實(shí)用護(hù)理英語

前言

　　目前全球護(hù)士嚴(yán)重短缺，既為護(hù)理專業(yè)學(xué)生的就業(yè)帶來了大好機(jī)遇，同時(shí)也使他們面臨著赴境外就業(yè)英語要求較高的挑戰(zhàn)。這無疑對(duì)高職高等院校的英語教學(xué)改革提出了新的要求。根據(jù)《高職高專教育英語課程教學(xué)基本要求（試行）》提出在注重語言共核教學(xué)的同時(shí)，注重一般語言交際和涉外業(yè)務(wù)交際應(yīng)用能力的培養(yǎng)，改變以往重基礎(chǔ)輕應(yīng)用的模式，創(chuàng)立以英語應(yīng)用能力培養(yǎng)為核心的實(shí)用英語課程教學(xué)模式。在此背景下，《護(hù)理實(shí)用英語》應(yīng)運(yùn)而生。　　為把基礎(chǔ)英語與專業(yè)英語的教學(xué)結(jié)合在一起，護(hù)理專業(yè)的學(xué)生在完成基礎(chǔ)英語的學(xué)習(xí)后，應(yīng)進(jìn)行一定學(xué)時(shí)的專業(yè)英語學(xué)習(xí)，從而具備專業(yè)性的語言交際能力，了解護(hù)理英語方面的必要知識(shí)，為將來學(xué)以致用打下基礎(chǔ)?！　”窘滩脑诰帉憰r(shí)堅(jiān)持以“實(shí)用、夠用”為原則，把基礎(chǔ)英語與專業(yè)英語的教學(xué)結(jié)合在一起，以應(yīng)用能力為主線，從職業(yè)崗位群的實(shí)際需要為出發(fā)點(diǎn)來設(shè)置課程結(jié)構(gòu)和精選內(nèi)容，使專業(yè)的特色更為鮮明。以對(duì)話部分為例，它涵蓋了門診護(hù)理、急診護(hù)理、人院護(hù)理、出院護(hù)理、生命體征、1Cu、給藥、健康教育及人際溝通等護(hù)士實(shí)際工作環(huán)節(jié)。在選材上突出科學(xué)性、可讀性和趣味性，內(nèi)容力求新穎、完整、實(shí)用?！　　蹲o(hù)理實(shí)用英語》包括10個(gè)單元，每單元由對(duì)話、課文、生詞和短語表、課文注釋、實(shí)用寫作、課后練習(xí)、補(bǔ)充閱讀、醫(yī)學(xué)趣味英語構(gòu)成。為方便學(xué)生使用，書后附有護(hù)士日常用語300句、醫(yī)用英語常用縮略語、醫(yī)院各科室名稱、醫(yī)務(wù)人員稱謂、其他醫(yī)院常用語和常用醫(yī)學(xué)詞匯表?！　”窘滩挠?0位教師參加編寫。從第一單元到第十單元分別為：張秋月、封竹兵（第一單元），邵榮（第二單元），王洵（第三單元），曹艷艷（第四單元），殷衛(wèi)紅（第五單元），劉春妹（第六、七單元），李正亞（第八單元），柳豐平（第九單元），吳纓（第十單元）。王洵負(fù)責(zé)全書編排，張秋月、劉春妹為附錄部分進(jìn)行了大量的統(tǒng)稿工作。　　本教材從編寫大綱到最后定稿歷時(shí)一年，雖然編者的初衷良好、工作嚴(yán)謹(jǐn)，但由于水平有限、經(jīng)驗(yàn)不足，不當(dāng)之處在所難免。我們懇請(qǐng)使用本教材的教師和學(xué)生提出寶貴意見，以便我們及時(shí)修正和完善。

