《涉外行業(yè)英語系列教材：涉外護(hù)理英語》內(nèi)容根據(jù)病人從入院到出院的過程設(shè)計學(xué)習(xí)情境，共分為八個學(xué)習(xí)情境：病人入院護(hù)理、標(biāo)本采集、給藥護(hù)理、靜脈注射護(hù)理、術(shù)前護(hù)理、術(shù)后護(hù)理、傷口護(hù)理和病人出院護(hù)理。每個學(xué)習(xí)情境整合出典型的交流任務(wù)，將語言技能的訓(xùn)練和對西方護(hù)理實踐的理解結(jié)合起來。每個學(xué)習(xí)單元包括單元工作任務(wù)描述與護(hù)士職責(zé)、單元中典型工作任務(wù)及其描述、完成任務(wù)所需要的部分背景知識、護(hù)士與患者，護(hù)士與同行，護(hù)士與醫(yī)生之間的交流技巧、完成工作任務(wù)所需要的醫(yī)學(xué)詞匯練習(xí)、護(hù)理工作文獻(xiàn)的使用、病程記錄等醫(yī)療文書的案例等。書后附有護(hù)理專業(yè)常用護(hù)理操作用語、常用護(hù)理用物用語和醫(yī)院部門及主要職務(wù)用語等。
隨著全球化的加劇，越來越多會講英語的西方人士涌入中國。相應(yīng)地，在醫(yī)療工作環(huán)境下，護(hù)士會經(jīng)常面對來自不同價值觀、不同信仰、不同宗教、不同生活方式、不同思維方式的患者。同時，越來越多的中國護(hù)理工作人員遠(yuǎn)赴發(fā)達(dá)國家從事護(hù)理行業(yè)。這兩種情況都需要護(hù)士采用講英語的西方國家的交流方式與病人及其家屬進(jìn)行交流。因此，護(hù)士有必要了解西方國家真實的工作環(huán)境以及護(hù)士與病人、護(hù)士與同行之間的交流方式。
本教材的編寫根據(jù)現(xiàn)代化職業(yè)教育指導(dǎo)思想，以促進(jìn)護(hù)士職業(yè)行動能力發(fā)展為目標(biāo)，設(shè)計基于護(hù)理工作過程的情境式教學(xué)模式，以完成臨床護(hù)理交流任務(wù)為載體，將西方文化背景下的健康與疾病、關(guān)懷與實踐、信仰與準(zhǔn)則等呈現(xiàn)出來，以培養(yǎng)和提高學(xué)生的跨文化護(hù)理能力。
《涉外護(hù)理英語》是護(hù)理專業(yè)學(xué)生為提高英語應(yīng)用能力，培養(yǎng)跨文化護(hù)理能力的職業(yè)拓展課程。通過本課程的學(xué)習(xí)，學(xué)生能夠用英語與病人進(jìn)行有效交流并完成護(hù)理任務(wù)，懂得與西方病人打交道的交流技巧與原則，掌握與完成任務(wù)有關(guān)的醫(yī)學(xué)詞匯與表達(dá)方式，提高跨文化護(hù)理能力，以適應(yīng)涉外護(hù)理工作的實踐需要。
本教材內(nèi)容根據(jù)病人從入院到出院的過程設(shè)計學(xué)習(xí)情境，共分為八個學(xué)習(xí)情境：病人入院護(hù)理、標(biāo)本采集、給藥護(hù)理、靜脈注射護(hù)理、術(shù)前護(hù)理、術(shù)后護(hù)理、傷口護(hù)理和病人出院護(hù)理。每個學(xué)習(xí)情境整合出典型的交流任務(wù)，將語言技能的訓(xùn)練和對西方護(hù)理實踐的理解結(jié)合起來。每個學(xué)習(xí)單元包括單元工作任務(wù)描述與護(hù)士職責(zé)、單元中典型工作任務(wù)及其描述、完成任務(wù)所需要的部分背景知識、護(hù)士與患者，護(hù)士與同行，護(hù)士與醫(yī)生之間的交流技巧、完成工作任務(wù)所需要的醫(yī)學(xué)詞匯練習(xí)、護(hù)理工作文獻(xiàn)的使用、病程記錄等醫(yī)療文書的案例等。書后附有護(hù)理專業(yè)常用護(hù)理操作用語、常用護(hù)理用物用語和醫(yī)院部門及主要職務(wù)用語等。
本教材還配備有輔導(dǎo)用書，每個單元的主要構(gòu)成是參考譯文和參考答案。參考譯文部分由護(hù)理專業(yè)教師與英語教師共同完成，措詞使用護(hù)理專業(yè)用語。答案部分給出每個單元設(shè)計的練習(xí)答案，設(shè)計的開放式問題由學(xué)生思考完成并實施行動實踐。
本書編者在編寫的過程中參考了國外許多護(hù)理書籍，悉心編寫而成。感謝美國助理護(hù)士Joanna Cox對本書的指導(dǎo)，并感謝美國注冊護(hù)士Nick Maynard對本書的審訂。書中疏漏之處懇請讀者指正。
Unit 1 Admitting a Patient
Task 1 Taking a medical history of a patient
Task 2 Using active listening strategies to put a patient at ease
Task 3 Giving a nursing handover
Task 4 Charting blood pressure and pulse
Task 5 Charting respiratory rates
Task 6 Giving an oral report of the case
Unit 2 Taking Medical Specimens
Task 1 Explaining taking an MSU specimen
Task 2 Checking understanding and softening a request
Task 3 Contacting other staff
Task 4 Explaining urinary catheters
Task 5 Reading a pathology report
Task 6 Giving an oral report of the case
Unit 3 Administering Medications
Task 1 Preparing and checking medications
Task 2 Doing a cross-check
Task 3 Identifying a patient and administering medications
Task 4 Reading a prescription chart
Task 5 Giving an oral report of the case
Unit 4 Giving Intravenous Infusions
Task 1 Reviewing IV infusions
Task 2 Assessing IV cannulas
Task 3 Taking a message about patient care by telephone
Task 4 Charting fluid intake and output
Task 5 Giving an oral report of the case
Unit 5 Assessing a Preoperative Patient
Task 1 Giving preoperative patient teaching
Task 2 Allaying anxiety in a patient
Task 3 Preparing a patient for surgery
Task 4 Using preoperative checklists
Task 5 Giving an oral report of the case
Unit 6 Assessing a Postoperative Patient
Task 1 Giving a postoperative handover
Task 2 Checking a postoperative patient
Task 3 Explaining postoperative pain management
