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SYLLABUS

English for Nursing II


(Elementary Level)

General Information
Institution : Amanah College for Health Science (STIKES) Amanah Padang
Program : S1 Keperawatan
Semester : 2 (Dua)
Course Name : English for Nurse (Mulok)

Course Description:
This course is designed for nurse, who deals with medical services. After completing
the course, the learners are expected to have good ability to communicate in English
for medical use. In classroom setting, the learners are required to have pair
conversation, group discussion, role-play, games, as well as individual work. The
classroom activities will emphasize more independence and active participation of
the learners.

Course Aim:
English for Nursing 1 is aimed to prepare learners to use a narrow range of English
for nursing, adequate for basic medical communication.

Course Objectives:
The objective of this course to enable the learner to:

• familiarize both formal and informal means of communicating in English for


nursing activities;
• use basic functions and grammar needed to communicate in a professional
environment;
• extend basic medical vocabulary, especially those used in medical
communication;
• build basic listening skills;
• familiarize learners to basic medical writing.

Course Contents:
After completing this course, learners will be able to
1. Understand the use of basic English structure needed for the following basic
language functions correctly:
• Introducing yourself and other people
• Finding out about personal information
• handling admissions
• Giving directions in the hospital
• Describing processes
• Asking and telling history
• Describing people
• Medical instrument
2. Use the above basic language functions appropriately;
3. Use basic medical vocabulary related to the above language functions
appropriately;
4. Understand basic oral-aural English for nursing related to the above language
functions;
5. Able to use some medical document in hospital
Course Design

Meeting Topic Major skill


I Handling admission 1 Introduction and medical profession
II Handling admission 2 Asking for details
III Handling admission 3 Filling Medical record
IV Handling admission 3 Small talk in medical record
V Handling admission 3 Giving instruction
VI Forceps please.. Giving instruction
VII Mid test
VIII Where is Operation theatre? - Telling location and Direction
- Receiving visitor
IX How do you feel now? Asking Patient History
X What’s wrong exactly? Asking Patient History
XI Asking medical history Asking Patient History
XII Asking medical social history Understanding past tense
XIII Asking and telling past activities Understanding perfect tense
XIV Asking and telling past activities Understanding present continuous
tense
XV Understanding Medical Understanding Passive Sentence
instrument
XVI Final Examination

Assessment
The final grade for this course is based on the following aspects:
a. Attendance Score : 10 %
b. Participation Score : 15 %
c. Formative Score : 10 %
d. Mid Test Score : 25 %
e. Final Test Score : 40 %
Note: The minimum attendance is 80% to join Final examination.

Reference:
1. Ardi, Havid. 2006. English for Nursing: Elementary. Padang: Balai Bahasa UNP.
2. Austin, David & Tim Crosfield. 1989. English for Nurse. Hongkong: Longman.
3. Glendinning. Eric H and Beverly A.S H. 1999. English in Medicine 2 nd.
Cambridge: Cambridge University Press.
2. Jack C. Richard. New Interchange. Hongkong: Cambridge University Press.
ANALYSIS
This course is designed for nurse and it spends 14 meetings. But actually, English is
used as the medium of instruction for certain subject, particularly medicine. This
course is included in ESAP (English for Specific Academic Purposes) especially in
Indonesia.
From course objectives, the course design helps students in their actual subject
task. It shows the adopting of developmental roles by showing how students can
transfer the skills they have learnt to the certain field.
In my conclusion, I find out the effectiveness of this course to the learners
future (actual live). The correlation between course contains and the targets are so
closed correlatively
These are syllabus content analysis:
I. Target needs
a) The reason why Language need:
The learners are expected to have good ability to communicate in English for
medical use.
b) Language be used:
a. Medium : It is a kind of integrated skills which combines
speaking, listening reading and writing including language aspect grammar
and vocabulary related to medical field.
b. Channel : by using face to face
c.Types of text or discourse : By using academic texts and lectures
c) Content area of language:
a.Subjects: Medicine
b. Level: nurse
d) The learners will use the language with:
a. Non- native speaker
b. Level of knowledge of receiver: student
c.Relationship: Lecturer
e) The place where the language will be used:
a.Physical setting: hospital
b. Human context: medical services
c.Linguistic context: in own country
II.The materials
In writing materials, the author adds yet more assumptions about the nature of
language, language learning and language use. But in this syllabus, the author only
decided the contexts in which the language will appear without added the relative
weightings and integration of skills, the number ad type of exercises to be spent on
any aspects of language, the degree of recycling or revision.

These can all have their effect on whether and how well something is learnt. For
example(in syllabus), the author only put Topic and major skill, but it should be more
complex, by including specific objectives after decided the major skill.

1. Topic syllabus
The topic in course design is not detail as well as the content objectives describe. The
topic is still broad and need to be narrower.

2. Structural/ situational syllabus


This stage is affected by topic design, the syllabus above should be added the specific
teaching material selection for example:
Meeting Topic Situational syllabus Major material
Patterns of verb ‘to be’;
Handling admission Introduction and medical
I demonstratives; personal
1 profession
pronouns

3. Functional/ notional syllabus


This stage has been designed by the author in major skill.

4. Skills syllabus
In this course design the designer integrated the four skills. But in ESAP type, each
meeting should there is a specific skill; for example:
Meeting Topic Situational syllabus Skill Major material
Patterns of verb ‘to Introduction and
Handling
I be’; demonstratives; Speaking medical
admission 1
personal pronouns profession
5. Skill and Strategy
There are not ‘Skill and Strategy ‘in syllabus. These help the teacher in the classroom
to manage class activities. If we know that language is limited unless the learner has
the skills and strategies for using it. For example:

Situational Major
Meeting Topic Skill & Strategy
syllabus material
Speaking
Patterns of verb
‘to be’; Introduction
Handling (Exercises in
I demonstratives; and medical
admission 1 personal and
personal profession
interpersonal
pronouns
introduction)

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