OET FREE PRACTICE MATERIALS

Complete OET Course

Practice 2020

Materials
Get 1

there
faster.
HOW TO USE THIS BOOK.
This book contains mini mock exams. It is
a short sample of the materials included
in our courses.
You can use it to practice all areas of the
OET and to find out whether you would
2
benefit from more exam support.

WHAT IS INCLUDED?
EXAM INFORMATION
Information about the exam so that you know what to expect.

COURSE INFORMATION
Information about the OET Complete Course.

LISTENING TEST
One section of Part A, B and C of a Listening exam with audio.

READING TEST
One section of Part A, B and C of Reading exam.

WRITING TEST
One set of OET case notes for medicine and nursing.

SPEAKING TEST

One set of OET case notes for medicine and nursing.

WHAT IS THE OET EXAM?
OET is recommended for NMC and GMC registration. It is
considered to be an easier test than the IELTS exam but it still
requires practice to achieve a passing grade.
It has four sections…
3

You will be played a number of audio

recordings from a hospital or clinic. You will be
expected to listen to the recording once only
Listening Exam and answer some questions.

You will be given some healthcare academic

texts to read and be asked to answer some
Reading
questions based on what you have read.
Exam

You will be given some case notes about a

patient that you have been caring for and you
will be required to write a letter to another
Writing
healthcare professional to explain what has
Exam
happened to them.

You will play the part of a nurse or doctor and

you will be expected to have a conversation
Speaking with an examiner; answering their questions
Exam and giving a medical consultation.

For GMC registration, you will need to achieve a grade B in every

area.
For NMC registration, you will need to achieve a grade B in every
area except writing where a C+ will be accepted.
WHAT IS THE OET COURSE?
Fast Track IELTS is an NHS-approved provider of online OET lessons.

We are well-known for our high pass rate and for being the UK’s
only NHS Approved OET Training Provider.

Study from home with online

1 on 1 lessons with your own
British OET teacher. Study all
methods and strategies to
pass OET first time.

Courses include everything you

need to pass including practice
materials with detailed exam
corrections from your teacher.

Online course area containing

OET training videos, study
books, resources, cheat sheets
and more.
OET LISTENING EXAM.
Please note: This is a shorter OET Listening test. The full exam
contains more questions in Parts A, B and C.

Occupational English Test

Listening Test 5

This test has three parts. In each part you’ll hear a number of
different extracts. At the start of each extract, you’ll hear this sound:
--beep---

You’ll have time to read the questions before you hear each extract
and you’ll hear each extract ONCE ONLY. Complete your answers as
you listen.

At the end of the test you’ll have two minutes to check your
answers.

Part A
In this part of the test, you’ll hear two different extracts. In each
extract, a health professional is talking to a patient.

For questions 1 – 12, complete the notes with the information you
hear.

Now, look at the notes for extract one.

Extract 1: Questions 1 – 12
You hear a gastroenterologist talking to a patient called Andrew
Taylor. For questions 1 – 12, complete the notes with a word or
short phrase.
You now have 30 seconds to look at the notes.

6
Patient
Andrew Taylor
Background
• has had (1) ………………………………… over long
period
• reports a frequent (2) …………………………………
sensation in the last year
• most recently (3) ………………………………… has
become a problem
• words used to describe symptoms - (4)
…………………………………
• pre-existing skin condition aggravated
• frequent (5) ………………………………… -- patient
didn’t initially link these to bowel condition
Effects of condition on everyday life
• works as a (6) …………………………………
• situation at work means patient is (7)
…………………………………
• complains of lack of (8)
…………………………………
Diet
• claims to be consuming sufficient (9)
…………………………………
• claims to keep hydrated
• has experimented with excluding (10)
………………………………… from diet 7
• very slight reduction in caffeine intake
• has undergone (11) ………………………………… -
no indications of anything problematic
Medication
• has taken an anti-spasmodic – not very
effective
• now trying (12) …………………………………

That is the end of Part A. Now look at Part B.

 Part B
In this part of the test, you’ll hear six different extracts. In each
extract, you’ll hear people talking in a different healthcare setting.
For questions 25 – 30, choose the answer (A, B or C) which fits best
according to what you hear. You’ll have time to read each question
before you listen. Complete your answers as you listen.
8
Now look at question 25.

25. You hear an optometrist talking to a patient who’s trying

contact lenses for the first time.
What is the patient concerned about?
A. His blurred vision.

