Modul Praktikum Medical English

MODUL PRAKTIKUM MEDICAL ENGLISH. PROGRAM STUDI DIPLOMA 3 KEPERAWATAN STIKes KUSUMA HUSADA SURAKARTA 2018. i.

Modul Praktikum Medical English ini merupakan Modul Praktikum yang memuat naskah konsep praktikum di bidang Ilmu Keperawatan, yang disusun oleh dosen Prodi D3 Keperawatan STIKes Kusuma Husada Surakarta. Pelindung. :. Ketua STIKes Wahyu Rima Agustin, S.Kep.,Ns,M.Kep. Penanggung Jawab. :. Ketua Lembaga Penjamin Mutu Tresia Umarianti, SST.,M.Kes. Pemimpin Umum. :. Meri Oktariani, S.Kep.,Ns,M.Kep. Pemimpin Redaksi. :. Erlina Windyastuti, S.Kep.,Ns, M.Kep. Sekretaris Redaksi. :. Mellia Silvy Irdianty, S.Kep.,Ns, MPH. Sidang Redaksi. :. Maula Mar’atus, S.Kep.,Ns, M.Kep Nur Rahmawati, S.Kep.,Ns, M.Kep Siti Mardiyah, S.Kep.,Ns, M.Kep Fakhrudin Nasrul Sani, S.Kep.,Ns, M.Kep Febriana Sartika Sari, S.Kep.,Ns, M.Kep Nurul Devi Ardiani, S.Kep.,Ns, M.Kep Erlina Windyastuti, S.Kep.,Ns, M.Kep. Penyusun. :. Bambang Abdul Syukur, M.Pd. Penerbit. :. Prodi D3 Keperawatan STIKes Kusuma Husada Surakarta. Alamat Redaksi. :. Jl. Jaya Wijaya No. 11 Kadipiro, Bnajarsari, Surakarta, Telp. 0271-857724. ii.

KATA PENGANTAR. Segala puji syukur kami panjatkan atas kehadirat Tuhan Yang Maha Esa karena berkat karuniaNya, Buku Panduan Praktikum Bahasa Inggris ini dapat disusun dan diselesaikan. Buku Panduan Praktikum Bahasa Inggrisini menjelaskan tentang proses pembelajaran praktikum dari mata kuliah Bahasa Inggrisyang ada pada Kurikulum Pendidikan D3 Keperawatan, sebagai pegangan bagi dosen dan mahasiswa dalam melaksanakan proses pembelajaran di dalam laboratorium sesuai dengan capaian pembelajaran yang telah ditetapkan. Sehingga diharapkan konten pembelajaran yang dibahas selama proses belajar terstandar untuk semua dosen pada Pendidikan D3 Keperawatan. Dengan diterbitkannya buku panduan ini diharapkan agar semua dosen dapat melaksanakan pembelajaran dengan terarah, mudah, berorientasi pada pendekatan SCL dan terutama mempunyai kesamaan dalam keluasan dan kedalaman materi pembelajaran, sehingga pada akhirnya dapat meningkatkan kualitas pembelajaran dan menghantar mahasiswa untuk berhasil dengan baik pada ujian akhir. Terima kasih kepada seluruh pihak yang telah berkontribusi dalam penyusunan buku panduan ini. Buku panduan ini tentunya masih banyak memiliki kekurangan. Oleh karena itu, kami mengharapkan saran dan masukan yang positif demi perbaikan buku panduan ini. Besar harapan kami buku panduan ini dapat memberikan manfaat bagi pembacanya. Semoga buku panduan ini dapat bermanfaat bagi dosen maupun mahasiswa D3 Keperawatan. Surakarta,. Oktober 2018. Penyusun. iii.

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UNIT 1 MEDICAL TERMINOLOGY What is medical terminology? Special vocabulary used by health professionals for effective and accurate communication. The benefit of terminology: a. Help you easier to memorize b. Gain more comprehension and knowledge c. Help you easier to link to another term 1. Work with a partner. Label the pictures with the words from the. box. head. neck. shoulders. knee. buttocks. hip. hair. ankle. chest elbow. arm foot. hand toes. abdomen eye. nose. leg ear. 1.

2. Match the body systems to the illustrations.. 1. respiratory system. …. 4. skeletal system. 2. muscular system. 5. nervous system. 3. digestive system. 6. cardiovascular system. 3. Complete the table with the words from the box. pinal cord. arteries nose femur stomach pelvic bones lungs veins abdominal muscles ribs brain biceps heart nerves liver bronchi trachea gall-bladder blood pectoral muscles nerve endings skull intestine calf muscle. SKELETAL NERVOUS CARDIOVASCULAR RESPIRATORY SYSTEM. SYSTEM. SYSTEM. SYSTEM. DIGESTIVE. MUSCULAR. SYSTEM. SYSTEM. 2.

4. Complete this short text about the excretory system with the words. from the box. kidneys. connects. organs. expelled. removes. urinate. bladder. toxins. The excretory system (1) _____________ waste and (2) _____________from the body. The main (3) __________________ are the (4) __________________, the ureter, the bladder and the urethra. We have two kidneys which are located above the urinary (5) __________________. The ureter is a tube which (6) __________________ the kidneys to the bladder. The urethra is the tube from the bladder to the outside. Waste fluid and toxins are (7) __________________ through the urethra when we (8) __________________. 5. Word Parts. 2.

6. Now label the picture with the words from the box. bladder. urethra. kidney. ureter. 7. Read the text about the reproductive system. Are the sentences. below True (T) or False (F)? The human female reproductive system is a series of organs located inside the body in the pelvic area of a female and consists of three main parts: • the vagina, which leads from the vulva, the vaginal opening, to the uterus • the uterus, which holds the developing foetus • the ovaries, which produce the female’s ova The male reproductive system is a series of organs located outside the body in the pelvic region of a male. There are three processes carried out by the male reproductive organs: • sperm production and storage - this takes place in the testes • ejaculatory fluid producing glands - includes seminal vesicles, prostate and vasdeferens • copulation and deposition of sperm - penis, urethra, and Cowper’s gland. 3.

No.. Questions. 1. Both male and female reproductive systems are. T. F. external. 2. The baby develops in the ovaries.. 3. The function of the ovaries and the testes is production.. 4. The testes are involved in copulation.. 8. Match the definitions 1-5 to the words a-e.. 1. The study of the skin?. A nephroma. 2. A specialist in the respiratory system?. B arthritis. 3. A tumour in the kidney?. C dermatology. 4. Inflammation of the heart?. D carditis. 5. Inflammation of the joints?. E pneumologist. 9. Complete the sentences below with the words learnt in this unit.. a. All women should go to the __________________ for a check-up regularly. b. There are many __________________ patients who suffer from dementia and other age- related diseases. c. Diarrhoea, vomiting and fever are symptoms of ________________. d. _____________ is a common infection in intra-venous drug addicts. e. A tumour or protuberance in the muscle tissue is called a ________. f. When arteries become rigid because plaques attach to the artery wall, this is called __________________. g. A disease affecting the nerves is known as __________________. h. The study of the respiratory system is known as ______________. i. Pain in your joints is known as __________________. j. A brain / nerve specialist is called a __________________.. 4.

UNIT 2 HYGIENE PROMOTION A. Let’s Start. I am going to help patients with washing and grooming. Please, label the object with words in the box.. Blanket Brush Deodorant dressing grown hand cream up mirror nail brush Razor soap swab tootbrush washcloth towel Comb. disposable wipes kidney basin makeshaving cream tootpaste Shampo. …. …. …. …. …. …. …. …. …. …. …. …. …. …. …. …. …. …. …. …. …. …. …. 5.

