DEAL WITH CONFLICT THROUGH: acknowledging and educating

CELBAN PREP SPEAKING 1. INTRODUCTIONS

How can I prepare to introduce myself in the Celban speaking exam settings?

One thing that IEN do not realize is that your introduction is part of the assessment in your
speaking skills.The assessment begins the moment you enter the room. So how can you
prepare?

Organization is central to the CELBAN. This means you should take time to think about your
answers before you give them, making sure you add an introduction and conclusion.
CelbanPrep suggest that you do this in each of the activities including your introduction.
Depending on what you are saying to your introduction make sure you use a concluding
statement. Some suggestions are:

 That is why I came to Canada

 For these reasons I love being a nurse
 Or, you can ask questions
It is important how to ask questions in the exam setting, especially in preparation for the
speaking component of the CELBAN test.

Why ask questions during my CELBAN Speaking exam?

Asking questions is an important part of communicating. It is a skill that allows the evolution of a
dialogue, the acquisition of more information and IEN to demonstrate developed communication
skills.

 Questions can be used at any time during the Speaking component of the CELBAN.
 You can ask questions in the introduction
 You can ask questions to conclude your introduction
 You can use questions after you have been given an instructions to clarify what you
have understand
One thing the most IEN do not understand is that asking question is a higher order
communication skills. When it comes to the CELBAN Speaking Assessment asking question is
a simple way of demonstrating your English language skills, It is best to use Open Ended
Questions.
Types of Questions:
There are two types of question:

 Open ended questions

 Closed ended questions

Closed ended questions Open ended questions

 When a question is closed ended the  Alternatively open ended question

answers are limited to yes or no
 Many of these questions begin with
Do,Is, or Are
 Just as the answers are limited , the
amount of information gathered
through these questions is limited
 Often these questions are conversation
enders
 Take a moment to think of a few
question that start with Do, Is and Are
 Think about the answers to these
questions, are the answers limited to
yes or no?
provide multiple possible answers,
allowing for a greater amount of
information gathered
 Open ended questions allow
conversation flow and evolve
 Open ended questions begin with Who.
What, When, Where, Why and How
 Take a moment to think of a few
questions that start with Who, What,
When, Where, Why and How. Think
about the answers to these questions:
are they limited to yes or no, how many
answers can you think for each
questions?

Type of Questions Table

Closed ended Open ended

Starters Do Who
Is What
Are Where, When
Why
How

Answers Yes Varied

No Detailed

Results Conversation ends Conversation flows

Limited information Information gathers
Two Assignments
There are two assignments for this week:

 Asking questions
 Introductions
Spend a minimum of half an hour a day doing the assignment of your choice.Ensure that you
practice both skills.
When it comes to celban it is important to observe your conversations over the next few days.
Pay attention when you ask questions.: Are you using open ended questions? If not rephrased
your sentence to one that is open ended. For example:

 Did you do the dishes when you came home?

 Change it to: what did you do when you came home?
 Do you like blue?
 Change it to: What is your favorite color?
 Is your sister a teacher?
 Change it to: What does your sister do for a living?

ASKING QUESTIONS:
Take some time to practice rephrasing questions this week: use open ended questions.

 Record yourself in conversation with someone; you can talk about anything that is
appropriate for public viewing.
 Listen or view the recording, identify the questions. What type of questions did you use?
What kind of answers did you get?
 Record yourself a second time, this time change the question.
 Listen or view the recording again, How did the answers differ?
 Use an audio host or a video host to upload a recording on-line.
 Once you sign in and create a post, add the link to your recording.
 Include your observations

INTRODUCTIONS:

 Practice your introductions using questions, make sure they are open ended questions.
 For the next week pay attention to your conversations. Each time you have an
opportunity to introduce yourself take a moment to prepare your answer.
 Take a moment to think about your answer
 Start with an introductory statement
 End with a concluding statement or questions.
 Practice with your friends and family in person and on the phone
  Practice your introduction on a daily basis. Ensure you:
 have introductory and concluding sentences
 pay attention to the types of questions and answers you get, and
 use open ended questions
 spend at least 30 minutes a day practicing

TIPS FOR SUCCESS

 At the end of the week you should be able to introduce yourself with both an introductory
and concluding statement without having to think.
 Continue to introduce yourself in this manner until it is natural to you
 Doing this will allow you to be calm during the celban speaking component of the exam
Remember that for the CELBAN your introduction needed only be from 3-5 sentences!
 CELBAN PREP SPEAKING 2. CONDUCTING AN ASSESSMENT

CELBAN Prep will now guide you through the second task of the speaking portion of the exam.
For this task you will be given a Medical Assessment Form. You should have received an
attachment with your CELBANPrep Tutorial emails.
You will be given instructions:
You are the nurse, one of the assessors is the patient. Using role play you will be asked
to complete the Medical Assessment Form.

