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ENGLISH FOR HEALTH SCIENCES UNIT 1 - HOSPITAL SERVICES AND EQUIPMENT HOSPITAL DEPARTMENTS Orthopedics departments that treats diseases and injuries of bones, joints, and muscles Psychiatry for pa ents with mental health and emo onal disorders. Geriatrics Focuses on the health care of old people. Gynecology department for women's health care (reproduc ve system) Maternity Cares for women during pregnancy and childbirth. Pediatrics department where infants and children are treated Cardiology Specializes in heart and blood vessel diseases. Neurology Treats disorders of the nervous system and brain. Oncology Focuses on the treatment of cancer. Dermatology Treats skin, hair, and nail diseases.
Radiology / Diagnos c imaging where pa ents have X-rays, MRI, and CT scans to diagnose diseases. Pathology Studies the causes and e ects of diseases (o en through lab tests). Hematology Studies and treats blood disorders. Renal Unit Treats kidney-related diseases (ex.: dialysis). Accident and Emergency / Casualty Provides urgent care for emergencies and accidents. Anesthesiology Administers anesthesia and monitors pa ents during surgery. Surgery / Surgical Unit Performs opera ons and surgical procedures. Pharmacy Prepares and dispenses medica ons. Intensive care (ICU) Cares for cri cally ill or unstable pa ents.
Nutri on and diete cs focus on food, nutri on, and diet planning to help pa ents maintain or improve their health. Outpa ents Treats pa ents who do not need to stay overnight in the hospital. SPECIALISTS Cardiologist: Doctor who diagnoses and treats diseases of the heart and blood vessels. Dermatologist: Specialist who diagnoses and treats diseases of the skin, hair and nails. Neurologist: Physician who treats disorders of the nervous system, including the brain and nerves. Obstetrician: Doctor who provides care to women during pregnancy, childbirth and postpartum period. Pediatrician: Specialist who diagnoses and treats children from infancy through adolescence.
Nephrologist: Doctor who diagnoses and treats diseases of the kidneys. Oncologist: Specialist in the diagnosis and treatment of cancer. Pulmonologist: Physician who diagnoses and treats diseases of the lungs and respiratory system. Orthopedist / Orthopedic surgeon: Doctor who treats condi ons a ec ng bones, joints, ligaments and tendons. Endocrinologist: Physician who diagnoses and treats problems of hormones and glands. MEDICAL INSTRUMENTS AND EQUIPMENT Blood pressure cuff Used to check blood pressure. Examination table where patients lie during examinations. Otoscope instrument to look inside the ears. Stethoscope used to listen the heart, lungs, and other body sounds.
Tape measure used to measure body parts. Oximeter checks how much oxygen in in the blood Electrocardiograph Records how the heart beats. X-ray machine takes images of bones and internal organs. Ultrasound machine Uses sound waves to create images of internal organs or a fetus. IV (intravenous) pole Holds bags of fluids or medication given through an IV line. Dialysis machine cleans the blood when the kidneys don't work properly. Diseases: enfermedades ENGLISH FOR HEALTH SCIENCES GIVING AND ASKING FOR DIRECTIONS IN THE HOSPITAL ASKING FOR DIRECTIONS (PATIENT/VISITOR) - Excuse me, could you tell me where the ___ department is? - Hello, I'm looking for the ___ ward.
- Can you help me find the ___? - Where is the nearest elevator / pharmacy / restroom? - Which floor is the ___ department on? - How do I get to the emergency room from here? GIVING DIRECTIONS (URSE/STAFF) - Go straight ahead and then turn left/right. - It's on the ___ floor, next to the ___ department. - Take the elevator to the second floor. The department is at the end of the corridor. - You will see the ___ on your right/left. - Follow the signs for ___. - The ___ is opposite the ___. - If you need assistance, the reception is just over there. GRAMMAR Use the present simple: 1. She usually goes (go) to school on foot. 2. Look! The teacher is writing (write) on the board. 3.
We always are having (have) lunch at 12:30. 4. Right now, the nurses are preparing (prepare) the medicines. 5. My brother doesn't like (not like) spicy food. 6. Listen! They are singing (sing) our favorite song. 7. He often helps (help) his father at work. 8. The baby is sleeping (sleep) at the moment. 9. They usually study (study) in the library. 10. Be quiet! I am trying (try) to read this boo Use past simple: 1. Yesterday the nurse gave (give) the patient his morning medication. 2. The doctor came (come) to the ICU at 8 a.m. to check the new patients. 3. We went (go) to the simulation lab for emergency training last week. 4.
She took (take) the patient's blood pressure before the operation. 5. Last night we saw (see) a case of severe allergic reaction in the ER. 6. The nurse told (tell) the relatives about the patient's condition. 7. During practice, I held (hold) the newborn carefully while the midwife examined him. 8. We found (find) the correct dose of medication after checking the chart. 9. The student nurse wore (wear) gloves and a mask during the procedure. 10. This morning the senior nurse taught (teach) us how to insert a catheter. ENGLISH FOR HEALTH SCIENCES Use past simple: 1. Yesterday we watched (watch) a movie at home. 2. Last week she visited (visit) her grandmother. 3.
They went (go) to the park on Sunday. 4. He played (play) football after school. 5. We ate (eat) dinner at a new restaurant last night. 6. The teacher gave (give) us extra homework. 7. I cleaned (clean) my room on Saturday. 8. She bought (buy) a new pair of shoes yesterday. 9. We started (start) class at 9 a.m. this morning. 10. He saw (see) his best friend at the café. Use Present Simple, Present Con nuous and Past Simple according to the context: 1. She usually walks (walk) to work, but today she is taking (take) the bus. 2. We are studying (study) for our test right now. 3. Last weekend they visited (visit) the new museum in town. 4. He always helps (help) his mother with the shopping. 5.
Look! The children are playing (play) in the playground. 6. Yesterday I forgot (forget) my homework at home. 7. My father doesn't like (not like) fast food. 8. At the moment, the doctor is talking (talk) to a patient. 9. We saw (see) a great film last night. 10. She often reads (read) in the evening, but now she is watching (watch) TV. UNIT 2 - PATIENTS ADMISSIONS PATIENTS' ADMISSION This is the process when a pa ent o cially enters a hospital or clinic. It starts with giving personal, medical, and insurance informa on. Then, doctors check the pa ent's health to decide what kind of care they need. Finally, the pa ent is given a room and receives instruc ons or orienta on.
Key steps to the procedure: - Collec ng pa ent informa on - Checking insurance - Performing an ini al medical evalua on ( rst medical check) - Assigning a hospital room - Giving the pa ent basic informa on and instruc ons. PATIENT'S ADMISSION FORM A form that a pa ent lls out when entering a hospital or clinic. It collects all the important informa on needed to admit the pa ent.
