How to start?

Take a free test, then self-study or private classes.

  1. Mark your learning goals

    Your course adapts to your goals and work schedule.

  2. Access your course program

  3. Book optional private classes

    Contact a teacher for a first trial class.

Course details

Spanish for Nurses: Language Preparation for Employment as a nurse in Spain

Who is this course for?

  • Nurses trained outside Spain who want to work in Spanish healthcare institutions.
  • Nurses undergoing professional recognition (homologación) procedures in Spain.
  • EU and non-EU healthcare professionals who must meet Spanish language requirements for nursing practice.
  • Nurses preparing for official Spanish language certificate DELE B2.

What you will learn

  • Communicate effectively with patients, families, and healthcare teams in Spanish clinical environments.
  • Carry out patient admission, explain nursing care, and give instructions using appropriate professional terminology.
  • Understand how the Spanish healthcare system works, including public and private care settings.
  • Handle job interviews for nursing positions in hospitals, clinics, and care institutions in Spain.

This course in short

  • You gain the Spanish language skills needed to work safely and professionally as a nurse in Spain.
  • You study through a mix of guided self-study, practical assignments, and conversation classes.
  • Your personal teacher supports you and adapts the programme to your recognition pathway and goals.
  • ou track your learning progress through our online learning portal.

Pricing

How do you want to learn?

Course schedule

No fixed group times: study when you want, and book a teacher around your work.

  • Learn from the comfort of your home
  • Learn whenever you want, with the book and portal
  • Schedule conversation classes when you want

How you learn

  • Online study

    Audio, video, AI corrections

  • PDF downloads

    For offline study

  • Optional printed book

Curriculum

Profession-specific modules to combine with any level course (A1–B2).

Learning objectives

  • Describe your educational background
  • Describe your workplace and its departments
  • Explaining hospital facilities and directions
  • Vocabulary: hospital departments, hospital furniture and rooms, equipment, workwear and footwear

Learning objectives

  • Describe your daily tasks, responsibilities and working hours
  • Explain shift work and teamwork
  • Describe how the hospital is organised and planned
  • Vocabulary: shift planning and rota scheduling

Learning objectives

  • Observe changes in condition and behaviour
  • Measure and record vital signs correctly
  • Report any unusual observations to your supervisor.
  • Vocabulary: clinical observation language (colour, consistency, temperature, quantity), vital signs, documentation terminology, breathing, pulse, level of consciousness

Learning objectives

  • Read and write short care reports
  • Ask questions about a patient’s condition
  • Use clear, objective language in your reports
  • Vocabulary: reporting structures, administrative terms, report-writing language, patient status terminology

Learning objectives

  • Take part in multidisciplinary meetings
  • Give your opinion
  • Understanding other professionals’ roles
  • Vocabulary: healthcare job titles and hierarchy, roles in multidisciplinary teams

Learning objectives

  • Follow hygiene and safety protocols
  • Describe infection prevention measures.
  • Explain your responsibilities during an epidemic or pandemic
  • Vocabulary: hygiene, infection prevention, protective clothing, hand hygiene, cleaning routines, waste segregation and recycling in healthcare

Learning objectives

  • Describe skin condition, wounds and hygiene
  • Recognise the signs of pressure ulcers (bedsores) and report them
  • Skin condition, wounds, pressure ulcers, risk factors, pressure points, and skin assessment terminology

Learning objectives

  • Recognise conditions such as diabetes, COPD, dementia and Parkinson’s disease
  • Adjust care according to symptoms and treatment plans
  • Recognise the symptoms of left- and right-sided heart failure (decompensation) and rheumatic disease
  • Chronic conditions, flare-up vs stable condition, heart failure (left- or right-sided decompensation), rheumatic diseases

Learning objectives

  • Ask about daily routines (sleep, diet, mobility)
  • Encourage patients to do gentle exercise
  • Offer mobility support
  • Body care, daily routines, bodily functions, fall prevention