 Print the Medical Assessment Form

 Ask a friend or family member to participate as the patient
 Set a recorder to record your interview
 Acting like a nurse, ask the patient questions to complete the form
 You do not have to write the information
 Listen to the recording and evaluate your interview
 Do another interview, using some of the things given
 Practice, practice, practice
Make sure to repeat points 2-6 until you are able to interview a patient to complete a Medical
Assessment form with ease, comfort and confidence.

Before you begin the assignment you need to know how to ask about pain.

Ask about pain?

Often IEN face a difficulty in thinking of a way to ask a patient about the amount of pain an
individual is facing.
Some have asked:

 Are you in excruciating pain?

 Is your pain really bad?
 How much pain do you have?
The best way to ask this question is with an open ended question that is not based on words.
The CELBANPrep suggestion is to:

 Explain the use of a scale from 1-10 where 10 is the highest

 Ask the patient to use the scale to describe the level of pain experienced
Once you know how to ask a question about the level of pain experienced, you need to consider
asking about the Lifestyle Choices.
 Ask about Lifestyle?

 What are some of the lifestyle choices that impact the health of an individual?
 What exactly is this section about?
Individual choices impact health: whether a person smokes, drinks , does drugs or does
exercises.
Considering these choices, how can you ask Lifestyle choice questions?

 Use open and closed ended questions

 Post your questions
 Apply active listening in your role plays

How should I begin the role play with the Assessment Form?
Introduction and Conclusions are an important part of all communications. Often IEN's are
used to adding introductions and conclusions when writing, but very few people add
introductions and conclusions when speaking. Speaking naturally with this kind of organization
is a characteristics of someone that is comfortable with the englidh language.
When it comes to CELBANPrep you need to be able to introduce yourself at the beginning and
conclude the interview at the end.
How can you do that?
What do you usually say at the beginning of speaking to a pattern?
How would you end the meeting?
How would you tell them what to expect next?
This is only one way of having an introduction and conclusion. Introductions and conclusions
can also be added to each section.
How can you add an introduction for the Family History Section?
How can you summarize the information you received from the patient?
How can you do this for each section?
Practice using the Assessment Form with friends or family members either in person or on the
phone over the next week. Ensure that you are using open and closed ended questions
appropriately. Practice different introductions and conclusions. Evaluate your performance using
CELBAN Speaking Active Listening.

ACTIVE LISTENING
There are two different ways to listen: passively and actively.
How do you know if you are an active or passive listener? Here are a few cues:

 How do you let other people know that you are following them and understanding what
they are saying?
 Who does most of the talking?
  Are your conversation more like an interview of a conversation?
 How often do you initiate conversation or question?

Passive Listening Active Listening

Passive listeners spend more time listening
than talking, the other person or people do
most of the speaking. There is very little
following, very few questions, hardly any
clarifications. Interactions are more like
interviews or one way conversations. In some
countries this is a sign of respect: in Canada
this is interpreted as lacking of interest.
With active listening both people speak in turn:
there are questions, assuring words and
clarifications and gestures that allow the
speaker to know that they are being listened
to. Conversations occur with both people
being engaged in the conversation.
Developing these skills can be difficult for
people who come from different culture with
different values. Yet when it comes to
CELBANPrep it is important to be able to
actively listen.