B. Soreness in his eyes.

C. How to remove the lenses.

26. You hear a nurse asking a colleague for help with a patient.
Why does the nurse need help?
A. The patient’s condition has deteriorated.

B. The patient is worried about a procedure.

C. The patient is reported increased pain levels.

27. You hear a senior nurse talking about a new initiative that has
been introduced on her ward.
What problem was it intended to solve?
A. Patients’ confusion over information given by the doctor.

B. Relatives not being able to discuss issues with the doctor.

9
C. Patients not discussing all their concerns when meeting the

doctor.

28. You hear two radiologists talking about the type of scan to be
given to a patient.
They agree to choose the method which will
A. allow them to see the whole of the appendix.

B. probably give the most accurate results.

C. have the fewest risks for the patient.

29. You hear part of a surgical team’s briefing.

The male surgeon suggests that the patient could
A. require specialist equipment during surgery.

B. benefit from a specific anaesthetic procedure.

C. be at risk of complications from another health issue.

30. You hear a senior research associate talking about a proposal to
introduce inter-professional, primary healthcare teams.
What hasn’t been established about the teams yet?
A. The best way for collaboration to take place.

10
B. The financial impact that they are likely to have.

C. The aspects of medical care they are best suited to.

That is the end of Part B. Now look at Part C.

 Part C
In this part of the test, you’ll hear two different extracts. In each
extract, you’ll hear health professionals talking about aspects of
their work.
For questions 31 – 42, choose the answer (A, B or C) which fits best
according to what you hear.. Complete your answers as you listen.
11
Now look at extract one.

Extract 1: Questions 31 – 36
You hear a presentation by a specialist cancer nurse called Sandra
Morton, who’s talking about her work with prostate cancer patients,
including a man called Harry.
You now have 90 seconds to read questions 31 – 36.

31. What does Sandra Morton see as the main aim in her work?
A. To inform patients about the different treatments on offer.

B. To publicise the availability of tests for the condition.

C. To raise awareness of the symptoms of the illness.

32. When Harry was offered a routine health check at his local
surgery, he initially
A. resisted the idea due to his wife’s experience.

B. felt that he was too fit and well to be in need of it.

C. only agreed to attend because his doctor advised him to.

33. During Harry’s investigations for prostate cancer at a hospital
clinic, he
A. felt part of the examination procedure was unpleasant.

B. found it hard to cope with the wait for some results.

C. was given false hope by a preliminary blood test.

12

34. What was Harry’s response to being diagnosed with prostate

cancer?
A. He found himself reacting in a way he hadn’t anticipated.

B. He as unconvinced by the prognosis he was given.

C. He immediately started researching treatment options online.

35. What typical patient response to the illness does Sandra

mention?
A. An unwillingness to commence appropriate medication.

B. A failure to seek advice regarding different treatment options.

C. A reluctance to talk about the embarrassing aspects of

treatment.

36. Sandra believes that community follow-up clinics are important

because they
A. offer patents more personal aftercare.

B. are proven to be less traumatic for patients.

 C. provide rapid treatment for patients developing new

symptoms.

This is the end of the listening exam.

13
LISTENING SUB-TEST – ANSWER KEY
PART A: QUESTIONS 1 – 12
1. heartburn (after meals)
2. bloating
3. constipation
4. (so) unpredictable
5. migraines
6. accountant
7. anxious 14
8. energy
9. fibre
10. dairy (products)
11. (extensive) food allergy tests
12. anti-depressants OR (an) antidepressant

PART B: QUESTIONS 25 – 30
13. A – his blurred vision
14. B – the patient is worried about a procedure.
15. C – patients not discussing all their concerns when meeting the doctor.
16. C – have the fewest risks for the patient.
17. B – benefit from a specific anaesthetic procedure.
18. B – the financial impact that they are likely to have.

PART C: QUESTIONS 31 – 36
19. C – to raise awareness of the symptoms of the illness.
20. B – felt that he was too fit and well to be in need of it.
21. B – found it hard to cope with the wait for some results.
22. A – he found himself reacting in a way he hadn’t anticipated.
23. C – a reluctance to talk about the embarrassing aspects of treatment.
24. A – offer patients more personal aftercare.
OET READING EXAM.
Please note: This is a shorter OET Reading test. The full exam
contains more questions in Parts A, B and C.