Informa on usually included: - Personal details (name, age, address, phone number) - Medical history (past illnesses, surgeries, allergies) - Current symptoms or reason for visi ng - Insurance details (if applicable) - Emergency contact informa on - Signature to con rm accuracy and consent for treatment This form helps the hospital organize care and keep records of the pa ent. ENGLISH FOR HEALTH SCIENCES GRAMMAR Use past con nuous: 1. At 9 a.m. the nurse was checking (check) the pa ent's temperature. 2. The doctor was talking (talk) to the pa ent about the test results. 3. While the pa ent's family waited, the nurse was preparing (prepare) the medica on. 4.
The nursing students were taking (take) notes during the lecture. 5. We were monitoring (monitor) the pa ent when the supervisor arrived. Use past simple or past con nuous to ll in the blanks. 1. The nurse was taking (take) the pa ent's blood pressure when the doctor entered (enter) the room. 2. We were cleaning (clean) the wound while the pa ent was talking (talk) to us. 3. The pa ent was walking (walk) in the corridor when he suddenly felt (feel) dizzy. 4. While the students were observing (observe) the procedure, the nurse was explaining (explain) each step. 5. The alarm rang (ring) while the sta was preparing (prepare) the opera ng room. 6.
I gave (give) the medica on when the pa ent started (start) to cough. 7. The doctor was discussing (discuss) the case while the nurse wrote (write) the report. 8. We were checking (check) the vital signs when the pa ent's family arrived (arrive). 9. The pa ent was sleeping (sleep) when the nurse came (come) in to take a blood sample. 10. While the emergency team was bringing (bring) in a new pa ent, the recep onist called (call) the doctor. Use present perfect simple to ll in the blanks. 1. The nurse has checked (check) the pa ent's blood pressure twice today. 2. We haven't nished (not nish) the morning rounds yet. 3. How many injec ons has the student nurse given (give) today? 4.
The doctor has explained (explain) the test results to the family. 5. The pa ent hasn't taken (not take) his medica on this morning. 6. I have prepared (prepare) the dressing tray for the next pa ent. 7. The emergency team has arrived (arrive) with a new pa ent. 8. She has worked (work) in the hospital for three years. 9. The pa ent's family has just le (just leave) the ward. 10. Have you ever observed (observe) a surgery before? ENGLISH FOR HEALTH SCIENCES Use past simple or present perfect simple: 1. The nurse started (start) her shi at 7 a.m., and she has already checked (already/check) three pa ents. 2.
We prepared (prepare) the opera ng room yesterday, and today we have used (use) it twice. 3. The doctor visited (visit) the pa ent at 10 a.m., but he hasn't seen (not/see) him again since then. 4. I gave (give) the injec on an hour ago, but the pa ent s ll hasn't felt (s ll/not/feel) be er. 5. The students observed (observe) a surgery last week, and they have wri en (write) their reports already. 6. She has worked (work) in pediatrics for ve years, but last year she moved to the emergency ward. 7. We took (take) blood samples this morning, and the lab has just sent (just/send) the results. 8.
He came (come) to the hospital yesterday for a test, but he hasn't received (not/receive) the results yet. 9. I spoke (speak) to the pa ent's family yesterday, and I have spoken (speak) to them again this morning. 10. The nurse explained (explain) the procedure yesterday, but the pa ent s ll hasn't understood (s ll/not/understand) it completely. Use past simple or present perfect simple: 1. The nurse started (start) her shi at 7 a.m., and she has already checked (already/check) three pa ents. 2. We prepared (prepare) the opera ng room yesterday, and today we have used (use) it twice. 3. The doctor visited (visit) the pa ent at 10 a.m., but he hasn't seen (not/see) him again since then. 4.
I gave (give) the injec on an hour ago, but the pa ent s ll hasn't felt (s ll/not/feel) be er. 5. The students observed (observe) a surgery last week, and they have wri en (write) their reports already. 6. She has worked (work) in pediatrics for ve years, but last year she moved to the emergency ward. 7. We took (take) blood samples this morning, and the lab has just sent (just/send) the results. 8. He came (come) to the hospital yesterday for a test, but he hasn't received (not/receive) the results yet. 9. I spoke (speak) to the pa ent's family yesterday, and I have spoken (speak) to them again this morning. 10.
The nurse explained (explain) the procedure yesterday, but the pa ent s ll hasn't understood (s ll/not/understand) it completely. BODY PARTS ENGLISH FOR HEALTH SCIENCES PAIN DESCRIPTION VOCABULARY USEFUL PHRASES FOR NURSES: HOW TO DESCRIBE CORRECTLY PAIN SENSATION TASK: READ THE PATIENT'S WORDS AND WRITE A SHORT MEDICAL NOTE. 1. Pa ent: My head hurts, it's like a heavy pressure all day. Medical note: Pa ent reports severe headache, constant, pressure-type pain. Moderate intensity. 2. Pa ent: I feel a sharp pain in my lower back when I move. Medical note: Pa ent reports that she is experiencing sever lower back pain when she moves. 3.
Pa ent: My chest burns every me I eat, and it gets worse at night. Medical note: Pa ent reports experiencing a burning sensa on in her chest a er ea ng (postprandial), intensi ed at night. ENGLISH FOR HEALTH SCIENCES 4. Pa ent: There's a throbbing pain in my right knee since yesterday. Medical note: Pa ent reports he has throbbing pain in the right knee since yesterday. 5. Pa ent: I have a stabbing pain in my stomach that comes and goes. Medical note: Pa ent reports intermi ent stabbing abdominal pain. 6. Pa ent: My le arm feels numb and some mes ngles. Medical note: Pa ent reports numbness and paresthesia ngling sensa on in the le arm. 7.
Pa ent: I get cramps in my legs, especially a er walking. Medical note: Pa ent reports experiencing leg cramps, usually a er walking. 8. Pa ent: My shoulder is very s and painful when I try to li it. Medical note: Pa ent reports shoulder s ness and pain upon movement. 9. Pa ent: I feel shoo ng pain going down my leg. Medical note: Pa ent reports shoo ng pain radia ng down the leg. 10. Pa ent: The pain in my chest is strong, like something pressing hard. Medical note: Pa ent reports severe chest pain described as a sensa on of pressure. ANATOMY ANSWER THE FOLLOWING QUESTIONS: 1. What are the two major divisions of the nervous system and which parts do they include?
Nervous system has two parts: Central Nervous System (CNS)— includes the nerves in the brain and spinal cord. Peripheral Nervous System (PNS)— includes all the other nerves in the body. 2. What is the difference between the voluntary (somatic) and involuntary (autonomic) nervous systems The voluntary nervous system controls ac ons we can control — like moving our face, arms, legs, and body. The involuntary (autonomic) nervous system controls ac ons we cannot control — like breathing, heartbeat, and diges on. 3. Name the three parts of the involuntary (autonomic)nervous system.