Put the objects in the correct column in the table. Some items may go in more that one column. No Washing 1. Soap 2. ... 3. 4. 5. 6. 7. 8. 9. 10.. Grooming. Oral Hygiene. Patient Clothing. Nail brush .... Toothbrush .... Pyjamaz .... Please, label the pictures with the words in the box. What are the main ADLs (Activities of Daily Living)? Which ADLs would this equipment help patients with/ Bed pan. Commode. Shower Chair. Urinal Bottle Walking Frame Walking Stick. 1. .... 2. .... 3. .... 4.. 5.. 6.. 6.

Complete the ADL assessment for patients 1-4 in the table. Write independent, needs help, or dependent for each ADL I think I’m OK with the shower; I can wash by myself, but I just need. some help with shaving, please. My hands are shaky and it’s difficult to hold the razor still without cutting myself.. I had bath, but I didn’t wash my hair. Could you give me a hand with washing my hair?. I’m having problems with dressing. My back hurts when I bend down, but I can’t put my tights on without bending down.. I want to try and do evrything by myself today.. ADLs Washing. Aryo. Gatot. Rudin. Aji. Independent. Dressing Grooming Oral Hygiene Toileting. 7.

B. Let’s Listen & Speak. Listen to conversation between a patient and Nurse. Then, complete the conversation with the suitable expressions that you have listened.. A. Nurse. : Mrs Turner, I can see you’re a bit breathless today, so I’m going to help you get ready this morning.. Mrs. Turner : Oh are you dear? Thanks ever so much. My son is bringing my grandchildren round this afternoon. I want to ________________. Nurse. and be ready for them.. : Is he, that’s lovely- something to look forward to. I’m just going to pull the curtain round your bed and give some. privacy. That’s better. Do you need help ________________ your teeth?. Mrs. Turner : I think I can do that by myself. Nurse. Mrs Turner. B. Nurse Mary. Nurse. : Ok, good. Here’s ________ to _______ your teeth. I’m going to put this ______ on the table in front of you. You can spit into it when you’re finished. OK, Let’s have a little rest now. : Oh, good idea. I’m tired this morning.. : Good morning, Mary. Sleep OK?. : Not so well, nurse. I just don’t have any _________________at all today.. : I’m sorry to hear that. Let’s see if we can make you feel better a liitle better. Are you ready for your wash? Well, here’s a. _________ for your face and I’m going to find a _________ for you. Is the Mary. water OK for you? Not too hot?. : Fine, thanks.. 8.

Nurse. : You’re doing very well Mary. Here’s your towel. Great, now. lie back and rest before we _________________ your hair. OK, here’s the brush and I’m going to place the ______________________ on the table for. Mary. you. Can you see, OK? : Yes, Thanks.. Listen as the nurse helps the patients with thir washing and grooming. Are these statements true (T) or false (F)? No.. Statemnts. 1. Mrs. Turner is a bit breathless at the moment.. T. F. 2. Mrs Turner’s son is bringing his children round in the afternoon.. 3. Mrs Turner wants to sleep before her son came.. 4. The nurse encourages the patients to be independent? 5. Mary is full of energy and ready for discharge?. Be going to + Infinitive for future. Use be going to + infinitive to talk about your intentions and events that are planed or schedule. Example : Mrs Turner, I can see you’re a bit breathless today,. so I’m going to help you get ready this morning.. 9.

Write two questions you could ask a patient in the future, using be going to. Work in pairs and compare your writing. Number 1 is example for you. 1. a. What is the first thing you are going to do after discharge from hospital? b. What ... 2. a. Who are you going to ... b. ... 3. a. When ... b. ... 4. a. How ... b. ... 5. a. Why... b. .... 10.

UNIT 3 PERSONAL HYGIENE. Introduction The exercise of proper personal hygiene is one of the essential parts of our daily life. Many people in rural areas may not understand what good or bad personal hygiene is. The prevention of communicable diseases, like diarrhoea, trachoma and many others is highly possible through the application of proper personal hygiene. You need to learn the proper practice of personal hygiene and use this for the prevention and control of important public health diseases that are prevalent in your locality. This study session will also help you to understand the links between personal hygiene and one’s dignity, confidence and comfort.. Learning Outcomes for Study Session 3 When you have studied this session, you should be able to: a. Define and use correctly each of the key words printed in bold. b. Describe the public health importance of personal hygiene. c. List and describe the components of personal hygiene. d. Describe what are acceptable and poor personal hygiene practices. e. Prioritise the components of personal hygiene that are critical for public health concerns. f. Explain hygienic handwashing using standard procedures, and list the critical situations for effective handwashing. g. Explain the elements and activities that are needed for planning personal hygiene promotion. h. Describe the criteria that are used for evaluating the effectiveness of personal hygiene application.. 11.

A. What is personal hygiene? Personal hygiene is a concept that is commonly used in medical and public health practices. It is also widely practised at the individual level and at home. It involves maintaining the cleanliness of our body and clothes. Personal hygiene is personal, as its name implies. In this regard, personal hygiene is defined as a condition promoting sanitary practices to the self. Everybody has their own habits and standards that they have been taught or that they have learned from others. Generally, the practice of personal hygiene is employed to prevent or minimise the incidence and spread of communicable diseases. 1. Difference between cleanliness and hygiene The term cleanliness should not be used in place of hygiene. Cleaning in many cases is removing dirt, wastes or unwanted things from the surface of objects using detergents and necessary equipment. Hygiene practice focuses on the prevention of diseases through the use of cleaning as one of several inputs. For example, a janitor cleans the floor of a health centre using detergent, mop and broom. They might also use chlorine solution to disinfect the floor. The cleaning process in this example is the removal of visible dirt, while the use of chlorine solution removes the invisible microorganisms. Hygienic practice encompasses both cleaning for the removal of physically observable matters and the use of chlorine for the removal of microorganisms. The hygiene practice in this example aims at preventing the spread of disease-causing organisms. Cleaning is a means to achieve this task. 2. Public health importance of personal hygiene The knowledge and practice of personal hygiene are vital in all our everyday activities. The purposes are: a. Preventing faeco-orally transmitted diseases The fingers may get contaminated with one’s own faeces, either directly or indirectly. Activities during defecation and child bottom-washing are additional. 12.

opportunities for the contamination of the fingers that facilitate the transmission of infections. b. Aesthetic values of personal hygiene A person with clean hands is proud while eating because they feel confident of preventing diseases. A teacher in a school is always happy to see their students with clean faces and eyes, and dressed in clean clothes. A mother is mentally satisfied to feed her infant with clean hands because she ensures the preservation of her child’s health. Generally, cleaning oneself produces pride, comfort and dignity at home and in public places. Caring about the way you look is important to your self-esteem. c. Social impact A person with poor personal hygiene might be isolated from friendship because telling the person about the situation might be sensitive and culturally difficult. The success of a job application or the chance of promotion could be affected by poor personal hygiene; no company wants to be represented by someone who does not appear to be able to look after themselves. 3. Components of personal hygiene a. Body hygiene (skin care) The body has nearly two million sweat glands. Moistened and dried sweat and dead skin cells all together make dirt that sticks on to the skin and the surface of underclothes. The action of bacteria decomposes the sweat, thereby generating bad odour and irritating the skin. This is especially observed in the groin, underarms and feet, and in clothing that has absorbed sweat. Skin infections such as scabies, pimples and ringworm are results of. 13.

poor. body. hygiene.. Figure. 3.1. shows. ringworm of the scalp (Tinea capitis). The first task in body hygiene is to find water, soap and other cleansing materials. Taking a bath or a shower using body soap at least weekly is very important to ensuring our body stays clean (Figure 3.2). Bathing can be every day or after periods of sweating or getting dirty. The genitals and the anal region need to be cleaned well because of the natural secretions of these areas. Dry the body with a clean towel after thorough rinsing. Change into clean underwear after a bath. Changing sweat-soaked clothes after each bath is advised. Cleaning the ears after every bath is also necessary. Avoid sharing soaps and towels because of the danger of crossinfection. b. Oral hygiene (oral care) The mouth is the area of the body most prone to collecting harmful bacteria and generating infections. Our mouth mechanically breaks food into pieces. This process leaves food particles (food debris) that stick to the surface of our gums and teeth. Our mouth cavity is full of bacteria and is a good environment for bacterial growth. . Why is the mouth a good environment for bacterial growth? The decaying process that takes place on the surface of the teeth eventually. produces a build-up called plaque (a sticky deposit on which bacteria grow) that is then converted into tartar (a hard, yellowish, calcified deposit on the teeth, consisting of organic secretions and food particles). The result is tooth decay. In addition, unpleasant smelling breath (halitosis or stinking odour), teeth and gum infections could be a result of poor oral hygiene.. 14.

