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. Its 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

their own native languages, English serves as the most common and user-friendly language to interpret, translate and communicate with English-speaking customers and professionals. Hence, to make the best out of the available opportunities, one has to be highly fluent in English Same country In countries like indonesia, where the land is so vast with people of various cultures live, the languages of each part of the country also differ. Under the circumstances, 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. English bridges this gap and connects the people. 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, but also for studying. Education has increased the role of English, people who go to another country to study can only have English as their mediumof study, this is because the individual will not be able to learn a subjet in the local of the contry. This again reinforces the fact that english language is ver important to learned. Jobs Most of the businesses engaged in dealing with international clients and suppliers prefer using English as the primary source of communication. While people have their own native languages, English serves as the most common and user-friendly language to interpret, translate and communicate with English-speaking customers and professionals. Hence, to make the best out of the available opportunities, one has to be highly fluent in English

2. ESP APPROACH IN SYLLABUS DESIGN Since the 1960s, 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, 1984). ESP is regarded as an approach not as a product (Hutchinson & Waters, 1987). It is an approach to language teaching in which all decisions as to content and method are based on the learners 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. Based on this point of view, ESP instructors characteristically use problem-solving methods and techniques to promote the appropriate communicative development of individuals in particular contexts of implementation. The role of the ESP teacher differs from those of the General English teacher. With some reasonable justifications, Swales (1985) prefers to use the term ESP practitioners instead of ESP teachers to reflect this specific scope. It will already be much clearer that several researchers regard ESP teaching as extremely varied, and for this reason they use the term practitioners rather than teachers to emphasize that ESP teaching involves much more than writing. Commonly, an ESP practitioner acts at least seven key rolesa course designer, a material provider, a facilitator, a consultant, a coordinator, an evaluator, and even a project researcher. Dudley-Evans and St John (1988) divide ESP into English for Academic Purposes (EAP) and English for Occupational Purposes (EOP). Two categories of EOP courses are often identified as English for Professional Purposes (EPP) and English for Vocational Purposes (EVP). The EPP includes English for Medical Purposes (EMP) and English for Business Purposes (EBP). The EVP includes Pre-Vocational English (PVE) and Vocational English (VE). The family of English language teaching is shown as Figure 1.

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, 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. The Family of English Language Teaching

The project-work instructional approach is a student-centered rather than teacherdirected teaching method (Haines, 1989). It is particularly effective in the ESP teaching settings, because it easily lends itself to (1) learner centeredness (2) authentic language use, (3) authentic tasks, and (4) a focus on language at the discourse rather than the sentence level 5

(Robinson, 1991). From the beginning of the project, learners themselves have to decide what they will do and how they will do it (Sheppard & Stoller, 1995). They also conclude that though project work may not be the easiest instructional approach to implement, the potential pay-offs are many (p.15). There is a wide gap between the language the students are taught and the language they in fact require. It is this gap that project work can help to bridge (Fried-Booth, 1986). Any project work should give the ESP learners opportunities for language use and development, Sometimes for project work, they may have to use their mother tongue, but the outcome in writing will always be in English (Byrne, 1988). Zamel (1982) proposes that writing is essentially a process of discovery. Based on the process-oriented writing approach, the teaching of writing is regarded as a process, not a product. A reading-writing instructional approach in the business English classroom can promote some writing improvement for ESP learners (Cunninghan, 1994). She used qualitative research methods by observing student interactions, making daily notes during and after each class session, interviewing students in one-to-one conferences, collecting all the written work, and extracting information from an end-of-quarter evaluation of the course. The study concluded that most students significantly reduced the number of errors in their work; at the same time, they developed a sense of authority and ownership over their work. In the early 1980s, peer editing has been used in ESL writing classes, and has received increasing attention from teachers and on-going research. Some of the studies compare teacher editing with peer editing to find the effectiveness of the latter in ESL writing classes. Peer editing has many advantages, inclusive of improving student involvement in the writing activity, promoting student self-confidence, and adding perspective to students perception of the writing process (Hafernic, 1983). Shi (1993) also concludes that peer editing not only could help students understand their past and present, but could help them to choose the actions they want to take to transform themselves and their life-world (p. vi). Furthermore a peer-reviewing conference refers to a conference in which students review, discuss, and revise each others writings one another in the process of completing their own written products. In the process-oriented writing approach, each student reads his or her written draft to peers in the group, who give the writer feedback. Revisions that students