ASSIGNMENT
You are the nurse, one of the assessors is the patient. Using role play you will be asked to
complete the Medical Assessment Form.
1. Record your assessment
2. include intros and conclusions for each section
3. apply active listening
4. use open ended questions
5. ask about pain
6. ask about lifestyle
7. record yourself
8. evaluate work
9. integrate what you have learned in your next role paly
10. if you know how to, upload a video to youtube and send a link for addition and feedback
Your Resources:
You will find that your friends and family will be willing to role play, using their own health for
examples.
On role plays:

 On break at work
 on the phone or while using skype
 while riding the bus with friends and family
 while waiting in a long line
Once you have recorded yourself, listen to your recording. Complete a self evaluation
o Did you introduce yourself
o Did you summarize each section (contact information, family history, reason for coming
and lifestyle)
o Did you conclude the assessment
o Did you apply active listening.?Was it a dialogue?
o Did you use open ended question?
o Did you ask about pain?
o Did you ask about lifestyle: smoking , drinking, exercise, etc
o Did you ask follow up question?
o Did you integrate what you have learned from previous role plays?

MEDICAL ASSESSMENT FORM

Name of Patient

Reason for Visit

Patient Information

Family Information

Symptoms Experienced

Additional Health Information

Current Level of Pain

Lifestyle Choices
 CELBAN PREP SPEAKING 3. DISCHARGE INSTRUCTIONS

What should I expect after the assessment form?

The third component of Celban Speaking is to give instructions. For this activity you will be
given a page of paper with discharge instruction. You will be given instructions explaining that
you are to act as the nurse giving discharge instructions to one of the assessors acting as a
patient.

DISCHARGE INSTRUCTIONS
When you receive your sheet of instructions take the time to review the information.

 Read the headings and pay attention to what would be really important information.
 Mark the section, mentally or with a pencil, to remind yourself to ask questions
 When the patient voices concern, use phases to acknowledge their cares and concerns.
 Acting like a nurse, give the patient the information
 Make sure to ask to check for understanding
CELBAN Prep identifies this final point to be one to take into consideration; the most important
information on the sheet of Discharge Instructions is the section entitled When to Call the
Doctor. If you forget to Check for Understanding while you are giving discharge instructions,
make sure that you do so for this section.

How can I Prepare for the giving instruction part of CELBAN Speaking?
CELBANPrep offers two things to consider when it comes to giving Discharge Instructions:

 Checking for Understanding

 Dealing with Conflict
Each time you practice giving discharge instructions, make sure to check for understanding and
deal with conflict.
Let's start with Checking for Understanding. Checking for Understanding is one of the most
important parts of giving instructions in all situations, allowing the Canadian nurse to ensure that
the patient has a clear understanding.
The process of Giving Instructions is more than simply reading the instructions: It also includes
asking questions to ensure that there is understanding. Asking questions allows the evolution of
a dialogue. When the patient tells you what they heard, it gives you an opportunity to:

 Clarify misunderstandings,
 stress important points and
 ensure instructions will be followed correctly
In fact, CELBANPrep suggests that you ask for understanding when you are being given
instructions by the CELBAN assessors for the exact same reasons, allowing a highest level of
communication.

How do I deal with a conflict situation, where a patient does not want to follow
instructions?
To IEN's, this may seem to be extremely rude and disrespectful. In Canada, it is an expression
of ownership over one's own being: autonomy.
In dealing with personal rights and freedoms, when it comes to a medical situation, the NUrse
may feel that the position of authority is threatened. This is not so, CELBANPrep gives you two
keys to dealing with a situation like this is:

 Acknowledgement and,
 Education
One of the best way to de-escalate a situation is by acknowledging the feelings or concerns of
the patient: to empathize with them. This can be done by using:
"I understand that " (speak about the feelings or concerns) "
People on your situation often have similar concerns/ feelings
Write down three or more phrases you might use to acknowledge the concerns of feelings a
patient may have. In the Giving Discharge Instructions activity, ensure that your friend or family
member who is acting as the patient has chosen one point to disagree with you about.

The next step is de-escalating a conflict situation is through education. Using language that the
patient can understand and explain.
 The importance of the procedure
 self care method or
 safety need

Persuasive language, and a firm voice are important components to securing the confidence of
patients.