Mouth Cleaning Technique  Rinse the mouth after each meal.  Brush your teeth with a fluoride-. containing toothpaste twice a day – before breakfast and before you go to bed. Cleaning the mouth with twigs is possible if done carefully.  During the day, fill your mouth with water and swish it around to get rid of anything sticking to your teeth.  In addition to regular brushing, it is advisable to floss your teeth at least once a day, usually before you go to bed. c.. Handwashing (hand care). The cleanliness of our hands is very important in all our daily activities. In our normal activities our hands frequently get dirty. There are many situations in which microorganisms are likely to attach to our hands along with the dirt. There are many communicable diseases that follow the route of faeco-oral transmission. Hand hygiene plays a critically important role in preventing this transmission. Hygienic handwashing involves the mechanical removal of microorganisms from contaminated hand surfaces using soap or detergent. Handwashing should involve more than a quick rinse under a tap (faucet) or in running water. The following handwashing technique (also shown in Figure 3.4) ensures that the hands are properly washed and it doesn’t take long to complete:. 15.

Handwashing technique. . First wet your hands with clean water and lather with a bar of soap.. . Next rub your hands together vigorously and scrub all surfaces up to your wrists.. . Clean under your fingernails.. . Continue for 15–30 seconds or about the length of a little tune (for example, the ‘Happy Birthday’ song). It is the soap combined with the scrubbing action that helps dislodge and remove germs.. . Rinse your hands well with clean running water (pour from a jug or tap).. . Dry your hands in the air to avoid recontamination on a dirty towel – do not touch anything until your hands are dry.. . Wood ash will also rub off any dirt and smells. The slight irritation you feel when you wash your hands with ash shows the cleansing power of ash.. . Local seeds such asindod (Lemma’s plant), which are known to be good cleaning agents, can also be used for regular handwashing.. . Clean sand with water can be used for handwashing to help to rub off dirt.. 16.

If you don’t have soap, you can use alternatives. These serve the same purpose as the soap, to help ‘scrub’ what is stuck on your hands, so the running water can brush it off. To get clean hands, you must POUR the water over your hands (no dipping in a bowl!). The soap or ash ‘lifts’ the dirt, and the water then washes off the visible dirt and the invisible germs. As well as routine personal hygiene that applies to everyone, your daily work will include many situations when you may ask yourself when you need to wash your hands. To know when to wash your hands at home and at work, you must first identify critical situations; that is, situations, activities or incidents that indicate the possibility that pathogenic microorganisms are present on hands, fingers and nail surfaces. Critical situations in everyday activity include: . After using the toilet (or disposing of human or animal faeces). . After changing a baby’s diaper (nappy) and disposing of the faeces.. . Immediately after touching raw food when preparing meals (e.g. chicken or other meat).. . Before preparing and handling cooked/ready-to-eat food.. . Before eating food or feeding children.. . After contact with contaminated surfaces (e.g. rubbish bins, cleaning cloths, food-contaminated surfaces).. . After handling pets and domestic animals.. . After wiping or blowing the nose or sneezing into the hands (respiratory hygiene).. . After handling soiled tissues (your own or others’, e.g. children).. Critical situations in healthcare activity include: . Before and after contact with an infected wound.. . After contact with blood or body fluids (e.g. vomit).. . Before and after dressing wounds.. . Before giving care to an ‘at risk’ person (e.g. attending delivery, attending a baby).. . After giving care to an infected person.. 17.

d. Face hygiene Our face reveals our daily practice of personal hygiene. Face hygiene includes all parts of the face. The most important area to keep clean is the eyes. The eye discharges protective fluids that could dry and accumulate around the eye. They are visible when a person gets up in the morning. The organic substance of the eye discharge can attract flies and this is dangerous because the fly is a carrier (vector) of trachoma and conjunctivitis. A person should wash their face every morning in order to remove all dirt that they have come in contact with during the course of the day. This will keep your face clean all day. Children are advised to wash their face frequently. Never share your face towel with others. . Why is it inadvisable to share a face towel? Answer_______________________________________________________ _____________________________________________________________. e.. Fingernail and toenail hygiene (nail care). A nail is hard tissue that constantly grows. Long fingernails tend to accumulate or trap dirt on the underside. The dirt could be as a result of defecation or touching infected and contaminated surfaces. Keeping nails trimmed and in good shape weekly is important in maintaining good health. Clip nails short along their shape but do not cut them so close that it damages the skin. Razor blades and fingernail cutters or scissors are used to cut nails. Nail cutters should not be shared with others. . Why is it inadvisable to share nail cutters? Answer_______________________________________________________ _____________________________________________________________. 18.

f.. Ear hygiene. Ear wax accumulates in the ear canal that leads from the outer ear to the ear drum. As the secretion comes out of the ear it collects dust particles from the air. Daily washing with soap and water is enough to keep the outer ear clean. Do not reach farther than you can with your little finger into your ear. Putting in hairpins, safety pins or blunt-edged things for cleaning purposes might harm the ear. If you feel wax has accumulated and is plugging your ears and interfering with hearing, consult your doctor. g. Hair hygiene (hair care) The hair follicles from which the hair grows produce oil from the sebaceous glands that keeps the hair smooth. The scalp (the skin covering the head) also has numerous sweat glands and is a surface for the accumulation of dead skin cells. The oil, sweat and dead cells all add together and can make the hair greasy and look dirty unless you wash it regularly. Poor hair hygiene could cause dandruff and skin infections such as Tinea capitis. Dandruff is dead skin on the scalp that comes off in tiny flakes when sebaceous glands produce too much oil and accumulates on the scalp.. Head hair is a good harbour for head lice (Pediculus humanus capitis) and nits (eggs of head lice). The head louse is a tiny insect that lives by sucking blood. Children are especially prone to lice infestation. Lice spread from one head to another when there is close contact as in school environments. They make the scalp itchy and are a cause of annoyance, irritation and embarrassment. Shaving of the head hair is possible in cases of heavy lice infestation. Sharing of blades with 19.

others, however, should be discouraged.Hair cleaning is important to ensure it stays clean, healthy and strong. The recommended procedures for cleaning the hair are: . Use clean water to wash your hair regularly (at least twice weekly, preferably once every other day) with body soap or shampoo, whichever is available.. . Massage your scalp well. This will remove dead skin cells, excess oil and dirt.. . Rinse well with clear water.. . Conditioner is helpful if you have longer hair as it makes the hair smoother and easier to comb, but hair doesn’t need to have conditioner.. . Use a wide toothed comb for wet hair as it is easier to pull through.. . Dry the hair and the head with a clean towel. Never share a towel with someone else.. . h.. Comb the hair to look beautiful for the day. Foot hygiene (foot care). We spend a lot of time on our feet. Our feet sweat as we walk day and night and the sweat accumulates on all foot surfaces and between the toes. The sweat may stain the shoes and can produce an awful odour. . What causes sweat on the skin to produce an unpleasant odour? Answer_______________________________________________________ _____________________________________________________________ As well as bacteria, sweat also encourages fungal growth between the toes.. This is called athlete’s foot. The symptoms of athlete’s foot are scaly skin and sores or blisters, which start between the toes but can often spread to the soles of the feet. This is a minor irritation and often disappears by itself but sometimes these cracks and sores become the site for other infections. The feet should be washed daily, or at least twice weekly. 20.

