OET Speaking Sample Nurse Role Play

Understanding the OET Speaking Format for Nurses

[Image: Diagram showing the OET Speaking test structure with two role-play cards, preparation time, and speaking time clearly labelled]

The OET Speaking sub-test for nurses is designed to reflect real-world nursing communication scenarios you will encounter in English-speaking healthcare environments. Unlike general English tests, OET Speaking specifically assesses your ability to communicate effectively with patients using appropriate clinical language, empathy, and professionalism.

Test Structure

The Speaking sub-test lasts approximately 20 minutes in total and consists of two separate role-play scenarios. Each scenario follows this structure:

Warm-up (2 minutes): The interlocutor asks general questions about your professional background. This is not assessed but helps you settle in.
Preparation time (2-3 minutes): You receive a role-play card with the scenario details. You can make notes and plan your approach.
Role-play (5 minutes): You interact with the interlocutor, who plays the role of a patient, carer, or family member.

The two scenarios typically test different communication functions: one may focus on explaining or persuading, while the other emphasises gathering information or showing empathy. Both scenarios assess the same nine criteria, ensuring a comprehensive evaluation of your clinical communication skills.

Practice OET Speaking with AI Feedback

Get unlimited AI-powered OET Speaking practice with instant feedback on fluency, vocabulary, and clinical communication at our AGMP platform.

Start OET Practice

OET Speaking Scoring Criteria Explained

OET Speaking is assessed against nine detailed criteria grouped into two categories: Linguistic Criteria and Clinical Communication Criteria. Understanding these criteria is essential for targeting your preparation effectively.

Linguistic Criteria (4)

Intelligibility: Clear pronunciation, appropriate stress and rhythm, natural intonation.

Fluency: Smooth speech without excessive pauses or hesitation. Ability to maintain flow.

Appropriateness of Language: Using professional yet accessible language suitable for patients.

Resources of Grammar & Expression: Range and accuracy of grammar and vocabulary.

Clinical Communication (5)

Relationship Building: Showing empathy, warmth, and establishing rapport.

Understanding Patient Perspective: Acknowledging feelings, concerns, and picking up on cues.

Providing Information: Clear explanations, checking understanding, avoiding jargon.

Gathering Information: Asking relevant questions, clarifying, summarising.

Overall Communication Effectiveness: How well you achieve the task purpose.

Each criterion is scored from 0 to 6. To achieve an overall Grade B (the minimum required by most nursing regulators), you typically need to score at least 350 out of 500, which generally requires scores of 4 or above on most criteria with no criterion below 3.

Scenario 1: Discharge Planning

Setting: Medical Ward

Your role: You are a registered nurse preparing a patient, Mrs. Patricia Green (72), for discharge after a 5-day admission for community-acquired pneumonia.

Task: Explain the discharge plan, discuss home care arrangements, address her concerns about managing at home alone, and ensure she understands when to seek help.

Nurse: Good morning, Mrs. Green. I'm Sarah, your nurse today. How are you feeling this morning?

Mrs. Green: Oh, much better, thank you. The doctor said I can go home today, but I'm a bit worried about managing on my own.

Nurse: I'm glad to hear you're feeling better. It's completely understandable to have some concerns about going home. Before we go through your discharge plan, could you tell me a bit more about what's worrying you specifically?

Mrs. Green: Well, I live alone, and I'm not sure I'll remember to take all these tablets. And what if my breathing gets bad again?

Nurse: Those are really important concerns, and I'm glad you raised them. Let me go through everything with you, and we'll make sure you feel confident before you leave. First, regarding your medication, you'll be going home with a seven-day course of antibiotics. I've organised for the community nurse to visit you tomorrow to go through your tablets and set up a dosette box. Does that sound helpful?

Mrs. Green: Oh yes, that would be wonderful. A dosette box?

Nurse: Yes, it's a box with compartments for each day and time, so your tablets are already sorted for you. Now, about your breathing, I've arranged for a follow-up appointment with your GP in one week. But there are some signs you should watch for. If you notice your breathing getting worse, your temperature going above 38 degrees, or if you're coughing up discoloured phlegm, you should contact your GP straight away or call 111. Does that make sense?

Mrs. Green: Yes, I think so. But what about my daughter? Should she come and stay?

Nurse: That's something you and your daughter can decide together. It might be reassuring to have someone with you for the first couple of nights, but the community nurse will assess your needs tomorrow. Is there anything else you'd like to ask me about your discharge?