Learning objectives

  • Recognising the symptoms after a stroke or injury
  • Describe a rehabilitation plan
  • Taking part in appraisal meetings
  • Support safe repositioning, transfers and the use of mobility aids.
  • Vocabulary: rehabilitation, physiotherapy, mobility, assistive devices, stroke symptoms, recovery goals, assessment terminology, repositioning, bed mobility, transfer techniques

Learning objectives

  • Recognise aggressive incidents and behaviour
  • Report it and document it correctly
  • Use de-escalation strategies
  • Respond safely to basic emergencies such as hypoglycaemia, seizures, allergic reactions and shock
  • Aggression, incident reporting, de-escalation strategies, conflict management, security terminology, hypoglycaemia/hyperglycaemia, seizures, allergic reactions, shock, AED awareness

Learning objectives

  • Discuss the patient’s wishes for end-of-life care
  • Offering condolences and emotional support
  • Respect cultural and religious differences
  • Palliative care, hospice care, death and religion, emotions, empathy, and the language of condolences

Learning objectives

  • Explain prescribed medicines and self-care treatments
  • Give clear dosage instructions
  • Read and interpret medicine information leaflets
  • Dosage, basic pharmacology, packaging symbols, waste management and administration instructions

Learning objectives

  • Recognising eating or swallowing difficulties
  • Filling in lists of drinks or food
  • Monitor hydration status and understand basic fluid balance (intake and output)
  • Healthy diet, aspiration prevention, eating aids, restrictions, dysphagia terminology, fluid balance, fluid intake/output (I/O), signs of dehydration, hydration monitoring

Learning objectives

  • Explain food and dietary options
  • Discuss preferences and adapt menus to special dietary requirements
  • Vocabulary: food and drink in care settings, diet-related vocabulary for diabetes, nutrition for chronic conditions, menu adaptations

Learning objectives

  • Assisting with urination and bowel movements (using bedpans or urinals)
  • Hygiene care for incontinence
  • Record the colour, consistency and amount of urine and stools
  • Excretions; urination/defecation; incontinence care; bedpans and urinals; personal hygiene; describing colour/consistency/amount

Learning objectives

  • Organising activities with local residents
  • Holidays and social occasions
  • Taking part in informal conversations and family get-togethers
  • Vocabulary: social events, parties, informal conversation, family gatherings and celebrations

Learning objectives

  • Describe informal caregiving and family roles
  • How to support volunteers
  • Fill in home care documentation
  • Vocabulary: family roles, relationships, informal care, voluntary support, home care records

Learning objectives

  • Recognising symptoms of schizophrenia, psychotic disorders and severe mental illness
  • Communicating effectively with clients who are experiencing hallucinations, delusions or confusion
  • Supporting clients with intellectual disabilities and neurodevelopmental disorders (e.g. Rett syndrome)
  • Schizophrenia, psychosis, hallucinations, delusions, intellectual disability, Rett syndrome, crisis warning signs

Learning objectives

  • Apply the Numeric Rating Scale (NRS) and other pain assessment tools, including non-verbal indicators of pain.
  • Describe the WHO classification system and Gordon’s functional health patterns.
  • Explain Machteld Huber’s “Positive Health” model and the Content–Process–Interaction–Subsistence levels.
  • Use the SBARR method for clear, structured communication
  • Vocabulary: NRS, pain assessment tools, the WHO pain ladder, Gordon’s Functional Health Patterns, Positive Health, SBARR, assessment vocabulary, non-verbal pain indicators

Learning objectives

  • Identify common groups of medicines, such as beta-blockers, and explain their effects and risks.
  • Choose the correct intramuscular (IM) injection site based on age, muscle mass and safety.
  • Recognise the signs of malnutrition and support clients who are struggling to stick to their diet.
  • Vocabulary: beta-blockers, intramuscular injection sites (deltoid, ventrogluteal, vastus lateralis), signs of malnutrition, dietary adherence