Foot hygiene is also important in the treatment of podoconiosis, sometimes known as mossy foot. This disease causes swelling in the feet and lower legs and is common in certain parts of Ethiopia. It is a reaction in the body to very small soil particles that have passed through the skin of the feet. Podoconiosis can easily be prevented by wearing shoes at all times but, if someone is affected, careful washing and drying of the feet is an important part of the treatment. Toenails do not have much role in the transmission of diseases. However, they can accumulate dirt and this can increase the potential for bacterial and fungal breeding e.g. athlete’s foot. i.. Armpit and bottom hygiene. These are body parts that easily get sweaty and where ventilation is very poor. After puberty, our sweat gains a specific and unpleasant odour which may be offensive to others. The armpits and the bottom should be washed daily. Anal cleansing is the hygienic practice of cleaning the anus after defecation. The anus and buttocks may be cleansed with clean toilet paper or similar paper products. Water may be used. Hands must be washed with soap afterwards. The use of rags, leaves, stones, corn cobs, or sticks must be discouraged as these materials can damage the skin. j.. Clothes hygiene. We usually have two layers of clothing. The internal layer is underwear (or underclothes) such as pants, vest and T-shirt. These are right next to our skin and collect sweat and dead skin cells, which can stain the cloth. Bacteria love to grow on this dirt and produce a bad smell in addition to the specific odour of the sweat. Underwear must be washed more frequently than the outer layer of clothing. Clothes hygiene is an important aspect of one’s dignity. Changing used clothes for clean ones every day is recommended. Washing dirty clothes requires adequate clean water, detergents (solid or powdered soap) and washing facilities.. 21.

k. Menstrual hygiene (Personal hygiene for women) The vagina is able to clean itself; no special care is needed other than washing the external genitals. Washing the outer genital area with clean water must be a daily practice. Change tampons and sanitary napkins or pads regularly. Always wash your hands before and after handling a tampon or pad. Clean and soft cloths can be used in place of sanitary pads. The use of dirty cloths must be discouraged. Menstrual blood-absorbing items must be properly disposed of in a burial pit or other appropriate method.. Self-Assessment Questions (SAQs) Now that you have completed this study session, you can assess how well you have achieved its Learning Outcomes by answering these questions. Write your answers in your Study Diary and discuss them with your Tutor at the next Study Support Meeting. You can check your answers with the Notes on the Self-Assessment Questions at the end of this Module. 1. Identify the components of personal hygiene that are numbered in Figure 3.9.. Body parts for personal hygiene Answer_______________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ______________. 22.

2.. Write the names of one or two communicable diseases or conditions and the recommended frequency of washing or cleaning for the following respective components of personal hygiene.. Components Diseases/conditions Recommended frequency of cleaning Eye hygiene Hair hygiene Body hygiene Oral hygiene Feet hygiene Hand hygiene Clothes hygiene Answer_____________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ _______________________________ SAQ 3.4 (tests Learning Outcomes 3.4 and 3.6) One day at a wedding, you observe some guests lining up for handwashing, while other people have started to eat the feast without handwashing. Among those who washed hands, some used soap, while others just used running water without soap. Are these acceptable or poor handwashing practices?. 23.

UNIT 4 HEALTHY LIFESTYLE. B. What is a healthy Lifestyle? A healthy lifestyle is one which helps to keep and improve your health and well-being. There are many different things that you can do to live a healthy lifestyle, such as eating healthy, being physically active, maintaining a healthy weigh, and managing your stress. However, a healthy lifestyle isn’t just about healthy eating and exercise, it also about taking care of the “whole you” – your physical, mental, emotional, and spiritual well-being. And, that means taking care of you from the inside out. 1. How to Live a Healthy Lifestyle Even though there are many common ways to live a healthy lifestyle, actually doing it looks different for everyone, and means something different from one person to the next. Regardless of what you choose to do, living a healthy lifestyle is a key component to disease prevention, wellness, and longevity. Being mindful of your diet, physical activity and stress levels allows you to effectively balance all aspects of your life and the “whole you”. Below are 10 important things you can do to live a healthy lifestyle: a. Drink more water. Most of us don’t drink enough water every day. Water is essential for our body to function. Did you know that over 60% of our body is made up of water? Water is needed to carry out body functions, remove waste, and carry nutrients and oxygen around our body. Since we lose water every day through urine, bowel movements, perspiration and breathing, we need to replenish our water intake. Since food intake contributes about 20% of our fluid intake, that means we need to drink about 8-10 glasses a day to stay hydrated. One way to tell if you’re hydrated — your urine should be colorless or slightly yellow. If it’s not, you’re not getting enough water! Other signs include: Dry lips, dry mouth, and little urination.. 24.

b. Get enough sleep. Lack of sleep may lead to a host of health problems including obesity, diabetes, and even heart disease. Continued lack of sleep can affect your immune system and make you less able to fend off colds and the flu. So, it’s important go get a good night’s sleep. You can do things to help you sleep better at night. You can avoid stimulants such as caffeine and nicotine close to bedtime. Also, while alcohol is well-known to help you fall asleep faster, too much close to bedtime can disrupt sleep in the second half of the night as the body begins to process the alcohol. Exercise can also help you sleep better at night. As little as 10 minutes of aerobic exercise, such as walking or cycling, can drastically improve nighttime sleep quality but please avoid strenuous workouts close to bedtime. c. Exercise regularly. If you can exercise don’t just a few times a week, but every day. Movement is key to a healthy life. Exercising daily can improve your health in many ways. It can help increase your life span, lower your risk of diseases, help you develop higher bone density, and lose weight. One simple thing you can do is, especially for close distances, choose walking over riding, driving or taking transportation. You can climb the stairs instead of taking the elevator. You can pick exercises that are easy to do at home or outside that you enjoy. When you enjoy the physically activities you choose for yourself, most likely you’ll enjoy them and naturally want to do them. Exercise is about being healthy and having fun at the same time. Also, mixing up your exercises will keep them interesting. d. Eat more fruits and vegetables. Fruits contain lots of vitamins and minerals. As much as possible, you should consume your vitamins and minerals via your daily diet. Satisfy your palate with these nutritious fruits: Watermelon, Apricots,. 25.

