken bone or cartilage.
13. Gland: An organ or tissue that produces and secretes fluids that serve a specific
function.
14. Hypertension: High blood pressure.
15. Inpatient: A patient who requires hospitalization.
16. Intravenous: Indicates medication or fluid that’s delivered by vein.
17. Malignant: Indicates the presence of cancerous cells.
18. Outpatient: A patient who receives care without being admitted to a hospital.
 19. Prognosis: The predicated outcome of disease progression and treatment.
20. Relapse: Return of disease or symptoms after a patient has recovered.
21. Sutures: Stitches, which are used to join tissues together as they heal.
22. Transplant: The removal of an organ or tissue from one body that is implanted
into another.
23. Vaccine: A substance that stimulates antibody production to provide immunity
against disease.
24. Zoonotic disease: A disease that is transmissible from animals to humans.

MEDICAL PREFIXES AND SUFFIXES

Medical terminology adheres to the same structural rules as any other language,
including the use of prefixes and suffixes. Some of these terms may be familiar to you
from contexts other than medicine.

25. A-, an-: Lack of or without.

26. -ation: Indicates a process.
27. Dys-: Abnormal, difficult, or painful.
28. -ectomy: Surgical removal of something.
29. -ismus: Indicates a spasm or contraction.
30. -itis: Signifies inflammation.
31. -lysis: Decomposition, destruction, or breaking down.
32. Macro-: Large in size.
33. Melan/o-: Black or dark in color.
34. Micro-: Small in size.
35. -ology: The study of a particular concentration.
36. -osis: Indicates something that is abnormal.
37. -otomy: To cut into.
38. -pathy: Disease or disease process.
39. -plasty: Surgical repair.
40. Poly-: Many.
41. Pseudo-: False or deceptive, usually in regard to appearance.
42. Retro-: Behind or backward.

MEDICAL ROOT WORDS

Some medical root words are intuitive based on your personal experiences. If you're
an athlete, you're probably aware that cardiovascular exercise is any activity that raises
your heart rate.

43. Cardi/o: Related to the heart.

44. Derm/a/o, dermat/o: Pertaining to the skin.
45. Encephal/o: Related to the brain.
46. Gastr/o: Related to the stomach.
47. Hemat/o: Pertaining to blood.
48. My/o: Related to muscle.
 49. Oste/o: Related to bone.
50. Pulmon/o: Refers to the lungs.
51. Rhin/o: Related to the nose.
52. Sclerosis: Hard or hardening.
53. Stasis: Slowing or stopping the flow of a bodily fluid.
54. Therm/o: Indicates heat.

MEDICAL ABBREVIATIONS AND ACRONYMS

There are many more medical abbreviations and acronyms than those listed below.
But, unless you want to be a doctor or another type of provider, this condensed list
should get you started.

55. ALS: Advanced life support.

56. Bl wk: Blood work.
57. BMI: Body mass index, a measure of body fat based on height and weight.
58. BP: Blood pressure.
59. CPR: Cardiopulmonary resuscitation, a life-saving technique that’s also called
mouth-to-mouth resuscitation.
60. C-spine: Cervical spine.
61. DNR: Do not resuscitate, a medical order indicating providers should not perform
CPR.
62. ED/ER: Emergency department or emergency room.
63. EKG: Electrocardiogram, a way of monitoring the heart and testing for problems.
64. HDL-C: High-density lipoprotein cholesterol, often called “good” cholesterol.
65. HR: Heart rate, expressed as beats per minute.
66. LDL-C: Low-density lipoprotein cholesterol, often called “bad” cholesterol.
67. Lytes: Electrolytes.
68. NICU: Neonatal intensive care unit, a specialized unit that cares for premature
infants.
69. OR: Operating room where surgeries are performed.
70. Pre-op: Preoperative.
71. Psych: Refers to psychiatry or the psychiatric ward.
72. PT: Physical therapy, a type of treatment to help patients move and feel better.
73. Rx: Prescription, usually for medication but can also signify another treatment.
74. Stat: Immediately.

REMEMBER:

There will almost certainly be times when you hear something strange in the
healthcare industry. When you come across a medical term, abbreviation, or acronym
that you don't recognize, always ask for clarification. It is perfectly acceptable to
converse and ask other medical professionals to clarify certain terms. In fact, having
thoughtful conversations with your healthcare coworkers will allow you to gain more
knowledge and broaden your vocabulary.
ASSESSMENT

Activity: Pick it! Define it! (Oral Recitation)

Direction: Each student in the class will select five papers from a bowl. Each paper
contains 5 words that are either medical terms, suffixes and prefixes, root words, or
abbreviations and acronyms. Students' grades will be based on the number of words
they can define.

