CPD · Medical and healthcare

Talking with patients and families in a second language

Respectful, clear conversations about care for nurses and carers working abroad or with international patients.

about this course

What you will be able to do

L4 PractitionerAbout 4 hours (240 minutes) of CPDSelf-study plus role-playMedical and healthcare

Respectful, clear conversations about care for nurses and carers working abroad or with international patients.

Introduce yourself and your role, given a role-play, with the agreed greeting and the patient's name used correctly.
Explain a care step in plain words, given a care card, so the listener can repeat it back correctly.
Respond to a worried family member, given a recorded scenario, with calm, respectful language and no promises you cannot keep.
Check understanding, given a live role-play, using teach-back at least twice.

Task, condition and standard

Task

Introduce yourself, explain care steps in plain words, respond to worried family members and check understanding with teach-back

Condition

Given role-plays, a care card and recorded and live scenarios, in a 4-hour practical session with feedback

Standard

Use the greeting and the patient's name correctly, have the listener repeat an explanation correctly, and use teach-back at least twice in a live role-play

These courses teach process, communication and recording. They give no clinical, legal, tax, financial or engineering sign-off. A named subject expert must review every line, and you must check your own professional body's current CPD rules, before you rely on a certificate.

sessions

8 modules

Module 1 Respect, names and greetings 30 min

Greet, give your name and role, and ask permission.
Use the patient's name respectfully.
Respect shows in tone as well as words.

Worked example. "Good morning, [name]. My name is ___ and I am your nurse today. I will check your blood pressure now. Is that all right?" That covers 4 of 4 parts: greeting, name, role, permission.

Practise: Practise with a case card or template for "respect, names and greetings": introduce yourself and your role, given a role-play, with the agreed greeting and the patient's name used correctly.

Standard to meet. Introduce yourself and your role in a role-play with the agreed greeting, using the patient's name correctly and respectfully.

Module 2 Explaining a step in plain words 40 min

Break a step into short plain sentences.
One idea per sentence.
Avoid medical shorthand.

Worked example. "You are nil by mouth" becomes "Please do not eat or drink anything until the doctor says." A 5-word shorthand phrase becomes one plain sentence of 11 words with 2 clear actions: do not eat, do not drink.

Practise: Practise with a case card or template for "explaining a step in plain words": explain a care step in plain words, given a care card, so the listener can repeat it back correctly.

Standard to meet. Explain a care step from a care card in plain words so the listener can repeat it back correctly.

Module 3 Worry and feelings: Listen, Acknowledge, Explain, Check 40 min

Listen, Acknowledge, Explain, Check.
Do not promise what you cannot keep.
Stay calm and use their words.

Worked example. "I can see this is worrying for you. I have asked the doctor to come, and I will tell you when they arrive. Would you like me to write that down? What questions do you have?" Listening comes first, before these words; the other 3 steps take under 30 seconds.

Practise: Practise with a case card or template for "worry and feelings: Listen, Acknowledge, Explain, Check": respond to a worried family member, given a recorded scenario, with calm, respectful language and no promises you cannot keep.

Standard to meet. Respond to a worried family member with Listen, Acknowledge, Explain and Check, using calm, respectful words and making no promises you cannot keep.

Module 4 Interpreters and when to use them 25 min

Use an approved interpreter when understanding is not secure.
Never use a child to translate.
Speak to the patient, not the interpreter.
If you cannot follow an accent, ask politely to repeat, then check back.

Worked example. A patient answers "yes" to 3 different questions with the same word. Three answers in a row that do not fit signals the need for an approved interpreter.

Practise: Practise with a case card or template for "interpreters and when to use them": check understanding, given a live role-play, using teach-back at least twice.

Standard to meet. Decide when an interpreter is needed and describe how to use an approved service, without relying on a family member or child to translate.

Module 5 Escalating a concern in writing and by voice 30 min

Use who, what, when.
Say it in writing and by voice.
Follow the local route.

Worked example. "To: nurse in charge. Patient D, bed 2, started feeling dizzy at 3:10 pm. He is sitting. Please come now." Who, what and when are all present in 20 words.

Practise: Practise with a case card or template for "escalating a concern in writing and by voice": check understanding, given a live role-play, using teach-back at least twice. Use a new case this time (round 2).

Standard to meet. Escalate a concern with a short message stating who, what and when, in writing and by voice, following the local route.

Module 6 Role-play practice 45 min

Practise the four steps live.
Use teach-back at least twice.
Receive feedback from the observer.

Worked example. Case card: daughter asks why her father is not eating; 2 minutes. You use teach-back twice: "Can you tell me what you will do tonight?" and "What will you tell your brother?"

Practise: Practise with a case card or template for "role-play practice": check understanding, given a live role-play, using teach-back at least twice. Use a new case this time (round 2).

