The candidate card
Setting
School health clinic
Candidate
You are a school nurse in this original independent practice scenario, seeing Mr Jesus Panganiban, aged 15, who reports daytime urine leakage and avoids drinking water at school to reduce toilet visits. Explain that personal information is kept private and shared only as necessary for care, but information may need to be shared to protect him or someone else from serious harm or where legally required, discussing this with him first wherever possible. General advice is to drink regularly rather than deliberately restrict water and to have prompt toilet access; pain when passing urine or fever needs urgent GP advice, and new marked thirst with passing much more urine needs urgent assessment. In the context of new marked thirst and passing much more urine, rapid deterioration or any one of vomiting, drowsiness, confusion or rapid, deep breathing requires immediate emergency help: call 000 in Australia and do not wait for routine GP or school follow-up. For this fictional school, you can seek his permission to discuss a discreet toilet-access arrangement with the designated staff member and help him arrange a GP assessment of the leakage; a complete ongoing clinical assessment may continue after this focused conversation.
Task (interlocutor: patient)
- Explain confidentiality and its limits in age-appropriate language, and ask what he is worried might be shared
- Find out about the leakage, his drinking and access to school toilets, briefly checking for pain, fever or new marked thirst with passing much more urine
- Reassure him without blame and explain why avoiding water is not a suitable solution; discuss regular drinks and prompt toilet access without prescribing a fixed fluid amount
- Offer help arranging GP assessment to investigate the leakage, explaining when urgent help would be needed instead
- Agree what practical school support he wants, who may receive the minimum necessary information and how you will follow up; 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.
You are a school nurse in this original independent practice scenario, seeing Mr Jesus Panganiban, aged 15, who reports daytime urine leakage and avoids drinking water at school to reduce toilet visits. Explain that personal information is kept private and shared only as necessary for care, but information may need to be shared to protect him or someone else from serious harm or where legally required, discussing this with him first wherever possible. General advice is to drink regularly rather than deliberately restrict water and to have prompt toilet access; pain when passing urine or fever needs urgent GP advice, and new marked thirst with passing much more urine needs urgent assessment. In the context of new marked thirst and passing much more urine, rapid deterioration or any one of vomiting, drowsiness, confusion or rapid, deep breathing requires immediate emergency help: call 000 in Australia and do not wait for routine GP or school follow-up. For this fictional school, you can seek his permission to discuss a discreet toilet-access arrangement with the designated staff member and help him arrange a GP assessment of the leakage; a complete ongoing clinical assessment may continue after this focused conversation.
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
- Begin with privacy before asking intimate questions. Explain necessary sharing for care and exceptions for serious harm or legal requirements, discussing disclosure first wherever possible. Ask what he fears might be shared; do not assume his concern involves parents, classmates or teachers.
- Use neutral words such as leakage and toilet access, rather than language suggesting immaturity or poor behaviour. Ask when it happens and how school arrangements affect him. Let him describe the difficulty without assuming that restricted drinking explains the leakage.
- Check all listed symptoms that could change the urgency before settling on routine GP assessment. Keep questions brief and understandable, without naming a diagnosis. The usual trap is focusing so heavily on embarrassment that the need for medical assessment becomes secondary.
- Recognise his attempt to manage school life, then explain that deliberately avoiding water is not a suitable solution. Discuss regular drinks and prompt toilet access without setting a fixed amount. Avoid promising that changing either habit will resolve the leakage.
- Build the closing agreement around what he permits the designated staff member to know, using the minimum necessary information. Confirm help with GP assessment and how follow-up will happen. If time is short, prioritise confidentiality, appropriate urgency and an agreed practical next step.
Phrases to adapt
Use your own words; these show the register, not lines to memorise.
- You can tell me what feels hardest to discuss.
- What would make asking to leave class feel less noticeable?
- We can work on this without blaming you.
- Would you like to choose the wording we use with staff?
Medical words in plain English
| Term | How you might say it to the patient |
|---|---|
| daytime urine leakage | Wee leaking when you do not mean it to during the day. |
| confidentiality | Keeping your personal information private, with the exceptions we discuss. |
| GP assessment | A doctor's appointment to investigate what is happening. |
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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Next step for Australian nursing: if your pathway requires OBA after OET and NCLEX-RN, explore OSCE practice for Australian nurses at OSCE Australia, run by the same company as OETAce.
All sets: nurses, doctors, other professions. Your profession's guide: OET Nursing.
Questions about this role-play
What complete urgent-help advice belongs in this conversation?
Pain when passing urine or fever needs urgent GP advice. New marked thirst with passing much more urine needs urgent assessment. In that context, rapid deterioration or any one of vomiting, drowsiness, confusion or rapid, deep breathing requires immediate emergency help: call 000 in Australia. Do not wait for several warning signs, rapid deterioration to accompany another warning sign, or routine GP or school follow-up. [NHS emergency warning signs](https://www.nhs.uk/conditions/type-1-diabetes/symptoms/) and [Australian emergency guidance](https://www.childrens.health.qld.gov.au/health-a-to-z/type-1-diabetes). Checked 3 November 2026.
Should I suggest a diagnosis to make the explanation more convincing?
No diagnosis is established on this card. Explain that leakage deserves assessment without attributing it to his drinking habits, a medical condition or emotional difficulties. If he asks what is causing it, acknowledge that this remains to be investigated rather than filling the uncertainty with a plausible explanation.
What if he asks me to explain the problem to classmates?
Clarify exactly what he wants classmates to understand and whether he wants personal information shared at all. Do not infer that a wider explanation is needed. Help him consider wording that requests practical understanding without disclosing details he would prefer to keep private.
Sources
Last checked 22 Oct 2026. Rules and prices change: confirm on the official page before you book or apply.
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