“If nobody has called, does that mean something is wrong?” Waiting for a result can leave a patient trying to interpret silence. This OET nursing test-results role-play teaches you to recognise that worry, explain the limits of the available information and agree a useful next action without promising a result or a date you cannot confirm.
The communication focus comes from the “Waiting for a Result” case in OET Nursing Speaking Role-Play Pack and the full curriculum of OET Speaking for Nurses — Course 31. The thyroid-test context below is an original teaching addition: the source case does not specify a disease. These are newly written practice cards, not official examination material. The patient has no confirmed thyroid diagnosis.
1. Your waiting-for-results role-play cards
Nurse role card
Setting: A telephone call to a general practice in England. Identity and privacy checks have already been completed for this simulation.
Situation: Casey Morgan, 44, is waiting for blood tests requested after a consultation about several weeks of tiredness and feeling unusually cold. Casey understands that thyroid function is being checked. You cannot access a result during this call. The responsible practice team can check its status and explain the communication process. You have no confirmed turnaround time, review date, result or diagnosis. Do not create any of these details.
Your five tasks:
- Explore Casey’s main concern about the wait, what information was given and whether symptoms have changed.
- Acknowledge the difficulty of waiting and explain why a delay alone cannot tell you what the result means.
- Explain the purpose of thyroid-function testing in plain language, separating a possible condition from a confirmed diagnosis.
- Agree a practical route for checking the result’s status and how it will be communicated, without guaranteeing a date.
- Check Casey’s understanding of the plan, explain how to seek assessment if health concerns change and close with a clear next step.
Patient role card
You are: Casey Morgan, 44. Your usual clinician requested blood tests after you described tiredness and feeling cold. You do not know whether you have a thyroid condition. You were not given a clear date or method for receiving the result.
Your five tasks:
- Say that you keep checking your phone because you are waiting for the blood-test result. If asked, explain that your symptoms are unchanged and you have no new health concern today.
- Reveal your main fear: “Does taking longer mean they have found something serious?” You need the nurse to address this thought, not simply tell you to relax.
- Ask what the thyroid test is looking for. You have heard the word “hormone” but do not understand how it relates to tiredness.
- Ask, “Can you promise I’ll hear tomorrow?” Accept an honest answer if the nurse offers a clear way to check and explain what happens next.
- Say that you can contact the practice reception team after this call. Repeat the agreed questions in your own words and ask what you should do if you start feeling worse.
Partner instructions: Give the nurse only the nurse card. Reveal the patient’s concerns naturally rather than reading all five items at once. Allow three minutes to prepare and aim for an approximately five-minute interaction. Record only with permission. The extended model later in this lesson contains more teaching material than one timed performance needs.
2. Understand the possible condition before explaining the wait
What does the thyroid do?
The thyroid is a small gland at the front of the neck. It produces hormones that help regulate how the body uses energy. An underactive thyroid, or hypothyroidism, means that the body is not getting enough thyroid hormone. Many processes can become slower. That is a useful starting explanation for a patient who wonders why a neck gland is being investigated when their main difficulty is tiredness.
A short patient explanation might be: “Your thyroid makes hormones that help control how your body uses energy. If it is underactive, you may feel tired or unusually cold. The blood test helps your clinician check whether that could be contributing.” The words “may” and “could” have a purpose: Casey has symptoms that justify investigation, but the card does not establish their cause.
Symptoms can overlap with other conditions
Symptoms of hypothyroidism can include tiredness, sensitivity to cold, constipation, weight gain, dry skin or hair, difficulty concentrating and low mood. They often develop gradually. A patient does not need every symptom, and having one or two does not prove a thyroid disorder. Fatigue has many possible explanations, so the clinician considers the history, examination and appropriate investigations together.