Standard to meet. Demonstrate the four steps in a live role-play, using teach-back at least twice to confirm the person understood.

Module 7 Assessment and reflection 20 min

Handle a request you may not share.
Escalate to the nurse in charge.
Reflect on two improvements.

Worked example. A son asks to "tell him everything". You say "Only the nurse in charge can share details; I will ask her to come now." Then you note 2 improvements: slower pace and one more teach-back.

Practise: Practise with a case card or template for "assessment and reflection": check understanding, given a live role-play, using teach-back at least twice. Use a new case this time (round 2).

Standard to meet. Show you can handle a new case card, including a request for information you may not share, and reflect on two things to improve.

Module 8 Second worked case: the closed question 10 min

Compare closed and open questions.
Open questions tell you more.
Rewrite closed questions as open ones.

Worked example. "Are you in pain?" gets yes or no. "Tell me about the pain" gets location, level and time. Rewrite 3 closed questions as open ones in 5 minutes.

Practise: Practise with a case card or template for "second worked case: the closed question": check understanding, given a live role-play, using teach-back at least twice. Use a new case this time (round 2).

Standard to meet. Rewrite three closed questions as open questions and use one in a short role-play to learn something new from the patient.

practice

Worked example and case cards

Four-step pattern used in this course

Listen, Acknowledge, Explain, Check.

Worked example (a worried relative)

"I can see this is worrying for you. (acknowledge) Let me explain what is happening now: the doctor has been asked to look at your mother, and I will tell you when they arrive. (explain) Would you like me to write that down? (check) What questions do you have?"

Introduction script

"Good morning, [name]. My name is ___ and I am your nurse today. I will check your blood pressure now. Is that all right?"

Escalation message (who, what, when)

"To: nurse in charge. Patient D, bed 2, started feeling dizzy at 3:10 pm. He is sitting. Please come now."

Case card for practice

a daughter asks why her father is not eating; learners practise the four steps in two minutes.

Case card 2

A son asks you to "tell him everything" about his mother's condition; policy says only the nurse in charge shares details. Learners respond and escalate.

checks

10 check questions with model answers

Put in order: Explain, Listen, Check, Acknowledge.

Model answer: Listen, Acknowledge, Explain, Check. (Covered in module 3: Worry and feelings: Listen, Acknowledge, Explain, Check. To pass that module: Respond to a worried family member with Listen, Acknowledge, Explain and Check, using calm, respectful words and making no promises you cannot keep.)

How do you check a patient understood?

Model answer: Ask them to say it back in their own words. (Covered in module 3: Worry and feelings: Listen, Acknowledge, Explain, Check. To pass that module: Respond to a worried family member with Listen, Acknowledge, Explain and Check, using calm, respectful words and making no promises you cannot keep.)

Rewrite in plain words: "You are nil by mouth."

Model answer: "Please do not eat or drink anything until the doctor says." (Covered in module 2: Explaining a step in plain words. To pass that module: Explain a care step from a care card in plain words so the listener can repeat it back correctly.)

When should you escalate?

Model answer: When a patient looks worse, is in distress, or you are unsure; follow the local route. (Covered in module 5: Escalating a concern in writing and by voice. To pass that module: Escalate a concern with a short message stating who, what and when, in writing and by voice, following the local route.)

Why use the patient's name?

Model answer: It is respectful and helps them know you are speaking to them. (Covered in module 1: Respect, names and greetings. To pass that module: Introduce yourself and your role in a role-play with the agreed greeting, using the patient's name correctly and respectfully.)

When use an interpreter?

Model answer: When understanding is not secure or the topic is sensitive; use an approved service. (Covered in module 4: Interpreters and when to use them. To pass that module: Decide when an interpreter is needed and describe how to use an approved service, without relying on a family member or child to translate.)

Is it fine to use a child to translate?

Model answer: No. (Covered in module 4: Interpreters and when to use them. To pass that module: Decide when an interpreter is needed and describe how to use an approved service, without relying on a family member or child to translate.)

How do you handle an accent you cannot follow?

Model answer: Ask politely to repeat, then check back. (Covered in module 4: Interpreters and when to use them. To pass that module: Decide when an interpreter is needed and describe how to use an approved service, without relying on a family member or child to translate.)

What is a closed question?

Model answer: One that gets yes/no; use open ones to learn more. (Covered in module 8: Second worked case: the closed question. To pass that module: Rewrite three closed questions as open questions and use one in a short role-play to learn something new from the patient.)

How do you end the talk?

