TITLE: PRACTICAL EXERCISES FOR NURSES

AUTHORS:

SANDRA SUAREZ RAMIREZ

MARIA ELENA GARCÍA GARCÍA

TUTORS:

CECILIA VALDÉS MENÉNDEZ (*)

ANDRÉS NOVO ROSAS (*)

(B. Ed. and Assistant Professors at Salvador Allende School of = Medicine)

YEAR: 4th year

"Dr. Salvador Allende" School of Medicine

SPECIALTY: Nursing

E-mail: jacru@infomed.sld.cu

 

ABSTRACT

This booklet of exercises for Nursing students is a tool to provide = extra-class practice related to technical English and Nursing contents = studied in 4th year. Since there is no workbook for this = program, we thought it was necessary to create a supplementary material = to help us improve our knowledge and language competence. To do this we = consulted several books and made a group of exercises which cover some = of the topics studied in the lessons, arranging them in the following = order: communication, vital signs, medication administration, and wound = care.

There are different types of exercises such as True or False, = Multiple choice, Match, Completing, and others. They involve reading and = writing, as well as other subskills of the language.

This material has proved to be of great value for motivating = independent work and has been welcomed by our classmates and = teachers.

 

CONTENTS

  1. Introduction
  2. Objectives
  3. Material and Method
  4. Results (Exercises)
  5. Communication
  6. Vital Signs
  7. Medication Administration
  8. Wound Care
  9. Conclusion
  10. Bibliographical References

 

INTRODUCTION

With the advance of micro-computers, second = language (L2) learning and teaching are now gaining a new dimension; so = is about times students and teachers together adapt and put into = practice the new technology in order to develop learning opportunities. = Micro-computers are now more available and new educational software are = appearing in our institutions.

A computer, used in a skillful manner, can be a = supporting and helpful tool in education. (1) Klobusicky, E. Putting = computer to work in your class. (FORUM, April 1990)

The symbiosis between man and machine for = educational purposes is sometimes criticized because of the sense of = isolation the student may feel. But our project is intended for = after-class activity. It means that the students decides on his/her own, = when he/she needs or wants to use the machine to review aspects = previously studied in class so, in a way, it gives solution to that = handicap since the machine won=92t be used during the learning = phase.

Moreover, this project is planned for fourth year nursing students = who have a computer subjects, and motivating independent work.

Aware of the limitations of different kinds we may = have and in fact, already have, we decided to prepare this modest = project.

The project develops reading skills and includes = practice exercise like Multiple Choice, T and F and others to review the = contents we=92ve studied in class.

There is no doubt that technology is falling upon = our heads at every minute. For this reason, students and teachers must = apply themselves to the challenge of computers (2) Mc. Greal, R. = Computer Assisted Instruction: Non-Human BUT NOT Inhuman. (Forum, = educational and motivational programs through this medium.

If we don=92t learn to use computers and all their = resources, we run the risk of short-changing ourselves and our = development (3) Tillger, A. How Electronic Communications are changing = our lives. (Forum 1995).

 

OBJECTIVES

GENERAL OBJECTIVE:

SPECIFIC OBJECTIVES:

 

 

MATERIAL AND METHOD

To make this booklet different sources were consulted and they helped = us create the exercises. They were grouped into four categories: = communication, vital signs, medication administration, and wound care. = These themes are studied during the course and are related to nurses=92 = daily care activities like using equipment, carrying out procedures, = interviewing the patient, giving instructions, and others. There were = different types of exercises included, such as True or False, Match, = Multiple choice, Completion, and Recognition and through them students = can practice reading comprehension and writing skills, as well as = technical language and grammar aspects.

As a result 21 exercises have been made up to now and they have = proved to be very useful for out-of-class practice and for consolidating = knowledge and skills.

 

COMMUNICATION

Ex.1: Nurse-patient communication is of paramount = importance. What questions may a nurse ask a patient to obtain his/her = general data during the Nurse Interview.

1-______________________________________________? = =

name

2-_______________________________________________?

age

3-_______________________________________________?

address

4-_______________________________________________?

occupation

5-_______________________________________________?

marital status

 

Ex.2: Verbal communication involves a sender and a receiver, a = message, and the environment in which the interaction takes place. Say = True or False.

  1. ______ Communication doesn=92t include gestures, voice, tone, or = facial
  2. expressions.

  3. ______ Effective communication should be simple, clear, accurate, = sensitive

and pertinent.

