Scenario: Patient Struggles with Hospital Instructions

 

Characters:

• Patient (A) – struggling to read small print on hospital instructions

• Support Worker/Nurse (B) – responsible for assisting Patient A

• Family (F) – concerned relatives who visit the hospital

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Scenario (Normal Text Version):

1. Patient A receives instructions about medication and wound care. The print is very small, and there is a lot of information.

2. A complains to B: “I can’t read this. It’s too small and confusing.”

3. B tries to explain verbally, but there is too much information for A to process at once.

4. A becomes overwhelmed and faints. Nobody is immediately present on the ward to assist.

5. Several hours later, a nurse notices that A has a deep cut on their arm from falling while trying to reach the call button.

6. The nurse tells A they will get help in ten minutes. However, due to staff shortages, the “ten minutes” stretches into several hours.

7. During that time, the cut becomes infected and swollen, causing more pain and increasing the risk of further complications.

8. A’s family (F) arrives and sees the injury has worsened. Naturally, they are angry. They demand an explanation and immediate treatment.

9. Staff explain the reasons for the delay:

   • Ward was understaffed

   • Nurses were attending to emergencies elsewhere

   • Communication breakdown between staff members

   • A was initially stable, so higher priority patients were treated first

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Questions for Students:

1. What risks did Patient A face due to small print and too much information?

2. How could staff have prevented A from fainting or injuring themselves?

3. What steps should be taken immediately after a patient faints?

4. How could communication be improved on the ward to prevent delays in care?

5. What role does family support play in ensuring patients are safe and heard?

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Easy Read Version:

• A can’t read the paper. The letters are too small. There is too much to understand.

• B tries to explain, but it is too much.

• A faints. Nobody is there to help.

• Later, a nurse sees A has a cut on the arm.

• Nurse says: “I will help in ten minutes.”

• Ten minutes becomes all day. The cut gets worse.

• Family comes and is angry.

• Staff say:

  • “We were busy”

  • “Other patients were in more danger”

  • “We did not know you needed help”

Questions:

1. What happened to A?

2. Why did the cut get worse?

3. Who could help A sooner?

4. What can be done to stop this happening again?

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Graphic/Comic Version:

• Panels show A squinting at tiny instructions → complains to B → faints → empty ward → nurse notices injury → “10-minute” wait → cut gets worse → family arrives → staff explain.

• Add thought bubbles or dialogue boxes for emotions: A scared, B stressed, family angry, nurse apologetic.

Discussion Points for Students:

• Recognize early signs of patient confusion or overwhelm

• Importance of readable instructions and accessible communication

• Understanding priorities vs. patient safety

• Role play: one student acts as patient, one as nurse, one as family