Occupational English Test

Reading Test 15

Part A
TIME: 15 minutes
• Look at the four texts, A – D, on the following pages.
• For each question, 1 – 20, look through the texts, A – D, to
find the relevant information.
• Write your answers on the spaces provided in the Question
Paper.
• Answer all the questions within the 15-minute time limit.
• Your answers should be correctly spelt.
Fractures, dislocations and sprains: Texts

Text A
Fractures (buckle or break in the bone) often occur following
direct or indirect injury, e.g. twisting, violence to bones. Clinically,
fractures are either:
• closed, where the skin is intact, or
• compound, where there is a break in the overlying skin 16

Dislocation is where a bone is completely displaced from the

joint. It often results from injuries away from the affected joint, e.g.
elbow dislocation after falling on an outstretched hand.
Sprain is a partial disruption of a ligament or capsule of a joint.

Text B
Simple Fracture of Limbs
Immediate management:
• Halt any external haemorrhage by pressure bandage or
direct pressure
• Immobilise the affected area
• Provide pain relief
Clinical assessment:
• Obtain complete patient history, including circumstances
and method of injury
- medication history – enquire about anticoagulant use, e.g.
warfarin
• Perform standard clinical observations. Examine and record:
- colour, warmth, movement, and sensation in hands and
feet of injured limb(s)
• Perform physical examination
Examine:
- all places where it is painful
- any wounds or swelling
 - colour of the whole limb (especially paleness or blue
colour)
- the skin over the fracture
- range of movement
- joint function above and below the injury site
Check whether:
- the limb is out of shape – compare one side with the
other 17
- the limb is warm
- the limb (if swollen) is throbbing or getting bigger
- peripheral pulses are palpable
Management:
• Splint the site of the fracture/dislocation using a plaster
backslab to reduce pain
• Elevate the limb – a sling for arm injuries, a pillow for leg
injuries
• If in doubt over an injury, treat as a fracture
• Administer analgesia to patients in severe pain. If not
allergic, give morphine (preferable); if allergic to morphine,
use fentanyl
• Consider compartment syndrome where pain is severe and
unrelieved by splinting and elevation or two doses of
analgesia
• X-ray if available
Text C
Drug Therapy Protocol:
Authorised Indigenous Health Worker (IHW) must consult Medical
Officer (MO) or Nurse Practitioner
(NP). Scheduled Medicines Rural & Isolated Practice Registered
Nurse may proceed.

18
Drug Form Strength Route Recommend Durati
of ed dosage on
admin.

Adult only:
0.1 – 0.2 mg/kg
IM/SC to a max of 10mg
Stat

Morphine Ampoule 10mg/mL

Adult only: Further
Initial dose of doses on
2mg then 0.5- MP/NP
1mg increments order
IV (IHW slowly, repeated
may not every 3 -5
administe minutes if
r IV) required to a
max. of 10mg

Use the lower end of dose range in patients ≥ 70 years.

Provider Consumer Medicine Information: advise can cause nausea and vomiting,
drowsiness.
Respiratory depression is rare – if it should occur, give naloxone.
Text D
Technique for plaster backslab for arm fractures – use same
principle for leg fractures
1. Measure a length of non-compression cotton stockinette
from half way up the middle finger to just below the elbow.
Width should be 2-3cm more than the width of the distal
forearm.
2. Wrap cotton padding over top for the full length of the 19
stockinette – 2 layers, 50% overlap.
3. Measure a length of plaster of Paris 1cm shorter than the
padding/stockinette at each end. Fold the roll in about ten
layers to the same length.
4. Immerse the layered plaster in a bowl of room temperature
water, holding on to each end. Gently squeeze out the
excess water.
5. Ensure any jewellery is removed from the injured limb.
6. Lightly mould the slab to the contours of the arm and hand
in a neutral position.
7. Do not apply pressure over bony prominences. Extra
padding can be placed over bony prominences if applicable.
8. Wrap crepe bandage firmly around plaster backslab.
 Fractures, dislocations and sprains: Questions

Questions 1 – 7

For each question, 1 – 7, decide which texts (A, B, C or D) the

information comes from. You may use any letter more than once.
20

In which text can you find information about

1. procedures for delivering

pain relief? ………………………………………………

2. the procedure to follow ………………………………………………

when splinting a fractured
limb?
……………………………………………….