Ask about a new concern because it may change what is needed today. Do not use this call to collect an exhaustive list of symptoms merely to display knowledge. Casey has already had an assessment and reports no change. The communication problem is the uncertainty surrounding the result. If the patient reports a deterioration, clinical assessment takes priority over finishing an explanation about laboratory processes.
What are TSH and T4?
Thyroid-function testing commonly involves thyroid-stimulating hormone, called TSH, and, when appropriate, thyroxine, called T4. TSH is produced by the pituitary gland and acts as a signal telling the thyroid to make hormone. T4 is one of the thyroid’s hormones; a free T4 test measures the portion available to act in the body. Avoid saying that TSH itself is the thyroid hormone being replaced in treatment.
In a common pattern of primary hypothyroidism, TSH is raised and free T4 is low. The body is asking the thyroid to work harder, but there is not enough thyroid hormone. This is background knowledge for the learner, not a result to give Casey. Different patterns need different interpretation, and reference ranges vary between laboratories. Medicines, illness and the wider clinical situation can also affect interpretation.
A patient asking for a simple explanation usually needs less detail: “One measurement looks at the signal asking your thyroid to work; another can look at the hormone your thyroid produces. Your clinician interprets them together with your symptoms.” Then check whether the explanation answered their question. Do not recite numbers from memory or invent normal ranges for a result you have not seen.
A borderline result does not automatically mean treatment
Sometimes TSH is above the reference range while free T4 remains within it. This may be described as subclinical hypothyroidism. Further assessment, repeat testing or monitoring may be appropriate, and treatment decisions depend on the individual situation. This is another reason that “abnormal” and “you need tablets” are not interchangeable statements. Neither label applies to Casey on the information supplied.
The useful speaking skill is to distinguish the test’s purpose from its conclusion. You can explain why a clinician requested a test without predicting what it will show. If Casey asks whether tiredness means lifelong treatment, acknowledge that concern and explain that treatment decisions come after the result and clinical review. Do not make uncertainty disappear by guessing.
How is confirmed hypothyroidism usually managed?
Confirmed hypothyroidism is commonly treated with levothyroxine, a medicine that replaces thyroid hormone. The dose and monitoring are individual, and blood tests help the clinician assess treatment. People often require ongoing treatment, but this does not establish what Casey will need. No dose, prescription or treatment start date is available in this role-play.
If the patient asks about buying a supplement while waiting, explain that it is better to discuss medicines and supplements with their clinician or pharmacist rather than start a thyroid treatment on the basis of symptoms. Do not recommend iodine or a “thyroid booster.” Pregnancy or plans for pregnancy should be raised with the clinician because thyroid assessment and treatment may need particular attention.
The wait and the result are different pieces of information
A sample being taken, a result becoming available and a clinician reviewing and explaining it are different stages. You do not know which stage applies here. A delay does not, by itself, identify a diagnosis or show whether a result is reassuring or concerning. Equally, no contact should not be turned into a promise that everything is normal.
Blood-test timing and communication methods vary. Some services may provide results through an app, a call, a message or an appointment, but you must check the actual local arrangement. Do not invent a “usual two-day rule” or assume that every abnormal result causes an immediate call. Your practical task is to help the patient find out the status, who reviews it and how they should receive an explanation.
What can the nurse safely offer?
Offer an action that follows the supplied setting: the responsible practice team can check the status and explain the communication process. Ask which contact route is workable for the patient. If the role-play provides no ability for you to transfer the call or send a request, do not announce that you have done so. You can agree that Casey will contact reception and ask who can check the outstanding result and explain the next step.
Safety advice should address changing health, not frighten the patient with a catalogue of rare thyroid emergencies. If symptoms worsen or a new concern develops, advise contacting the practice for clinical assessment rather than waiting only for the result. In England, NHS 111 can advise when urgent help is needed and the practice is unavailable; a life-threatening emergency requires 999. Do not suggest that every change can safely wait for a routine callback.