Avocado (yes, avocado is technically a fruit!), Apple, Cantaloupe, Grapefruit, Kiwi, Guava, Papaya, Strawberries. Like fruits, vegetables are important for good health. Experts suggest 5-9 servings of fruits/vegetables a day, but unfortunately it may be difficult at times. However, when you can, include foods like kidney beans, black beans, asparagus, long beans, green beans, and carrots. Think about your favorite vegetables and how you can include more of them in your diet every day, and pick bright-colored foods. Fruits and vegetables with bright colors are good for health because they remove the things in our body that damage our cells. So, get your fill of fruits/vegetables of different colors: White (Bananas, Mushroom), Yellow (Pineapples, Mango), Orange (Orange, Papaya), Red (Apple, Strawberries, Tomatoes, Watermelon), Green (Guava, Avocados, Cucumber, Lettuce, Celery), Purple/Blue (Blackberries, Eggplant, Prunes). e. Cut down on processed food. Processed foods are not good because (1) most nutritional value is lost in the making of these foods and (2) the added preservatives are bad for our health. Many processed foods contain a high amount of salt content, which leads to higher blood pressure and heart disease. Processed foods are anything that is not in its raw form. In general, most food in supermarkets are processed — the more ingredients it has on the label (especially the ones ending with ‘ite’ or ‘ate’), the more processed they are. Watch out for those with salt/sugar in the first 5 ingredients and go for unprocessed food as much as possible. f. Breathe deeply on purpose. Oxygen is a vital source of life. You may know how to breathe, but are you breathing properly? Most of us don’t breathe properly — we take only shallow breaths and breathe to 1/3 of our lung capacity. A full breath is one where your lungs are completely filled, your abdomen expands, and there’s minimum movement in your shoulders. There are. 26.

many benefits of deep breathingwhich include a reduction in stress and blood pressure, strengthening of abdominal and intestinal muscles and relief of general body aches and pains. Deep breathing also helps with better blood flow, releasing toxins from the body, and aids in getting a better night’s sleep. g. Go for brown carbs vs. white carbs. White carbsare refined grains like white rice, pasta, white bread, crackers, noodles, tortillas, wraps, anything with white flour and breading. The nutrients have been removed in the production process, leaving them rich in calories but low in nutrients. They also cause unhealthy spikes in our sugar levels. Go for brown carbs (unrefined complex carbs) instead, like brown rice, whole grain, oats, oatmeal (not the instant kind), and legumes. These come with nutrients and vitamins intact. h. Cut down on oily and sugary food, soda and caffeine. If possible, reduce your intake of fast food, French fries, doughnuts, chips, wedges, and deep-fried food. Not only are they very fattening (1 tablespoon of oil is 120 calories), deep fried food contains acrylamide, a potential cancer-causing chemical. There are better alternatives, such as grilled, steamed, stir-fried, or even raw food. Cutting down on sugary food is better for your health as well. These are things such as candy bars, pastries, chocolate, cookies, cakes, and jelly donuts. Not only do they not fill you up, they cause you to want to eat more due to the sugar rush. Go for healthy snacks instead like fruits, salads, pure juices, and unprocessed foods. Drinks with caffeine are diuretics, meaning they speed up the rate of urine production. This means they don’t hydrate you as well as plain water can. Also, soda is unhealthy, causes weight gain, and is an artificial stimulant. Replace your soda with water or vegetable juices instead.. 27.

i. Stop smoking and/or avoid passive smoking. Smoking can severely increase your risk of lung cancer, kidney cancer, esophageal cancer, heart attack, and more. Smoking “light” cigarettes do not decrease health risks either. If you do smoke, stop now and do it not only for yourself but also your family and friends. Second hand smoking (breathing in air from smokers) can cause many of the same long-term diseases as direct smoking. There is no risk-free level of passive smoking; even brief exposure can be harmful to your health. If possible, stay away from smokers and avoid cigarette smoke where you can. C. Speaking (Cue Card) 1. Talk about a healthy lifestyle that you know. You should say: a) What is it? b) How do you know it? c) When you do it? and explain why do you think it is healthy? Example Ok, Nowadays most of the people are becoming more health conscious and following various kinds of methods to keep as fit as fiddle. I'd like to talk about a few activities which I follow regularly. These entail playing badminton, doing Yoga, fasting. A few years ago, I came across a health article in the BBC newspaper. It was about healthy habits and a good diet as well as mentioned the plenty of ways to keep oneself in good health. They had suggested that to choose at least one physical exercise weekly once, one activity to relax and one from a food diet. I follow the exactly similar lifestyle and I choose to play badminton in the weekend with my friends for 2 hours. Furthermore, I do Yoga every day at least for 15 minutes especially in the morning because it helps me to keep mind relax and improve my concentration as well. Also, I go on fasting for once in a week I eat only one time on that day and foods which have fewer calories and fat. 28.

I believe that following these activities keeps you physically healthy, mentally strong and also keeps your internal organs clean thanks to diet planning. What's more, yeah in the recent survey by Health Organization, observed that those who are living such lifestyle have no any mental stress or any illnesses. Overall, I love to follow this kind of lifestyle in order to keep myself fit. I will hopefully perpetuate these activities forever. 2. Task Instructions: An explanation based on Speaking a. Fluency and coherence 1) Speaks at length without noticeable effort or loss of coherence. 2) Demonstrated language-related hesitation at times, or some repetition and/or self-correction. 3) Uses a range of connectives and discourse markers with some flexibility. b. Lexical resource 1) Uses a wide vocabulary resource readily and flexible to convey precise meaning. 2) Uses less common and idiomatic vocabulary skilfully. 3) Paraphrase effectively as required. c. Grammatical range and accuracy 1) Given the modal answer has a wide range of complex structures with flexibility. 2) Produces a majority of error-free sentences. d. Pronunciation 1) It is easy to understand throughout; L1 accent has minimal effect on intelligibility. 2) Sustains flexible use of features, with only occasional lapses. 3) Uses a range of pronunciation features with mixed control.. 29.

UNIT 5 GIVING INJECTION A. Injection devices Health-care settings should ensure that an adequate supply of single-use devices is available, to allow providers to use a new device for each procedure. 1. Practical guidance on use of injection devices When using a sterile single-use device (i.e. a syringe and hypodermic needle that is not separated or manipulated unless necessary: a. use a new device for each procedure, including for the reconstitution of a unit of medication or vaccine; b. inspect the packaging of the device to ensure that the protective barrier has not been breached; c. discard the device if the package has been punctured, torn or damaged by exposure to moisture, or if the expiry date has passed.. 2. Medication Types of medication containers and recommendations on their use are given in Table 3.1. Table 3.1. Recommendations on medication containers. 30.

a. Practical guidance on giving medications 1) When giving medication: a) DO NOT use a single loaded syringe to administer medication toseveral patients (i.e. ensure one needle, one syringe, one patient!) b) DO NOT change the needle in order to reuse the syringe; c) DO NOT use the same mixing syringe to reconstitute several vials; d) DO NOT combine leftover medications for later use. 2) Single-dose vials – Whenever possible, use a single-dose vial for each patient, to reduce cross-contamination between patients. 3) Multidose vials – Only use multidose vials if there is no alternative. a) Open only one vial of a particular medication at a time in each patient-care area. b) If possible, keep one multidose vial for each patient, and store it with the patient’s name on the vial in a separate treatment or medication room. c) DO NOT store multidose vials in the open ward, where they could be inadvertently contaminated with spray or spatter. 4) Discard a multidose vial: a). if sterility or content is compromised;. b) if the expiry date or time has passed (even if the vial contains antimicrobial c). preservatives);. d) if it has not been properly stored after opening; e). within 24 hours of opening, or after the time recommended by the manufacturer, if the vial does not contain antimicrobial preservatives;. f). if found to be undated, improperly stored, inadvertently contaminated or perceived to be contaminated, regardless of expiration date.. 31.