DEALING WITH CONFLICTS

Communication skills required by Canadian nurses are different from the communication skills
required internationally. The CELBAN has been created to assess some of these skills. In
Canada, citizens value both autonomy and the ability to make their own decisions when it
comes to health so there is a high probability that IEN's will be dealing with with patients and
clients that are highly educated. With this autonomy, patients are apt to question what they are
told by health professionals.
WRITING TASK 2: INCIDENT REPORT

Having learned to apply the first stage of writing to a nursing context, this lesson teaches you
how to apply the second stage, writing to create an incident report.

For this lesson you will not only see samples of incident reports written by IENs, you will also be
given the opportunity to identify errors, helping you to develop skills that allow you to increase
your score on the CELBAN.

ASSIGNEMENT:
Now that you have used the incident flow chart to organize your thought for the pre-writing
lesson, you will apply the other stages of writing to learn how to write in a time efficient manner.

Make sure you take the time to edit your report: spot errors and correct them to increase your
score.

You must be able to self correct grammar, spelling, punctuation and capitals for this lesson. So
if you have not posted previous assignments, you will be required to do so before.

Using the IR Flow Chart

The last lesson of CELBANPrep writing introduces the skill of using a mind map to organize
your thoughts and ideas in relation to writing an incident report. Here you followed a step by
step process of creating individual mind maps towards linking them together in an incident
report flow chart.
Know Your Role
Incident: A 16 year old found on the ground near the hand sanitizing stations
On May 19, at 8:00am, a male teenager was found on the ground screaming for help.
Plae looking, crying in pain. A few minutes later found to be gasping for breath. Radial pulse
taken, 50bpm, Ambulance was called. After 15 minutes, the ambulance came, took vital signs,
BP taken 120/60, p-60bpm. Sent to the hospital for further assessment. __________signature

Debriefing
This IEN was fortunate to take CELBANPrep before her exam. She did not understand the
instructions of her role as an RN. In her incident report, she wrote as a bystander in a public
setting rather than on a duty nurse at a hospital. A similar thing happened to the IEN who wrote
the next piece.

Choose Your Location

Incident: A 65 year old man found on the floor by the elevator with an IV pole
August 10, 2008 11:45 am. A 65 year old male fall down on the floor beside his
wheelchair near the elevator with an IV line intact. Pt was alone, conscious with vital signs of BP
120/80, RR18<PR25. Patient claims pain on his RT leg. Check for any bruises: he has lighty
bruises on his elbow. Call for help, Mr. Adams our LPN helped to apply a splint in the rt leg.
Called for ambulance.
Debriefing
This IEN work in an extended care facility and wrote asan RN at such facility, which does not
have facilities for X-ray. For this reason the description was short and lacking details. Where this
is acceptable, creating a situation that allows for more detail, in a hospital would be better.
The IEN also wrote that the man "fell down". How does she know this? Did she observe him
fall? Did he tell her he fell? Could he have been pushed? Unless it is observed by the IEN or
verbalized by a witness it is incorrect to write that he fell.
Choose the location. Remember, regardless of the work you are doing, when you write the
CELBAN you are writing the report as a registered nurse. Choose a location for your report that
allows you to write a detailed report.
Avoid Assumptions
Incident: A 65 year old man found on the floor by the elevator with an IV Pole
Feb 2, 2009, 12:00pm 65 year old man found beside the wheel chair with IV pole, by the
elevator. He was complaining of chest pain. His breathing was laboured. His vital signs were
normal: Temp 34 degrees celsius, pulse 100/min, Resp 12/mn, BP 180/100mmhg. Patient's skin
was cool, his arm was limp. Called a co-worker to help to bring the patient back to bed with two
person transfer. Head elevated, 02 started, and continuous monitoring. Informed the doctor,
emergency blood work was ordered. Patient was on NPO. He was laying on bed in a
comfortable position. ________________signature

At first this IEN wrote, "Patient seemed to be fatigued" This is unclear and an assumption.
Reporting requires clear documentation. She was sasked, "How can you tell that a person is
fatigued" |What can you observe?" The IEN replied " Cool skin and limp body ". Write that, she
was told. Examples of assumptions:

 Everything is fine
 Breathing is normal
 Vital are normal
 Using the word seems
These statements are unclear and assumptions. Clear statements are followed by details of
observation or actions. For example:

 Breathing is normal, add rate

 Vitals are normal, add pulse, rr,bp temp with units
Avoid assumption. If you make a statement, make sure you back it up with factors or
details.