Clinical reading: See the NHS explanation of an underactive thyroid, the British Thyroid Foundation guide to thyroid-function testing, its explanation of subclinical thyroid disease and the NHS guide to blood tests. These support the condition lesson; they do not supply Casey’s missing result.
3. Turn the five tasks into a responsive conversation
Task 1: Find the meaning the patient has attached to waiting
Start broadly: “What has been worrying you most while you wait?” Then clarify what was explained when the test was arranged. Ask whether there has been any change in symptoms. This separates an administrative uncertainty from a new clinical need. The important cue is not simply “I want my result”; it is Casey’s belief that a longer wait could mean serious illness.
Task 2: Validate the worry without validating the conclusion
“It sounds unsettling to be waiting without knowing when you will hear” recognises the experience. It does not confirm that a serious finding caused the delay. Follow with a precise limit: “I cannot tell what the result shows from the length of the wait.” Leave space for the patient to respond. A quick “don’t worry” may sound reassuring to the speaker while leaving the actual fear untouched.
Task 3: Explain only the clinical detail that answers the question
Check what Casey already understands about the test. Explain the thyroid’s role in one or two sentences and relate it to the reported symptoms. Use “checking whether” instead of “confirming that you have.” Pause before adding TSH and T4 detail. The patient’s question, rather than the amount of information you prepared, should determine how far the explanation goes.
Task 4: Convert an unknown date into an achievable action
When asked to guarantee tomorrow, answer the guarantee directly: “I cannot promise that because I do not have a confirmed time.” Then offer the available route. Agree who will contact whom, what questions to ask and what to do if timing remains unclear. A useful request is for the team to explain when the patient should contact them again if no update arrives. That is a request for a plan, not a timetable you have invented.
Task 5: Check the plan in the patient’s words
Ask Casey to describe the next action and what they will ask. Listen for a mistaken conclusion such as “So you think it is normal” or “I will definitely hear tomorrow.” Repair that gently. Close with advice about new or worsening symptoms and a final invitation for questions. A well-structured close should reduce uncertainty about the next action even when uncertainty about the result remains.
4. Extended nurse-viewpoint model with listening pauses
This model demonstrates possible nurse language and adaptations. Read it in sections with a partner. The bracketed instructions are listening points, not words to say aloud. In a timed role-play, use the parts the patient needs and respond to the actual answer.
“Hello, Casey. I understand you are calling about the blood tests you had after discussing your tiredness with the clinician. What has been worrying you most while you wait?” [Pause. Let the patient explain the concern before giving a process explanation.]
“You have been checking your phone repeatedly, and the longer you wait, the more you wonder whether something serious has been found. Have I understood what is troubling you?” [Listen for confirmation or correction.]
“That sounds unsettling, especially when you do not have a clear idea of when or how you will hear. I would like to help you work out a useful next step.”
“Before we discuss the result, has your health changed since that appointment? Is there any new symptom or worsening difficulty you need help with today?” [Pause. A new clinical concern would change the priority of the call.]
“Thank you. You are saying that the tiredness and feeling cold are unchanged, and there is no new concern today. When the test was arranged, what were you told about receiving the result?” [Listen for a stated process, a missed message or an absence of information.]
“So you were not given a clear date or told whether to expect a call or to contact the practice yourself. That helps me understand why the wait has felt so uncertain.”
“I cannot access a result during this call. That means I cannot tell you what it shows or whether it has already been reviewed. I also cannot judge the result from how long you have been waiting.”
“A longer wait on its own does not tell us that something serious has been found. It also does not allow me to say that everything is normal. We need the actual result and the clinician’s interpretation.” [Pause. Allow Casey to respond to this distinction.]
“Would it help if I briefly explained what the thyroid test is checking, before we make a plan for finding out about the result?” [Wait for permission and ask what the patient already understands.]
“Your thyroid is a small gland in your neck. It makes hormones that help control how your body uses energy. If it is underactive, people can feel tired or unusually cold, among other symptoms.”