Task 4 Dealing with aggressive behavior
Task 5 Using pain assessment tools
Task 6 Giving an oral report of the case
Unit 7 Managing Wound
Task 1 Assessing the wound
Task 2 Discussing wound Management
Task 3 Asking for advice on wound care
Task 4 Using a wound assessment chart
Task 5 Giving an oral report of the case
Unit 8 Making Discharge Planning
Task 1 Attending the ward team meeting
Task 2 Referring a patient by telephone
Task 3 Explaining the effects of a stroke
Task 4 Using patient discharge planning forms
Task 5 Giving an oral report of the case
附錄1 Commonly Used Nursing Terms 常用護(hù)理操作用語
附錄2 Commonly Used Nursing Supplies 常用護(hù)理用物
附錄3 Organization and Members of a Health Care Facility 醫(yī)院部門及主要職務(wù)術(shù)語
Escort the patient to his ward and， if he isn't in great distress， introduce him to his roommate. Then wash your hands， and help him change into a gown or pajamas; if the patient is sharing a room， provide privacy. Itemize all valuables， clothing， and prostheses on the nursing assessment form or in your notes if your hospital doesn't use such a form. Encourage the patient to store valuables or money in the safe， or preferably， to send home along with any medications he may have brought with him. Show the ambulatory patient where the bathroom and closets are located.
Take and record the patient's vital signs， and collect specimens if ordered. Measure his height and weight if possible. If he can't stand， use a chair or bed scale and ask him his height.
Knowing the patient's height and weight is important for planning treatment and diet and for calculating medication and anesthetic dosages.
Show the patient how to use the equipment in his room. Be sure to include the call system， bed controls， TV controls， telephone， and lights.
Explain the routine at your hospital. Mention when to expect meals， vital sign checks， and medications. Review visiting hours and any restrictions.
Take a complete patient history. Include all previous hospitalizations， illnesses and surgeries; current drug therapy and food or drug allergies. Ask the patient to tell you why he came to the facility. Record the answers as the chief complaint. Record any wounds， marks， bruises on the nursing assessment form.
After assessing the patient， inform him of any tests that have been ordered and when they are scheduled. Describe what he should expect.
Before leaving the patient's room， make sure he's comfortable and safe. Adjust his bed， and place the call bell and other equipment （such as water pitch and cup， emesis basin， and facial tissues） within easy reach.
Post patient care reminders （conceming such topics as allergies or special needs） at the patient's bedside to notify coworkers.
Admitting the pediatric patient Your initial goal will be to establish a friendly， trusting relationship with the child and his parents to help relieve fears and anxiety， which can hinder treatment. Remember that a child under age three may fear separation fiom his parents; and an older child may worry about what will happen to him.
Speak directly to the child， and allow him to answer questions before obtaining more information from his parents，
While orienting the parents and child to the units， describe the layout of the room and bathroom， and tell them the location of the playroom， television room， and snack room， if available.
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