WEEK 7

Multimodal Materials and Communication in the Workplace

Objectives:

At the end of this unit, learners will be able to:

● Know what is multimodal materials and communication in the workplace

● Understand the use and importance of multimodal materials in workplace
communication

PROPER DISCUSSION

What are multimodal materials?

A multimodal text conveys meaning th​​rough a combination of two or more modes,

for example, a poster conveys meaning through a combination of written language, still
image, and spatial design. Each mode has its own specific task and function (Kress,
2010, p. 28) in the meaning making process, and usually carries only a part of the
message in a multimodal text. In a picture book, the print and the image both contribute
to the overall telling of the story but do so in different ways.

Images may simply illustrate or expand on the written story, or can be used to tell
different aspects of the story, even contradicting the written words (Guijarro and Sanz,
2009, p. 107).

Effective multimodal authors creatively integrate modes in various configurations to

coherently convey the meaning required, ‘moving the emphasis backwards and
forwards between the various modes' (Cope and Kalantzis, 2009. p. 423) throughout the
text.

The complexity of the relationships between the various meaning or semiotic

systems in a text increases proportionately with the number of modes involved. For
example, a film text is a more complex multimodal text ​than a poster as it dynamically
combines the semiotic systems of moving image, audio, spoken language, written
language, space, and gesture (acting) to convey meaning.

Types of Multim​​odal texts

Multimodality do​​es not necessarily mean use of technology, and multimodal texts can
be paper-based, live, or digital.

Paper-​​based multimodal texts include picture books, text books, graphic novels,
comics, and posters.

Live ​multimodal texts, for example, dance, performance, and oral storytelling, convey
meaning through combinations of various modes such as gestural, spatial, audio, and
oral language.

Digital multimodal texts include film, animation, slide shows, e-posters, digital stories,
podcasts, and we​​b pages that may include hyperlinks to external pronunciation guides
or translations.

WHAT IS MULTIMODAL COMMUNICATION?

Multi modal communication is a holistic way of looking at communication. Rather than

just focusing on one area, we consider all forms of communication, for example, body
posture, facial expression, gesture, writing, speaking or using a communication device.
While many of our programs focus on developing verbal communication skills, we value
everyone’s communication preference and it’s our vision to provide the key to
successful interactions. Multimodal communication is a crucial component of social
interactions that helps us to convey our ideas, thoughts, feelings, and opinions. We
typically tend to use gestures, facial expressions, speech, etc to make ourselves
understood.

Examples of multi modal communication

● Vocalizations or words
● Text/written word
 ● Pictures/images
● Visual schedule
● Body language
● Gestures
● Sign language
● Text to speech

Benefits of multi modal communication therapy

● Increased self-confidence
● True inclusion
● Less frustration
● Improved relationships
● Enhanced community participation
● Increased independence
● Communication partner awareness
● An independent voice

ASSESSMENT :

● INFOGRAPHICS (30 points)

Direction: Based on your understanding of the lesson, make an infographics of

multimodal materials that you have seen in the hospitals.

● ESSAY (20 points)

Direction: Make a short essay about the multimodal materials and communication in the
workplace based on the discussion. Discussed the meaning, uses and importance of
multimodal materials and communication in the workplace.

Week 8: Patient-Centered Communication

OBJECTIVES:

● By the end of the unit, the learners should be able to:

● Study and thoroughly understand the basic skills in Patient-Centered
Communication
 ● Understand the importance of eliciting the patient's agenda, understanding
the patient's perspective, expressing empathy, revealing a diagnosis,
shared decision making, and final comment when communicating with
patients.

Discussion Proper

Communication is an important part of the healthcare industry because it allows

medical professionals and patients to discuss health concerns in a comprehensive and
effective manner. As a nursing student, you must fully understand the ethical principles
of patient-centered communication and develop skills that will allow you to communicate
effectively with patients. Moreover, to learn more about what patient-centered
communication is, read Patient-Centered Communication: Basic Skills by M. HASHIM
JAWAD.

You can check his online article through this link:

https://www.aafp.org/afp/2017/0101/p29.html#:~:text=Communication%20skills%20nee
ded%20for%20patient,engaging%20in%20focused%20active%20listening.

