CELBAN Role-plays
Dermatology Role-play1
Parent of baby
Child: Noah McCallum, 9 months old
Came in because of Severe rashes; low grade fever for the last week, lethargic.

Red, itchy (scratches), weeping, sometimes slightly hot, maybe infected.

Especially on face, legs, arms, stomach…sometimes back.
Father: Sam McCallum, 35, allergies, high blood pressure, teacher
Mother: Janice McCallum, 36, asthma, eczema
Siblings: Older sister (Sally), 9, allergies (peanuts), asthma, psoriasis
Older brother (Joshua, 4), a few mild allergies (cats)
History:
Doesn’t sleep more than 3-4 hours at a time…
No other diagnosed problems… but sometimes seems colicky – maybe asthma. And perhaps
has allergies…
Not on any medications.


Except baby Tylenol when has a fever… happened 4x.
Except on antibiotic cream when rash seems infected.
Food: Nurses 6 times a day… Started solid food at 7 months. Now eating some veggies and rice
cereal, cherios….
Mood… cries a lot… generally seems uncomfortable
Weight : seems to be gaining weight normally… average on chart during monthly checkups at
health centre
Growth: Length… a little short for age…but has been since birth
Pain: I don’t know… He cries a lot…often can’t be comforted. Seems uncomfortable.
1
Note: This activity could be used as the Speaking mid-term Exam, with the instructor or volunteer taking the role of the client and
evaluating the students using the Evaluation Tool for Role-play. Students should use the Pediatric Clinic Assessment Form to guide
their interview.
Dermatology Role-play2
9 year old girl
Child: Sally McCallum, 9 years old

Came in because of Red, scaling, flaky skin over large patches of her body, especially on
face, legs, arms; parts hot and red. Low fever, comes and goes. Tried moisturizer, and
antibiotic creams but it doesn’t go away.
Father: Sam McCallum, 35, allergies, high blood pressure, teacher
Mother: Janice McCallum, 36, asthma, eczema
Siblings: Younger brother (Joshua, 4), a few mild allergies (cats)
Younger brother (Sam, 9 months), rashes
History:

Eczema (moisturizer usually works, sometimes antibiotic creams), allergies, esp. to
peanuts (epi-pen) asthma Puffers: salbutamol and flovent
Food: normal appetite; but perhaps eats too much junk food when feeling depressed.
Mood: embarrassed; kids tease her. Doesn’t feel like joining in on activities – especially PE.
Weight : slightly heavy – 60 pounds
Growth: normal
Pain: just itchy
2
Note: This activity can be used as the Speaking mid-term Exam, with the instructor or volunteer taking the role of the clients
(alternating different clients), and evaluating the students using the Evaluation Tool for Role-play. Students should use the Pediatric
Clinic Assessment Form to guide their interview.
Intake Interview: Preparation worksheet
In preparation for an intake interview role-play, you will invent an imaginary client whose role you will play.
Search the illness or condition you have been assigned on health.yahoo.com, in combination with the terms
“symptoms” or “when to call the doctor.” Use the information you gain to complete the following worksheet:
Disease/Condition:_______________________________________
1. Choose 3-4 of the symptoms listed to be your presenting symptoms. These symptoms are the reason you are
seeking medical attention:
______________________ ____________________ _____________________
2. Now, list 4-5 additional symptoms – these will be symptoms that, if the LPN asks the right questions, will come up
during the intake interview.
3. Now think of 1-2 other on-going problems you have (Note: these are not the reason you are seeking medical
attention, and these conditions may or may not be related to your presenting symptoms).
4. Make a list of medications you are on, including dosage and frequency.
5. Now fill in additional details for your character (if it is a baby or very young child that is sick, you may play the role of
parent):
Client name:______________
Age_________ Gender________________
Family, including health of parents/siblings
6. Other relevant details:
Language for Giving Instructions
Use sequence markers:
Some stronger phrases for giving instructions:
First, ___
We need you to___
Then, ___
You’ll have to___
After that, ___
You have to___
Next, ___
You’ve got to___
After you do___, you can…
When you’ve finished (doing something), ___
Oh, and before you ___, you should ___.
Emphasize important points:
Make sure you…
Make sure you don’t…
Use suggestion forms to sound polite:
Don’t forget to…
It’s a good idea to___
Be sure to…
You might want to___
Be sure you don’t…
You could/can___
You’d better…
Why don’t you___
It’s (very, extremely) important to…
Could/can you ____
It’s urgent/important/necessary that you…
Never…
Use the imperative (sparingly):
It can sound a bit “bossy” – but sometimes
that is the tone you’ll need!
Then, check their
comprehension:
Always…
You should never/always…
Does all that make sense?
Are you still with me?
Do you have any questions so far?
Any problems yet?
1. Think of a nursing procedure that you are very familiar with. Imagine you are teaching a nursing student or a caregiver how to do that procedure. Practice giving those instructions to a partner, using sequence markers and
suggestion forms, and emphasizing important points.
2. Imagine that later, the student/care-giver makes a number of mistakes (perhaps forgets an important step) when
performing that procedure. Give those instructions again, but use more of the imperatives, stronger phrases and
emphasizing phrases.
3. Think of instructions you may have to give a client who is slightly cognitively impaired and uncooperative. Give
those instructions using sequence markers, imperatives, stronger phrases, and emphasize important points.
Oncology: Providing Client Education
You will role-play providing patient education regarding an exam or test that a cancer patient may receive.
Step 1: With a partner, search your assigned topic on health.yahoo.com3:

