OET Nursing key terms

An approach in which the health professional explores the patient's concerns, beliefs and preferences and involves them in decisions, rather than simply delivering instructions. In OET Speaking it is assessed through relationship-building and shared decision-making.

A short spoken response that names and acknowledges what the patient appears to feel, for example 'That sounds really frightening for you.' It signals understanding before you move on to information or advice.

Telling the listener in advance how a conversation will be structured, such as 'I'd like to ask a few questions first, then explain the plan.' It helps patients follow the consultation and is rewarded in OET Speaking.

A question that cannot be answered with yes, no or a single word, usually beginning with what, how or why. It invites the patient to describe their experience in their own words and gathers richer information.

A question that limits the answer to a short response, often yes or no, or a specific fact. Useful for confirming details such as medication doses, but it should not dominate a patient-centred interview.

The candidate's prompt in OET Speaking. It states the setting, the patient's situation and background, and the tasks you must accomplish, such as taking a history and explaining a treatment. It is not shown to the examiner playing the patient.

The person who plays the patient during the OET Speaking role-play and manages the warm-up conversation. They follow a scripted role but respond naturally to what the candidate says.

The short, unassessed conversation at the start of OET Speaking in which the interlocutor asks about your work or study. It is not scored but helps settle nerves and check identity.

The OET Speaking scoring categories relating to language use: intelligibility, fluency, appropriateness of language, and grammar and vocabulary. They are judged alongside the clinical communication criteria.

The OET Speaking scoring categories covering relationship-building, information gathering, information giving and shared decision-making. They assess how well you communicate clinically, not your medical knowledge alone.

How easily a listener can understand your speech. It depends on pronunciation, stress, rhythm and clarity rather than on having a particular accent, and it is one of the OET Speaking linguistic criteria.

Discussing options with the patient, checking their views and agreeing a plan together. In OET Speaking it is a scored criterion and often requires summarising choices and confirming the patient's agreement.

Breaking a long or complex message into short, manageable pieces of information, pausing to check understanding between them. It is a common strategy for explaining diagnoses or treatment plans clearly.

Asking the patient to repeat in their own words what they have understood, so you can check comprehension and correct gaps. It is more reliable than asking 'Do you understand?'

Specialist or technical vocabulary that a lay listener may not understand, such as 'hypertension' instead of high blood pressure. OET expects you to avoid or explain it when speaking to patients.

A formal written message from one health professional to another asking them to see a patient, giving the reason for referral, relevant history and what is being requested. It is the most common OET Writing task.

A written handover sent when a patient moves between wards, units or facilities, covering current condition, treatment and ongoing needs. It differs from a referral because care is being passed on rather than requested.

A document written when a patient leaves hospital, summarising the admission, treatment given, outcome and follow-up arrangements. It gives the next clinician a concise record of what happened.

The source material in OET Writing: brief clinical notes about the patient from which you select and expand relevant information into a letter. Not every detail in them belongs in your letter.

Choosing which details from the case notes are relevant to the reader and purpose of the letter, and leaving out the rest. It is a core OET Writing criterion, so relevance matters more than completeness.

Expressing information in as few words as needed without losing meaning. OET Writing rewards letters that stay within the word limit and avoid unnecessary background or repetition.

The stated maximum length for the OET Writing task, currently 180 to 200 words. Writing far over or under it can affect your score, so plan the letter before you begin.

A quick outline made before writing, grouping the selected case-note information into paragraphs. It keeps the letter organised and helps you stay within the word limit.

Dividing a letter into logical paragraphs, each with a clear purpose such as reason for writing, relevant history and request. Good paragraphing helps the reader find information quickly.

The greeting at the start of a letter. In OET Writing, use the title and surname given in the task, for example 'Dear Dr Patel', and match it to the correct closing.

The sign-off at the end of a letter. Use 'Yours sincerely' when the recipient is named and 'Yours faithfully' when the name is unknown, then sign and print your name as required.

The opening sentence of a referral or transfer letter that says why you are writing, such as 'I am writing to refer Mr Lee, who requires assessment of his knee pain.' It orients the reader immediately.

The tension in OET Writing between including all clinically important facts and keeping the letter short. Resolve it by asking what the reader needs in order to act, and cutting everything else.

Rewriting information in your own words, for example turning note fragments into full sentences. In OET Writing it shows you can transform notes rather than copy them, and it is expected throughout.

The way sentences and paragraphs are linked so the text flows, using pronouns, referencing words and connectors such as 'however' or 'as a result'. Weak cohesion makes a letter hard to follow.

The main overall meaning of a spoken or written text, as opposed to specific details. Many OET Listening and Reading tasks ask you to identify the gist before answering detail questions.

A question that asks for a specific fact from a text, such as a time, dose or reason. In OET Listening Part A, answers often come from a short phrase in a consultation.

An option or piece of information that sounds plausible but is wrong, often because it is mentioned and then corrected or rejected. Recognising distractors is central to OET Listening Part B and C.

Working out meaning that is implied rather than stated, such as a speaker's attitude or a likely outcome. OET Listening Part C and Reading Part C often require this kind of reasoning.

A task type in which you fill gaps in a set of notes using words heard in a recording. OET Listening Part A uses this, and answers must fit grammatically and stay within the word limit.

Spotting when the same idea is expressed with different words in the question and the text. OET Reading and Listening rely heavily on this, so matching exact wording is often a trap.

Reading quickly for the main idea or overall structure of a text, without stopping on details. It helps you decide where the answer to a question is likely to be found.

Moving your eyes quickly over a text looking for specific words, numbers or names. It is useful in OET Reading Part A, where you match information across several short texts under time pressure.