ELICITING THE PATIENT'S AGENDA

The introduction of all persons present at the visit should precede patient-centered
medical interviewing. This includes the doctor and the patient, as well as anyone else in
the room who can specify their relationship to the patient. Positive remarks about
nonmedical issues such as the weather, generalities about the day, or non-specific
encouraging observations can help build rapport in non-urgent situations. New patients
should be greeted warmly at the clinic. Avoid starting the interview with the question,
"How are you feeling?" or "How are you doing today?" because these questions may
cause the patient's concerns to manifest as physical symptoms. Instead, ask the
open-ended question, "How may I assist you today?". It emphasizes the physician's role
as a helper and brings focus to the purpose of the visit, allowing patients to discuss
anything relevant to their health. It is the recommended first statement for both initial
and follow-up visits.

Physicians typically interrupt a patient within 16 seconds of asking an opening

question. Allowing patients to speak uninterrupted may take only six seconds longer on
average than redirecting them. Allowing patients to speak also reduces late-arising
concerns. Because patients frequently present with more than one concern (1.7
concerns per visit on average; range, one to four), physicians should continue to ask, "Is
there anything else?" until the patient responds negatively. Using the term "something"
rather than "anything" is more effective in eliciting concerns without lengthening the visit.

Concerns may be prioritized by physicians based on patient preferences and

medical urgency. Low-priority issues can be postponed until a later visit. The primary
concern should be explored initially with open-ended phrases such as "Tell me more
about..." This should be followed by a silent pause and, if necessary, nonverbal
facilitation. Patients can thus express themselves in a nonjudgmental environment,
often providing valuable diagnostic information that they would not provide if asked
closed-ended questions. At this stage, the physician's focused active listening is critical,
and distracting activities (such as reviewing the patient's medical record) should be
avoided while the patient is talking. After the patient appears to have expressed his or
her concerns later in the interview, physicians can intersperse the conversation with
brief reviews of the medical record. After the patient has left the room, the
documentation should be completed.

RECOMMENDED SEQUENCE FOR PATIENT-CENTERED MEDICAL INTERVIEWING

Introduce And Build Rapport

● All persons present at the visit should be introduced. In non urgent

situations, positive remarks about nonmedical issues, such as the
weather, generalities about the day, or nonspecific encouraging
observations, can help build rapport.

Elicit the Patient’s Agenda

● Avoid starting with “How are you feeling?” or “How are you today?”
because these questions may lead the patient to somatize his or her
concerns into physical symptoms.
● Instead, use phrases such as “How may I help you today?” or “What can I
do for you today?” to bring the focus to the purpose of the visit.

List All Of The Patient's Agenda Items

● Ask the patient, “Is there something else?” until he or she replies in the
affirmative.

Negotiate The Agenda

Suggested phrases:

➔ “Which of these is the most concerning to you?”

➔ “I would also like to discuss your… today.”
➔ “Because we have limited time, which of these problems would you like to
discuss today?”
➔ “I know… is important to you, and I am very concerned about your…
Could we start with… first?”

Start Discussing The Patient's Concerns With Open-ended Questions

Suggested phrases:
➔ “Tell me more about…”
➔ “Would you like to talk more about…?”
➔ “I want to know how it started…”
➔ “Tell me what the… was like?”
➔ “What else did you notice?”

Ask direct questions to elicit details about the chief concern, and perform a review of
systems

● Questions should address the duration, severity, and location of the

problem; radiation and character of pain; relieving and aggravating factors;
and any associated symptoms.

VERBAL AND NONVERBAL METHODS FOR FACILITATING PATIENT-CENTERED

COMMUNICATION

Continuers
“Go on,” “I hear you,” “Hmmm,” “Aha”

Legitimation
“That makes sense.”

Open-ended questions
“Tell me more about...”

Understanding
“It seems like …”

Exploration
“I wonder if you …”

Rephrasing
“Let me summarize what you have told me so far…”

Checking the patient's understanding

“Could you summarize what we have discussed so far?”

Nonverbal
1. Attention
Judicious eye contact

2. Responsiveness
Facial expressions such as grinning, lip biting, concerned frowning
 3. Attentiveness
Holding of chin, keeping index finger on temple

4. Openness
Palms exposed, avoiding crossed arms or legs

5. Interest
Leaning forward

6. Active listening
Head nodding

7. Focus
Purposefully turning away from the computer or medical file
Tactful silent pauses
Avoiding interrupting or completing sentences

UNDERSTANDING THE PATIENT'S PERSPECTIVE

Patient-centered care prioritizes the patient's perspective on his or her illness.

