School of Nursing Admission 2018/2019 at University of Ilorin Teaching Hospital Ilorin, Kwara State

This is to notify the public on the sales of forms for admission into the School of Nursing, University of Ilorin Teaching Hospital Ilorin Kwara State. The order of the entire admission process for this 2017/2018 session is as follows:

Download application form from www.uith.org from 9th July to 20th August, 2018 closing date by 4pm.

METHOD OF PAYMENT FOR FORM: REMITA 7,500 payable to University Of Ilorin Teaching Hospital, school complex revolving fund account.

Requirements:
The prospective candidates should posses the following qualification : Five Credits, English Language, Mathematics, Physics, Chemistry and Biology. WASC/NECO at not more than 2 sittings.

* Candidate must not be less than Eighteen years (18) of age.
* Candidate must not be more than 33 years.
* Candidate must not have any criminal record.
* Candidate must not have deformities affecting the hands.

Three copies of passport photographs is required for the application.

The Computer Based Testing (CBT) Entrance Examination holds:
On: 25th August, 2018
At: COMSIT CENTER (CBT), University Of Ilorin Permanent Site, Ilorin
Time: 9:00 am

Oral interview date: 29th August, 2018.

RESUMPTION DATE: for successful candidate in the CBT exam 8th October, 2018.

Submission/Closing Date:
Duly completed application forms to which passport photograph and credentials are attached should be forwarded to:

THE REGISTRAR
University of Ilorin Teaching Hospital
P.M.B 1459
ILORIN.
Kwara state
Not later than (6) weeks from the date of advertisement. Any application received after the closing date shall not be processed.

NOTE:
* Prospective candidates are advised to adhere strictly to the information on this advert and application form.
* Any application received after the closing date shall not be processed.

 

Thank you.

A.G PRINCIPAL
A.B Abdul-Rahman
School of Nursing, UITH, Ilorin.

2018 New Changes to UK NMC OSCE Test

Overseas nurses applying to work in the UK will no longer have to re-sit an entire competency exam if they fail only part of it.

From this week, candidates for the mandatory Objective Structured Clinical Examination will only have to retake the sections of the test that they fail.

The exam is part of a series of requirements that nurses who have trained outside the European Economic Area (EEA) have to complete before they can join the Nursing and Midwifery Council (NMC) register. It covers clinical and communication skills among other areas.

Previously, candidates were not told which of the exam’s six sections they had failed or why, while employers would have to foot the bill of almost £1,000 for the nurse to retake the entire test.

Less stress

Now non-EEA nurses will be told which part they need to repeat, and the cost of retaking it will drop from £992 per candidate for the full test to £496 for a partial re-sit.

Recruiters say the changes, to be further discussed by the NMC council at the end of the month, will reduce stress for nurses and save time and costs.

Adult nurse Febin Cyriac is business development manager for the registered nurse recruitment firm Envertiz Consultancy.

He said: ‘This is a welcome change, which I believe will reduce recruitment costs.

Poor pass rates

‘Full re-sits were very expensive for employers and incredibly stressful for nurses – how were they supposed to improve next time if they didn’t know why they had failed?’

He said the exam had made the UK an unattractive destination for nurses.

Pass rates were poor and many candidates regarded the exam as a money-making exercise, he said.

Mr Cyriac said it can cost employers £8,000 to £10,000 for every overseas nurse they employ once other tests – such as the International English Language Testing System – and NMC application fees were included.

Home Office rules

Since April 2017 non-EEA nurses can sit the exam up to three times as part of a single application to the regulator.

Failure results in the NMC closing the application, requiring the process to start again and forcing the nurse in question to wait six months before the first of the three further attempts can be taken.

Home Office immigration rules require non-EEA nurses to acquire their NMC pin number within eight months of arriving in the UK or their visa can be cancelled.

NMC update

There are three NMC approved test centres: Oxford Brookes University, the University of Northampton and Ulster University, each of which hold tests four times a year.
NMC figures show 1,499 of the exams were taken in the January-March quarter of 2018, with a pass rate of 51%.

Only 377 or 41% of the 920 candidates passed first time.

