This study examines the English-nursing communicative skills, functions, and content needed by Thai nursing lecturers to define the specifications of the English for Nursing Purposes (ENP) coursebook for nursing students in the Thai curriculum. All faculty members (N=40) from the school of nursing at a public university in northern Thailand participated, responding to a four-point Likert scale questionnaire on needs of English-nursing communicative skills, functions, and the ENP coursebook. A set of inclusion criteria was used to select participants with 'good' English for the semi-structured interview. Quantitative data was analyzed for frequency, percentage, mean, and standard deviation while thematic analysis interpreted qualitative data. From 37 completed questionnaires, proficiency in reading, listening, speaking, and writing are needed in respective order. Thirteen qualified interviewees highlighted three key findings: 1) structuring ENP content around physiological systems with their common diseases, signs, and symptoms can align well with nursing subjects; 2) utilizing a five-step nursing process with basic nursing communicative skills and procedures validates a coursebook related to learning outcomes; and 3) improving precise pronunciation, command of medical and general vocabulary, nursing-related grammar, and the growth of cross-cultural communication abilities should also be emphasized in the coursebook.