The candidate card
Setting
Postoperative ward
Candidate
In this original independent practice scenario, you are a ward nurse speaking privately with Mr Evan Roden, aged 48, whose adult partner had surgery to form an ileostomy six days ago and is recovering well. Mr Roden wants to learn to perform every pouch change, but his partner wants to participate in her own care and begin today's stoma-nurse teaching without him present. She has authorised you to discuss her teaching preferences, privacy wishes and possible practical support with him, but not other clinical details. Today's teaching can include demonstration equipment and supervised practice at her pace; any later involvement by Mr Roden requires her agreement.
Task (interlocutor: relative)
- Explore why Mr Roden wants to perform every pouch change, what he has already observed and how he understands his partner's wishes.
- Explain how supervised teaching can help his partner take part in pouch care at a manageable pace, with nursing help available.
- Acknowledge his wish to help and encourage him to support her learning and privacy rather than take over.
- Clarify that permission to discuss teaching does not permit attendance or hands-on assistance, and explore support he could offer within her chosen boundaries.
- Agree a proposed arrangement for today's private teaching and any later involvement, subject to his partner's agreement, then check his understanding.
In the test you get 3 minutes to read the card and plan, then about 5 minutes to talk. This card is original, written for this site; the interlocutor's card is not shown.
Prepare this card, then say it out loud.
Plan your opening and the tasks below. Keep these notes when you move to the AI role-play.
In this original independent practice scenario, you are a ward nurse speaking privately with Mr Evan Roden, aged 48, whose adult partner had surgery to form an ileostomy six days ago and is recovering well. Mr Roden wants to learn to perform every pouch change, but his partner wants to participate in her own care and begin today's stoma-nurse teaching without him present. She has authorised you to discuss her teaching preferences, privacy wishes and possible practical support with him, but not other clinical details. Today's teaching can include demonstration equipment and supervised practice at her pace; any later involvement by Mr Roden requires her agreement.
Getting your plan ready…
Preparation is free without an account. AI conversation and marking need sign-in; your first role-play is free. Notes are saved on this device when available. This checklist is your plan, not a score.
How to approach this card
- Ask why he wants to perform every change and what he has observed. Explore his understanding of his partner's wishes before offering reassurance.
- Explain today's supervised learning in short sections. The nurse can demonstrate, guide and assist while his partner tries manageable steps; avoid promising immediate independence or risk-free practice.
- Explore his reasons and feelings, then acknowledge what he actually expresses. Encourage him to support her participation without assuming his motives or what her request for privacy means to him.
- Keep the permission boundaries concrete: she has authorised discussion of teaching preferences and practical support, but wants today's session without him. Discuss possible future help without offering attendance or access to other clinical details.
- Agree that today's session remains private. Suggest offering practical support and asking before joining future teaching or touching the pouch. Check that he understands he must wait for her agreement and stop or leave if asked.
Model route: what a strong candidate might say
Example lines in a workable order for about 5 minutes: opening, key questions, the patient's concern, explaining, then the close. Use them to plan, not to memorise: the patient's replies are not scripted here, and your next line should follow what they actually say.
1. Opening
- “Hello Mr Roden, I'm one of the ward nurses. Thank you for making time to talk with me privately about the stoma teaching.”
- “How have you been finding things since the surgery, and what would you like to see happen with the pouch care?”
2. Key questions
- “You've said you'd like to do every pouch change. Can you tell me what is behind that for you?”
- “What have you seen or noticed so far when the pouch has been changed?”
- “How do you understand she would like to be involved in her own care?”
- “What kind of support do you think she might welcome from you, if she agrees?”
3. Handling the patient's concern
Likely concern: Likely worry to explore: that she may struggle with the pouch, or that he will have no useful role.
- “It's clear how much you care, and wanting to help is a good thing. I'm not dismissing that at all.”
- “Learning at her own pace with a nurse nearby can help her take part in her care. Your encouragement and respect for her privacy can matter a lot.”
4. Explaining
- “She has agreed that I can discuss her teaching preferences and privacy wishes with you, but not other clinical details. Today's private teaching uses demonstration equipment and supervised practice at her pace, with nurses on hand. Does that make sense?”
- “Her permission for me to discuss teaching doesn't mean you can attend sessions or help with the pouch. Any later involvement needs her agreement first. Within her wishes, you can encourage her and respect her privacy. Is that clear?”
5. Closing
- “So today's teaching is private between her and the stoma nurse. For any later session or hands-on help, you'll ask her first and go by her answer. Have I got that right?”
- “Nurses will keep helping her as she practises. Could you tell me in your own words what you'll do today, and what you'll ask her about later?”
Phrases to adapt
Use your own words; these show the register, not lines to memorise.
- What worries you about her learning to change the pouch herself?
- The nurse can guide her through manageable steps and help when needed.
- She has agreed that we can discuss teaching arrangements, but she wants today's lesson to be private.
- Before joining a later session or helping with the pouch, please ask her and wait for her agreement.
Medical words in plain English
| Term | How you might say it to the patient |
|---|---|
| ileostomy | An opening made during surgery so waste from the small bowel can pass into a pouch. |
| stoma nurse | A nurse who helps people learn to care for their bowel opening and pouch. |
How this card is marked
Two assessors mark the recording on nine criteria: intelligibility, fluency, appropriateness of language and resources of grammar and expression (each 0–6), then relationship building, understanding and incorporating the patient's perspective, providing structure, information gathering and information giving (each 0–3). See the AI Speaking practice guide for what each criterion looks for.
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Questions about this role-play
What if he says that being her partner gives him the right to attend?
Acknowledge that he wants to help, then restate today's arrangement: she wants the teaching to be private. Being her partner does not replace her permission. Offer to discuss general teaching separately and explore practical help she may welcome.
How can I respond to the concerns he expresses without promising immediate independence or complete safety?
Explore the specific concern he expresses and acknowledge how he feels. Explain that the nurse will guide and assist her during practice, with steps adapted to what she feels able to do. Do not guarantee that nothing can go wrong or insist that she manage alone. Encourage him to support her opportunity to learn rather than take over.
What if he agrees to wait outside but wants to enter whenever he thinks she needs help?
Make the boundary specific: he should wait to be invited and ask before helping. Agreeing to discuss support is not permission to enter during private care. Any later attendance or assistance must be checked with her, and he should leave or stop if she asks.
What if Mr Roden insists on being present at today's teaching?
Stay calm and acknowledge how much he wants to help. Explain that she has chosen private teaching today and that the choice is hers. Do not share other clinical details. Offer to let her know his wishes, and suggest he ask her about later involvement.
How should I pace the five minutes?
Spend roughly the first two minutes listening to his reasons and what he has seen, then one minute explaining the teaching and her privacy wishes, one exploring how he could support her, and the last minute agreeing the arrangement and checking understanding.
Sources
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