3. what to record when

assessing a patient? ………………………………………………

4. the terms used to describe

different types of fractures? ………………………………………………

5. the practitioners who ………………………………………………

administer analgesia?
 ………………………………………………
6. what to look for when
checking an injury?

7. how fractures can be 21

caused?

Questions 8 – 15

Answer each of the questions, 8 – 15, with a word or short phrase

from one of the texts. Each answer may include words, numbers or
both.

8. What should be used to elevate a patient’s fractured leg?

9. What is the maximum dose of morphine per kilo of a patient’s

weight that can be given using the intra-muscular (IM) route?

10. Which parts of a limb may need extra padding?

11. What should be used to treat a patient who suffers

respiratory depression?
 12. What should be used to cover a freshly applied plaster
backslab?

13. What analgesic should be given to a patient who is

allergic to morphine? 22

14. What condition might a patient have if severe pain

persists after splinting, elevation and repeated analgesia?

Questions 15 – 20

Complete each of the sentences, 15 – 20, with a word or short

phrase from one of the texts. Each answer may include words,
numbers or both.

15. Falling on an outstretched hand is a typical cause of a

……………………………………. of the elbow.

16. Upper limb fractures should be elevated by means of a

……………………………………. .
 17. Make sure the patient isn’t wearing any
……………………………………. on the part of the body where the
plaster backslab is going to be placed.

18. Check to see whether swollen limbs are 23

……………………………………. or increasing in size.

19. In a plaster backslab, there is a layer of

……………………………………. closest to the skin.

20. Patients aged ……………………………………. and over shouldn’t

be given the higher dosages of pain relief.

END OF PART A

THIS QUESTION PAPER WILL BE COLLECTED

 Part B

In this part of the test, there are six short extracts relating to the
work of health professionals. For questions 1 – 6, choose answer
(A, B or C) which you think fits best according to the text.

1.The manual informs us that the Blood Pressure Monitor

24
A. is likely to interfere with the operation of other medical
equipment.

B. may not work correctly in close proximity to some other

devices.
C. should be considered safe to use in all hospital

environments.

Instruction Manual: Digital Automatic Blood Pressure Monitor

Electromagnetic Compatibility (EMC)

With the increased use of portable electronic devices, medical

equipment may be susceptible to electromagnetic interference.
This may result in incorrect operation of the medical device and
create a potentially unsafe situation. In order to regulate the
requirements for EMC, with the aim of preventing unsafe product
situations, the EN60601-1-2 standard defines the levels of
immunity to electromagnetic interferences as well as maximum
levels of electromagnetic emissions for medical devices. This
medical device conforms to EN60601-1-2:2001 for both immunity
and emissions. Nevertheless, care should be taken to avoid the
use of the monitor within 7 metres of cellphones or other devices
generating strong electrical or electromagnetic fields.
 2.The notice is giving information about
A. ways of checking that an NG tube has been placed

correctly.
B. how the use of NG feeding tubes is authorised.

C. which staff should perform NG tube placement.

25

NG feeding tubes

Displacement of nasogastric (NG) feeding tubes can have serious

implications if undetected. Incorrectly positioned tubes leave
patients vulnerable to the risks of regurgitation and respiratory
aspiration. It is crucial to differentiate between gastric and
respiratory placement on initial insertion to prevent potentially
fatal pulmonary complications. Insertion and care of an NG tube
should therefore only be carried out by a registered doctor or
nurse who has undergone theoretical and practical training and is
deemed competent or is supervised by someone competent.
Assistant practitioners and other unregistered staff must never
insert NG tubes or be involved in the initial confirmation of safe
NG tube position.
 3.What must all staff involved in the transfusion process do?
A. Check that their existing training is still valid.

B. Attend a course to learn about new procedures.

C. Read a document that explains changes in policy.

26
'Right Patient, Right Blood' Assessments

The administration of blood can have significant morbidity and

mortality. Following the introduction of the 'Right Patient, Right
Blood' safety policy, all staff involved in the transfusion process
must be competency assessed. To ensure the safe administration
of blood components to the intended patient, all staff must be
aware of their responsibilities in line with professional standards.

Staff must ensure that if they take any part in the transfusion
process, their competency assessment is updated every three
years. All staff are responsible for ensuring that they attend the
mandatory training identified for their roles. Relevant training
courses are clearly identified in Appendix 1 of the Mandatory
Training Matrix.
 Part C

In this part of the test, there are two texts about different aspects of
healthcare. For questions 7 – 22, choose the answer (A, B, C or D)
which you think fits best according to the text.