5). Pop-open ampoules – Whenever possible, use pop-open ampoules rather than ampoules that require use of a metal file to open. If using an ampoule that requires a metal file to open, protect your fingers with a clean barrier (e.g. a small gauze pad) when opening the ampoule.. 3. Preparing injections Injections should be prepared in a designated clean area where contamination by blood and body fluids is unlikely. b. Practical guidance on preparing injections Three steps must be followed when preparing injections. 1) Keep the injection preparation area free of clutter so all surfaces can be easily cleaned. 2) Before starting the injection session, and whenever there is contamination with blood or body fluids, clean the preparation surfaces with 70% alcohol (isopropyl alcohol or ethanol) and allow to dry. 3) Assemble all equipment needed for the injection: a) sterile single-use needles and syringes; b) reconstitution solution such as sterile water or specific diluent; c) alcohol swab or cotton wool; d) sharps container. c.. Procedure for septum vials Wipe the access diaphragm (septum) with 70% alcohol (isopropyl. alcohol or ethanol) on a swab or cotton-wool ball before piercing the vial, and allow to air dry before inserting a device into the bottle. 1) Use a sterile syringe and needle for each insertion into a multidose vial. 2) Never leave a needle in a multidose vial. 3) Once the loaded syringe and needle has been withdrawn from a multidose vial, administer the injection as soon as possible.. 32.

d. Labelling 1) After reconstitution of a multidose vial, label the final medication container with: a) date and time of preparation; b) type and volume of diluent (if applicable); c) final concentration; d) expiry date and time after reconstitution; e) name and signature of the person reconstituting the drug. 2) For multidose medications that DO NOT require reconstitution, add a label with: a) date and time of first piercing the vial; b) name and signature of the person first piercing the vial.. 4. Administering injections An aseptic technique should be followed for all injections.Practical guidance on administering injections a. General 1). When administering an injection: a) check the drug chart or prescription for the medication and the corresponding patient’s name and dosage; b) perform hand hygiene; c) wipe the top of the vial with 60–70% alcohol (isopropyl alcohol or ethanol) using a swab or cotton-wool ball; d) open the package in front of the patient to reassure them that the syringe and needle have not been used previously; e) using a sterile syringe and needle, withdraw the medication from the ampoule or vial.. 33.

b. Reconstitution 1) If reconstitution using a sterile syringe and needle is necessary, withdraw the reconstitution solution from the ampoule or vial, insert the needle into the rubber septum in the single or multidose vial and inject the necessary amount of reconstitution fluid. 2) Mix the contents of the vial thoroughly until all visible particles have dissolved. 3) After reconstituting the contents of a multidose vial, remove the needle and syringe and discard them immediately as a single unit into a sharp’s container. c. Needlelesssystem 1) If a needleless system is available: a) wipe the rubber septum of the multidose vial with an alcohol swab; b) insert the spike into the multidose vial; c) wipe the port of the needleless system with an alcohol swab; d) remove a sterile syringe from its packaging; e) insert the nozzle of the syringe into the port; f) withdraw the reconstituted drug. d. Delay in administration 1) If the dose cannot be administered immediately for any reason, cover the needle with the cap using a one-hand scoop technique. 2) Store the device safely in a dry kidney dish or similar container. e. Important points 1) DO NOT allow the needle to touch any contaminated surface. 2) DO NOT reuse a syringe, even if the needle is changed. 3) DO NOT touch the diaphragm after disinfection with the 60–70% alcohol (isopropyl alcohol or ethanol). 4) DO NOT enter several multidose vials with the same needle and syringe.. 34.

5) DO NOT re-enter a vial with a needle or syringe used on a patient if that vial will be used to withdraw medication again (whether it is for the same patient or for another patient). 6) DO NOT use bags or bottles of intravenous solution as a common source of supply for multiple patients (except in pharmacies using laminar flow cabinets). D. Prevention of sharps injuries to health workers Use of best practices can help to prevent sharps injuries to health workers. 1. Practical guidance on prevention of sharps injuries a.. To avoid sharps injuries: 1) Ensure that the patient is adequately prepared for the procedure; 2) Do not bend, break, manipulate or manually remove needles before disposal; 3) Avoid recapping needles, but if a needle must be recapped, use a single-handed scoop technique; 4) Discard used sharps and glass ampoules immediately after use in the location where they were used, disposing of them into a robust sharps container that is leak and puncture resistant; 5) Place the sharps container within arm’s reach (preferably in a secured area) to allow for easy disposal of sharps; 6) Seal and replace sharps container when the container is three quarters full.. 35.

E. Waste management Use of sealed, puncture and leak-proof sharps containers helps to prevent access to used devices 1.. Practical guidance on waste management a.. To ensure that waste is dealt with safely: 1) Transport and store sharps containers in a secure area before final disposal; 2) Close, seal and dispose of sharps containers when the containers are three quarters full; assign responsibility in written policy for monitoring the fill level of sharps containers and replacing them when three quarters full; 3) Discard waste that is not categorised as sharp or infectious in appropriate colour-coded bags; 4). ensure that infectious waste bags and sharps containers are closed before they are transported for treatment or disposal.. 36.

ENGLISH CONVERSATION (INJECTION) Nurse. : Good Morning miss. Are you Ms.Rahma? Can I see your number register?. Patient. : Yes nurse of course, here….(in a moment after nurse checking number of patient register). Nurse. : My name is Amel and I’am nurse here, today I’am want injection to you, to find out if there you have a medicine allergic or not, so please cooperative with me. This is antibiotic cefotaxime medicine; this will work to prevent infection in your body.. Patient. : Ok nurse, I’m ready.. Nurse. : Excuse me, I will clean your hand with an alcohol swab and after that I 'll injection medicine cefotaxime intra cutan.. Patient. :I'm afraid nurse.Does’t it hurt?. Nurse. : Oh, it’s not hurt miss, take a relax, (nurses already antibiotic medicine injection, put a needle with the hole facing up and make an angle between 15-20 degree at the surface of the skin test) (back to conversation, after nurse injecting antiobiotic medicine). Patient. : Nurse, are you done injection me?. Nurse. : Yes, it’s done now, do you feel it’s hurt?. Patient. : No, I’am not… I’am just feelling it’s hurt, but now I’am know it’s not hurt.. Nurse. : Ok miss now I 'll pushing your hands to determine area of allergic, then I 'll waiting 10 minutes whether or not raised red spots on the circle, if there is allergic to the medicine cefotaxime. Patient. : Thank’s nurse for your information. Nurse. : You are welcome. Okay miss, there's no red spots on your hand and then you are not allergic to the medicine cefotaxime.. 37.

UNIT 6 FIRST AID. A.. Work with a partner. Label the pictures with the words from the box Tweezers Ice pack. 4. …. 7. …. Plastic gloves. Adhesive tape. Thermometer. 1. …. Plasters. Safety pins. Antiseptic cream. Bandage. 2. …. 3. …. 5. …. 6. …. 8.. …. 9.. …. 38.

B. Read the passage. FIRST AID First aid is the immediate care given to a person who is injured or suddenly becomes ill. When there is an emergency, minutes are very important, so first aid has a vital function. Immediate action is necessary when there is a lot of bleeding, when breathing has stopped for any reason, when there is poisoning, or irritating chemicals come in contact with the skin or get in the eyes. People should be trained to care properly for injuries to themselves and others at home, at work, or in the community. Even a small injury can be very serious and cause death, so everyone should know first aid techniques. When first aiders face an emergency, they must be able to keep calm and organize other people to do like them. He or she must know how to supply artificial respiration, control bleeding and protect injuries. Medical assistance has to be arranged. Knowing how to carry the victim without causing more injuries is very important. In short, effective first aid depends on prevention, recognition and organization. In our country hundreds of people die in traffic accidents every year because most people don’t have first aid information. If more people were trained in first aid, the number of dead people would decrease. You may face an emergency anywhere. One day somebody from your family may be injured or suddenly become ill. In order not to be helpless in such a situation, you have to know first aid techniques.. 39.