3- _______ The nurse interview process has 3 phrases: orientation, = working

and termination.

4- _______ Not listening attentively or imposing judgement can block =

communication.

5- _______ Nurses shouldn=92t exhibit periods of listening during an = interview.

 

Ex-3: List five instructions nurses should give patients during = examining the Respiratory System.

1- _____________________________________________________________

  1. _____________________________________________________________
  2. _____________________________________________________________
  3. _____________________________________________________________
  4. _____________________________________________________________
  5.  

     

    VITAL SIGNS

    Ex.1: Select the correct answer:

    To take the vital signs nurses need:

    1. reflex hammer, thermometer, stethoscope, gloves.
    2. stethoscope, sphygmomanometer, thermometer, watch.
    3. otoscope, thermometer, stethoscope, watch.

     

    Ex-2: The sphygmomanometer has four (4) parts.

    Select its parts from the following group of words:

    1. cuff, plunger, lens screw, valve.
    2. blade, handle, manometer, connecting tubes, cuff.
    3. air pump, valve, cuff, connecting tubes, manometer.

     

    Ex-3: To take the blood pressure nurses have to do some actions.

    Match the actions with their corresponding rationale.

    A = B

    1. Wash hands and prepare the ___ Confirms reading. =
    2. equipment.

    3. Identify the patient and prepare ___ Identifies point of pulse = return.
    4. him/her psychologically. = .

    5. Palpate for brachial or radial pulse. ___ Reduces microorganism = transfer
    6. and promotes = efficiency. =

    7. Inflate the cuff to a point at which ___ Prevents missing first = palpable
    8. pulse is lost. = beat. =

    9. Slowly deflate cuff. ___ Finds pulse = for best palpable =
    10. volume. =

    11. Note reading on the manometer ___ Promotes comfort.
    12. when pulse returns.

    13. Repeat the procedure. ___ Promotes cooperation and =
    14. decreases anxiety.

    15. Write your observations on the . = =

    patient=92s chart. ___ Avoids = charting errors. =

    ___ Identify systolic blood pressure

    reading.

    Ex-4: List at least 5 parts of the body where pulse can be taken.

    1. ________________ 3- _________________ =

    2- _________________ 4- _________________

    5- _________________

     

    Ex-5: Say True or False.

    1. ______ There are different kinds of thermometer: oral, axillary, = rectal, etc.
    2. ______ Before taking a temperature with a thermometer, nurses = shouldn=92t
    3. shake the mercury down.

    4. ______ When taking an axillary temperature, nurses should leave the =
    5. thermometer in place for five or ten minutes.

    6. ______ Rectal temperature range is the same as oral and = axially.
    7. ______ If body temperature is significantly lower than normal, it is = called

    hyperthermia.

     

    Ex-6: You=92re going to begin the morning shift. During the report of = the previous shift the nurse noted the following findings.

    " Rachel, 70-year old patient admitted to the ward for = pneumonia. Alert, oriented female; skin warm and dry; edema of the lower = extremities; T: 38 =BAC, P: 80/irregular, BP: 140/82, R: 22, with = shortness of breath, productive cough, diminished lung sounds in the = bases".

    Based on the report differentiate normal from abnormal = findings.

    MEDICATION ADMINISTRATION

    Medication administration is one of the most frequently performed = procedures executed by the nurse.

    Ex-1: There are five" RIGHTS" a nurse must check before = medication administration. Tick (v ) them from the list below:

    1. ____ The right patient
    2. ____ The right family
    3. ____ The right drug
    4. ____ The right route
    5. ____ The right doctor
    6. ____ The right time
    7. ____ The right dose

     

    Ex-2: Say True or False.

    1. ____ Nurses must know the medication being administered.
    2. ____ Knowing the correct technique for administration is very = important.
    3. ____ The patient=92s size or weight is not relevant for dose = determination.
    4. ____ Nurses should not inform the patient about the procedure.
    5. ____ Administration should be documented immediately after giving =

    medication.

    Ex-3: Match the wards in A with their definitions in B.

    A = B

    1. vial ___ Pellet of medicine to be = swallowed.
    2. plunger ___ Standard measure.
    3. injection ___ Amount to give.
    4. pill ___ Part of the syringe.
    5. gauge ___ Fluid force into a tissue with = a syringe. =

    ___ Small bottle for medication.

     

     

    Ex-4: Select the correct answer.