Text 1: Sleep deprivation

27
Millions of people who suffer sleep problems also suffer myriad
health burdens. In addition to emotional distress and cognitive
impairments, these can include high blood pressure, obesity, and
metabolic syndrome. ‘In the studies we’ve done, almost every
variable we measured was affected. There’s not a system in the
body that’s not affected by sleep,’ says University of Chicago sleep
researcher Eve Van Cauter. ‘Every time we sleep-deprive ourselves,
things go wrong.’

A common refrain among sleep scientists about two decades ago

was that sleep was performed by the brain in the interest of the
brain. That wasn’t a fully elaborated theory, but it wasn’t wrong.
Numerous recent studies have hinted at the purpose of sleep by
confirming that neurological function and cognition are messed up
during sleep loss, with the patient’s reaction time, mood, and
judgement all suffering if they are kept awake too long.

In 1997, Bob McCarley and colleagues at Harvard Medical School

found that when they kept cats awake by playing with them, a
compound known as adenosine increased in the basal forebrain as
the sleepy felines stayed up longer, and slowly returned to normal
levels when they were later allowed to sleep. McCarley’s team also
found that administering adenosine to the basal forebrain acted as
a sedative, putting animals to sleep. It should come as no surprise
then that caffeine, which blocks adenosine’s receptor, keeps us
awake. Teaming up with Basheer and others, McCarley later
discovered that, as adenosine levels rise during sleep deprivation, so
do concentrations of adenosine receptors, magnifying the
molecule’s sleep-inducing effect. ‘The brain has cleverly designed a
two-stage defence against the consequences of sleep loss,’
McCarley says. Adenosine may underlie some of the cognitive
deficits that result from sleep loss. McCarley and colleagues found 28
that infusing adenosine into rats’ basal forebrain impaired their
performance on an attention test, similar to that seen in sleep-
deprived humans. But adenosine levels are by no means the be-all
and end-all of sleep deprivation’s effects on the brain or the body.

Over a century of sleep research has revealed numerous undesirable

outcomes from staying awake too long. In 1999, Van Cauter and
colleagues had eleven men sleep in the university lab. For three
nights, they spent eight hours in bed, then for six nights they were
allowed only four hours (accruing what Van Cauter calls a sleep
debt), and then for six nights they could sleep for up to twelve
hours (sleep recovery). During sleep debt and recovery, researchers
gave the participants a glucose tolerance test and found striking
differences. While sleep deprived, the men’s glucose metabolism
resembled a pre-diabetic state. ‘We knew it would be affected,’ says
Van Cauter. ‘The big surprise was the effect being much greater
than we thought.

Subsequent studies also found insulin resistance increased during

bouts of sleep restriction, and in 2012, Van Cauter’s team observed
impairments in insulin signalling in subjects’ fat cells. Another recent
study showed that sleep-restricted people will add 300 calories to
their daily diet. Echoing Van Cauter’s results, Basheer has found
evidence that enforced lack of sleep sends the brain into a
catabolic, or energy-consuming, state. This is because it degrades
the energy molecule adenosine triphosphate (ATP) to produce
adenosine monophosphate and this results in the activation of AMP
kinase, an enzyme that boosts fatty acid synthesis and glucose
utilization. ‘The system sends a message that there’s a need for
more energy,’ Basheer says. Whether this is indeed the mechanism
underlying late-night binge-eating is still speculative. 29

Within the brain, scientists have glimpsed signs of physical damage

from sleep loss, and the time-line for recovery, if any occurs, is
unknown. Chiara Cirelli’s team at the Madison School of Medicine in
the USA found structural changes in the cortical neurons of mice
when the animals are kept awake for long periods. Specifically,
Cirelli and colleagues saw signs of mitochondrial activation – which
makes sense, as ‘neurons need more energy to stay awake,’ she says
– as well as unexpected changes, such as undigested cellular debris,
signs of cellular aging that are unusual in the neurons of young,
healthy mice. ‘The number [of debris granules] was small, but it’s
worrisome because it’s only four to five days’ of sleep deprivation,’
says Cirelli. After thirty-six hours of sleep recovery, a period during
which she expected normalcy to resume, those changes remained.