The involuntary nervous system is made up of three parts: 1- Sympathetic nervous system 2- Parasympathetic nervous system 3- Enteric nervous system 4. What actions does the sympathetic nervous system trigger in the body? The sympathe c nervous system includes ac ons like preparing your body for physical and mental ac vity. It makes your heart beat faster and stronger, opens your airways so you can breathe more easily, and inhibits diges on. NERVOUS SYSTEM The nervous system is made of all the body's nerve cells (neurons). It allows the body to receive information from the environment, process it, and respond (for example, moving a muscle or feeling pain).
It also controls automatic internal functions, such as breathing, heart rate, and digestion. PARTS OF THE NERVOUS SYSTEM 1. Central Nervous System (CNS) o Brain o Spinal cord. Responsible for processing information and controlling most body functions. 2. Peripheral Nervous System (PNS) o All the other nerves in the body Connects the CNS to the rest of the body. ENGLISH FOR HEALTH SCIENCES 5. What functions are associated with the parasympathetic nervous system? The parasympathe c nervous system is responsible for bodily func ons when we are at rest: it s mulates diges on, ac vates various metabolic processes and helps us to relax. 6. What is the role of the enteric nervous system?
The func on of enteric nervous system are the repara on/regula on of the bowel system. ANSWER T/F IN THE FOLLOWING SENTENCES: 1. The voluntary nervous system controls automatic functions like heart rate and digestion. F 2. The autonomic (involuntary) system is always active, even when we are not consciously thinking. T 3. The sympathetic and parasympathetic systems always perform opposite actions. T 4. The enteric nervous system regulates bowel movements independently. T 5. The sympathetic nervous system slows down heart rate during stress. F (it increases it) 6. Breathing and heartbeat are regulated by the involuntary nervous system.
T UNIT 3 – ARTICLE ANALYSIS TYPES OF JOURNEY ARTICLE READ EACH STATEMENT AND DECIDE IF IT'S TRUE OR FALSE 1. Original research articles present new data collected by the authors. T 2. Review articles describe one patient's experience in detail. F (that's a case study) 3. Case studies are often used in medicine and nursing to report unusual or interesting cases. T 4. Short communications are usually very long and include many references. F (they are short and concise) 5. Methodology papers explain how to do something — for example, a new laboratory or clinical procedure. T 6. A review article helps readers understand what has already been discovered about a topic. T 7.
Case studies are based on experiments with large groups of participants. F (they focus on individual or small number of cases) 8. An original research article always includes sections like Introduction, Methods, Results, and Discussion. T MATCH THE ARTICLE TYPE WITH ITS MAIN PURPOSE Original Research Reports results from a new study. Review Article Summarizes what's is already know. Case Study Describes a single pa ent's care. Methodology Article Explains how to use a new procedure.
CHOOSE THE BEST ANSWER If you want to read about a new scientific study with original results, you should look for: a) A Review Article b) An Original Research Article c) A case study If you want a summary of many studies on nursing care and Alzheimer's, you should find: a) A Review Article b) A Methodology Article c) A Short Communication ENGLISH FOR HEALTH SCIENCES If a nurse wants to publish a detailed description of one patient's reaction to a new treatment, it would be a: a) Case Study b) Review Article c) Original Research Article If scientists develop a new way to measure blood pressure, they might write a: a) Methodology Article b) Case Report c) Review Article A short Report or Brief Communication is used from: a) The results are very detailed and long.
b) The authors have a small but important finding. c) The study summarizes previous research RELEVANT VS RELIABLE SCIENTIFIC DATABASES UNIT 4 - WOUND CARE MEDICAL TERMS AND ABBREVIATIONS 1. CNS Clinical Nurse Specialist 2. PVD Peripheral Vascular Disease 3. Doppler Ultrasound device that which measures blood flow through arteries and veins 4. bugs microbes 5. Spike a temperature have episodes of pyrexia 6. IV ABs Antibiotics which are given through a vein 7. VAC Vacuum assisted Closure WOUND VOCABULARY BASIC WOUND TYPES - Cut / Laceration A wound caused by a sharp object (knife, glass). - Scratch / Abrasion / Graze A superficial wound caused by friction or scraping.
- Puncture A small, deep hole caused by a sharp object (needle, nail, bite). - Bite wound Caused by an animal or human bite. - Burn Injury from heat, chemicals, electricity, or radiation. - Surgical wound / Incision Made intentionally during surgery. - Pressure ulcer / Bedsore Caused by continuous pressure on the skin, often in bedridden patients. ENGLISH FOR HEALTH SCIENCES APPEARANCE TERM MEANING / DESCRIPTION Open wound Skin surface is broken Closed wound Skin not broken, but underlying tissue damaged (e.g., bruise). Red / Inflamed Skin appears red and swollen Swollen Larger than normal due to fluid. Bruised / Discolored Shows dark blue or purple marks.
Bleeding Blood or fluid is coming out. Dry / Moist Surface condition of the wound. Crusted A dry layer formed on top of a healing wound. Necrotic Dead tissue (black or brown areas). Granulating New tissue (pink/red, healthy). Infected Signs of infection: redness, heat, pus, odor EXUDATE TERM DESCRIPTION EXAMPLE None / Dry No fluid present The wound is dry with a clean surface Serous Clear or light yellow, thin fluid (normal healing). A small amount of serous drainage observed. Sanguineous Fresh blood present. The dressing shows sanguineous stains. Serosanguineous Mixture of blood and clear fluid (common early in healing). Moderate serosanguineous exudate noted.
Purulent Thick, cloudy, yellow or green fluid (infection). Purulent drainage with strong odor detected. PAIN AND SENSATION TERM MEANING EXAMPLE Tender / Sore Sensitive to touch. The wound area is tender. Painful / Aching / Burning Describes the type of pain. The patient reports a burning sensation. Numb No feeling. The skin around the wound is numb. Itchy Mild irritation, common during healing. The wound feels itchy as it heals. WOUND CARE MANAGEMENT HEALING & COMPLICATIONS TERM MEANING/DESCRIPTION EXAMPLE Healing well / Properly Normal healing signs. The wound is healing properly with no infection. Delayed healing Slow progress, often due to poor circulation or infection.
Diabetes may cause delayed wound healing. Closed / Healed Wound completely repaired. The surgical wound is fully healed. Reopened / Dehisced Wound opened again after partial healing. The incision site has dehisced slightly. Scar Permanent mark after healing. A thin scar remains on the patient's arm. WOUND CARE TERM MEANING EXAMPLE Clean / Irrigate To wash with sterile solution. Clean the wound gently with saline Disinfect / Apply antiseptic To kill bacteria on the wound. Apply antiseptic before dressing. Dress / Redress / Bandage To cover and protect the wound. The wound was dressed with a sterile gauze Debride To remove dead tissue. The doctor debrided necrotic tissue.