The NMC confirmed that the rule on re-sitting exams is one of a number of changes it is making in how it handles the registration process for staff from outside the EEA. It is expected to provide an update at its next council meeting on 25 July.
Source : RCN

Barau Dikko Teaching Hospital Kaduna 2018 Vacancies for Orthopedic Nurses

Barau Dikko Teaching Hospital (BDTH), Kaduna – The Management of Barau Dikko Teaching Hospital (BDTH), Kaduna invites applications from suitably qualified candidates to fill the vacant position below:

Position: Post Basic Nurse – CONHESS 7

Location: Kaduna
Field: Orthopedics

Qualification and Experience
Applicants to be employed for this position must present evidence of the following:
* Relevant certificates from recognized institutions
* Current license to practice (where applicable)
* Registration with professional body(ies)
* Evidence of NYSC discharge/exemption certificate (where applicable).

Application Closing Date
27th August, 2018.

How to Apply
Interested and qualified candidates are required to submit ten (10) copies each of hand written Applications, detailed Curriculum Vitae and photocopies of relevant credentials. The applications and supporting documents should be in a sealed envelope, and post applied for should be written at the top left corner of the envelop and addressed to:
The Chief Medical Director,
Barau Dikko Teaching Hospital,
P.O.Box 9727, Lafiya Road,
Kaduna,
Kaduna State.

School of Nursing and Midwifery Makurdi to Become Degree Awarding Institution

The letter of approval by the State govt. for the take over of the schools of Nursing and Midwifery MAKURDI as Department of Nursing COHS BSU was handed over to the Principals of SONM. NUC will visit the new department ( schools) today 16/7/18 for resource verification. Pray for a successful exercise. Thanks. Principal SON MAKURDI

Ondo State University of Medical Sciences Teaching Hospital Takes off August 1, 2018

University of Medical Sciences Teaching Hospital (UNIMEDTH) ondo State is to begin operation from August 1st, 2018 according to the release by the Interim Chief Medical Director. Below is the announcement made public by the institution :

UNIMEDTH PUBLIC NOTICE
This is to inform the general public that the University of Medical Sciences Teaching Hospital (UNIMEDTH), Ondo State, Nigeria shall commence official services to the general public on August 01, 2018 under the leadership of Dr Oluwole Ige (Consultant Orthopaedic Surgeon, FAO Spine Surgery) as the Interim Chief Medical Director.
The UNIMEDTH is an amalgam of Seven Hospitals which include
Four hospitals in Ondo viz: Mother and Child Hospital, Trauma and Surgical Centre, Kidney Care Centre and State Specialist Hospital Ondo
and
Three Hospitals in Akure viz: State Specialist Hospital, Millennium Eye Centre and the Dental Hospital.
UNIMEDTH will serve as;
1. A healthcare service facility for ALL cases of diseases and patient class.
2. A Training centre for Undergraduate and Postgraduate studies in all fields for medical doctors and allied healthcare professionals.
3. A Research Centre for the development of home-grown and adaptable scientific methods of health care
4. A hub for high power local and international collaborations that will engender quality training, world class research output and, manpower development and skill transfer
WE HEREBY WELCOME YOU TO THE BRAND NEW UNIVERSITY OF MEDICAL SCIENCES TEACHING HOSPITAL, ONDO STATE.

Signed
UNIMEDTH Management
July 2018

NANDA Nursing Diagnosis List 2018-2020

Domain 1: Health Promotion

Class 1. Health awareness

  • Deficient diversional activity
  • Sedentary lifestyle

Class 2. Health management

  • Frail elderly syndrome
  • Risk for frail elderly syndrome
  • Deficient community
  • Risk-prone health behavior
  • Ineffective health maintenance
  • Ineffective health management
  • Readiness for enhanced health management
  • Ineffective family health management
  • Noncompliance
  • Ineffective protection