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, 2004). A feasible syllabus makes the language learning task seem more manageable. 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, 1984). It is clear that a syllabus is an important document in the teaching and learning process. Candlin and Murphy (1987) said that task-based learning continues with and develops recent attention to learner-centered approaches, and in particular the ideas of differentiation and learner interdependence (p. 3), adding that tasks serve as compelling and appropriate means for realizing certain characteristic principles of communicative language teaching and learning (p. 5). Dam (1985) characterized language learning tasks within a communication framework and found that the central aim in my teaching could be described as autonomy, 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). In consideration of the learner-centered approach, 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, 1987). English for specific purposes is a particular case of the general category of special-purpose language teaching. The same principles apply no matter which language is being learned and taught. French for specific purposes, Russian for specific purposes, Chinese for specific purposes - all of the exist and are constructed on the same basis as English for specific purposes. The vastly greater demand for English makes ESP more common than FSP, RSP, or CSP, but the principles are the same. Absolute characteristic of ESP are designed to meet specified needs of the learner; related in content (themes and topics) to particular disciplines, occupations and activities; centered on the language appropriate to those activities, in syntax, lexis, discourse, semantics, etc; in contrast with General English. Variable characteristic of ESP may be, but is not necessarily are restricted as to the language skills to be learned (e.g. reading only; speech recognition only; etc); taught according to any pre-ordained methodology (i.e. ESP is not restricted to any particular

methodology although communicative methodology is very often felt to be the most appropriate). In the principles of syllabus design, to which must be linked the choice of most suitable methodology. The earliest syllabus principles were linguistic and structural, in the sense used in the British ELT: the syllabus consisted chiefly of an ordered list of the language items to be taught, often referred to as the structures of English. Next came the development, within the American tradition, of structuralism linguistics, and the extension of this into foreign language teaching, notably in the Michigan materials for EFL, where the teaching items were not the rather ill-defined structures of English but were the out come of descriptive linguistic applied to English. (it is often forgotten how very different were structuralism syllabus in the mould of Trager, Fries, and Marckwardt from the earlier structural syllabus in the tradition of Palmer, west and Hornby; both were linguistic syllabus, but in the British sense linguistic meant composed of language items whereas in the American sense it meant derived from theoretical linguistics.) Once linguistic syllabuses were universally adopted a great deal of emphasis was placed on vocabulary, on establishing lists of the most-frequent and most-useful words, and on grouping them together for more effective teaching and learning. This is where situational principle came in syllabus began to make use of situations, originally as an aid to the learning of vocabulary items, then as a contribution to authenticity; in addition, situations were found to be a great help in creating more attractive and effective methodologies, by injecting interest and variety into the teaching. 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 these in turn have seemed most frequently (thought not always) to be best associated with a communicative methodology. This is the context within which ESP has evolved. In order to design a course for the specific purposes of particular learners the teachers can make use of linguistic, situational, notional, and functional principles when devising a syllabus, and they can employ any of a wide range of the teaching methods, probably including communicative techniques.

3. METHOD OF DOING NEED ANALYSIS ( INTERVIEWS ) A. The meaning of interview Interviews are means to collect analysis needs data through one or more conversations between two or more people. Interviews can be conducted either face to face or via technology (telephone, video conference, or on-line via the Web). Interviews may involve an inter viewer and a single interviewee or multiple interviewees at the same time (group interviews). Advantages of doing interviews as a tool for need analysis : Inexpensive : Interviews are inexpensive to conduct; the only resource investments are the interviewers time, the interview plan, and the analyst. Broad perspective : A variety of perspectives can be obtained; because the conversation is open-ended (compared to a questionnaire), it is permissible to probe for understanding during an interview. Stakeholder influence : Interviews can lead to understanding and rapport with the stakeholders better than through questionnaires. Be open to what they have to say. Data analysis issues : Data can be difficult to organize and quantify from open-ended interviews; planning up front can help; 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. Preamble (Plan a consistent preamble including) : Who the interviewer is; Who they are working for; What kind of questions will be asked Time that will be needed; What will be done with the data; How confidentiality will be maintained 2. Come prepared Plan your interviews carefully; craft your questions precisely and memorize them. 9