“Those symptoms can also have other causes. The test helps the clinician check whether your thyroid could be contributing; it does not mean that you already have a thyroid diagnosis.” [Pause. Check whether that answers the patient’s initial question.]
“You are asking about the different measurements. One, called TSH, is the signal asking the thyroid to make hormone. Another measurement, called T4, can show the level of a thyroid hormone. The clinician looks at the relevant results alongside your symptoms.”
“We do not have those measurements here, so I would not want to guess what they show. Is there a particular possibility about the result that you are most concerned about?” [Listen. Answer the concern raised rather than listing every possible outcome.]
“If an underactive thyroid were confirmed, treatment often involves replacing the hormone with a medicine called levothyroxine and checking blood tests. Whether that applies to you, and what treatment would be suitable, depends on the assessment. We are not at that decision today.”
“You would really like me to promise that you will hear tomorrow. I understand why a definite date would help. I cannot honestly promise tomorrow because I do not have a confirmed time.” [Pause. Do not hide the limit inside a long explanation.]
“What we can do is agree how you will ask the practice team to check the status and explain how the result will reach you. Would contacting reception after this call be manageable, or is there a difficulty with that route?” [Listen for access, language, work or telephone barriers.]
“You can contact reception today. You could explain that you are waiting for a blood-test result and were not given a clear communication plan. Ask who can check whether it is available and how the responsible clinician will explain it to you.”
“It would also be useful to ask whether you need to do anything further and when you should contact the team again if you have not heard. They can check the local process; I cannot confirm a date from the information I have.”
“Would you like to make a short note of those questions while we are on the call?” [Give time if wanted. Do not keep talking while the patient is trying to write.]
“The questions are: has the result become available, who will review or explain it, how will I be contacted, and what should I do if there is no update? You do not need to use my exact wording.”
“If you see a result in an app before someone has explained it, you can ask the clinical team what it means for you. A number or flag without that explanation can be difficult to interpret.” [Use this only if app access is relevant; do not assume this result will appear there.]
“Just to check that I have explained the plan clearly, what will you do after our call, and what would you like the practice team to clarify?” [Listen to the patient’s summary, rather than answering your own question.]
“Yes: you will contact reception and ask how to get the status checked and the communication plan explained. We still do not know what the result shows, and we have not agreed a guaranteed result date.”
“If the tiredness becomes worse or you develop a new health concern, please seek clinical advice rather than waiting only for the result. Contact the practice for assessment. If you need urgent advice when it is unavailable, NHS 111 can help; a life-threatening emergency needs 999.”
“What questions are still on your mind? I want to make sure you know your next step, even though I cannot resolve the result itself on this call.” [Pause for a final concern and respond before closing.]
“Thank you, Casey. You have a clear set of questions for the practice team, and you know to seek assessment if your health changes. I hope that helps you feel clearer about what to do next.”
5. Speaking tips for uncertainty and follow-up
- Keep the limit and the action together. After “I cannot confirm the date,” explain the available way to check. Honesty becomes more helpful when the patient can act on it.
- Use a calm, ordinary pace. Rushing the sentence about an unknown result can make it sound evasive. Give it the same clear delivery as the next-step explanation.
- Separate empathy from prediction. “Waiting is difficult” acknowledges experience. “I am sure it is fine” predicts a clinical outcome you cannot know.
- Listen after the request for a guarantee. The patient may need a date because of work, transport or fear. That reason can change the support you discuss.
- Make ownership explicit. Distinguish “you can contact reception” from “I will send a request.” Only offer the latter when the setting authorises it.
- Practise a flexible outline. Concern, known facts, useful explanation, action and check-back can guide the exchange without turning it into a memorised speech.
6. Useful sentences to adapt
- “What does the delay make you worry might be happening?”
- “What were you told about how the result would be explained?”
- “Has anything changed with your symptoms since the appointment?”