Examiner Checklist - Scenario 1

Greets patient warmly and introduces self
Acknowledges concerns with empathy ("completely understandable")
Gathers information about specific worries before providing solutions
Provides clear, structured information (medication, dosette box, follow-up)
Uses appropriate safety-netting advice (when to seek help)
Checks understanding throughout ("Does that make sense?", "Does that sound helpful?")
Encourages patient involvement in decision-making
Opens the floor for further questions at the end

Scenario 2: Addressing Medication Concerns

Setting: Outpatient Clinic

Your role: You are a practice nurse. Mr. David Chen (58) has been prescribed metformin for newly diagnosed Type 2 diabetes. He is reluctant to start the medication because his brother had side effects.

Task: Explore his concerns, explain the benefits of the medication, discuss potential side effects honestly, and encourage adherence.

Nurse: Good afternoon, Mr. Chen. Please come in and have a seat. I understand the doctor has spoken to you about starting some medication for your diabetes. How are you feeling about that?

Mr. Chen: Honestly, I'm not keen. My brother took metformin and he had terrible stomach problems with it. I'd rather try diet and exercise first.

Nurse: I completely understand your concern, especially having seen your brother's experience. It's really important that we talk through this properly. Could you tell me a bit more about what happened with your brother?

Mr. Chen: He was on it for months and always had diarrhoea. He had to stop in the end.

Nurse: That sounds very difficult for him. It's important to know that side effects affect people differently. With metformin, some people do experience stomach upset at first, but this often settles down after the first couple of weeks. We also start with a low dose and build it up gradually, which helps your body adjust. Has the doctor explained what the metformin is actually doing in your body?

Mr. Chen: Something about blood sugar, but I wasn't really listening.

Nurse: That's alright. Essentially, metformin helps your body use insulin more effectively. It reduces the amount of glucose your liver produces and helps your muscles absorb sugar from your blood. When your blood sugar stays consistently well-controlled, it significantly reduces your risk of complications like nerve damage, eye problems, and heart disease. I know taking a tablet isn't ideal, but the evidence shows it works very well alongside lifestyle changes, not instead of them. You'll still be focusing on diet and exercise.

Mr. Chen: I see. And if I do get side effects?

Nurse: That's a great question. If you do experience any stomach upset, it usually improves if you take the tablet with food. And you can contact us at any time if you're worried. We can always adjust the dose or discuss alternatives. Would you be willing to try it for a month and see how you get on? We can review it together at your next appointment.

Examiner Checklist - Scenario 2

Demonstrates empathy for patient's prior experience
Explores concerns before giving information
Explains medication mechanism in accessible language
Addresses side effects honestly without minimising
Highlights benefits with specific examples (complications)
Offers practical tips (take with food, low dose start)
Proposes a trial period to reduce pressure
Uses collaborative language ("Would you be willing?", "we can review")

Scenario 3: Wound Care Education

Setting: Surgical Ward

Your role: You are a surgical ward nurse. Mr. James Wright (45) had an appendectomy two days ago and his wound will be managed at home with community nurse support. He needs education on wound care and red flag signs.

Task: Teach him how to care for his wound, what to watch for, and when to seek help.

Nurse: Morning, Mr. Wright. I understand you're going home today, and I need to go over some important things about looking after your wound. Is now a good time?

Mr. Wright: Yes, of course. To be honest, I'm a bit nervous about the wound.

Nurse: That's completely normal after surgery. Let's go through everything step by step, and I'll make sure you know exactly what to do and what to look out for. First, your wound has been closed with dissolvable stitches, so you don't need to worry about having them removed. You'll have a waterproof dressing on for the first five days, which means you can shower, but try not to soak it in the bath. After five days, you can remove the dressing and let the air get to it. Does that sound manageable?

Mr. Wright: Yes, that seems straightforward. But what if it gets wet in the shower?

Nurse: Good question. The dressing is waterproof, so a quick shower should be fine. Just pat the area dry gently afterwards rather than rubbing it. Now, there are some signs of infection that I need you to watch for. If you notice the wound becoming increasingly red, swollen, or hot to touch, or if you see any pus or foul-smelling discharge, these could be signs of infection. Also, if your temperature goes above 38 degrees or the pain gets worse rather than better, you should seek medical attention. Do you have a thermometer at home?

Mr. Wright: Yes, my wife has one.

Nurse: Perfect. It's also normal to have some bruising around the wound and mild discomfort, which should gradually improve over the next week or two. The community nurse will visit you the day after tomorrow to check how things are healing. Is there anything else you'd like to ask me about?

Mr. Wright: When can I go back to the gym?