 Domain 2: Nutrition

Class 1. Ingestion

  • Insufficient breast milk
  • Ineffective breastfeeding
  • Interrupted breastfeeding
  • Readiness for enhanced breastfeeding
  • Ineffective infant feeding pattern
  • Imbalanced nutrition: less than body requirements
  • Readiness for enhanced nutrition
  • Obesity
  • Overweight
  • Risk for overweight
  • Impaired swallowing

Class 2. Digestion

None at present time

Class 3. Absorption

None at present time

Class 4. Metabolism

  • Risk for unstable blood glucose level
  • Neonatal jaundice
  • Risk for neonatal jaundice
  • Risk for impaired liver function

Class 5. Hydration

  • Risk for electrolyte imbalance
  • Readiness for enhanced fluid balance
  • Deficient fluid volume
  • Risk for deficient fluid volume
  • Excess fluid volume
  • Risk for imbalanced fluid volume

Domain 3: Elimination and Exchange

Class 1. Urinary function

  • Impaired urinary elimination
  • Readiness for enhanced urinary elimination
  • Functional urinary incontinence
  • Overflow urinary incontinence
  • Reflex urinary incontinence
  • Stress urinary incontinence
  • Urge urinary incontinence
  • Risk for urge urinary incontinence
  • Urinary retention

Class 2. Gastrointestinal function

  • Constipation
  • Risk for constipation
  • Chronic functional constipation
  • Risk for chronic functional constipation
  • Perceived constipation
  • Diarrhea
  • Dysfunctional gastrointestinal motility
  • Risk for dysfunctional gastrointestinal motility
  • Bowel incontinence

Class 3. Integumentary function

None at this time

Class 4. Respiratory function

  • Impaired gas exchange

 Domain 4: Activity/Rest

Class 1. Sleep/rest

  • Insomnia
  • Sleep deprivation
  • Readiness for enhanced sleep
  • Disturbed sleep pattern

Class 2. Activity/exercise

  • Risk for disuse syndrome
  • Impaired bed mobility
  • Impaired physical mobility
  • Impaired wheelchair mobility
  • Impaired sitting
  • Impaired standing
  • Impaired transfer ability
  • Impaired walking

Class 3. Energy balance

  • Fatigue
  • Wandering

Class 4. Cardiovascular/pulmonary responses

  • Activity intolerance
  • Risk for activity intolerance
  • Ineffective breathing pattern
  • Decreased cardiac output
  • Risk for decreased cardiac output
  • Risk for impaired cardiovascular function
  • Risk for ineffective gastrointestinal perfusion
  • Risk for ineffective renal perfusion
  • Impaired spontaneous ventilation
  • Risk for decreased cardiac tissue perfusion
  • Risk for ineffective cerebral tissue perfusion
  • Ineffective peripheral tissue perfusion
  • Risk for ineffective peripheral tissue perfusion
  • Dysfunctional ventilatory weaning
response

Class 5. Self-care

  • Impaired home maintenance
  • Bathing self-care deficit
  • Dressing self-care deficit
  • Feeding self-care deficit
  • Toileting self-care deficit
  • Readiness for enhanced self-care
  • Self-neglect

 Domain 5: Perception/Cognition

Class 1. Attention

  • Unilateral neglect

Class 2. Orientation

None at this time

Class 3. Sensation/perception

None at this time

Class 4. Cognition

  • Acute confusion
  • Risk for acute confusion
  • Chronic confusion
  • Labile emotional control
  • Ineffective impulse control
  • Deficient knowledge
  • Readiness for enhanced knowledge
  • Impaired memory

Class 5. Communication

  • Readiness for enhanced communication
  • Impaired verbal communication

 Domain 6: Self-Perception

Class 1. Self-concept

  • Readiness for enhanced hope
  • Hopelessness
  • Risk for compromised human dignity
  • Disturbed personal identity
  • Risk for disturbed personal identity
  • Readiness for enhanced self-concept

Class 2. Self-esteem

  • Chronic low self-esteem
  • Risk for chronic low self-esteem
  • Situational low self-esteem
  • Risk for situational low self-esteem

Class 3. Body image

  • Disturbed body image

Domain 7: Role Relationships

Class 1. Caregiving roles

  • Caregiver role strain
  • Risk for caregiver role strain
  • Impaired parenting
  • Readiness for enhanced parenting
  • Risk for impaired parenting