Suture / Stitch To close a wound using thread. The wound was sutured after cleaning. Apply ointment / cream To help healing or prevent infection. Apply antibiotic cream twice a day. Monitor / Observe To check progress regularly Nurses should monitor the wound daily ENGLISH FOR HEALTH SCIENCES ACTIVITY 1 Nurse: Good morning, Mr. Adams. How are you feeling today? Patient: Good morning, nurse. I'm feeling a bit better, but my wound still stings a little. Nurse: I see. Can you tell me how bad the pain is on a scale from 0 to 10, where 0 means no pain and 10 means the worst pain imaginable? Patient: I think it's around moderate. Nurse: Thank you. Is the pain sharp, dull, or burning?
Patient: It feels more like a dull pain. Nurse: All right. I'm going to take a look at your wound now. Please lift your gown a little. (…) Nurse: The wound looks a bit red around the edges, but there's no sign of infection. That's good. Patient: Is it healing well? Nurse: Yes, it seems to be healing. There's a small amount of clear drainage, but that's normal at this stage. Patient: Okay. What kind of dressing are you going to use today? Nurse: I'll clean the area with antiseptic solution and then apply a sterile dressing to protect it. Patient: Will it hurt when you change the dressing? Nurse: It might sting a little, but I'll be as gentle as possible.
If you feel too much pain, please tell me right away. Patient: Thank you, nurse. I'll let you know. Nurse: Great. After I finish, please try to keep the area clean and dry. Avoid touching it with your hands ACTIVITY 2 Nurse: Good afternoon, Mr. Brown. How are you today? Patient: Hello, nurse. My leg is still a bit sore. I got this wound when I slipped at work. Nurse: Oh, I'm sorry to hear that. Can you remind me where exactly the wound is? Patient: It's on my lower leg just below the knee. Nurse: All right, let's take a look. Please roll up your trousers. (…) Nurse: I can see that the wound is deep, but the edges are healing well. Patient: It feels a bit warm sometimes. Is that normal?
Nurse: A little warmth can be normal, but if it becomes deep or very painful, you should call us right away. Patient: Okay. Yesterday I noticed some yellow drainage. Should I be worried? Nurse: A small amount can happen, but if it becomes swollen or smells bad, it could mean infection. Nurse: I'll clean it now with antiseptic solution and put on a fresh dressing. Patient: How often should I change the dressing? Nurse: Change it every two day or when it gets wet. Patient: Can I take a shower? Nurse: Yes, but keep the wound protected with a waterproof cover. Patient: Thank you, nurse. Nurse: You're welcome. Keep your leg raised when you rest, and don't put too much pressure on it.
RESPIRATORY SYSTEM THE LUNGS: The lungs are a pair of spongy, pinkish-grey organs located in the chest. They are central to the respiratory system, which also includes the trachea, chest muscles, diaphragm, blood vessels, and other tissues. The main function of the lungs is gas exchange, a process vital for life. - When you inhale, oxygen moves from the air in the lungs into the blood. - Simultaneously, carbon dioxide (a waste gas) moves from the blood into the lungs and is then exhaled. Your brain automatically controls your breathing rate based on your body's need for oxygen and its need to eliminate carbon dioxide. ANSWER THE QUESTIONS AFTER READING THE TEXT "RESPIRATORY SYSTEM" 1.
Explain in your own words how gas exchange occurs in the lungs. ENGLISH FOR HEALTH SCIENCES 2. Why is it important for the diaphragm and intercostal muscles to work properly for breathing? The muscles of the chest wall and diaphragm are part of the respiratory system. These parts, along with the trachea, blood vessels, and other tissues, make breathing and gas exchange possible 3. Describe how the nervous system helps to control breathing and give an example when you might consciously change your breathing pattern. Your brain controls your breathing rate (how fast or slow you breathe).
It does this automa cally by sensing your body's need to get oxygen and it's also need to get rid of carbon dioxide. Example: 4. What are some conditions or factors that can damage the respiratory system and interfere with its function? 5. How does breathing out (exhalation) differ from breathing in (inhalation) in terms of muscle action and movement of the lungs? The difference is related to the gas movement: o Inhalation (breathing in): is when air enters the lungs, and oxygen moves to the blood. o Exhalation (breathing out): is when carbon dioxide moves from the blood to the lungs and is breathed out. CHOOSE THE CORRECT ANSWER OF THE FOLLOWING QUESTIONS 1.
What happens to blood after it becomes rich in oxygen within the lungs? A) It travels to the right side of the heart and then to the kidneys. B) It travels to the left side of the heart and is pumped to the rest of the body. C) It remains in the lungs to be stored. D) It goes directly to the brain without passing through the heart. 2. Which muscle is described as the main muscle used for breathing and lies below the lungs? A) The pectoral muscle B) The diaphragm C) The gluteus muscle D) The trapezius muscle 3.The lungs are located…
A) Outside the chest cavity, in front of the heart B) Inside the chest cavity, on each side of the heart and the windpipe C) Only on the right side of the body D) In the abdominal cavity beneath the diaphragm 4. Which of the following best describes the role of alveoli? A) They help keep the rib cage open. B) They are tiny air sacs where oxygen and carbon dioxide are exchanged. C) They pump blood into the lungs. D) They are muscles that expand the lungs. 5. When you inhale (breathe in), what happens first in your body? A) Your diaphragm relaxes and moves upward. B) The muscles between your ribs contract to pull the rib cage upward and outward. C) Carbon dioxide enters the bloodstream.
D) The lungs deflate like a balloon. 6. The automatic nervous system has two branches relevant to breathing. Which one increases the breathing rate and widens bronchial tubes? A) Parasympathetic system B) Sympathetic system C) Central nervous system D) Peripheral nervous system UNIT 5 - DIABETES CARE LEARNING ABOUT DIABETES DIABATES Diabetes is a chronic metabolic disease that happens when the body cannot produce enough insulin or cannot use it properly. This causes high levels of sugar (glucose) in the blood. There are two main types: - TYPE 1 happens when the body cannot make insulin and usually affects young people. People with this type need to take insulin every day.