Further insights could be drawn from the study of shift workers and
insomniacs, who serve as natural experiments on how the human
body reacts to losing out on such a basic life need for chronic
periods. But with so much of our physiology affected, an effective
therapy − other than sleep itself – is hard to imagine. ‘People like to
define a clear pathway of action for health conditions,’ says Van
Cauter. ‘With sleep deprivation, everything you measure is affected
and interacts synergistically to produce the effect.’
Text 1: Questions 7 – 14

4.In the first paragraph, the writer uses Eve Van Cauter’s words to

A. explain the main causes of sleep deprivation.

B. reinforce a view about the impact of sleep deprivation.
C. question some research findings about sleep deprivation. 30

D. describe the challenges involved in sleep deprivation

research.

5.What do we learn about sleep in the second paragraph?

A. Scientific opinion about its function has changed in recent

years.
B. There is now more controversy about it than there was in

the past.
C. Researchers have tended to confirm earlier ideas about its
purpose.

D. Studies undertaken in the past have formed the basis of

current research.

6.What particularly impressed Bob McCarley of Harvard Medical

School?

A. The effectiveness of adenosine as a sedative.

B. The influence of caffeine on adenosine receptors.
 C. The simultaneous production of adenosine and adenosine
receptors.

D. The extent to which adenosine levels fall when subjects are

allowed to sleep.

7.In the third paragraph, what idea is emphasised by the phrase 31

‘by no means the be-all and end-all’?

A. Sleep deprivation has consequences beyond its impact on

adenosine levels.
B. Adenosine levels are a significant factor in situations other

than sleep deprivation.

C. The role of adenosine as a response to sleep deprivation is
not yet fully understood.

D. The importance of the link between sleep deprivation and

adenosine should not be underestimated.

8.What was significant about the findings in Van Cauter’s

experiment?

A. The rate at which the sleep-deprived men entered a pre-

diabetic state.

B. The fact that sleep deprivation had an influence on the

men’s glucose levels.
 C. The differences between individual men with regard to their
glucose tolerance.

D. The extent of the contrast in the men’s metabolic states

between sleep debt and recovery.

9.In the fifth paragraph, what does the word ‘it’ refer to? 32

A. An enzyme.

B. New evidence.
C. A catabolic state.

D. Enforced lack of sleep.

10.What aspect of her findings surprised Chiara Cirelli?

A. There was no reversal of a certain effect of sleep

deprivation.
B. The corticol neurons of the mice underwent structural

changes.
C. There was evidence of an increased need for energy in the

brains of the mice.

D. The neurological response to sleep deprivation only took a
few hours to become apparent.
 11. In the final paragraph, the quote from Van Cauter is used to
suggest that

A. the goals of sleep deprivation research are sometimes

unclear.

B. it could be difficult to develop any treatment for sleep

deprivation. 33

C. opinions about the best way to deal with sleep deprivation

are divided.
D. there is still a great deal to be learnt about the effects of

sleep deprivation.

This is the end of the reading exam.

READING SUB-TEST - ANSWER KEY
PART A: QUESTIONS 1 – 20

1.C
2.D

3.B
4.A
34
5.C

6.B
7.A
8.(a) pillow / pillows

9.0.2mg (/kg)

10. 0.2mg (/kg)bony prominences

11.naloxone
12.crepe bandage

13.fentanyl
14.compartment syndrome

15.dislocation

16.sling
17.jewellery

18.throbbing
19.(cotton / non-compression) stockinette

20.70 / seventy (years/yrs)

PART B: QUESTIONS 1 – 6

1. B – may not work correctly in close proximity to some other devices

2. C – which staff should perform NG tube placement.

 3. A – check that their existing training is still valid.

PART C: QUESTIONS 7 – 14

4. B – reinforce a view about the impact of sleep deprivation.

5. C – researchers have tended to confirm earlier ideas about its purpose.
6. C – the simultaneous production of adenosine and adenosine receptors.

7. A – sleep deprivation has consequences beyond its impact on adenosine 35

levels.

8. D – the extent of the contrast in men’s metabolic states between sleep

debt and recovery.
9. D – enforced lack of sleep.

10. A – there was no reversal of a certain effect of sleep deprivation.

11. B – it could be difficult to develop any treatment for sleep deprivation.

OET WRITING EXAM.
OCCUPATIONAL ENGLISH TEST

WRITING SUB-TEST: MEDICINE

TIME ALLOWED: READING TIME: 5 MINUTES

WRITING TIME: 40 MINUTES 36

Read the case notes below and complete the writing task which
follows.