Nurse: I'd recommend avoiding heavy lifting and strenuous exercise for at least two weeks. Gentle walking is fine and actually encouraged. We can discuss returning to the gym at your follow-up appointment. I've written all of this down in an information leaflet for you to take home. Would you like me to go over any of those points again?

Examiner Checklist - Scenario 3

Checks patient's readiness and emotional state
Provides information in logical, bite-sized steps
Acknowledges concerns ("completely normal")
Anticipates practical questions (showering)
Clearly explains red flag symptoms using lay language
Provides written backup material
Sets realistic expectations for recovery timeline
Offers to repeat information

Scenario 4: Pain Assessment

Setting: A&E Department

Your role: You are an A&E nurse. Mrs. Amina Patel (35) has presented with abdominal pain. You need to conduct a thorough pain assessment and explain the next steps in her care.

Task: Gather detailed information about her pain, show empathy, explain what will happen next, and address her anxiety about waiting times.

Nurse: Good morning, Mrs. Patel. I'm Nurse Johnson. I can see from the notes that you've come in with abdominal pain. I'm going to ask you some questions to help us understand what's going on and make sure we can help you properly. Is that alright?

Mrs. Patel: Yes, please. It really hurts, and I've been waiting for an hour already.

Nurse: I'm really sorry you've had to wait. I know that's frustrating when you're in pain. Let me get all the details from you now so we can get things moving as quickly as possible. Can you point to exactly where the pain is?

Mrs. Patel: Here, on the right side. It started last night after dinner.

Nurse: Thank you. On a scale of zero to ten, where zero is no pain and ten is the worst pain imaginable, how would you rate it right now?

Mrs. Patel: About a seven. It comes in waves and gets really sharp.

Nurse: That sounds very uncomfortable. Is it constant, or does it come and go? And have you noticed anything that makes it better or worse?

Mrs. Patel: It comes and goes. Moving makes it worse. I feel a bit sick too.

Nurse: I see. Have you had any vomiting, any changes in your bowel movements, or any fever?

Mrs. Patel: No vomiting, but I haven't been to the toilet since yesterday. I don't think I have a fever.

Nurse: Thank you for all that information, it's really helpful. Based on what you've told me, the doctor will need to examine your abdomen, and we'll probably need to do some blood tests and possibly an ultrasound scan. I know waiting is difficult, but abdominal pain does need careful investigation. I'll make sure the doctor knows your pain is a seven out of ten. Is there anything I can get you to make you more comfortable while you wait?

Examiner Checklist - Scenario 4

Acknowledges waiting time and validates frustration
Uses structured pain assessment (OPQRST approach)
Uses pain scale effectively for quantification
Asks relevant associated symptoms
Explains next steps clearly without diagnosing
Demonstrates urgency advocacy (informs doctor of pain severity)
Offers comfort measures while waiting
Maintains professional tone throughout

Scenario 5: Lifestyle Advice (Type 2 Diabetes)

Setting: GP Practice

Your role: You are a practice nurse specialising in diabetes care. Mrs. Linda Okafor (52) has been newly diagnosed with Type 2 diabetes. Her HbA1c is 8.2%. You need to provide initial lifestyle advice and set goals.

Task: Explain the diagnosis in accessible terms, discuss diet and exercise modifications, set realistic goals, and check her understanding.

Nurse: Hello, Mrs. Okafor. I'm Linda, the diabetes specialist nurse. The doctor has asked me to speak with you about your recent diagnosis. How are you feeling about everything?

Mrs. Okafor: I'm shocked, really. I knew I needed to lose some weight, but I didn't think I had diabetes.

Nurse: That shock is very common, and it's completely natural. The good news is that Type 2 diabetes is something we can manage very well, and many people make changes that lead to significant improvements. Your recent blood test showed an HbA1c level of 8.2%, which indicates that your average blood sugar has been above the ideal range. Let me explain what that means in practical terms.

Mrs. Okafor: Okay. Is it serious?

Nurse: It's a condition that needs to be taken seriously and managed properly. When blood sugar stays high over a long time, it can affect your eyes, kidneys, nerves, and heart. But the key word is 'managed.' With the right changes to your diet, activity levels, and possibly medication down the line, many people bring their blood sugar into a healthy range. I'd like to focus today on two things: what you eat and how you move. Can you tell me a bit about your typical daily meals?

Mrs. Okafor: I skip breakfast sometimes, have rice or pasta for lunch and dinner. I don't eat much fruit.

Nurse: Thank you for being honest. Small changes can make a big difference. I'd suggest starting with three consistent meals a day, including breakfast, as this helps stabilise your blood sugar. For your main meals, try reducing your portion of rice or pasta to about a fist-sized amount, and fill half your plate with vegetables. Adding some protein like chicken, fish, or beans helps too. Have you ever tried brown rice instead of white?