Model answer: Summarize, ask for questions, say what happens next. (Covered in module 3: Worry and feelings: Listen, Acknowledge, Explain, Check. To pass that module: Respond to a worried family member with Listen, Acknowledge, Explain and Check, using calm, respectful words and making no promises you cannot keep.)

glossary

Words used in this course

interpreter, plain words, escalate, consent to share, closed question.

marking

How the practice and assessment are marked

Level	Meaning	Marks of 4
Secure	Meets the standard in the outcome every time, no prompts	4
Meeting	Meets the standard with one small slip, corrected when prompted	3
Developing	Meets part of the standard; needs a re-attempt	2
Not yet	Standard not met	1

Pass = average 3 or more, and no outcome at 1. You may re-attempt after feedback. The subject expert sets any stricter pass mark.

where next

Ladder L1 to L7, slide by slide with notes

Slide 1: L1 Basic: Hello and respect. Speaker note: The learner can greet a patient politely, say their own name and role, and use the patient's name. This first step builds the habit of respect before any care step is explained.
Slide 2: L2 Awareness: Why language matters. Speaker note: The learner understands how a second language can hide worry and confusion for patients and families. They notice slow speech, simple words and interpreters as ways to help.
Slide 3: L3 Foundation: Plain explanations. Speaker note: The learner can explain a simple care step in short plain sentences with help from a care card, and can ask the patient to repeat the step in their own words.
Slide 4: L4 Practitioner: Talk and check. Speaker note: This course sits here. The learner introduces themselves, explains a care step, responds to a worried relative with Listen, Acknowledge, Explain, Check and uses teach-back at least twice.
Slide 5: L5 Specialist: Sensitive conversations. Speaker note: The specialist handles sensitive talks: a relative who wants all information, bad news the nurse in charge will give, or an accent that is hard to follow, using escalation and interpreters well.
Slide 6: L6 Advanced: Coach colleagues. Speaker note: The advanced practitioner observes others, gives feedback on tone, plain words and teach-back, and builds simple phrase cards for common care steps in the ward.
Slide 7: L7 Super expert: Lead communication. Speaker note: The super expert designs communication training for international staff, reviews patient feedback, and sets standards for interpreters, escalation and respectful language across a service.

This course sits at L4 Practitioner. Credits stack; aligned with, not accredited by, any framework.

jobs this leads to

Where this takes you

Registered nurse
Healthcare assistant
Care worker
Patient liaison officer
Nursing student

assessment and certificate

How you are checked

Each outcome is checked against its standard with a checklist or a short test. A digital CPD record shows the hours. Keep evidence in My page. Aligned with common CPD practice; not accredited. Learners check their own body's rules.

ten locations and global

Your place

Use your own body's forms, units and currency. Local professional bodies set the rules for CPD hours; check them first.

India (Bengaluru)

Language: English, Hindi, Kannada. Personal data: Digital Personal Data Protection Act 2023. Credit and levels: National Skills Qualifications Framework (NSQF) and the national credit framework.

Netherlands (Eindhoven area)

Language: Dutch, English. Personal data: EU GDPR (Dutch: AVG), supervised by the Autoriteit Persoonsgegevens. Credit and levels: the Dutch qualification framework (NLQF) linked to the European Qualifications Framework.

UAE (Dubai and Abu Dhabi)

Language: Arabic, English. Personal data: Federal Decree-Law No. 45 of 2021 (personal data protection). Credit and levels: the emirate education and training regulators (for example KHDA in Dubai) and the national qualifications framework.

Brazil (Sao Paulo)

Language: Portuguese (Spanish and English support). Personal data: LGPD (Lei Geral de Protecao de Dados). Credit and levels: the national technical-education catalogue and the national S-system training bodies.

Canada (Toronto)

Language: English, French. Personal data: PIPEDA, with provincial rules where they apply. Credit and levels: the provincial colleges framework and the national credential-recognition guidance.

United States

Language: English, Spanish. Personal data: state privacy laws (for example California), and COPPA for children under 13. Credit and levels: state and community-college credit systems.

Singapore

Language: English, Mandarin, Malay, Tamil. Personal data: Personal Data Protection Act (PDPA). Credit and levels: the Singapore national skills frameworks and the national credit system.

Australia

Language: English. Personal data: the Privacy Act 1988 and the Australian Privacy Principles. Credit and levels: the Australian Qualifications Framework (AQF) levels.

Hong Kong (Eastern Asia)

Language: Chinese (Cantonese, Mandarin), English. Personal data: the Personal Data (Privacy) Ordinance. Credit and levels: the Hong Kong Qualifications Framework.

Georgia and Israel (Western Asia)

Language: Georgian, Hebrew, Arabic, English. Personal data: the personal data law of the country where the learner lives. Credit and levels: the national qualifications framework of that country.

Cayman Islands (Caribbean)

Language: English. Personal data: the Data Protection Act. Credit and levels: the local education and training framework.

Mexico

Language: Spanish, English. Personal data: the federal law on personal data held by private parties. Credit and levels: the national competency certification system and the education ministry levels.

Draft

Draft CPD course. It opens only after final checks. No fee is shown.

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