A GOOD START:
Incident: A 65 year old man found on the floor by the elevator with an IV pole
August 18, 2008 11:50 am. Mr. X. 65 year old found on the floor beside his wheelchair
with the seatbelt open. Assessment shows the following findings: IV line is intact; bruises on L
foot; he is oriented to time place and person. Vital signs taken as follows : BP=180/80, PR =20.
Patient moved back in to the wheelchair with assistance of a co-worker. The physiscian was
informed about the condition. Medications were given. All safety precaustions were followed.
First aid treatments were given. Documentation completed.
Debriefing
This is a good start, having chosen a hospital and knowing her role as an RN. There are
a few holes: what is his name, what are his other vitals (RR, Temp), how the patient was
trasferred, what medicines were given and what dose, what safety precautions were followed,
what treatments were given and what documentation was completed.
After you read what you have written, see if you have answered all of the questions or if
what you wrote creates more questions.
INCLUDE VITAL SIGNS AND MEDICINES
Incident: A 65 year old man found on the floor by the elevator with an IV pole
On 10th August at 10am 65 year old Mr Chang was found on the floor beside his
wheelcahair in front of the second floor elevator. His seat belt was opened and IV line came out.
His left leg was stuck between the foot rest. He was conscious and narrated the incident that he
was trying to enter the elevator and somehow his seatbelt opened and he fell down. He looked
pale and his vitals signs were stable. Abrasion present on his left foot. Called for assistance and
put him back to the wheel chair. He became stable and cleared the abrasion and applied some
ointment. Notified the incident to the doctor on duty. Medications given as prescribed by him.
Explained the safety and precautions to him to make sure that his seat belt is on.
______signature, RN

Debriefing
This IEN did a good job of describing observatories, medical interventions and followed many of
the standards required of medical documentation. Yet these are some voids that need to be
filled. Did you spot them>
It is not enough to state that vital signs were stable, this statement needs to be followed by the
bp, rr, temp, pr,and rr. It is good to note that medications were prescribed by the doctor, yet this
statement need to be followed with details not only of the medication but the dose. Complete
reports allow for continuity of care.

Fill Spaces add Time

Incident: A 65 year old man found on the floor by the elevator with an IV pole
On July 13, 2008 at 12:25 pm Jim Kim, patient from Rm 11 intensive care, was found on
the floor inside the elevator beside the wheelchair with IV line. The patient had bruises on his
face and he was pale. He said " I don't want to be in the hospital anymore". His vitals: BP
120/80, RR 22,Pulse 90. He complained of left leg pain.
Called for assistance. Took patient to the unit for observation. Diagnosis shows fracture
of left leg. His vital after 10 minutes: BP 130/90, RR 16, PR 80. After...

Debriefing
This IEN did a better job of describing the situation without leaving holes. He has a name, vitals
include RR, there is an explanation from where he is.
Writing in paragraphs, however, leaving a large space between words is not consistent with
standards of medical documentation. If spaces are created they must be filled with a line a cross
the space. Writing without spaces is better. The hanging sentence that begins with "After" says
that this IEN ran out of time. Practising the stages of writing in a timed setting will allow you to
ensure that you use your
Include Date,Time and Signature
Incident: A 5 year old girl found on the floor in the bathroom, a pool of liquid is on the
floor
Grace, a 6 year old girl came to the ER with left knee pain. She was accompanied by her
mother, in a wheelchair, who stated that Grace was found on the wet floor in the bathroom. Her
mother was a witness. Grace's knee was swollenand bruised. She complained of pain as a 7 on
a scale of 10. Her vital signs were taken: p 120, RR 21,BP 90/60. The doctor was notified. The
doctor ordered x-ray test at 10. Tylenol was given as per the docto'r order. She is sleeping in
her mother's arms.

Debriefing
There are a few things missing with this IEN's report: date, time , signature. All are standard for
documentation. Not only must this information be added, but it must be added in a way to
ensure correct documentation procedure: without any spaces. Spaces must be filled with a line
so that others may not change or add to what is written.
Where the information presented was good, there are some errors,. It is acceptable to include
medication, as ordered by the a doctor, but the dose of the medication must be included. Also a
time was given for the appointment, but it is not noted if it is in the morning or evening.
One gross error was in understanding. This assignment was for an incident report. Insted the
IEN wrote an assessment form. An Incident Report is required of incident or events happening
within the facility. An assessment report is completed when a patient is admitted to emergency,
a hospital or a clinic.