1. Answer the questions. a. What is the first aid? _____________________________________________________________ b. In which situations is first aid necessary? Give two examples. _____________________________________________________________ c. Why do hundreds of people die in Turkey every year? _____________________________________________________________ 2. Write True (T) or False (F). a. 1. Everybody shouldn’t know first aid techniques.. (. ). b. 2. Time is very important when there is an emergency.. (. ). (. ). d. Traffic accidents cause a few people to die in Turkiye every year. (. ). c. When first aiders face an emergency, they should be calm and organize other people.. 3. Choose the correct answer. 1. You should _____________________ if you get sunburnt. a. take a hot shower b. take a cold shower c. call EMS 2. If you have a nosebleed, you shouldn’t ___________________. a. lie down b. sit upright c. get medical care 3. If someone has been poisoned, he _______________________. a. should have something to drink b. shouldn’t sit upright c. shouldn’t eat or drink anything. 40.

4. In case of electrical burns, if you aren’t sure the power source is off, you ______________ near the victim. a. shouldn’t go b. should go c. should faint. C. First aid- when someone is unconscious When someone is unconscious this means they have fainted. It looks like they are asleep but they won’t be able to hear you or speak. You need to check to make sure the person is breathing.. 1. Which of these things do you think you should do to check someone is breathing? Tick the correct answers. o. Tilt their head back.. o. Try to give them a drink of water.. o. Try to make them sit up.. o. Call Hospital.. o. Put your head next to theirs to see if they are breathing.. 2. If someone is unconscious but they are breathing, what should you do next? o. Roll them onto their stomach. o. Roll them onto their side. 3. What should you do with their head? o. Tilt it backwards. o. put a pillow under it. 4. What should you do next? __________________________________ 41.

5. Fill in the gaps with the correct words Tilt their _______ back. Put your head next to theirs to see if they are ___________.Roll them onto their __________. ______ their head back. Call _______ 6. Which of these do you think you should not do if someone is unconscious? Tick the correct answers.. D.. o. Put a pillow under their head.. o. Try to give them food or drink.. o. Roll the person onto their side.. o. Try to take them to the doctors.. o. Call hospital.. First aid- Burns. Burns affect people’s skin making it very red and painful. Can you name the things below that can cause a burn?. When people are cooking in the kitchen they can easily get burnt. Watch the video, listen to what you should do if someone burns themselves and circle the correct answer. 1. How long should you put water on the burn for? a. 10 minutes b. 20 minutes c. 5 minutes. 42.

2. What should you wrap the burn in? a. tissue b. cling film c. tin foil 3. What should you do if the burn is very serious? a. go to bed b. call hospital? c. take paracetamol 4. Fill in the gaps with the correct words ______water on the burn for at least __________. ______the burn in cling ________. If the burn is ____________ then you must call ____. 5. Which of these do you think you should notdo to a burn?Tick the correct answers. o o o o o. Touch the burnt skin Take paracetamol Put cream on the skin Put a plaster on the skin Take off any jewellery or watches. 43.

A sling is a triangular bandage used to support an injured arm, and can be applied by anyone with first aid knowledge. A castis a plaster coating to support a broken limb and immobilize the affected part. This is applied by a plaster technician over a bandage layer, and is not done by a first aider. A splint is a rigid thing (can be purpose made or whatever comes to hand) which is strapped above and below a suspected break in a limb.. Plaster can mean either the stuff used to make a cast, or a little flexible thing to cover a wound. Band-aid is a common name in the USA, Elastoplast in the UK.. 44.

6. Work with a partner. Label the pictures with the words from the box.. a. b. c. d. e. f. g. h. i. j.. Cough. sneeze (-ing). sore throat. runny nose. stuffy/stuffed up/blocked nose. sprain. dislocate. blow. bandage. ointment. inflamed. I’ve stumbled on the steps and ___ my ankle. I can’t move the joint of my finger, is it ___ or broken? We’ll apply elastic ___ to keep your arm still.. Many people think a ____ nose is the result of too much mucus in the nasal passages. When you want to ___ your nose to finally breathe again, nothing comes out. How long has the ____ ____ lasted and how have you been treating it? Do you have any other flu symptoms, such as body aches, fever, or ____? This chemical can cause allergic rhinitis and its symptoms, including a ____ nose,____ , and itchy eyes. You only need to use a small amount of cream or _____. Apply it thinly and massage it gently into the skin until it disappears. The back of the throat is ______ .. 45.

UNIT 7 TAKING LAB SAMPLE A. Please, label the object with words in the box.. Bandage. bandage scissors. blood pressure monitor. Dressing. elastic tape. phototherapy unit. ambulance. gait belt. hypodermic needle. IV bag. tape. medicine cup. goggles. otoscope. oxygen mask. urinal. pulse oximeter. gown. syringe. test tube. thermometer. 1). …. tourniquet. 2)…. 3) …. 4) …. 5) …. 6) …. 7) …. 8) …. 9) …. 10) …. 11) …. 12) …. 46.

WH-Questions We can use questions with what, where, and who to ask for patient information. We use what when we want to know. What is the telephone number of your. about something.. family?. We use where to ask about places.. Where do you live?. We use who to ask about a person or. Who is your mother?. people.. B. Five tools that have been seen and have been used in the laboratory. 1. Erlenmeyer Flask. Erlenmeyer Flasks Erlenmeyer flasks are equipment glass which use to analysis in thelaboratory. Erlenmeyer flasks form of circleand cone on the top.Erlenmeyer Flask has many different size volumes among others are 50mL, 125 mL, 250 mL, 1000mL. Erlenmeyer flask not for measuring. The function of erlenmeyer flask among others: a. To quantified and mixed up material analysis b. To absorb solution c. To place kultivasimicroba d. To titration place. 47.

2. Pippet. Pippet Pippet form of small pipe which made from plastic or glass. Under pippets are pointed and on the top closed of rubber.. Pippet transfersrelatively small. amounts of liquid. In the most commonly used pipettes,experimenters draw liquid into one end of a glass or plastic cylinder by theprior squeezing of the rubber or plastic ball at the opposite end. Theamount of liquid able to be drawn into the pipette is usually fixed, to enable accuracy in measurement. The function of pippets are to displacesolution from one place to other place with small quantity. 3. Test tube. Test tube Test tube is a tube which made from plastic or glass that which can arrest conversion temperature and hold out to chemical reaction. Shouldbe held with tongs, clamps or a ring-stand clamp never with your hands. Thefunction of test tube among others: a. The place to reaction of chemical material. b. To reaction within small quantity. c. The plece to propagation microba in liquid media. 4. Glass Funnel. 48.