Mrs. Okafor: Not really. I could try.

Nurse: Brown rice and wholemeal pasta release sugar more slowly into your bloodstream, which helps keep your levels steadier. Now, about exercise, walking is one of the best things you can do. Would you be able to manage a 20-minute brisk walk, maybe five days a week to start with?

Mrs. Okafor: I think I could do that. I live near a park.

Nurse: That's perfect. We'll set a review appointment in three months to see how things are going. I'll also arrange for you to attend our diabetes education session next week. Do you have any questions before we finish?

Examiner Checklist - Scenario 5

Validates emotional response to diagnosis
Balances honesty about seriousness with reassurance
Explains HbA1c in accessible terms
Assesses current habits before giving advice
Gives specific, actionable dietary advice
Uses visual references ("fist-sized", "half your plate")
Sets realistic, achievable exercise goals
Arranges follow-up and additional support

Practice All 5 Scenarios with AI

Get unlimited OET Speaking practice with instant feedback on all nine assessment criteria. Build confidence before your exam.

Start Practicing on AGMP

OET Speaking Timing Strategies

[Image: Visual timeline showing the 20-minute OET Speaking test with warm-up, preparation, and role-play segments clearly marked with recommended time allocations]

Effective time management during the OET Speaking sub-test can significantly impact your performance. Many candidates either rush through important information or run out of time before completing all task items. The following strategies will help you maximise your five-minute role-play window.

Phase	Time	Strategy
Warm-up	~2 min	Use to relax. Speak naturally about your work. Not assessed.
Card reading	2-3 min	Read all task items. Note key objectives. Plan opening line.
Role-play opening	0:00-0:30	Greet, introduce, establish rapport. Don't rush this.
Information gathering	0:30-2:00	Ask open questions. Listen actively. Pick up on cues.
Information giving	2:00-4:00	Explain clearly. Check understanding. Avoid jargon.
Closing	4:00-5:00	Summarise next steps. Invite questions. End professionally.

Common Timing Mistakes

Spending too long on rapport: While relationship building is important, don't use more than 30 seconds on pleasantries.
Not checking the clock: Practise with a visible timer so you develop an internal sense of 5 minutes.
Rushing through task items: The interlocutor will guide you, but ensure you address all items on your card.
Forgetting to close: Always end by summarising and offering further assistance.

Preparation Time Strategy (2-3 Minutes)

Your preparation time is more valuable than most candidates realise. Use this time systematically:

Read the scenario (30 seconds): Understand your role, the setting, and the patient.
Identify all task items (60 seconds): Tick off each item you need to address during the role-play.
Plan your opening (30 seconds): A confident opening sets the tone for the entire interaction.
Anticipate patient responses (30 seconds): Think about what concerns the patient might raise.

Try Our Free OET Speaking Timer

Simulate real exam conditions with our built-in preparation timer and role-play countdown.

Try the Speaking Timer

Frequently Asked Questions

How long is the OET Speaking sub-test?

The OET Speaking sub-test lasts approximately 20 minutes and consists of two role-play scenarios, each lasting about 5 minutes with 2-3 minutes of preparation time before each scenario.

What are the OET Speaking criteria for nurses?

OET Speaking is assessed on nine criteria across two main categories: Linguistic (Intelligibility, Fluency, Appropriateness of Language, Resources of Grammar and Expression) and Clinical Communication (Relationship Building, Understanding and Incorporating the Patient's Perspective, Providing Information, Gathering Information, Overall Communication Effectiveness).

Can I fail one scenario and still pass?

Yes. Your final score is based on your performance across both scenarios. A strong performance in one scenario can compensate for a weaker performance in the other, provided you meet the minimum criteria overall.

Do I need a perfect accent to pass OET Speaking?

No. The Intelligibility criterion focuses on whether your pronunciation is clear enough to be understood, not on having a specific accent. Many successful candidates speak with their natural accent. The key is clear articulation, appropriate stress, and natural intonation.

What happens if I don't complete all task items?

The interlocutor is trained to guide you through the scenario and may prompt you if an item hasn't been addressed. However, you should aim to cover all items proactively. Practise with a timer to ensure you can complete all tasks within 5 minutes.

Ready for Your OET Exam?

Join thousands of nurses who prepared with Anglotec's AI-powered OET platform. Get personalised feedback and track your progress.

Join AGMP Platform

Related Resources

AGMP OET Practice Platform Free IELTS & OET Tools IELTS Masterclass AI Language Tutor

Table of Contents