- TYPE 2 is more common in adults, and the body doesn't use insulin properly. It can be controlled with healthy habits and medicine. ENGLISH FOR HEALTH SCIENCES CHOOSE THE CORRECT ANSWER OF THE FOLLOWING QUESTIONS 1. What is diabetes? A. A short-term illness caused by a virus B. A chronic metabolic disease C. A disease that only affects children D. A disease of the lungs and breathing 2. Which type of diabetes is most common and usually occurs in adults? A. Type 1 diabetes B. Type 3 diabetes C. Type 2 diabetes D. Gestational diabetes 3. Which of the following is a symptom of Type 1 diabetes? A. Slow healing of cuts B. Sudden weight loss C. High blood pressure D. No symptoms at all 4.
Why are the symptoms of Type 2 diabetes often diagnosed later? A. Because the disease has very strong symptoms from the start B. Because symptoms are often less marked and may take years to appear C. Because Type 2 diabetes occurs only in children D. Because there are no tests for Type 2 diabetes 5. Which of the following is not a prevention strategy for Type 1 diabetes? A. Exercising regularly B. Eating healthy C. Controlling blood sugar regularly D. None of the above 6. What is the starting point for living well with diabetes? A. Using insulin after every meal B. Early diagnosis and access to diagnostics C. Ignoring minor symptoms D.
Increasing the amount of vegetables and fruits LEARNING HOW TO ADVICE A DIABETIC PATIENT 1. You 'll have to make some major lifestyle changes if you're going to avoid nasty complications of diabetes. 2. You should reduce your intake of saturated fats. 3. You must make sure you include carbohydrates in each meal. 4. You really ought to keep a close eye on your weight. 5. It would be a good idea to get back to walking along the beach again. 6. You must keep a close eye on your alcohol intake because it can affect your insulin dose. 7. ... it is essential that you stop smoking if you want to avoid circulation problems. 8. You could speak to your doctor about some nicotine patches.
GRAMMAR ENGLISH FOR HEALTH SCIENCES Use future and future continuous: 1. I think the patient will recover (recover) quickly after the surgery. 2. The doctor will be seeing (see) Mrs. Brown at 10 a.m. tomorrow — please prepare her file. 3. Look at those clouds — it is going to rain (rain) soon. We should bring the patient inside. 4. Don't worry, I will help (help) you move the patient to the wheelchair. 5. Next week, our team will start (start) a new vaccination program. 6. By this time tomorrow, I will be working (work) a 12-hour night shift. 7. The nurse is tired, so I will check (check) the patient's temperature instead. 8.
They will not allow (not/allow) visitors in the ICU during the night shift. 9. According to the schedule, Dr. Lee will be examining (examine) the new patients in the afternoon. 10.Look at the monitor — the patient's heart rate is dropping! I think she will faint (faint). 11.We will be training (train) the new interns next Monday morning. 12.I promise I will call (call) you as soon as the lab results arrive. 13.At 8 a.m. tomorrow, the nurses will be preparing (prepare) the operating room for surgery. 14.I'm sorry, I can't talk now — I will be giving (give) medication to my patients. 15.We already decided that next week, we will be organizing (organize) a health education workshop.
DIAGNOSTIC CRITERIA & PYSIOLOGY HOW DOES OUR BODY REGULATE GLUCOSE: DIABETES COMPLICATIONS HYPERGLYCEMIA The body has too much glucose because it cannot produce or use insulin properly. (High blood glucose in blood) Causes: not enough insulin in the body or the body doesn't respond well to insulin (insulin resistance) Main consequences: - Circulatory problems blood flows difficulties - Cardiovascular diseases increased risk of heart-related conditions Complications: Damage to Blood Vessels: High sugar levels make blood vessels stiff and narrow. This reduces blood flow and increases the risk of heart disease and stroke.
PANCREAS FUNCTION The pancreas is a small, L-shaped organ located behind the stomach. It has two main functions: 1. Exocrine function: It supports the digestion process by supplying digestive enzymes. These enzymes flow out of the pancreas through the pancreatic duct and empty into the duodenum. 2. Endocrine function: This involves the release of hormones directly into the bloodstream. The hormones are produced in the Islets of Langerhans. o Beta cells (making up about 80% of islet cells) produce insulin, which lowers the blood sugar level (BSL). o Alpha cells produce glucagon, which raises the level of glucose in the blood.
The main source of glucose in the blood is produced from the metabolism of carbohydrates in food. Glucose is used by the body as an energy source. ENGLISH FOR HEALTH SCIENCES Heart Problems: Over time, high blood sugar can damage the heart and arteries, leading to high blood pressure, heart attacks, or heart failure. Kidney Disease (Diabetic Nephropathy): The kidneys work harder to filter blood with too much glucose kidney damage or even kidney failure. Eye Damage (Retinopathy): Extra glucose damages tiny blood vessels in the eyes. This can lead to blurred vision, bleeding in the eye, and blindness if not treated.
Nerve Damage (Neuropathy): High glucose harms nerves, especially in the legs and feet. This causes numbness, pain, or loss of feeling, which increases the risk of injuries and ulcers. Foot Problems: Poor circulation and nerve damage can cause sores and infections that heal slowly. In serious cases, this can lead to amputation. Increased Risk of Infections: High blood sugar weakens the immune system, making it easier to get skin, urinary tract, or gum infections. Diabetic Ketoacidosis (DKA): (main in type 1) When the body can't use glucose for energy, it breaks down fat instead, producing acids called ketones. Too many ketones make the blood acidic — a medical emergency.
HYPOGLYCEMIA Happens when the level of glucose in the blood becomes too low. As a result, the body and brain do not receive enough energy to function properly. (low blood sugar) Main consequence: low energy Complications: Dizziness and Weakness: Low blood sugar reduces energy to the brain and muscles, causing shaking, sweating, and feeling weak or dizzy. Confusion and Difficulty Concentrating: The brain needs glucose to work properly. When levels are too low, people may feel confused, anxious, or irritable, and have trouble thinking clearly.
Loss of Coordination: Low glucose affects the nervous system, leading to clumsiness, blurred vision, or difficulty speaking Loss of Consciousness (Fainting): If hypoglycemia is not treated quickly, the brain can stop working properly, causing fainting or seizures. Seizures (Convulsions): In severe cases, the brain becomes overstimulated and may cause uncontrolled body movements or seizures. Coma and Death (Severe Hypoglycemia): If blood sugar remains very low for too long, the person can fall into a coma. HYPERGLYCEMIA HIPOGLYCEMIA Usually develops slowly and is a long-term condition. Appears suddenly and is short-term but can become dangerous quickly.
Harder to reverse, especially if it lasts for a long time. Can be quickly reversed with sugar or food. Symptoms are less clear and often appear gradually, making it harder to manage. Symptoms are very clear and intense, such as shaking or confusion. Causes chronic damage to organs over time (heart, kidneys, eyes, nerves). Can be life-threatening in a short period if not treated quickly. More related to long-term complications. More critical and immediate risk. INSULIN DEVICES ENGLISH FOR HEALTH SCIENCES DIABETES VOCABULARY Diabetes is a chronic disease in which the body cannot produce enough insulin or cannot use it properly. This leads to high levels of glucose in the blood.