Class 2. Family relationships

  • Risk for impaired attachment
  • Dysfunctional family processes
  • Interrupted family processes
  • Readiness for enhanced family processes

Class 3. Role performance

  • Ineffective relationship
  • Readiness for enhanced relationship
  • Risk for ineffective relationship
  • Parental role conflict
  • Ineffective role performance
  • Impaired social interaction

 Domain 8: Sexuality

Class 1. Sexual identity

None at present time

Class 2. Sexual function

  • Sexual dysfunction
  • Ineffective sexuality pattern


Class 3. Reproduction

  • Ineffective childbearing process
  • Readiness for enhanced childbearing process
  • Risk for ineffective childbearing process
  • Risk for disturbed maternal–fetal dyad

 Domain 9: Coping/Stress Tolerance

Class 1. Post-trauma responses Post-trauma syndrome

  • Risk for post-trauma syndrome
  • Rape-trauma syndrome
  • Relocation stress syndrome
  • Risk for relocation stress syndrome

Class 2. Coping responses

  • Ineffective activity planning
  • Risk for ineffective activity planning
  • Anxiety
  • Defensive coping
  • Ineffective coping
  • Readiness for enhanced coping
  • Ineffective community coping
  • Readiness for enhanced community coping
  • Compromised family coping
  • Disabled family coping
  • Readiness for enhanced family coping
  • Death anxiety
  • Ineffective denial
  • Fear
  • Grieving
  • Complicated grieving
  • Risk for complicated grieving
  • Impaired mood regulation
  • Readiness for enhanced power
  • Powerlessness
  • Risk for powerlessness
  • Impaired resilience
  • Readiness for enhanced resilience
  • Risk for impaired resilience
  • Chronic sorrow
  • Stress overload

Class 3. Neurobehavioral stress

  • Decreased intracranial adaptive capacity
  • Autonomic dysreflexia
  • Risk for autonomic dysreflexia
  • Disorganized infant behavior
  • Readiness for enhanced organized infant
 behavior
  • Risk for disorganized infant behavior

Domain 10: Life Principles

Class 1. Values

None at this time

Class 2. Beliefs

  • Readiness for enhanced spiritual well-being

Class 3. Value/belief/action congruence

  • Readiness for enhanced decision-making
  • Decisional conflict
  • Impaired emancipated decision-making
  • Readiness for enhanced emancipated
  • Decision-making
  • Risk for impaired emancipated decision-making
  • Moral distress
  • Impaired religiosity
  • Readiness for enhanced religiosity
  • Risk for impaired religiosity
  • Spiritual distress
  • Risk for spiritual distress

 Domain 11: Safety/Protection

Class 1. Infection

  • Risk for infection

Class 2. Physical injury

  • Ineffective airway clearance
  • Risk for aspiration
  • Risk for bleeding
  • Risk for dry eye
  • Risk for falls
  • Risk for injury
  • Risk for corneal injury
  • Risk for perioperative positioning injury
  • Risk for thermal injury
  • Risk for urinary tract injury
  • Impaired dentition
  • Impaired oral mucous membrane
  • Risk for impaired oral mucous membrane
  • Risk for peripheral neurovascular dysfunction
  • Risk for pressure ulcer
  • Risk for shock
  • Impaired skin integrity
  • Risk for impaired skin integrity
  • Risk for sudden infant death syndrome
  • Risk for suffocationDelayed surgical recovery
  • Risk for delayed surgical recovery
  • Impaired tissue integrity
  • Risk for impaired tissue integrity
  • Risk for trauma
  • Risk for vascular trauma

Class 3. Violence

  • Risk for other-directed violence
  • Risk for self-directed violence
  • Self-mutilation
  • Risk for self-mutilation
  • Risk for suicide

Class 4. Environmental hazards

  • Contamination
  • Risk for contamination
  • Risk for poisoning

Class 5. Defensive processes

  • Risk for adverse reaction to iodinated contrast media
  • Risk for allergy response
  • Latex allergy response
  • Risk for latex allergy response