Learning objectives

  • Preparing patients for procedures, including fasting, hygiene and transport arrangements
  • Supporting patients emotionally and physically before, during and after surgery
  • Explain the difference between sedation, anaesthesia and palliative sedation.
  • Pre-operative checklist, anaesthesia, palliative sedation, sterile field, post-operative care terminology

Learning objectives

  • Learn about care services and referral pathways
  • Distinguish between inpatient and outpatient care
  • Explain community care and community outreach services
  • Healthcare services (GPs, care homes), referrals, inpatient/outpatient care, home care, community care, insurance

Learning objectives

  • Learn to use new hygiene products and technologies
  • Use ergonomic techniques safely
  • Describe preventive nursing measures (falls, thrombosis)
  • Vocabulary: care equipment, ergonomic techniques, body care tools, preventive care, mobility belts, non-slip materials

Learning objectives

  • Communicating with clients from different cultures
  • Supporting residents with hearing loss or memory issues
  • Cultural differences, communication styles, hearing or memory issues, supportive communication strategies

Learning objectives

  • Managing ethical dilemmas in day-to-day nursing practice
  • Apply the principles of privacy, autonomy and respect when interacting with patients
  • Follow professional rules, values and legal standards
  • Privacy, autonomy, respect, professional ethics and values, legal requirements, quality of care

All levels

Includes access to all levels

Spanish A1
Spanish A1
Spanish A2
Spanish A2
Spanish B1
Spanish B1
Spanish B2
Spanish B2

Course certificate — Progress report of mastered topics. Teacher verification in classes. Aligned with DELE.

How certificates work

Why +10k learners have chosen already coLanguage?

Feature coLanguage Informal tutoring Learning apps
Personalized tasks and hand-ins

Your teacher sets personalized tasks—and the app adapts exercises to your level and the areas you find hardest.

Learning portal

Study online or offline with PDF downloads, interactive exercises, audio, video, and AI-powered writing feedback.

Structured learning paths

Follow clear paths from A1 to C1, plus professional courses tailored to your goals.

Conversation classes

Every teacher is personally screened and trained to teach with our learning portal—so your classes match your course and progress.

Offline worksheets (PDF, translated)

Download the full e-book as PDF, or print any lesson as a translated worksheet.

Quality guarantee

We partner with universities and align every course with official learning programs—for reliable, recognized learning.

Learn with real content (news, podcasts…)

Practice with real news articles and podcasts—immersive content that prepares you for everyday language.

Full-skill training: listening, reading, writing, speaking

Train all four skills: listening and pronunciation with audio, reading with authentic texts, writing with AI feedback, and speaking in your classes.

Course materials trusted by official libraries and bookshops

Our books are sold in bookshops across Belgium, the Netherlands, Spain, Portugal, France, Germany, Switzerland, Poland, Austria, and beyond—and approved by public libraries.

Academic collaboration with universities

Course plans are co-developed from our Valencian office with multiple European universities.

Student reviews of our Spanish lessons

  • 4.6/5
4.6 out of 5 based on 12 ratings

Social life improved once I could follow meetings in Spanish. The portal exercises are short; the book gives depth.

Rachel E.
Helsinki, Finland
Self-study
  • 4.9/5

Flexible enough for family life. I download lessons, use translated audio, and book a teacher when I need feedback.

Claire D.
Lyon, France
Blended learning
  • 4.7/5

Not flashy, just consistent. The course book and portal follow one line; that matters more than random exercises.

David R.
Berlin, Germany
Blended learning
  • 4.4/5

Our partners

We thank our partners for the support we receive for developing our online school.

We proudly work with Lanzadera, a Spanish accelerator program in Valencia.

The university of Siegen helps us to develop and design our education systems and programs.

Our IT systems are powered and supported by the Google Cloud team

We collaborate with universities all across the European Union to develop our course materials, thanks to the Erasmus+ Program.

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