- “I can understand why having no clear update feels unsettling.”
- “The waiting time alone cannot tell us what the result shows.”
- “The test is checking whether your thyroid could be contributing.”
- “I cannot promise that date without a confirmed timeframe.”
- “Who could help you check the status and the next step?”
- “Let us make sure the contact route is workable for you.”
- “What will you ask when you contact the practice team?”
- “Please seek advice if your health changes while you are waiting.”
Choose the sentence that fits the patient’s answer. Repeating every phrase in a list can make a conversation sound less personal, even when each sentence is polite.
7. Common mistakes and practical repairs
Mistake: “They would have called if it were serious.” Repair: “I cannot infer the result from whether you have received a call. Let us clarify the communication process.” The repair avoids an unsupported assurance about local systems.
Mistake: “The delay probably means they are doing more tests.” Repair: “I do not know why there has been a wait. The team can check the status.” Do not invent a plausible explanation and present it as a fact.
Mistake: “Your thyroid is causing the tiredness.” Repair: “Thyroid problems are one possible explanation being checked.” This preserves the difference between investigation and diagnosis.
Mistake: “You will definitely hear tomorrow.” Repair: “I cannot confirm tomorrow. Ask the team when you should expect an update and what to do if it does not arrive.” An actionable question is safer than a false deadline.
Mistake: “Just keep checking your phone.” Repair: “Let us clarify how you will be contacted and when you should follow up.” Repeated checking is not a communication plan.
Mistake: “Do you understand?” followed immediately by goodbye. Repair: “What is your next step after this call?” Then listen and correct misunderstandings respectfully.
8. Practise again with a changed answer
First attempt
Run the original cards with a partner. Afterward, identify one strength, one missed opportunity to respond and one priority for the next attempt. Find the exact sentence where you addressed the patient’s fear about delay. Then identify who owns the next action. If the patient still cannot say what to do after the call, revise the ending.
Second attempt: the contact route has already failed
Change Casey’s answer to: “I have already called reception twice. They said someone would contact me, but I still do not know when. I cannot keep making the same call.” Symptoms remain unchanged. Respond to this new information before reading the example. Do not repeat the original plan as though it is new.
Read a possible response and why it fits
“You have already tried that route twice and still do not have a clear plan. I can understand why being asked to do the same thing again would be frustrating. What exactly were you told, and was a particular team or contact method mentioned?”
“We need to clarify how your outstanding query can reach the responsible team through the practice’s process. I cannot promise a callback time. Let us check what follow-up route is available and ask for a clear explanation of who will respond, how, and what you should do if no update arrives.”
Why this works: The nurse recognises that the first suggestion has already been attempted. Clarifying the previous response may reveal a useful route without inventing an escalation service, transfer or completed request. In a real setting, the nurse follows the practice’s actual process; in the role-play, the learner states the action they can take within the supplied information.
Review questions: Did the changed answer change your plan? Did you acknowledge the effort already made? Did you avoid promising a callback or claiming you had sent a message? Did you keep the distinction between an unavailable result and an unknown diagnosis? Did the patient leave with a next action they understood?
Continue with OET Speaking for Nurses — Course 31 for practice with uncertainty, accessible information and clear follow-up. Your aim is to make the conversation useful while remaining accurate about what is known.
Source notes
The source pack’s practice instructions, complete Case 9 nurse and patient cards, observer guidance and preparation template were read alongside the full saved Course 31 curriculum. The thyroid scenario, paired tasks, explanations and model here are original teaching material. Clinical facts were checked against the linked NHS and British Thyroid Foundation guidance. No result, diagnosis, prescribing decision, service timetable or completed administrative action is supplied or implied.
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Source: OET Nursing Speaking Role-Play Pack.pdf, Jobins Training. Examples labelled original or illustrative were written for this article. Independent exam preparation; no affiliation with or endorsement by the examining body. Practice does not predict an official score.