Leukemia + bone marrow aspiration and biopsy OR lumbar puncture

Colorectal cancer + sigmoidoscopy OR barium enema

Cervical cancer + Cervical biopsy OR colposcopy

Breast cancer + MRI of the breast OR breast biopsy
 Prostate cancer + prostate biopsy
Step 2: Take notes: You will be providing education to a patient with the condition you researched. What kinds of
things will you need to know? What kinds of things might s/he ask you? Take notes here:
Step 3: Role-play
The patient knows s/he has or might have the condition you researched. Your job is to inform the patient that the
doctor has recommended s/he have a __________________, and then provide information on the test to reassure the
patient. Your patient teaching should include:
3

Introduction + small talk + explanation of why you are there.

A question which introduces the topic (e.g., So, do you know what is involved with a cervical biopsy? Have you
ever had a barium enema? Would you like me to explain what will happen during the test?)

An explanation of test (why s/he is having it, what will happen, what precautions to take, etc.)

Response to the patient’s anxieties, fears, and questions.
Google “Yahoo! Health,” select “Conditions,” and then search your terms (you will need to search both the condition and the test).
Pediatric Assessment Role-play #1: Teen Girl (Speaking/Writing)
Student A: Client: Rachel James
Student B: LPN
You have come to a pediatric clinic with your parent because
you’ve not been feeling well: always feeling cold, headaches.
Answer the nurse’s questions with the following information
(only give details when s/he asks probing questions):
You are Rachel James, 14 years old, grade 9, missing school
probably 2-3 times a month.
Interview the client to fill in the
pediatric clinic assessment form.
Afterwards, explain that the
doctor has requested a blood
test to check her thyroid:
Father: Peter James, 42, no health problems, Owns own art store
Mother: Marcie James, 42, hypothyroid, substitute teacher
Siblings: Brother (Jeremy James), 12, no health issues

She’s afraid of blood tests…
explain what will happen
during the blood test.

Give suggestions for dealing
with the school regarding
wearing warmer clothes.

Explain that the mood
swings may be related to
normal hormone levels
changing. Even though
menstruation hasn’t
happened yet, hormones
can cause mood swings.
Give some suggestions for
dealing with the mood
swings.
Sister (Anita James), 9, allergies (shellfish), asthma
You have a history of asthma, eczema, and allergies…to mould,
farm animals, peanuts. You are on the following medications:
Anemia when you were 2 – seemed to be related to high lead
content. Not an issue now.
Came in for an appointment because of

mood swings (for about a year – you lose your temper a
lot…get unreasonably angry. Then you feel very depressed.)