Class 6. Thermoregulation

  • Risk for imbalanced body temperature
  • Hyperthermia
  • Hypothermia
  • Risk for hypothermia
  • Risk for perioperative hypothermia
  • Ineffective thermoregulation

Domain 12: Comfort

Class 1. Physical comfort

  • Impaired comfort
  • Readiness for enhanced comfort
  • Nausea
  • Acute pain
  • Chronic pain
  • Labor pain
  • Chronic pain syndrome

Class 2. Environmental comfort

  • Impaired comfort
  • Readiness for enhanced comfort

Class 3. Social comfort

  • Impaired comfort
  • Readiness for enhanced comfort
  • Risk for loneliness
  • Social isolation

 Domain 13: Growth/Development

Class 1. Growth

  • Risk for disproportionate growth

Class 2. Development

  • Risk for delayed development


DOH NDP: Nurse Deployment Program 2019 Application Form, Exam, Interview etc

Application for the 2019 Nurse Deployment Program will soon be out. This page will post all updates as they become available. You can check back as we update you when application becomes available

Download Free OET Materials for Doctors and Nurses in PDF

Here is a collection of materials needed for you to ace your OET exam at once.  This consists of materials needed to all aspects of OET including speaking, writing, listening and reading.

To download the free copy click the link below

OET Materials

Don’t forget to also read

Strategies for Passing OET at a Glance

Strategies and Tips I Used in Acing My OET in First Attempt

I had no idea about OET or what it was about 45-50 days prior to my exam. A friend of mine told me about OET and that it was accepted as a proof of proficiency of English language in many countries. So, I started digging around the internet about it. After a couple of days of research i found out that many people in the medicine field including doctors/nurses preferred OET over IELTS as many of them said that it was comparatively much easier. I joined a couple of OET FB pages and subscribed to the E2 OET youtube channel. Meanwhile, I also searched for coaching centers in my city where they provided coaching and training for students who wished to appear in the exam.

I watched a couple of Jay’s video and thought to myself that OET was indeed do-able. I also found out that the coaching institutes teaching OET charged a hefty sum for a month long course (40 hours to be precise). As i had taken the IELTS examination about 10 years ago (2009) and had nailed it back then, I thought to myself that i’d try to attempt OET without taking any classes, practicing on my own. So, the journey began.

It was about a month’s preparation time before i took the exam. I started watching Jay’s videos on youtube and downloaded any OET related files i could find on the web (including OET official sample tests, OET materials on FB pages, and free materials at E2 language) and started practicing them. After practicing them for about a week, just to make sure that i didn’t loose my focus, i applied for the exam which was in about 3 weeks. Since the exam fee itself is expensive, i thought to myself that if i paid for it then i would have some kind of pressure to study.

With about 3 weeks time remaining before the test day, i watched all the youtube videos of Jay on E2 OET and honestly, that helped me a lot. I practiced for about 4 hours daily on an average taking breaks in between. Initially, i used to practice reading/listening/writing….. one module each day, and about 10 days prior to my examination day, i started practicing 1 set each day.

 

Listening:

Listening part was kind of easy for me from the beginning after practicing about 2-3 sets once i got used to how to approach the task. Since i watch a lot of english movies and TV series, I think that helped me a lot with the listening sub-tests. The main idea on approaching the task in Listening part A is to write as much as you can… if u run out of blanks, use / / / to include more answers.

For listening part B, don’t leave any blanks, if u miss it, guess it. At the end of part B when you have 2 minutes time to recheck, check to see if your answer matches the blanks in terms of grammar.

Reading:

For the reading part A which is quite tough since you have only 15minutes to fill up around 30 blanks, i decided to make it a little tougher while practicing. I didn’t print out any materials and practiced reading part A using my phone and my iPad, sometimes using my phone and my computer. One would have the texts and the other would have the summary with the blanks. This way it was much more difficult, when you have to scroll the pages to search for answers and even the blanks in the summary, than when it’s on a paper.