NOTES

Marjorie Jackson is a 40-year-old patient in your General Practice.

Patient History

Date of birth: 22/07/69

31/01/10
History: Complaining of poor sleep, no energy, loss of weight
over past months
Recent bereavement – older sister died (heart attack six
weeks ago)
Tearful + depressed
Family history of depressive illness – mother
Past history of post-natal depression

Examination: Thin, quiet

No physical abnormality on examination
Weight 62kg

Assessment: Reactive depression

Plan: Bereavement counselling – liaising with local social
worker

22/02/10
Examination: Still very tearful; difficulty engaging in normal daily
activities
Attending social worker on weekly basis 37
Increasingly withdrawn according to relatives
Weight 59.2kg

Assessment: Reactive depression

Plan: Institute anti-depressive drug therapy – doxepin 25mg

nocte increasing to 100mg nocte over next 10 days
Continue counselling

16/03/10
Examination: Brought in by family
Very withdrawn; not giving answers to most questions
Relatives report refusing food at home last few days; not
taking medication for last six days; muttering to herself
at odd times – not seeming to make sense
Mild dehydration
Weight 56kg

Assessment: Depressive psychosis

Plan: Warrants urgent admission to hospital

Phone discussion with Dr J Blackthorne, Admitting
Officer, Newtown Psychiatric Hospital – will accept
patient
WRITING TASK

Using the information given in the case notes, write a letter of

referral to Dr J Blackthorne, Admitting Officer, Newtown Psychiatric
Hospital, Main Road, Newtown.

In your answer: 38

• Expand the relevant notes into complete sentences.

• Do not use note form.
• Use letter format.

The body of the letter should be approximately 180-200 words.

OCCUPATIONAL ENGLISH TEST

WRITING SUB-TEST: NURSING

TIME ALLOWED: READING TIME: 5 MINUTES

WRITING TIME: 40 MINUTES

Read the case notes below and complete the writing task which 39
follows.

NOTES

You are a Registered Nurse preparing Mrs Jasmine Thompson’s

discharge. Mrs Thompson has had a right total shoulder
replacement. She is to be discharged home today with assistance
from ‘In-Home Nursing Service.’

Patient: Mrs Jasmine Thompson

Address: 73 White Road, Bayview

DOB: 01.07.1942

Age: 75

Social/family background:
Lives in single-storey house with large garden
Utilises cleaning services once a month
Widow. 1 daughter – lives in Bayview. 1 son –
married
w/ 2 children, lives in Stillwater.
Daughter will stay with mother 1 month post-op.

Medical History: R humerus fracture – 1997

 Osteoarthritis – r rshoulder which has not
responded to conservative
treatment
Chronic R shoulder pain - ↓ movement and ability
to carry out
activities of daily living (ADL)

Medication: Voltaren 50mg daily (ceased 14 days pre- 40

operatively)
Panadeine Forte (codeine/paracetamol) 30/500mg
x 2, 6hrly
6.r.n.

Admission diagnosis: R shoulder osteoarthritis

Medical treatments record:

11.07.17 – total shoulder replacement (TSR)

Medical progress: Post-op R shoulders x-rays – confirm position

of TSR
Post-op exercise regime – compliant with
physiotherapy
Post-op bloods – within normal limit
Post-op pain mgmt. – analgesia, cold compress r-
shoulder
R shoulder wound – clean & dry, drain site – clean
& dry
Plan for discharge home today, nurse to assist at
home

Nursing management:
Observations – T, P, R, BP (all within normal range)
 Neurovascular observations – colour, warmth,
movement
Oral analgesia
Wound care and observations
Cold compress/shoulder-brace 4 hours per day
ADL assistance as req’d

Physiotherapy management: 41
Exercises as per TSR protocol – neck range of
movement
exercises & elbow and hand and pendular
Cryo cuff (cold compress) 4 hours per day
Discharge education
Follow-up physiotherapy outpatients appt
Referral to community hydrotherapy

Discharge plan: Patient discharge education – Post TSR:

- R arm sling 4 wk & No lifting 4 wk
- Physio outpatients x 2 per wk, plus hydrotherapy x
1 per wk
- 10 days post-op staples removal, follow-up
appointment in Orthopaedic Joint Replacement
Outpatient Dept
- Orthopaedic Joint Replacement Nurse Specialist
contactable by calling hospital, Mon-Fri, for any
concerns
- Referral to ‘In-Home Nursing Service’ – assist with
showering, administration of LMWH (Clexane)
subcutaneous for 4 days as DVT (deep vein
thrombosis prophylaxis
WRITING TASK

Using the information given in the case notes, write a letter of

referral to Ms, Roberts, a home nurse, informing her of the patient’s
situation and requesting appropriate care. Address the letter to Ms
Nita Roberts, In-Home Nursing Service, 79 Beachside St, Bayview.