There are two main types of diabetes: Type I diabetes, usually diagnosed in childhood, and Type II diabetes, which is more common in adults. Common symptoms of diabetes include frequent urination, extreme thirst, tiredness, and blurred vision. Some patients may also lose weight quickly without trying. Good diabetes management includes checking blood sugar levels regularly, following a balanced diet and taking prescribed medication. Nurses should teach patients how to use a glucose meter to monitor their glucose at home. Physical activity and healthy eating are essential parts of care. Patients should avoid __________ foods and maintain a healthy weight.
If blood sugar becomes too low the patient may feel shaky, dizzy, or confused — this condition is called hypoglycemia When the blood sugar stays too high for a long time, it can cause serious complications, such as damage to the eyes, kidneys, or heart. Last week, Nurse Ana saw a new patient with type 2 diabetes. The patient was very nervous because he had just been diagnosed. He said he was feeling tired and thirsty for several weeks before coming to the clinic. Nurse Ana explained that diabetes happens when the body cannot use insulin properly. She also described how high sugar levels can damage the eyes, kidneys, and nerves if they are not controlled.
While she was checking the patient's blood pressure, she asked about his diet and daily exercise. The patient admitted that he often ate fast food and sweets, but he promised to make some changes. After the consultation, Ana showed him how to use a glucose meter to check his blood sugar. She said, "You should record your results every day, and if the number is too high, call the clinic immediately." The patient listened carefully and said he had already taken his first insulin injection at home the night before. Ana congratulated him and reminded him that good management includes taking medication, eating a balanced diet, and exercising regularly.
By next month, Ana plans to visit the patient again to review his progress. She hopes he will achieve better control of his blood sugar by then. So far, Ana had treated many patients who have learned to live well with diabetes. She believes that medication and patient education can prevent serious complications in the future.
UNIT 6 - MEDICATIONS DRUGS FORMS/ADMINISTRATION FORM MEDICATION FORMS Tablet Solid form, swallowed whole or divided Capsule Gelatine shell containing powder or liquid drug Lozenge Dissolves slowly in the mouth (e.g., sore throat lozenges) Syrup Sweet liquid form, often for children Suspension Liquid with solid particles; must be shaken before use Solution Drug dissolved completely in liquid Drops Small liquid doses for eyes, ears, or nose Ointment Semi-solid form for skin application Cream Light, smooth semi-solid for topical use Gel Clear, jelly-like topical medication Patch (Transdermal patch) Applied to skin; drug absorbed slowly through skin Suppository Inserted into rectum, vagina, or urethra to dissolve Inhaler Device for breathing in medicine (e.g., asthma) Injection Drug given by needle and syringe Ampoule / Vial Small container for injectable medications ROUTES OF ADMINISTRATION - Oral (PO): By mouth - Sublingual (SL): Under the tongue - Buccal: Between gum and cheek - Topical: Applied to the skin - Transdermal: Through the skin via patch - Inhalation: Breathed into the lungs - Ophthalmic: Into the eyes - Otic: Into the ears ENGLISH FOR HEALTH SCIENCES DOSAGE MEDICATION FORMS DOSE THE AMOUNT OF MEDICINE GIVEN AT ONE TIME Dosage The prescribed amount and frequency (e.g., 500 mg twice daily) Milligram (mg) 1/1000 of a gram Milimiter /Ml) 1/1000 of a liter Teaspoon (tsp) 5 mL Tablespoon (tbsp) 15 mL Once daily (OD) One time per day Twice daily (BID) Two times per day Three times daily (TID) Three times per day Four times daily (QID) Four times per day As needed (PRN) When required Before meals (AC) Before eating After meals (PC) After eating At bedtime (HS) Before sleep ABBREVIATIONS USED IN MEDICATION CHARTS tab solid medication (pill) tablet cap.
Gelatine coated medication capsule mg. Milligram mcg Microgram ml Millilitre AUDIO PRACTICE: ANSWER THE FOLLOWING QUESTIONS. Why does Natasha need assistance? Natasha needs assistance because she has to do a drug check. What medication is Natasha going to give Mr Song? Natasha is going to give morphine Why can't Marek help? Because he needs to prepare preoperatory patients Is Anna able to help Not immediately as she needs to wash her hands first. /// Yes, she is able to help after washing her hands. EXPRESSIONS TO ASK/ ANSWER FOR HELP COMPLETE THE FOLLOWING EXTRACTS; THEN MATCH THEM WITH THEIR POSSIBLE MEANINGS. 1. No sorry. I'm up to my eyeballs in work. 2.
I'd love to help, but I'm showed under. 3. I can't. I'm flat out at the moment. 4. Actually, I'm run off my feet. MATCH THE STRATEGIES FOR WORKING AS A PART OF A TEAM TO THE EXAMPLES: o Ask for assistance politely Would you mind giving me a hand? I need someone to check this medication. o Share the workload Do you mind taking beds one and two, and I'll take three and four. o Acknowledge the contribution of other staff Thanks for helping me, Hans. It was much easier to do this together. o Provide alternative suggestions Mr Cho is refusing to drink anything. I don't know what to do. Have you tried apple juice? I know she'll drink that.
o Be an active part of a team rather than work as an individual I've finished all my work. Does anyone need a hand? o Recognise when you're unable to help I'm really snowed under at the moment. Can anyone else help you? ENGLISH FOR HEALTH SCIENCES DOING A MEDICATION CHECK ANSWER THE FOLLOWING QUESTIONS USING A FULL SENTENCE. Which drug has the doctor prescribed for Mr Song? Lethidine (100mg) Why does Natsha ask Anna to get the drug for the drug cupboard. Because she has the keys of the drug cupboard with her. What do they have to do when they take the ampoules from the cupboard? They have to count the remaining ampoules/vails or they have to count how many there are left.
What do they have to do in the drug book? The medication and they have to sign it both of them. What information does Natasha show Anna on the ampoule? She shows her the expiry date (09/2010) PUT THE FOLLOWING SENTENCES IN THE CORRECT ORDER. 1. Check the drug order in the Medica on Chart 2. Check the me the last injec on was given to the pa ent 3. Get an ampoule from the locked cupboard 4. Check the number of the ampoules le in the cupboard. 5. Sign and witness the drug book 6. Check the expiry date of the drug in the ampoule 7. Draw up the correct amount of the drug in a syringe. 8.