內(nèi)容概要

　　《新世紀(jì)高等職業(yè)院校專業(yè)系列教材：實(shí)用護(hù)理英語》是衛(wèi)生類高職高專院校護(hù)理專業(yè)實(shí)用型人才培訓(xùn)教學(xué)用書。針對(duì)護(hù)理專業(yè)隊(duì)伍英語實(shí)際應(yīng)用能力亟待提高，而護(hù)理英語教材相對(duì)缺乏這一現(xiàn)狀，本書應(yīng)運(yùn)而生?！缎率兰o(jì)高等職業(yè)院校專業(yè)系列教材：實(shí)用護(hù)理英語》共10個(gè)單元，內(nèi)容涉及口腔護(hù)理、外科護(hù)理、婦產(chǎn)科護(hù)理、兒科護(hù)理、內(nèi)科護(hù)理、老年護(hù)理、ICU護(hù)理、手術(shù)室護(hù)理、康復(fù)護(hù)理、精神護(hù)理等。每個(gè)單元有對(duì)話、課文、生詞和短語表、課文注釋、實(shí)用寫作、課后練習(xí)、補(bǔ)充閱讀、醫(yī)學(xué)趣味英語構(gòu)成。為方便學(xué)生使用，書后附有護(hù)士日常用語300句、醫(yī)用英語常用縮略語、醫(yī)院各科室名稱、醫(yī)務(wù)人員稱謂、其他醫(yī)院常用語和常用醫(yī)學(xué)詞匯表。
　　《新世紀(jì)高等職業(yè)院校專業(yè)系列教材：實(shí)用護(hù)理英語》主要特點(diǎn)：“構(gòu)思新穎，口語突出”、“立足崗位，實(shí)用為主”、“能力為本，難易適度”。十個(gè)單元主要由對(duì)話、課文兩條縱線貫穿而成；各單元對(duì)話和課文之間又橫向關(guān)聯(lián)，自成體系。對(duì)話主要以護(hù)士工作流程為護(hù)患交流背景，課文選材則以護(hù)士工作的主要科室為依據(jù)，針對(duì)不同場景、不同主題進(jìn)行編寫。
　　本教材內(nèi)容豐富新穎，難易適中，實(shí)用性強(qiáng)。不僅非常適合作為高職高等院校護(hù)理專業(yè)學(xué)生的專業(yè)英語教材，而且可作為在職護(hù)士及醫(yī)務(wù)工作者提高臨床英語水平的工具書。

書籍目錄

Warming-up I
Dialogue l Giving an Intramuscular Injection
Warming-up Ⅱ
Dialogue 2 Giving an Intravenous Fluid
Unit One Stomatology Department
Part A Dialogue In the Outpatient Department
Part B Text Prevention of Oral Ulcer
Part C Practical Writing An Application Letter
Part E Read More The Examination of Eye and Ear
Part F Amuse Yourse lf Following Doctor's Orders
Unit Two Surgical Department
Part A Dialogue In the Emergency Room
Part B Text Fractures
Part C Practical Writing Certificate for Transferring a
Patient
Part D Exercises
Part E Read More Take Care of Minor Cuts!
Part F Amuse Yourse lf I Lost My Weight By Skipping
Unit Three　Obstetrics and Gynecology Department
Part A Dialogue Admission to Obstetrics
Part B Text Health Care during Postpartum
Part C Practical Writing
Part E Read More
Part F Amuse Yourself
Hero in a Mental Hospital
Unit Four Pediatrics Department
Part A Dialogue Discharge of a Child
Part B Text
Part C Practical Writing Discharge Certificate
Part E Read More Skipping Breakfast May Mean Your Baby Is a
Girl
Part F Amuse Yourself
Unit Five Medical Department
Part A Dialogue Nursing of Pneumonia
Part B Text The Nursing Process
Part C Practical Writing
Part E Read More What Is a Heart Attack?
Part F Amuse Yourse lf Ideal Surgery Patient
Unit Six ICU
Part A Dialogue
Part B Text
Nursing Intervention of Infection Control in ICU

章節(jié)摘錄

　　Bone marrow transplantation is an increasingly preferred method of treatment for patients with aplastic anemia. The first-choice treatment is bone marrow transplant with a sibling donor who is human lymphocyte antigens （HLA） matched. In more than 70% of cases there will be no sibling match. However, there is an increased chance that there will be a match between one parent and the child with aplastic anemia. If bone marrow transplant is to be done, HLA typing of the family should be done immediately, and blood products are used as little as possible to avoid sensitization.　Besides, to avoid sensitization, blood should notbe donated by the childs family. The white blood cells are capable of engulfing and destroying microorganisms. These cells can be produced in the body in great numbers when infection occurs. If the white blood cell count of a blood sample is unusually high, it is usually an indication that there is infection present in the body. Blood products should always be irradiated and filtered to remove white blood cells before being given to a child who is a candidate for bone marrow transplant.　　Based on the nursing process, we should apply holistic nursing management to the child with aplastic anemia as soon as he or she is admitted so that the child may have gradual increase in red blood cells, white blood cells, and eventually platelets. During the nursing process, nurses should pay much more attention to protect the child from any infection. The most effective measure is to use strict isolation precautions according to institutions policies and procedures and limit contact with potential source of infection. If the child needs to be administered, nurses should monitor childs response to infusion to see if there will be transfusion reaction. And theyd better monitor vital signs before infusion, every 15 minutes during first hour and then hourly during infusion.

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