3. Questions : consider multiple qoestions that the questions and answers may lead. 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. Ask for clarification when you need it. 4. Try different technique : joking, a mild challenge, or asking a subject to elaborate with a story can sometimes give you better informations. 5. 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. Construct a recording form for documenting the content of the conversation. Include a description and space to record responses to each specific questios that you wil ask. Include abbreviated notations for a range of likely answers, so that you might be able to check off antici pated ideas as they surface. This will allow you to spend your time listening to and recording unique thoughts. 6. Test the recording form : with several mock interviews to enhance your ability to focus on the interviewee while taking adequate notes 7. Skilled interviewers : keep discussions active and produc tive; practice active listening (state what you heard the participant say and ask if you got it right); plan ways to keep the conversation on track and to coax additional information when needed. Good interviews are those where the subjects are comfortable and feel free to talk; do not interrupt subjects or change the direction of the conversations too quickly. Hold interviews in a comfortable private environment, free from interruptions. Avoid counseling the interviewer. 8. Off the record : If the interviewee asks for a comment to be off record, accommodate that request. Never betray your clients trust.
B. Analyze interview data

Analyzing of interview data is a crucial stage of need analysis. The data can be written documents or audio and video recordings of events such as lectures, meetings, telephone interactions, classroom activities. The logistics of obtaining spoken data for needs analysis mean that it is less accessible than written documents, as with 10

observation, confidentiality is an important issue; people may wish to white-out information such as figures and company names. The analysis may be for TSA purposes, to determine the key linguistic features of a communicative event or genre that is new to us. Alternatively, the texts may be samples of participants language and help us to carry out a PSA. Authentic interview data are invaluable for learning about real and carrier content. They can also form the basis of classroom materials, with three provisos: the client/source has given permission; fictitious facts replace confidential ones; and anything which can directly identify the author is removed. For evaluation, the interview data, learners produce in class can be looked at to evaluate progress towards the objectives and to identify needs that have not yet been met.

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UNIT II NEED ANALYSIS Target Group Responsibilities/ Duties Welcoming and registering patients. Communicative Needs How to welcome and register patients appropriately.

Competency Can use greeting and leave taking. Can enquiry patients identity.

Materials Expressions for greeting/leave taking. Questions (informative/ direct and indirect questions); spelling.

Helping patients with queries and English for nurse problem.

How to help patients with queries and problems clearly.

Can enquiry patients needs/wants. Can deal with minor complaints.

Expressions for helping, wants. Expressions excuses; date; spell identity (name, address).

Answering the telephone in a quick and efficient manner.

How to answer the telephone efficiently.

Can deal with telephone enquiries.

Expressions thanks; questions. Expressions of phone dialogue.

Give
communicative response to patients complaint and

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ask the dimensions of symptoms Mentioning of money in a correct manner. How to spell total of money correctly. Spelling names patients in an appropriate. How to spell and mention identity appropriately. Can mention patients name. Can spell of letters. Can spell and mention number, address, date, gender, birth or country. Can Finding out about personal information Receiving telexes, facsimiles and blanket from customer. How to read letters, fax and form effectively. Can read letter, fax and form. Can taking note. Introducing yourself and other people Procedure/proc ess text. Date; direct/indirect sentence. Spell name; alphabet; spelling. Using new words and phrases Can tell number of money. Spelling; number (ordinal and cardinal).

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 Filling form and taking note.

How to write form efficiently and effectively.

Can fill the form include name, address, birth, gender, number phone or complement.

Writing sentence; gender. Writing patients form.

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.

can mention, write, 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, health studies and nursing process.

how to explain some nursing terminologies related to hospitals, health studies and nursing process.

can describing symptoms can mention Human anatomy can identify Case studies, e.g. back pain can writen and identify Medical aids

Listening interpreting a helpline call; listening for gist. Reading identifying condition form symptom report Writing writing symptom reports Speaking 14

describing medical history Grammar question forms; use of adjectives.