Check the amount of drug drawn up in the syringe DRUG INTERACTIONS ATORVASTATIN INTERACTIONS Atorvasta n should not be combined with drugs that reduce its elimina on, such as erythromycin or cyclosporine, because this increases its levels and the risk of muscle damage. It should not be taken with niacin, as both lower cholesterol and may increase side e ects. It can enhance the e ect of warfarin, so careful monitoring is needed. Since atorvasta n can a ect the liver, alcohol should be limited, and liver func on checked regularly. Avoid large amounts of grapefruit juice or Seville oranges, as they increase drug levels and risk of toxicity. ANSWER THE FOLLOWING QUESTIONS: 1.
What drugs are contraindicated (not advisable) with atorvasta n? The drugs that are contraindicated are erythromycin or cyclosporine because they increase atorvasta n levels and the risk of muscle damage. Niacin and warfarin are also contraindicated. 2. Why would decreased elimina on of atorvasta n be problema c? Because it causes higher levels of atorvasta n in the body, which increases the risk of muscle damage and toxic e ects. 3. What other things are contraindicated? Alcohol, large amounts of grapefruit juice, and Seville oranges because they can increase atorvasta n levels and the risk of liver or toxic side e ects. COMPLETE THE FOLLOWING PRECAUTIONS 1.
You are advised not to drink alcohol with the medica on, as this can increase the risk of liver disease. 2. The medica on must not be taken with drugs such as the an bio c erythromycin and cyclosporine, as these reduce the elimina on of atorvasta n from the body, increasing the risk of muscle damage. 3. No sta ns should be combined with niacin (nico nic acid). 4. You are warned not to combine warfarin and atorvasta n together as this increases the an coagulant proper es of warfarin. 5. Atorvasta n should not be taken with grapefruit juice as this stops a vital enzyme from working and increases the toxic e ects of the drug. 6.
Not ea ng citrus fruit related to grapefruit is an important precau on to take to avoid side e ects. ENGLISH FOR HEALTH SCIENCES COMPREHENSION TEXT ANSWER THE FOLLOWING QUESTIONS. 1. What is meant by "double-checking" in the context of this study? 2. Which double-checking procedure was used most frequently by the oncology nurses in the survey? 3. Why did the authors express concern about interrup ons during the double-checking process? 4. According to the study, what is the di erence between "jointly checking" and "independent checking"? 5. What conclusion did the authors draw about the role of independent checks in clinical prac ce? MARK T/F IN THE FOLLOWING SENTENCES 1.
The study found that most nurses believed the frequency of double-checking in their department was too low. F 2. The procedure of "jointly double-checking (read-read back)" was rated very appropriate to prevent medica on errors. T 3. According to the study, independent checking was more commonly used than jointly checking. F 4. Interrup ons on daily ac vity and caused by doublechecks were reported frequently in the survey. T 5. The authors recommended that independent checking should be more ac vely implemented in clinical prac ce. T CARDIOVASCULAR SYSTEM Is the part of the body that transports: blood, oxygen, nutrients, hormones, and waste products to and from the body's cells.
CHOOSE THE CORRECT ANSWER OF THE FOLLOWING QUESTIONS ENGLISH FOR HEALTH SCIENCES UNIT 6b. INTRAVENOUS INFUSIONS &MEDICAL SPECIMENS COMPREHENSION TEXT: HOW TO INSERT AN IV CANNULA ANSWER THE FOLLOWING T/F QUESTIONS 1. The size of the IV cannula depends on what will be infused and the rate at which the infusion needs to run. T 2. Before star ng the procedure you should ask for the pa ent's iden ty, explain the procedure and obtain consent. T 3. One should clean the pa ent's skin with an alcohol wipe a er pu ng on the gloves. T 4. You should insert the needle with the bevel facing downwards at about 30 degrees. F (upwards) 5.
A er seeing a ashback of blood in the cannula hub, you should advance the rest of the cannula into the vein. T 6. If you feel resistance or see ssue swelling when ushing the cannula with saline, you should con nue the infusion but monitor closely. F 7. At the end of the procedure you should dispose of your equipment, ensure the pa ent is comfortable and thank them. T CHOOSE THE CORRECT ANSWER OF THE FOLLOWING QUESTIONS 1. What rst step should you take before star ng the IV cannula on procedure? A. Insert the needle immediately to save me B. Explain the procedure to the pa ent and get consent C. Clean the pa ent's skin without gloves D. Choose the largest vein you see without checking 2.
Which piece of equipment is not listed as required in the equipment check? A. Alcohol cleanser B. Disposable tourniquet C. Elas c bandage for compression a erwards D. Syringe with saline 3. At what angle should you insert the needle (bevel upwards) when performing the cannula on? A. About 10° B. About 30° C. About 60° D. About 90° 4. A er seeing a ashback of blood in the hub, what should you do next? A. Withdraw the cannula immediately and start over B. Stop the procedure and apply a bandage C. Advance the rest of the cannula into the vein D. Remove the tourniquet and leave the needle outside 5.
What should you do if, when you ush the cannula with saline, you feel resistance or no ce ssue swelling? A. Remove the cannula and re-site another one B. Con nue the infusion and monitor closely C. Speed up the ush to clear the blockage D. Ignore it if the pa ent doesn't complain of pain 6. At the end of the procedure, which of the following is correct? A. Leave the equipment next to the pa ent for reuse B. Thank the pa ent, ensure they are comfortable and dispose the equipment properly C. Remove the dressing from the cannula and let it sit loose D. Ask the pa ent to move the cannula immediately to test it REWIEWING IV INFUSIONS LISTEN TO THE AUDIO AND MARK T/F IN THE FOLLOWING SENTENCES. 1.
Doctor Venturi wants to review Mrs Boland's IV uids. T 2. Paula is looking a er Mrs Boland all day today. F 3. Mrs Dillip's potassium levels are above average. F ENGLISH FOR HEALTH SCIENCES LISTEN AGAIN AND TICK WHICH INSTRUCTIONS YOU HEAR Could you change Mrs Boland's IV line when the infusion has gone through, please? Could you take down Mrs Boland's IV when it's nished, please? -- Leave it (in the cannula) for another day.... Leave the infusion up for another day. -- Could you start her on a litre of Normal Saline with 40 millimols of KCl? Could you take down the litre of Normal Saline and put up a Normal Saline with 40 millimols of KCl? -- Can you run it over six hours, please?
Can you run it over eight hours, please? -- Can you leave the cannula in for his an bio cs, please? Can you take out his cannula before he goes home, please? MEDICAL TERMS MATCH THE MEDICAL TERMS TO THEIR MEANINGS Nosocomial contracted in the hospital; from the Greek noso-, meaning disease Phlebi s in amma on of the vein; from the Greek Phleb-, meaning vein In ltra on when uid leaks into surrounding ssues; in nursing jargon: ssued Staph staphylococci bacteria –types of microbes which are usually found on the skin IV giving set tubing which is spiked into the infusion bag and connected to the IV cannoula; also called an IV administra on set.