Always feeling cold (chronic, but a bigger problem since
September). You feel cold even when everyone else in your
school is fine…no one else is cold. Hands freezing – sometimes
feel numb. You’d like to wear your coat, hat, fingerless gloves
at school, but not allowed. You dress warm, always!
 Lots of headaches and general aches (this last month).
Food: you eat a lot of fruit and veggies, not much meat. Fast food
maybe once a month. Junk food – maybe just a little once a week.
No pop.
Weight gain: Gaining a little bit…strange because you don’t eat
much.
Growth: didn’t grow much...short for age
Development: has not started period… some breast development
Pain…on a scale of 1-10, where 10 is unbearable… headaches are
about a 3 – it’s that they last a long time. Today it’s just a 2 – you
can ignore it, but when you are bored, you notice it.
Stress: Yes…get stressed about everything…High marks.
Other: Not much exercise…don’t feel comfortable because of the
asthma and allergies.
**You can’t remember ever having a blood test…and the idea of a
blood test frightens you.
Pediatric Assessment Role-play #2: Pre-teen Boy (Speaking/Writing)
Student B: Client: Jonathan Masters
Student A: LPN
You have come to a pediatric clinic with your parent
because you’ve been experiencing severe headaches.
Answer the nurse’s questions with the following
information. Only give details when s/he asks probing
questions.
You are Jonathan Masters, 12 years old, grade 7, missing school
probably 2-3 times a month.
Interview the client to fill in the
pediatric clinic assessment form.
Afterwards, explain that the
doctor has suggested he get a CT
or MRI scan (choose whichever
one you are most familiar with):
Father: Jim Masters, 45, migraines, high blood pressure, Nurse
Mother: Sandi Masters, 42, allergies, asthma
Siblings: Older sister (Sally), 15, allergies (severe, peanuts)
Little brother (Liam, 9), a few mild allergies (cats)
History: You have a history of allergies – but nothing severe like
your sister’s peanut allergy. Just to cats, mould, horses, like your
brother.
You aren’t on any medications, other than pain medications.
You generally take Advil – sometimes 2-3 gel tablets (mg?)
Came in for an appointment because of Severe headaches.


You’ve always had headaches… you remember having
headaches when you were in kindergarten… would cry
and tell your parent you had headaches.
But they are worse now (last 2 months). Sometimes
vomiting. Sometimes dizzy. See spots. Usually you
can’t function. Pain starts around nose and eyes –
behind eyes, moves to temple and whole head.

Usually you stay home from school. You were on a
sports team (basketball), but had to quit because you
missed too many practices.
Pain: Right now, on a scale of 1-10, where 10 is unbearable…
you would say a 6 or 7. Sometimes, though, a 10. That’s when
you stay home from school.
Food: Normal… balanced, although you don’t like vegetables.
Fast food maybe once a week. Some junk food – chips, pop,
maybe 2-3 times a week.
Stress…yes…grade 7 is different from elementary school – hard
to learn to get to different classes in only 3 minutes. Each
teacher gives homework – sometimes they don’t talk and so it’s
too much. But you like it better than elementary school. The
teachers are better.
Weight gain: no…
1. Explain what happens during
the scan.
2. The doctor has given a
prescription for a stronger
headache medication. Explain
how to take it.
3. Explain the doctor would like
him to keep a headache diary
to see if there are any
“triggers” which can be
identified. When he has a
headache, he should list the
following:
o
what he ate in the last 5
hours
o
any emotional stresses
(e.g., test, argument)
o
what you were doing in
the hours before the
headache started (e.g.,
delivering flyers, playing a
computer game,
homework).
Growth: 3rd tallest boy in the class.
Other: Now that off the team, not much exercise. Delivers
flyers 3x a week. Likes to play computer games.
Pharmacy Roleplay: NSAIDs (Speaking/Writing)
To prepare for your role as a GERIATRIC PATIENT (who is on a variety of medications), think through the following
questions.4
7. Name
Age
Living situation
Family support
8. Reason for admission (e.g., a fall, broken __, stroke, etc.)
9. Make a list of 3-4 prescription medications you are on, including dosage and frequency and why you are taking these
medications. Be sure that some of these medications are NSAIDs.5
10. List one or two over-the counter NSAIDs that you are taking, but don’t tell the LPN about them unless s/he
specifically asks you.
In your role as LPN, you will take a patient history to fill in the following form. Think through the questions you will
need to ask to elicit the correct information.
NOTE: During the interview, if the LPN uses any medical terminology (e.g., what is the route?), ask for clarification or don’t
answer.
4
However, don’t easily volunteer all of these at once. You will need prompting from the LPN to help you remember everything.
5
Co-worker conversations: Being tactful and professional
Situation
1.
Your supervisor is telling you, once again, about
a meeting scheduled for Monday morning at
8:30. She’s mentioned it more than 4 times
(AND she sent you an e-mail).
2.
You just finished putting in an IV – no problem
at all – you’ve done this many times in your
country of origin, and a few times here. Your
supervisor comes up and asks “How did it go,
putting in that IV? Did it go alright?”
3.
You stop in the hall to talk to an acquaintance
you haven’t seen for a long time. Your
supervisor comes by and says, “What’s going
on? Don’t you have something you should be
doing?”
Brainstorm for 4 different reasons for the
supervisor’s comments.
Brainstorm for one possible response.
What might be a consequence
of that response?
4.
Your supervisor criticises you, in front of your
coworkers, for not sending her a copy of a
poster announcing a Christmas party, prior to
posting it. She held up the poster and said
“What’s this?! Who approved of this?! You
can’t put this up without my approval!”
Co-worker conversations: Language for giving and receiving criticism…professionally!
When you have to confront someone… Don’t lose your cool!
When someone criticizes you…
Approaching the person:
Don’t lose your cool. Stay calm and
professional.
Speak to the person privately:

“Hey, Marie, could I talk to you a moment?”
 “Marie, do you have a minute (to talk)?”
If the person is with someone else, you could ask

“Hi, do you mind if I steal/borrow Marie (or ‘your nurse’) for a moment?”
You may choose to begin tactfully (especially if you are speaking to a superior, or if you think
the person has no idea s/he is doing something wrong)
1.
Use softeners (um, well, just, maybe, seems, could, might, potentially, possibly)
2.
Use rising intonation to indicate reservation and show politeness.
3.
Use “we” instead of “you” (How about if we…? Could we maybe…? Perhaps we could…?)
4.
Ask questions which express concern, but that allow the other person to re-evaluate the situation.
(What about…? Do you think __ might…? Don’t you think ___ might…? Could __ possibly…?)
5.
Use the “sandwich” method: compliment, criticism, compliment.
However, you may choose to approach the issue more assertively, if you are dealing with a
serious issue or if the person has not responded to a tactful approach.
1.
2.
When you are being criticised, try to get to
the real issue. Ask for clarification.

I’m sorry. What do you mean by…?

I’m sorry…I’m not sure what you mean.

How could I have done this differently?

So, what is it exactly that you want me to do
here?
Indicate attention, respect and
understanding.

Eye contact

Nodding

Verbal cues (ok, ok, mmhmm, all right)

Paraphrasing:
So, you’re saying I should…
OK, so I should…
Use phrases to emphasize importance (you can combine them with softeners from #1 above)

It is imperative (OR extremely important) that you…
Explain yourself politely, but assertively

Make sure you (always)….
Be sure you don’t/never…

Do you mind if I say something?

Don’t forget to…
It’s a good idea to…

Could I explain why I did it that way?
Really listen – the person you are arguing with may have a good point. Be willing to back down if
you are convinced (e.g., “Oh, OK, that makes sense”).

Actually, I’d like to point out that…
Co-worker conversations: Practice giving and receiving criticism
You are the charge-nurse in a long-term care facility and you
notice the problems listed below.
What would you say?
1. In a small group, discuss how you would respond to the
following situations.
2. With a partner from a different group, take turns in the
role of Charge Nurse and role-play the situation.
1. One of your employees keeps bringing her 4 year old son to
work. The first time, her husband dropped off the son ½ an
hour before the end of the shift – that was OK. Then a few
days later, he was dropped off 1 hour before the end of the
shift. Now it seems that 2-3 times a week, the son is dropped
off 1-2 hours before the end of the shift. The child is wellbehaved and plays quietly, but you don’t think this is
appropriate.
2. One of your new staff, a young woman (in her early 20’s),
wears her headphones while she is working with clients –
clients and other staff are complaining. Besides that, she is
doing an excellent job.
3. One of your staff did not turn up for work yesterday. No one
could get a hold of her, and everyone had to work short until
you found someone to come in at overtime for 4 hours.
Today, when you asked where she was, she said she’d gone to
Calgary for the weekend to visit a friend and decided to stay an
extra day. You are upset because she didn’t bother to phone
How would you
approach the
person?

Remember, do not lose your cool

Avoid insulting the person and their profession.

Use questions to point out the problem, and
softeners if you are trying to be tactful.

Be clear and tactful, and use phrases for
emphasizing importance.
and let anyone know.
4. You walk by a room and hear a patient shout “NO, I’m not
getting up now! Leave me alone!” Then you see your staff
member pull the covers off the patient, throw them on the
chair, and say threateningly, “When I tell you to get up, you
get up! NOW!
5. Other staff members are complaining about one of the other
staff – they say that she smells bad and they don’t want to
work with her. Some patients have mentioned the problem as
well.
6. Your staff is making life very difficult for a new receptionist
who has just been hired. She is very different from the
previous receptionist (who had been very outgoing, and would
arrange activities, such as baking cookies, for the clients). They
complain to her, and they complain about her to you. She is
very frustrated and is thinking about quitting. Talk to the
other staff.
7. Make up your own scenario: