The candidate card
Setting
General practice (practice nurse clinic)
Candidate
You are a practice nurse. Mrs Sandra Lowe, aged 51, was diagnosed with high blood pressure two weeks ago and started on perindopril by the GP. She smokes about 20 cigarettes a day. The GP has asked you to see her for a lifestyle review and to support her to stop smoking. Her blood pressure today is 146/92 mmHg.
Task (interlocutor: patient)
- Find out about Mrs Lowe's smoking history, previous quit attempts and how ready she is to stop
- Explain the benefits of stopping smoking for her heart and blood pressure
- Explain the support options available (combination nicotine replacement therapy, prescription medication from the GP, quitline counselling)
- Respond to her concerns about stopping
- Agree a quit plan and arrange follow-up
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.
How to approach this card
- Begin by asking open questions about her smoking and what she thinks of it, rather than starting with advice. Her readiness decides how you proceed. Ask what has happened with past quit attempts to learn what helped and what did not.
- Explain benefits in terms of her heart and blood pressure, since that is why the GP asked you to see her. Mention today's reading of 146/92 only as a starting point, not as proof of failure or of a particular outcome.
- Present the support options as a menu: combination nicotine replacement, prescription medication through the GP, and quitline counselling. Explain that using support makes quitting more manageable. Do not give doses, as these are not in your notes.
- Ask what worries her about stopping. Likely themes include cravings, stress, weight and whether she will cope, but find out which one she means. Respond to that concern specifically instead of reciting general reassurance.
- Agree a small, specific plan, such as a quit date or steps towards one if she is not ready, and arrange follow-up. Prioritise readiness and her worries if time is short, as a plan she does not own will not last.
Phrases to adapt
Use your own words; these show the register, not lines to memorise.
- What has smoking meant for you, and how do you feel about it now?
- What helped last time you tried, and what made it hard?
- You do not have to do this alone. There are several kinds of support.
- Which of these options feels like the best fit for you?
Medical words in plain English
| Term | How you might say it to the patient |
|---|---|
| nicotine replacement therapy | patches, gum or lozenges that give you nicotine without the smoke |
| hypertension | high blood pressure |
| quitline | a free phone service where trained counsellors support you to stop smoking |
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). Grade B usually means 5 on each language criterion and 2 on each clinical one. See the AI Speaking practice guide for what each criterion looks for.
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All sets: nurses, doctors, other professions. Your profession's guide: OET Nursing.
Questions about this role-play
What if she is not ready to quit?
Respect that and do not press. Explore what would need to change, offer information on the support available and keep the door open. Agree a smaller step, such as another visit or thinking about a date, instead of ending with no plan.
Should I use her blood pressure reading to motivate her?
Use it carefully. Say it is today's reading and that stopping smoking supports her heart and blood pressure care. Avoid saying it will fall by a certain amount or that smoking caused it, as neither is in your notes.
What if she says she has failed before, so why try again?
Treat previous attempts as useful experience, not failure. Ask what she learned and what could be done differently, such as using combined support. Keep your tone encouraging and realistic, without promising that it will work this time.
Sources
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