In your answer: 42

• Expand the relevant notes into complete sentences.

• Do not use note form.
• Use letter format.

The body of the letter should be approximately 180-200 words.

OET SPEAKING EXAM.

OET Speaking Role-play

EXAMINER CARD NO. 1 | MEDICINE
SETTING Suburban General Practice
43
PATIENT You are 45 years old, married with three teenage
children. You run a successful consultancy business.
Three months ago, your mother-in-law was diagnosed
with Alzheimer’s disease and she is now living with you.
You are finding it difficult to balance your family and
work commitments, and are worried about how you
will manage to support your mother-in-law. Your
anxiety has been causing you to have problems with
sleeping at night. You have come to see the doctor to
request sleeping pills.

TASK • Request sleeping pills, as you are sure these will

help you to feel better.
• Be insulted when the doctor cautions you against
the risks of dependency (you are not someone
likely to get addicted to medications).
• Become angry when the doctor declines your
request. You are sure sleeping pills will help to
cure your anxiety.
• Reluctantly agree to attend counselling for stress
management.
 OET Speaking Role-play
CANDIDATE CARD NO. 1 | MEDICINE
SETTING Suburban General Practice

PATIENT Your patient is 45 years old, married with three teenage

children. He/she runs a successful consultancy
44
business. Three months ago, his/her mother-in-law was
diagnosed with Alzheimer’s disease and she is now
living with the family. The patient is finding it difficult
to balance family and work commitments, and is
worried about how you will manage to support the
mother-in-law. Anxiety has been causing your patient
to have problems with sleeping at night. He/she has
come to see the doctor to request sleeping pills.

TASK • Explain to the patient that you are reluctant to

prescribe sleeping pills (e.g. risk of dependency,
etc.).
• Refuse to prescribe the sleeping pills but reassure
the patient that anxiety can be managed by
alternative methods (e.g. self-care techniques,
dietary measures, exercise, etc.).
• Counsel the patient on the role of stress
management and sleep hygiene (e.g. focus on
routines and natural rhythms, making sleeping
environments more restful) in relieving anxiety.
• Try to convince the patient to accept a referral to
see a counsellor/psychologist for stress
management.
 OET Speaking Role-play
EXAMINER CARD NO. 1 | NURSING
SETTING Hospital Ward

PATIENT Last night, following an acute attack of asthma, your

family brought you into the emergency department of
45
your local hospital for treatment. You have never had
an asthma attack prior to this one. Currently you are
being held in the hospital for observation purposes.
You anticipate that you will be discharged within 2-3
hours and you suddenly realise not only that you have
had a fright, but that you know little about asthma,
e.g., what causes it, how it is treated, and possible
long-term effects.

TASK • Express concern about your condition.

• Find out about asthma, its causes and how it can
be treated. You have heard stories about people
dying from asthma attacks.
• Be anxious about the proposal to use a Ventolin
inhaler – people have told you about its misuse.
• Ask about your long-term prospects now that
you have had an asthma attack and been held in
hospital overnight for observation.
 OET Speaking Role-play
CANDIDATE CARD NO. 1 | NURSING
SETTING Hospital Ward

PATIENT This patient was brought into the emergency

department of your hospital late last night suffering
46
from an acute asthma attack. He/she is currently being
held for observation. The patient has had a fright and
is very concerned about his/her condition.

TASK • Explain what asthma is (e.g., a chronic disease of

the airways, etc.)
• Discuss the causes, such as environmental factors
and an inherited predisposition.
• Explain the treatment, for example, a Ventolin
(salbutamol) inhaler, and how to use such an
inhaler.
• Discuss the prognosis for asthma patients.
• Deal with the patient’s anxiety about the
problem, emphasising that asthma can be
controlled.
‘Let us make our future now, and 47

let us make our dreams

tomorrow’s reality.’
– Malala Yousafzai

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