Avoid First person

Incident: A 6 year old girl found on the floor in the bathroom, a pool of liquid is on the
floor
03-09-2009 On 3rd September at 10am during my morning rounds I couldn't find Misty, a
6 year old girl in her bed. When I looked in the washroom I found her on the floor. She was
unconscious, breathing was shallow. I could smell some oil; the floor was wet. Physical
examination done. No bruises or discoloration found one her body. Vital signs were checked: Bp
was low ie 90/60mmHG. Pulse 80/mt, Resp 16/mt. I called for assistance. We put her back on
her bed and immediately stateed oxygen. Notified the physician on duty. Medications given as
advised. Checked vital signs again. It was quite normal. She became conscious after a few
minutes. Notified housekeeping for cleaning the wet floor. SignatureRN
Debriefing
The IEN envisioned a different situation for the 6 year old girl. As long as the situation fits and
sounds reasonable any description is acceptable. Here observations were used: visual cues of
wet floor, olfactory cues of the smell of oil. Housekeeping was called in to clean up the spill.
These are all great details.
When it comes to the medical information, some is missing. It is wonderful that the blood
pressure was noted as 90/60 but what were the other vitals? What medication was given and
how much? When vitals were checked again, what were they? Details like these are vital to
accurate documentation. Otherwise the IEN is making assumptions.

Check Grammar
Incident: A 6 year old girl found on the floor in the bathroom, a pool of liquid is on the
floor
Sept 3, 2009 11:00am, I answered the call from Rm 205. I found Diane, a patient who is
6 year old, on the floor. She was conscious. she was screaming and crying. Her mother Sarah
said to me " Diane was in the shower while I went to find a towel for her and she tried to go out
for herself". Diane said her right hand was very painful. She answered all my questions. Vital
Signs: BP 130/80, PR 130 per minute, RR:30. Her hand is swollen and red. She can not move
it. I called her paediatrician, Dr Lung and he ordered a X-ray of her hand and gave her
acetaminaphrine 250mg tablets. she was moved to x-ray in a wheelchair._____signature RN
Debriefing
The documentation with the conversation with the mother ensured that this IEN did not make
any assumptions .Her description of the situation was clear and well defined. Medication was
named, and the dose documented.
However, this IEN repeatedly used the word "I". In each situation, due to the medical situation
and the signature, it would be appropriate to drop this word and start the sentence with the
action words (answered, Found, Called)
It is important in all writing situations to ensure that the tense of the action verb is consistent. In
this piece the writer goes from past( was, said,answerd) to present (is, can not). In a nursing
context it is best to remain in the past tense, as the report is written after the event occured.

A Complete Report
Incident: A 6 year old girl found on the floor in the bathroom, a pool of liquid is on the
floor
4:00pm, saturday Nov 12, 2009. 6 year old female patient found on the floor by the sink.
There was wet floor, no smell and colour. She was unconscious and not able to move. Her temp
35 degrees celcius, pulse 92, resp 12, bp 90/60mmhg. Head to toe assessment showed back of
the head had a bump, no other bruises and no skin lacerations. She was not responding. Called
for assistance to bring the patient back to bed with controlled mobility and two person transfer.
Start O2 and IV fluids. NPO and hourly observations charted. Informed doctor. Patient was, dry,
clean and in a comfortable position. Incident report completed by _______sign RN

Debriefing
This incident report was completed by an IEN that practiced all stages of writing: prewriting,
writing, editing and rewriting. She used the flow chart to organize her thoughts so that she
included the patient information, assessment, medical intervention, charting and evaluation.
Can you see the difference? Can you tell it was written by an IEN or does it seem like a native
speaker wrote this?