Glass Funnel A glass funnel is a pipe with a wide, often conical mouth and a narrow stem. It is used to channel liquid or fine-grained substances intocontainers with a small opening. Without a funnel, spillage would occur.The material used in its construction should be sturdy enough towithstand the weight of the substance being transferred, and it should notreact with the substance. The function of glass funnel is: a. A funnel is used to aid in the transfer of liquids from one vessel to another, b. will hold filter paper while filtering. 5. Lab Coat. Lab coat / White Coat White coat or laboratory coat (often abbreviated to lab coat) is a knee-length overcoat/smock worn by professionals in the medical field orby those involved in laboratory work. When used in the laboratory, they protect against accidental spills,e.g., acids. In this case they usually have long sleeves and are made ofan absorbent material, such as cotton, so that the user can be protectedfrom the chemical. Some lab coats have buttons at the end of the sleeves,to secure them. 49.

around the wrist so that they do not hang into beakers ofchemicals. Short-sleeved lab coats also exist where protection fromsubstances such as acid is not necessary, and are favoured by certainscientists, such as microbiologists, avoiding the problem of hangingsleeves altogether, combined with the ease of washing the forearms (animportant consideration in microbiology).. C. Five the laboratory equipments which ever seen but never used 1. Safety googles. Safety googles Goggles or safety glasses are forms of protective eyewear that usually enclose or protect the area surrounding the eye.The function of safety googles are: a. in order to prevent particulates, water or chemicals fromstriking the eyes. b. In chemistry laboratories to prevent flying particles fromdamaging the eyes (like sparks, metal vapor, pollen, dust andfog).. 2. Bunsen Burner. Bunsen Burner A Bunsen burner provides concentrated and adjustable heat for experiments. A tube connects the burner to the laboratory gas supply.When the Bunsen burner is lit, the flame can be adjusted using the airhole. Closing the air hole produces an easily visible, luminous flame isproduced that is not good for heating. It should be opened. 50.

when theBunsen burner is used to heat chemicals. A typical Bunsen burner, according to Practical Chemistry,employs a tube in which a gas (such as methane) mixes with air.Once that gas is lit, an air hole in the tube allows the user to adjust thesize of the flame. Never put glassware into the flame, as the glass willweaken and then melt. The function is: a.. for the heating of nonvolatile liquids and solids. b.. to provide a ready source of heat in the laboratory. 3. Spatula. Spatula Spatula like a long spoon with a flat top edge, made of stainless steel or aluminium. The function of spatula among others: a. To take chemicals in the form of solids b. Used stir the Solutions. 4. Wash bottle. Wash Bottle Most wash bottles are made up of polyethylene, which is a flexible solventresistant petroleum-based plastic. Most bottles contain an internaldip tube allowing upright use. Wash bottles may be filled with a range ofcommon laboratory solvents and reagents, according to the work carriedout in that lab. These include: deionized. 51.

water, detergent solutions andrinse solvents such as acetone, isopropanol or ethanol. The function of wash bottle is: a. for a container for water and other liquids b. used to rinse various pieces of laboratory glassware, such as test tubes and round bottom flasks. c. to keep sodium hypochlorite solution in a wash bottle to conveniently disinfect unneeded cultures. (in biology lab).. 5. Hot Hands. Hot hands Hot hands made of rubber. The function of hot hands is to hold utility glass which still hot.. C. Five tools that have never seen and have never been used 1. Triple-Beam Balance. The Triple Beam Balance is a typical mechanical balance. It has a beam which is supported by a fulcrum. On one side is a pan on which theobject is placed. On the other side, the beam is split into three parallelbeams, each supporting one. 52.

weight. In measuring the weight of anobject, rather than adding additional weights, each of the three weightscan be slid along the beam to increase their lever arm. It works just like atetter-totter. If you have two people of unequal weight, the heavier personsits closer to the fulcrum to decrease their lever arm. The function of triplebeam balance is: a.. Used to measure mass. b.. Moving the weight farther from the pan increases the leverage.. c.. Be sure to zero the balance for each mass.. d.. Use paper to keep materials from sticking to the balance pan.. 2. Buchner Funnel. Bucher Funnel Bucher funnel is traditionally made of porcelain, but glass and plastic funnels are also available. The main advantage in using this typeof filtration is that it proceeds much more quickly (several orders ofmagnitude) than simply allowing the solvent to drain through the filter medium via the force of gravity. It is essential that theamount of solventbeing used be limited to less than what would overflow the flask,otherwise the solvent will be drawn into the vacuum equipment. If thevacuum isprovided by a water flow device, an overflow of the solventcould result in the spilling of a hazardous solvent into the wastewaterstream, a potential violation of the law, depending on the solvent. Thepotential for overflow and the potential for water to be drawn back into theflask can be reduced by using a trap between the flask and the vacuumsource. The function of bucher funnel are: a. To filtration sample. b. To assist in collecting recrystallized compounds (in organic chemistry).. 53.

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3. Clay triangle. Clay triangle A pipeclay triangle is made of wires strung in an equilateral triangle on which are strung hollow catlinite or ceramic tubes. The triangle is usuallysupported on a tripod or iron ring. Unlike wire gauze, which primarilysupports glassware such as beakers, flasks, or evaporating dishes andprovides indirect heat transfer to the glassware, the pipeclay trianglenormally supports a crucible and allows the flame to heat the crucibledirectly. The function of clay triangle is: a. used as a support for crucibles when being heated over a lab burner. b. used to support a funnel when filtering. 4. Test Tube Clamp or Tongs. Test tube clamp or tongs It has a handle in which two fingers can fit into and a clamp at the tip. The function of clay triangle is: a. used as a support for crucibles when being heated over a lab burner. b. used to support a funnel when filtering. 55.

5. CRUCIBLE AND COVER. Crucible and cover A crucible is a container that can withstand very high temperatures and is used for metal, glass, and pigment production as well as a numberof modern laboratory processes. While crucibles historically were usuallymade from clay, they can be made from any material that withstandstemperatures high enough to melt or otherwise alter its contents. The function of Crucible and cover are: a.. For heating small amounts at high temperatures.. b.. For metal, glass, and pigment production as well as a number of modern laboratory processes.. 56.

Taking Blood Sample Vocabularies. Label the pictures 1-7 of taking blood sample with the words in the box.. Antiseptic wipe. Cotton ball. Needle. Plaster. Specimen tube. Syring. Tourniquet. a. c. b. 3 4. 1. 2. … d. …. … f. e. 5. …. 7. 6. …. …. 57.

Comple these instruction for taking blood sample with the words in Task 2 a. Put a (n) ______over the cotton ball and check the patients feels OK. b. Put out the needle and put a (n) _____ onto the wound. Press hard. c. Ask the patient to roll up their sleeve and usea (n) ______ to clean the patiens’s arm. d. Write the patient’s full name and DOB on the______. e. Use the ______ to fill the tube wityh blood.. Work in pairs. Put the words 1-6 in the correct order to make sentences. a. For me / you sleeve / please / roll up. b. Disinfect / first / let me / you arm. c. The tourniquet / let me / round your arm / tie. d. A small pin prick / will / feel / you. e. To your arm / cotton ball / hold / this. f. For a minute and / your arm / press hard / bend.. Read to a nurse taking a blood sample and check your answer in Task 4 Nurse. : Is this your first blood test, Sir?. Patient. : Yes, it is. And I really don’t like blood.. Nurse. : OK, well. Let’s go step by step. Please roll up your sleeve for me. Let me disinfect your arm first. Noe, let me the tourniquet round your arm. OK, now you’ll feel a small pin prick.. Patient. : Oh! That’s right.. 58.

Nurse. : It won’t take long. Now, turn your head to the window. What can you see?. Patient. : I see a school. There are a lot of children, a teacher, and I think …. Nurse. : Uh-uh, yes? Now I just need a minute to change the specimen tube.. Patient. : Uh-oh, I feel really dizzy.. Nurse. : That’s OK. Now, hold this cotton ball to yourt arm. Press hard for a minute and bend your arm. Yes, That’s right. Take a deep breath and close your eyes. Good.. Patient. : I don’t like this.. Nurse. : Keep breathing. It’s done now. Now for the plaster and I’ll send this to the lab.. Patient. : I don’t feel so good.. Nurse. :Here’s some juice that will help your dizziness.. Patient. : Thanks. Nurse. : Just Relax, Ho do you feel now?. Patient. : Much better. I feel feel better.. Read again and choose the correct in italics bycircleing the answer. a. The patient doesn’t like needles / blood / pain. b. The nurse ask patient to read a book / look out of the window / drink some water. Why? c. The patient feels cold / dizzy / tired. d. The nurse gives patient some juice / a cookie / a cup of coffe. Why?. 59.