For reading part B, its all about understanding the passage. Some questions are straight forward while others are kind of tricky and for these eliminating the options works better, trying to find the perfect match. Some questions will ask for synonyms or the word “xxx” in paragraph 2 can be best replaced by…… for such questions you need to have a very good vocabulary, if u have no idea about which one fits, try replacing the word in the paragraph with the options and see which one fits better.

Writing:

For writing, i practiced writing a lot of letters. I wrote referrals, discharge letters, transfer letters. Basically, i wrote letters for whatever kind of case notes that i came across, be it for doctors, nurses or physiotherapists. It’s all the same. What changes in different letters is the introduction sentence and the choice of relevant case notes.

TIPS : 1.To select relevant case notes, just put yourself in the shoes of the recipient of the letter and think about what information would i need if i were the recipient of the letter. For case notes that says, non-smoker, doesn’t drink…… exclude them even when you think they are relevant for cases of pneumonia/COPD or liver disease. They would be relevant if the patient was continuing to smoke or drink. Practice…..

Practice…. Practice.

2. Length of the letter does matter but only to some extent. On the exam day, I wrote 208 words in the body of my letter and scored A while a friend of mine wrote 250+ words and still managed to score B. Try to write in the 180-200 words range but don’t stress yourself if you write more than 200 words.

3. Be careful about the grammar including articles(a, an, the), and punctuation (commas, full stops).

4. At the start of every paragraph… in the first sentence…. write the name of the patient like for example, Mr. Smith presented to me……. or…… Regarding the medical history of Mr. Smith…… or…… Last week, Mr. Smith visited my clinic…… Then use pronoun (he/she/the patient) in the sentences that follow up in the paragraph.

5. While practicing writing, try to complete the task within 35 minutes including the the time you get to read the case notes. That way, you will have enough time to proof-read your letter in the end and check for grammar mistakes or any way you could re-structure the sentence to minimize word count or check to see if u have missed any relevant information you needed to include.

6. If you missed to include any relevant information, and you do not have enough time to erase the whole damn letter and re-write it….. include it at the end. Start the new paragraph or continue the last paragraph with….. Please note, that Mr. Smith is allergic to….. or ….. Please note, that Mr. Smith has been taking the following medications…… or ….. Please note, that Mr. Smith has received a shot of Morphine at 10am today…..

7. Have your letters checked from someone and get feed-backs. It will help you identify your mistakes and on how to improve.

Speaking :

Since, my wife Christina was also preparing for the exam, i didn’t have to look for a speaking partner. Her spoken english is way better than mine in terms of clarity, fluency. She helped me a lot to prepare for my speaking sub-test. We used to practice 4/4 role play cards each night. I also used to practice reading out loud from any book that i was reading which i recommend to those appearing for the exam, as it helps improve your fluency and clarity. We used to record our speaking role-plays and would listen to it after each session and discuss about the mistakes that we made. Sometimes, it would be grammar, sometimes fluency (since we are not native speakers). Its all about practice.

A week before my test day, i took a mock test at a local coaching center where they conducted classes for OET and used to give mock tests for those who wished to take the exam. The mock exam was quite similar to the real exam and the tasks were from the materials that we could find online. However, luckily for me, it were the tasks which i had not practiced yet due to time constraints. I managed to get B in all the modules and this helped me boost my confidence for the real exam.

Exam Day:

I swear it was the easiest exam i have given so far. May be I was lucky to get the easy questions. Except for the speaking module, I’m sure that I should have got all A. I am not trying to be arrogant or egoistic but the questions were too easy. If OET didn’t charge for the re-marking, i would definitely go for re-check in the listening and reading module. ;p Here’s why:

Listening Sub-test:

For Part A – i didn’t leave any blanks and filled up most of the answer blanks using / / to include more answers than what was required and honestly speaking, i’m sure i included the relevant information what was asked in the question

For Part B – I had 2 blanks in the whole part B which i filled up taking a guess (certainly were wrong) but at the 2 minute time given to recheck, i checked for grammar mistakes and spelling mistakes (including “s” or “es” for plurals). The topic was on coronary bypass surgery i think.