Feelings, ideas, concerns, impact, and expectations are all part of the patient's
perspective. Inquiring about the patient's understanding of the cause of the illness may
provide additional diagnostic clues. Understanding the patient's beliefs allows the
physician to appreciate the illness's cultural context. Therefore, physicians can avoid
recommending interventions that contradict the patient's beliefs.

PHRASES TO HELP ELICIT THE PATIENT'S PERSPECTIVE

Feelings
➔ “How did that make you feel [emotionally]?”
➔ “Tell me more about what was worrying you.”
➔ “What were your emotions at that time?”
➔ “What would you say is worrying you the most?”
➔ “How do you feel about that?”
➔ “What was that like [emotionally]?”

Ideas
➔ “What do you think is the cause of…?”
➔ “Do you have any thoughts on what might be causing this?”

Concerns
➔ “What do you worry about regarding your health?”
➔ “Is there something you worry might happen?”
➔ “What are your fears about…?”
Impact
➔ “How has your illness affected your daily life?”
➔ “What difficulties are you facing because of your illness?”

Expectations
➔ “What would you like to get out of today's visit?”
➔ “What more can I do for you today?”
➔ “Is there anything else you need from us today?”

EXPRESSING EMPATHY

The ability to understand and relate to the patient's illness experience and emotions is
referred to as empathy. Empathy can be expressed verbally or nonverbally, such as with
respectful silence, touching a patient's hand or knee (when culturally appropriate), or
sighing. In some cases, such as when a patient is crying, offering a box of tissues may
be preferable to verbal expression.

TECHNIQUES FOR EXPRESSING EMPATHY TO PATIENTS

Naming
➔ “It seems like you are feeling…”
➔ “I wonder if you are feeling…”
➔ “Some people would feel… in this situation.”
➔ “I can see that this makes you feel…”

Understanding
➔ “I can understand how that might upset you.”
➔ “I can understand why you would be… given what you are going through.”
➔ “I can imagine what that would feel like.”
➔ “I can't imagine what that would feel like!”
➔ “I know someone who had a similar experience. It is not easy.”
➔ “This has been a hard time for you.”
➔ “That makes sense to me.”

Respecting
➔ “It must be a lot of stress to deal with…”
➔ “I respect your courage to keep a positive attitude in spite of your
difficulties.”
➔ “You are a brave person.”
➔ “I am impressed by how well you handled this.”
➔ “It sounds like a lot to deal with.”
➔ “You have been through a lot.”
➔ “You did the right thing by coming in.”
Supporting
➔ “I want to help in any way I can.”
➔ “Please let me know if there is anything I can do to help.”
➔ “I am here to help you in any way I can.”
➔ “I will be with you in this difficult time.”
➔ “I will be with you all the way.”

Exploring
➔ “Tell me more about what you were feeling when you were sick.”
➔ “How are you coping with this?”
➔ “What has happened since we last met?”

REVEALING A DIAGNOSIS

Family physicians are frequently called upon to inform patients of a new diagnosis,
such as diabetes, herpes infection, or cancer. Inappropriate communication, such as an
abrupt or harsh disclosure, can have a negative psychological impact on the patient.
However, empirical evidence on communication techniques for breaking bad news is
limited. Patients prefer that doctors sit when they deliver bad news. Patients who are
younger, female, and more educated are more likely to request detailed information. To
begin, assess the patient's prior knowledge and understanding of the illness, as well as
the patient's preference for an overview vs. detailed information.

SUGGESTIONS FOR REVEALING A NEW DIAGNOSIS OR BREAKING BAD NEWS

Setting
Ensure privacy, avoid distractions and interruptions, involve significant others, sit
down, and connect with the patient (e.g., eye contact, touch if culturally appropriate).

Perception
➔ “What do you already know about your illness?”
➔ “What is your understanding of the illness?”

Invitation
➔ “How much information would you like to receive at this time?”
➔ “Do you prefer to receive the information in stages or all at once?”

Knowledge
➔ “Unfortunately, I have some bad news.”
➔ “I am sorry to inform you that…”
➔ Use words that are familiar to patients. Avoid medical jargon. Do not be
excessively blunt or insensitive. Provide information in small chunks and
allow time for comprehension. Do not take away hope because patients
may have other, nonmedical goals.
Emotions
Respond to the patient's emotions with empathy.