    The needle consists of 3 parts: hub, shaft and point. For an I.V. = injection the needle should be inserted:

    1. at a 45=BA degree angle.
    2. at a 90=BA degree angle.
    3. At a 30=BA degree angle.

     

     

    Ex-5 List the most common S.Q injection sites:

    Ex-6 Parenteral medications may be drawn from ampoules or vials.

    Order the steps to withdraw medication from a vial.

    _____ Insert syringe needle into the vial and inject air.

    _____ Cleanse the vial seal with an alcohol swab.

    _____ Invert the vial, keeping the needle in the fluid to allow the = pressure fill the

    syringe.

    _____ Draw air into a syringe equal to the medication desired.

    _____ Recheck the dosage and keep the syringe in a sterile place.

    _____ Remove the needle from the vial and eject the air.

     

    Ex7: Medication routes which do not involve injections are called = non- parenteral routes.

    List five forms in which non-parenteral medications may come = in:

    1- ___________ 2- ___________ 3- ___________

    4- ___________ 5- ___________

     

     

    WOUND CARE

    Ex1: Wounds can be septic or aseptic.

    From the list below select sings which may indicate the presence of = wound infection:

    1. ____ warmth at the site.
    2. ____ dyspnea on exertion.
    3. ____ redness, pain and swelling at the site.
    4. ____ increased temperature, pulse and respiration.
    5. ____ anxiety and sleeplessness.
    6. ____ odor, purulent discharge.

     

    Ex2: Say True or False.

    1- ____ Nurses don=92t need to assess the external condition of a = wound before

    giving wound care.

    1. ____ Gloves should be worn for wound care.
    2. ____ Wound cleansing should be started at the least contaminated = area.
    3. ____ Proper wound can decrease pain and facilitate healing.
    4. ____ Positioning the patient for comfort is of minor = importance.

     

    Ex-3: Select the correct answer.

    A sterile pack for wound care contains different = instruments.

    Among them you may find:

    1. gloves, pen, kidney dish, towel, gauze pads.
    2. blanket, gloves, soapy water, scissors, cotton.
    3. kidney dish, gloves, forceps, scissors, gauze pads.

     

    Ex4: To perform wound irrigation you should follow these steps: = =

    Put them in the correct order.

    _____ Remove dressing with forceps.

    _____ Irrigate wound with a syringe until debris and drainage are = washed.

    _____ Identify the patient and give psychological support.

    _____ Position the patient on his/her side and place basin beside = wound,

    and towel under it.

    _____ Wash your hands and prepare the equipment.

    _____ Write your observations on the patient=92s chart.

    _____ Don sterile gloves.

    _____ Apply sterile dressing, if ordered.

    _____ Dispose of gloves and materials and store supplies = appropriately.

     

    Ex5: Fill in the blanks with the words from the list:

    List: lubricant, chart, toilet paper, wound bag, bedpan, = soap and water,

    dressing.

    Colostomy care

    The ________ is uncovered. Then, the dirty ________ is removed with = forceps. After that, the stoma is cleaned with ________________ first, = and then with _____________.

    Next, a thin layer of ____________ is put around the stoma to prevent = skin integrity.

    A sterile _____ is replaced and the colostomy is covered with new = gauze. Finally, the nurse should record her observations on the = ______.

     

    CONCLUSION

    We hope this project will help those for whom it is intended, and = that it will also

    motivate specialist in the field who can give us valuable ideas to = enrich it.

     

    BIBLIOGRAPHICAL REFERENCES

     

    1- Smith, A.J.; Young, J. Joyce Nurses Guide To Clinical = Procedures.

    USA, 1990.

    2- Dugas. Tratado de Enfermería = Práctica. 1ra. Edición. Cuba = 1989.

    =

    3- Corrales Fuentes, Jaime y An International Nurse. = Editorial = = coautores. Pueblo y Educación. = Cuba, 1990

    . .

    4- Fuller, J; Schaller- Ayer, J Health Assessment: A = Nursing Approach.

    and contributors. Lippiacot Co. Phil. = 1990.

    5- Tillyer, A. 1995 How Electronic = Comms.. Are Changing

    Our Lives. Forum Oct. 1995. Vol 33. =

    =

    6- Klobusicky, E. 1990 Putting Computer to = Work in your Class.

    Forum, = Apr. 1990.

    7- Mc. Greal, R.