Reading Sub-test:

Part A: I was too damn lucky in this part. The topic was on Gout and it had only 23 blanks…….. I was confused in the beginning and even turned the paper checking every page to look for questions. I had completed this part very early and had time to go through it twice even before they announced that 5 minutes were remaining. I checked for grammar, plural/singular, tense of the words/phrases i was putting in the blanks and reading the whole summary to check if the words/phrases i put in made sense.

Part B: This part was not so different form that which i had been practicing. It wasn’t easy, but neither was it very difficult. There were 19 blanks all together and since we have enough time to process the paragraph and understand the question, i don’t think i could have made so many mistakes to get a B.

Writing Sub-test:

Once again God was very generous upon me. The case note was on Acute Cholecystitis and I had to write a letter of referral to a General Surgeon. Since, I am a General Surgeon myself and have been practicing surgery for about 3 years now, it was very easy for me to select relevant case notes and know which information to include and which to discard. I wrote the letter and ended up with 208 words. I tried to decrease the word count to 200 but i found that changing few sentences decreased the sweetness of the letter (hope u know what i mean) and then i decided to go with the 208 word count letter in the end. I guess my judgement not to decrease the word count was correct.

Speaking Sub-test:

This part of the test worried me. Since I am not a native speaker, I have a problem with fluency……… i include a lot of fillers while speaking (ummm….aahhh). I tried to minimize them as much as i could. I tried to speak slowly so as to take time utilizing the full 5 minutes but my interlocutor was speaking very fast. She had a good command over the language and spoke very fast, fluently and with clarity. This made me a little nervous as i was trying to catch up with her speed. What happens when you are trying to communicate with someone in English(given you r not a native speaker), if their english is poor….. you tend to speak broken english, similarly if their spoken english is good, you try to speak in a good tone, keeping in mind about the grammar and if they speak fast then you try to catch up with their speed. This happened to me and while trying to catch up with her speed and fluency, i had to correct myself 2-3times….. correcting my grammar.

For the 1st roleplay…. i had to talk to a mother of a 8 year old suffering from sun-burn. Task were to reassure the mother, inform about the condition and future precautionary measures.

For the 2nd role-play……. The setting was in a hospital Emergency department…… a carpenter’s apprentice had cut his finger while at work…… task were to talk about suturing as the patient didn’t want suture, convince the patient to get the suture, patient had never taken tetanus injection and is unwilling, so had to convince the patient to take the tetanus shot, talk about the recovery time and the possibility of infection and precautionary measures.

 

Overall it was a good experience and I’m glad that i’m done with it and now can move on to better things. If you have any queries, please drop them in the comment section and i’ll try to answer them all.

For those who ask, how much preparation time is needed…… my answer is simple….. it all depends on you. For me, it took a month, some might get it done in 2 weeks, for others it might take longer. It all depends on your level of English.

Congratulations to all those who cleared the OET exam this time and wish everyone a very good luck who are preparing for the upcoming exams.

May the odds be ever in your favor.

 

Sent in by someone who wants to remain anonymous

WHO Global Survey on Compassionate Nursing Care

Have you experienced compassionate care at a health facility level? Are you a health worker who has been involved in the delivery of compassionate care? Are you a hospital/district/regional health manager who has designed programmes on compassionate care? Are you interested in incorporating compassion as part of an organizational culture? Are you interested in integrating compassionate care into national health policy?
If you answered YES to any of the above, the WHO Global Learning Laboratory (http://www.who.int/servicedeliverysafety/areas/qhc/gll/en/) team would love to hear from you.
Submit your thoughts to GLL4QUHC@who.int on how compassion can enhance quality across the various levels captured above.
The deadline for submitting your thoughts is 31 Aug 2018, midnight GMT.
This is your chance to share your experience with a broad audience of users, health workers, managers and decision makers. Responses from this co-development call will feed into a focused session on Compassion – the heart of quality people-centered health services at the 35th International Society for Quality in Health Care (ISQua) conference to be held in Malaysia this year.
Submit your thoughts (mailto:GLL4QUHC@who.int?subject=How%20compassion%20can%20enhance%20quality%20)