Strategy
Discuss treatment options, if the patient is emotionally ready, to maintain
hope and a future-oriented outlook.

SHARED DECISION MAKING

Physicians can assist patients in making more informed decisions by discussing

treatment options. The benefits, risks (potential immediate and long-term adverse
effects or complications), and costs of each option should be outlined (direct and
indirect). It is possible to discuss the option of no active treatment with follow-up
(watchful waiting). Providing options reinforces the patient's need to participate actively
in his or her medical care.

The patient, on the other hand, should not be overburdened with information. A
balanced approach entails asking the patient about their prior knowledge of the illness,
then providing small chunks of information and checking for understanding after each
chunk (ask-tell-ask technique). If a patient is unable to make decisions based solely on
medical information, his or her values and goals should be explored. Multiple sessions
with the physician may be required due to the patient's clinical condition, health literacy,
and emotional state, as well as the complexity of the medical decision. Printing aids that
visually depict clinical risks using pictographs can aid in shared decision making.

FINAL COMMENT

Patient-centered communication is based on exploring and understanding the

patient's illness experience, as well as respecting the patient's beliefs and expectations.
Respecting patients as individuals should extend to medical documentation as part of
patient-centered communication. Terms like "a case of" and "chief complaint" should be
replaced with "a patient with" and "chief concern." Short-term training programs (less
than 10 hours) have been shown to improve physicians' communication skills in
general. However, patient-centered communication alone does not appear to improve
patients' health status or behaviors. There is some evidence that incorporating disease
management skills into patient-centered communication training programs may improve
patient outcomes. Observational studies show a link between patient-centered
communication and patients' trust in doctors, as well as less diagnostic testing.
Regardless of its impact on clinical outcomes, patient-centered care is an intrinsically
desirable health-care priority.

ASSESSMENT

Activity: Manuscript Making (Patient-centered communication)

Direction: Every student will create a manuscript about a physician having a
conversation with a patient, taking into account all aspects of patient-centered
communication. On the manuscript, the concepts of ELICITING THE PATIENT'S
AGENDA, UNDERSTANDING THE PATIENT'S PERSPECTIVE, EXPRESSING
EMPATHY, REVEALING A DIAGNOSIS, SHARED DECISION MAKING, and FINAL
COMMENT must be seen.

Students will be graded base on the following criteria:

Content- 35%
Word Choice-20%
Creativity- 20%
Grammar-25%

WEEK 6

DESCRIPTIVE WRITINGS

OBJECTIVES:

At the end of the lesson, the student shall be able to

1. Understand the concept of descriptive essay and report;

2. Apply the following steps in making descriptive essay and report; and

3. Create descriptive essays and reports

LESSON PROPER

Writing essays and reports are crucial to a nursing field. It requires time, effort
and attention for you to be able to produce a well-written report. Doing an actual
experimentation and research on a content you were studying, you need to follow
specific steps and keep in mind things that should do or not be done in creating it. It will
help the student to be more engaged and practiced as becoming a professional nurse
will require a lot of writing.

WHAT IS DESCRIPTIVE WRITING?

In descriptive writing, you describe or write a summary of a text you’ve read. This
type of writing usually does not include your personal opinion or critique. Rather, it
focuses on a summary of what the authors said.

STEPS IN MAKING DESCRIPTIVE WRITING

1. Consider the reason why you are writing the summary and the audience you are
writing for, these will influence how you write the summary. Is the summary for your own
benefit? For example, are you trying to summarize the main points of a text to ensure
you understand it and help you study? Are you writing the summary for a specific
audience (e.g., your instructor) to demonstrate your knowledge? Are you summarizing a
text so that other groups (e.g., practitioners) have a short text to reflect upon?

2. To effectively summarize a text, you should do some pre-reading followed by a close

and full reading of the text. While reading, you should take notes either by annotating
the text or engaging in dialectic note taking.

3. Then, document in point form the main points and the supporting points of the text.
For a research article, for example, you should indicate the study purpose, the study
approach (i.e., the methods), and the study findings. If you are writing for an audience of
practitioners, you should summarize the clinical implications. For example, how does
this text or this research influence nursing practice?

4. It is now time to write the summary. Remember, a summary provides a general

overview of the text and excludes minor details or details that are not central to the text.
Use language that reflects a summary such as: “The authors explain…”, “The authors
claim…”, “In this article, it is suggested that…”, “Brown et al. report that the clinical
implications include …”
5. You will often be expected to begin the summary by identifying the text source (e.g.,
the authors and text title) and to complete the summary with a bibliographic citation of
the text.