Evaluation:
The better you get at identifying errors in the reports you write, or those written by other, the
better you will get at identifying your own when editing: thus increasing your score.
To evaluate your own work, or the work of others look for the following:

 timing- 2 minutes mind mapping, 5 minutes writing, 5 minutes editing, 5 minutes

rewriting
 spelling, punctuation, capitalization
 grammar - tenses consistent in the past
 grammar - subject verb agreement
 reporting or charting?
 appropriate location?
 date, time , signature?
 role as an RN?
 VS?
 any assumptions?
 if medicine is noted, is there a dose?
 spaces filled with a line?
 a line between a report and signature?
 avoiding first person: I, me , we, my
 integrate feedback
Your Turn:
Sample reports have been added to give you a change at reading reports and identifying the
gaps or errors.
Instructions:

 go to the next page

 read the report
 apply what you have learned to identify errors
 wait 45 seconds to see the debriefing
 repeat
Avoid cheating you may use the evaluation list
Your Turn 1:
A 16 year old man fell down on the ground near the hand sanitizer station
Vital signs taken. BP 100/60, RR18, PR80. He was pail and also found bruises on his
left face as caused by his fall. He verbalized that he felt dizzy and fell down. He was given water
to cool him down and fresh air to breath. He said he felt better after drinking the water . Medical
help came in. he was transferred on wheel chair.

Your Turn 2:
A 16 year old man fell down on the ground near the hand sanitizer station
May 6, 2009 10:00am, Mr.X, 16 year old male was found on the floor near the sanitizer.
He was slipped on the sanitizer. Pt was conscious but little tensed, Vitals checked. BP 140/80,
HR 90, RR 26. Pt's condition was not bad. Called for assistance. With help of two other people
shifted the patient to the bed. Informed the patient's condition to the doctor on duty. Checked
the patient for any injuries. There were slight bruises in both legs and in left arm. Patient
complaints of pain. Analgesics given as ordered by the doctor. Checked for head injuries:
nothing found. Dressing done on the wound.______________________sign RN
12pm vitals checked again. It was normal. Now patient looks better. --------------sign RN

A 16 year old man fell down on the ground near the hand sanitizer station
On May 3rd 2009, at 10 am, 16 year old boy found on the ground near to the sanitizer.
He was trying to reach the sanitizer but unable to reach. His foot got stuck on his wheel chair
and fell down. His vitals was taken but it seems unstable. Call for help and two person transfer
to the wheel chair. |I reported to the doctor. All the prescript medicine given and applied some
ointment on his injured part. After a few minutes his vitals seems stable and he feels
relief____sign RN

Improve Your Score

How did you do?
The most important thing for you to do, to increase your score is to be able to spot errors in your
writing and correct them. Learn how to see your mistakes and correct them too.
Spot Errors
When sign in to post your assignment, you will see many assignments posted. When you scroll
down, you can see that someone from CELBANPrep replies to the post giving feedback,
suggestions and comments.

 Go to the forum and read posts others have written

  Spot the errors
 Read the comments from the CELBANPrep official. See what you missed
NOTE: Evaluating what others have written allows you to develop skills in spotting errors. I you
simply read what they wrote and the comments made without spotting errors yourself, you are
limiting the effectiveness of using CELBANPrep to prepare for the CELBAN decreasing your
potential score.
Ensure that you spend half an hour a day writing incident reports, using the flow chart

ASSIGNMENT
Using the Incident Flow Chart, your assignement is to write an incident report. You will need

 paper pen or pencil

 an IR flow chart completed last week
 a timer
Remember: 5min writing, 5 min editing, 5 min rewriting
Follow the steps:
1. Having completed the pre-writing stage , in the previous lesson, you are ready to wriet
your work. Using a timer practice to write your incident report.
2. In 5 mins or less, edit the incident report you have written. When you have completed
this step go on to the next step.
3. Having completed the editing stage, rewrite the report, in less than 5 mins
4. Spend at least half an hour a day writing an IR, using your work from last week
5. Post your work
Practice the process of transforming your completed IR flow charts into written IR. This time
instead of doing one step at a time, you will do all the stages at once.
VOCABULARY:
Some people get confused about the expectations for writng reports for the CELBAN.
Remember:

 Reporting is paragraph form, with a maximum of one additional entry. Each addition has
a time and signature.
 Charting is in notation form, with many entries each with a time stamp and signature
Know which kind of report you are expected to write:

 an IR is required of incidents or events happening within facility

 an Assessment report is completed when a patient is admitted to emergency, ahospital
or a clinic