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PART III SAMPLE OF THE SYLLABUS

First meeting: 100 minutes Skills Listening Competency Can mention identity. Topics/Materials Name, address, number phone Source of Materials Mp3

Second meeting: 100 minutes Skills Speaking Competency Can use expressions greeting, thankful, apologies and asking and offering. Topics/Materials Expressions greeting, thankful, apologies and asking and offering something. Source of Materials Book (An Introduction to English, Practical English Conversation) Page 9, 33; page 42; page 45; page 61.

Third meeting: 100 minutes Skills Reading Competency Reading comprehension. Topics/Materials Source of Materials

Credit Cards: Plus and Book (An English Minus. Course) page 119.

Fourth meeting: 100 minutes Skills Writing Competency Writing comprehension. Topics/Materials Procedure/process text. Source of Materials Book (Writing II) page 80, 86.

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Fifth meeting: 100 minutes Skills Grammar Competency Understanding structure in English. Topics/Materials Modals of advice, necessity, and prohibition. Source of Materials Book (Writing II) page 91.

Sixth meeting: 100 minutes Skills Vocabulary Competency Using vocabulary. Topics/Materials Source of Materials

Hospiatal and medical Book (A Vocabulary tools Series for ESL) page 169.

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REFERENCES Ardi, Havid. 2006. English for Nursing: Elementary. Padang: Balai Bahasa UNP. Austin, David & Tim Crosfield. 1989. English for Nurse. Hongkong: Longman Byrne, D. (1988). Teaching writing skills. New York: Longman. Candlin, C. N. (1987). Towards task-based language learning. In C. N. Candlin & D. Murphy (Eds.), Language learning tasks, (pp. 5-22). London: Prentice-Hall International. Cunningham, L. M. (1994). A reading/writing approach in the business English classroom. Masters Abstracts. (University Microfilms No 1356995). Dam, L. (1985). Strategies for the correction of errors in different teaching situations and their implications for initial and in-service teacher training. Greve Kommune, Copenhagen, Denmark (mimeo). Dudley-Evans, T., & St John M. J. (1998). Developments in English for specific purposes: A multi-disciplinary approach. Cambridge, UK: Cambridge University Press. Fried-Booth, D. L. (1986). Project work. Oxford, England: Oxford University Press. Glendinning. Eric H and Beverly A.S H. 1999. English in Medicine 2 nd. Cambridge: Cambridge University Press. Howatt, A. P. R. (1984). A history of English language teaching. Oxford: Oxford University Press. Hutchinson, T., & Waters, A. (1987). English for specific purposes: A learning-centered approach. Cambridge, England: Cambridge University Press. Langer, J. A., & Applebee, A. N. (1987). How writing shapes thinking. Urbana, IL: NCTE. Markee, N. P. P. (1988). An appropriate technology model of communicative course design. Dissertation Abstracts International. (University Microfilms No 8810697)

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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. For some skills, you may work in pairs or individually according to the skills you're assigned. You will be evaluated by either your clinical instructor or the skills lab coordinator during this exam. The evaluator will use the grading sheet similar to the skills sheets you have practiced with. During this exam, your performance will be graded as satisfactory or unsatisfactory. For each satisfactory mark, you will receive one point. You must be prepared to demonstrate all skills listed above; however, the instructor will assign two skills for you to demonstrate for grading purposes. Your score on the exam will be the total points are earned both skills. The test format will be the same as test one.(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

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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. Role Play of 6 Rights of Medication Administration With your lab partner, take turns role playing the 5 rights of medication administration including use of 2 identifiers for your patient. 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. The medication is Tylenol 650 mg for a headache. You have taken the medication administration record with you into the room. Steps for nurse: 1. Introduce yourself. 2. Assume patient has an armband. What 2 identifiers will you use? 3. Once you have confirmed she is the right patient, continue with the five rights. 4. The patient takes the medication without problems. What & when will you document? List first 5 rights of medication administration below 1. 2. 3. 4. 5. Provide documentation below:

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