WHAT TO KEEP IN MIND?

Some key points to keep in mind as you are writing a summary:

· Use complete sentences.

· Write the summary in a neutral voice and avoid incorporating your opinion or
critique of the text.

· Paraphrase the text in your own words and avoid the use of direct quotations.

· The length of the summary varies depending on the reason for completing it and the
audience – generally, a summary may range from a few sentences to a couple of
pages.

ACTIVITY NO. 1

DIRECTIONS: Tell whether the statement is a descriptive approach or not. Draw a

check (/) if descriptive approach and cross out (x) if not.

1. An extensive volume of literature related to developing empathy as a nursing student

2. Megani and her research team claim that students learn to write by reading and
practicing writing.

3. As per the evidence, I believe that nurses can best support patients by developing a
therapeutic relationship

4. The authors explain that clients should sit on a chair quietly for five minutes before
having their blood pressure taken

5. The research conducted by Smith et al. was all located in the United States of
America and thus, its relevance is questionable in the Canadian context

ASSESSMENT

DIRECTIONS: Write a descriptive essay by using one of the following topics below.
Your essay must contain a paragraph for the introduction, two-three paragraphs for the
body which will contain the discussion of the topic, and one paragraph for the
conclusion.

1. Describe telehealth use between nurses and doctors, where they use video
communication even in the emergency room.
2. Describe how medical home services have developed over the years.

3. Explain how this ethical profession evolves in the coming years.

4. Analyze how individual caregivers have taken part in oncology to support patients
with cancer.

5. Define the meaning of social skill in this field and their practices.

6. Explain in your essay, what bioterrorism and the preparedness level of every nurse
is.

7. Which is the quality improvement project that determines the aims and purposes of
the nursing students in a facility?

8. Describe the position of a nurse in pain management in the essay.

9. Explain in your essay the effects of fetal growth in the nursing field.

10. Describe how a nurse should deal with a dying patient’s cases and how they should
break the news to the relatives.

Your essay will be graded based on the following rubrics:

 MIDTERMS

PART I. TRUE OR FALSE.

Read each statement carefully and write T if the statement is TRUE and F if the
statement is WRONG. If it's FALSE write the correct statement below the sentence.

______1. Communication is an important part of the healthcare industry because it

allows medical professionals and patients to discuss health concerns in a
comprehensive and effective manner.

____________________________________________________________________

______2. Positive remarks about nonmedical issues such as the weather, generalities
about the day, or non-specific encouraging observations DO NOT help build rapport in
non-urgent situations.

______________________________________________________________________
______3. In Eliciting the Patient’s Agenda, we should start with “How are you feeling?”
or “How are you today?”.

______________________________________________________________________

______4. Providing options reinforces the patient's need to participate actively in his or
her medical care

____________________________________________________________________

______5. Use words that are familiar to patients. Avoid medical jargon. Do not be
excessively blunt or insensitive.

______________________________________________________________________

MULTIPLE CHOICE. Choose the correct definition of the medical terms, prefix,
suffix, root words, abbreviations and acronyms

1. Edema a. Indicates a process

2. Therm/o b. To cut into.
3. -ation c. Emergency department or
4. LDL-C emergency room.
5. ED/ER d. Behind or backward.
6. Retro- e. Swelling caused by fluid
7. Sclerosis accumulation.
8. My/o f. A small sample of tissue that’s taken
9. Fracture for testing.
10. Biopsy g. Broken bone or cartilage.
11. Macro- h. A disease that is transmissible from
12. Acute animals to humans.
13. -plasty i. Surgical repair.sce
14. -otomy j. Hard or hardening.
15. Zoonotic Disease k. Indicates heat.
l. Signifies a condition that begins
abruptly and is sometimes severe,
but the duration is short.
m. Low-density lipoprotein cholesterol,
often called “bad” cholesterol.
n. Large in size.
o. Related to muscle.
p. Pertaining to blood.
WRITING A DESCRIPTIVE ESSAY (30 PTS)

Choose a topic below and write a three paragraph descriptive essay discussing it.

● Describe how a nurse should deal with a dying patient’s cases and how they
should break the news to the relatives.
● Which is the quality improvement project that determines the aims and purposes
of the nursing students in a facility?
● Describe telehealth use between nurses and doctors, where they use video
communication even in the emergency room.

RUBRICS