Erythema redness of the skin which can indicate infec on Asep c technique no touch method used to avoid contamina on Resite and IV cannula replace in a di erent vein Posi onal Decribes an IV line which stops running because the line becomes blocked o due to pa ent movement USE SOME OF THE FOLLOWING WORDS TO FILL IN THE BLANKS. Patch – Syrup – Ointment – Gel – Tablet – Solu on – Suspension – Drops – Inhaler – Injec on – Ampoule – Suppository – Vial Intramuscular (IM) –Oral (PO) – Sublingual (SL) – Topical – Transdermal – Respiratory – O c – Nasal – Rectal – Ophthalmic - Vaginal – Intravenous (IV) – Subcutaneous (SC) – Buccal Nurse Emma starts her shi by preparing medica ons. She gives Mr.
Brown an an bio c tablet taken by mouth. This is called the Oral (PO) route. Because he has a sore throat, she also gives him a lozenge to place in his mouth un l it dissolves, which is the buccal (or sublingual) route. Her next pa ent has dry skin around the IV site. Emma applies a small amount of ointment, which is a topical medica on. Some pa ents may receive pain medicine through a patch, which is placed on the skin and works through the transdermal route. Later, she prepares an IV infusion. She takes a saline solu on from an ampoule and connects it to the intravenous (IV) line. For another pa ent with asthma, she brings an inhaler, which delivers medicine through the respiratory route.
In the medica on room, Emma checks the fridge. Inside, she nds an insulin vial used for subcutaneous (SC) or intramuscular (IM) injec ons. She also sees a suppository, which is given through the rectal route when a pa ent cannot take medicine by mouth. Finally, a child with conjunc vi s needs eye drops, which are given through the ophthalmic route. ENGLISH FOR HEALTH SCIENCES REPLACING A CANNULA FILL THE BLANKS WITH THE CORRECT VERB 1. Can I just check that your IV cannula is all right before I put on the next infusion? 2. I'll have a look on your Care plan to see when the doctor put the IV in. 3. It means that I'll call the doctor to come and put in a new one. 4.
I'll stop this drip now and take out your cannula. 5. Can't they leave the cannula out? 6. Sorry, you've s ll got six doses of IV an bio cs, so we need to put in a new one. 7. I hope they can nd a more convenient spot to put it in. 8. The thing is that thre is a lower risk of phlebi s if we put the cannula in your hand. 9. That's why we check the cannula site and take the cannula out at the rst sign of infec on. 10. Our hospital follows aEvidense-Based Prac ce guidelines which suggest that we take IV cannulas out a er seventy-two hours. 11. The number of days the IV is kept in is recorded in the Care Plan.
MEDICAL SPECIMENS VOCABULARY GRAMMAR EXERCICE: COMPARISONS WORD / PHRASE MEANING Specimen A small sample taken for tes ng Sample A small amount of the specimen used for tests Blood sample A small amount of blood taken for tes ng Urine sample A small amount of pee used for a test Swab A small so s ck used to collect a specimen Tissue sample A small piece of body ssue taken for study Stool sample A small amount of feces used for tes ng Saliva sample A sample of spit used for tests Collect To take or gather a specimen Container A small bo le or tube that holds a specimen Label A tag showing informa on like name or date Laboratory (Lab) A place where tests are done on specimens Pathologist A doctor who studies specimens to nd disease Analyze / Analysis To study something carefully to nd informa on Test result Informa on that shows what the test found ENGLISH FOR HEALTH SCIENCES COMPLETE THE SENTENCES WITH THE COMPARATIVE FORM OF THE ADJECTIVE 1.
Taking blood from a child is more di cult (di cult) than from an adult. 2. This syringe is smaller (small) than the one we used yesterday. 3. A cannula is more useful (useful) than a needle for long-term IV therapy. 4. Night shi s are usually more ring ( ring) than day shi s. 5. Her communica on with pa ents is be er (good) than mine. 6. A gel is lighter (light) than an ointment on the skin. COMPLETE THE SENTENCES WITH THE SUPERLATIVE FORM OF THE ADJECTIVE 1. Hand hygiene is the most e ec ve (e ec ve) way to prevent infec ons. 2. This is the most comfortable (comfortable) bed in the whole ward. 3. He is the most experienced (experienced) nurse in the emergency department. 4.
Checking the pa ent's iden ty is the most important (important) step before giving medica on. 5. IV injec ons are the fastest (fast) way to deliver medicine into the body. 6. She is the most careful (careful) student in the group when preparing infusions. CHOOSE THE CORRECT FORM (COMPARATIVE OR SUPERLATIVE) 1. Oral medica on is usually safest (safe) than injec ons. 2. This is the cleanest (clean) dressing room in the hospital. 3. A 22G cannula is thinner (thin) than a 20G cannula. 4. Among all departments, ICU is the busier (busy) during winter. 5. Learning to insert an IV line is easier (easy) a er a few prac ces. 6. His blood pressure is higher (high) than it was in the morning.
KIDNEYS VOCABULARY ANSWER THE FOLLOWING QUESTIONS 1. What are the func ons of the kidneys? Kidneys func ons are ltering the blood, reabsorbing any products of the body and secre ng waste materials as urine. 2. What are the ltra on units of the kidneys called? The ltra on units of the kidney are called nephrons (founded in the renal cortex) 3. Which part of the kidney controls salt and water concentra on levels? Renal medulla is where the level of salt and water in urine is controlled. 4. Which part of the urinary system stores urine? The part of the kidneys that stores is called bladder. 5. What is the tube that carries urine outside the body called?
The tube that carries urine outside the body is called urethra. ANSWER T/F IN THE FOLLOWING SENTENCES 1. The renal artery carries un ltered blood from the heart to the kidneys. T 2. The renal vein carries urine from the kidney to the bladder. F 3. The nephrons in the renal cortex help to clean the blood. T 4. The renal medulla controls how much water and salt are in the urine. T 5. The urethra connects the kidney directly to the bladder. F 6. Urine collects in the renal pelvis before moving to the ureter.
T ENGLISH FOR HEALTH SCIENCES URINALYSIS the process of analysing urine using physical or chemical tests URINE The uid which is excreted by the kidneys URINAL also called bo le; used by male pa ents to pass urine into BED PAN a toile ng receptable which is used by bed-bound pa ents RENAL rela ng to the kidneys pH The measurement of how acidic or alkaline a solu on is PROTEINURIA protein in the urine, also called albuninuria HAEMATURIA blood in the urine SPECIMEN a sample of urine of blood, ssue, stools, saliva etc OEDEMA excessive acummula on of uid in the ssues ANURIA no urine output NEPHRONS ltering units of the kidney OLIGURIA low urine output