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Class 10 Unit 3 Exercise and Answer | A Letter from a Patient Answer

A letter from a patient [Class 10 English New Course]

Dear health care worker,

I recently experienced a parent's worst nightmare. One evening my nine-week old baby developed an extremely high fever. We rushed to our local community hospital and were admitted through the emergency department to the pediatric unit. We were discharged three days later. Thanks to the skilled doctors and nurses who cared for our precious little one. While our infant's care and health outcomes were fantastic, our experience was less than satisfactory. 

During my hospital stay, many staff took the opportunity to bad-mouth their colleagues to me when we were alone. I am not sure if this occurred because I looked rather trust-worthy or they wanted to let me know they were more competent than their colleagues. The emergency nurses complained about the doctors' orders and the delay in response of the pediatric nurses. The pediatric nurses complained about the emergency room nurses' inability to get an intravenous line. The pediatrician complained about orders made by the emergency doctor. Once admitted, our pediatric nurse complained about the pediatricians' approach to the care of my baby. Then the pediatrician complained about the pediatric nurse's lack of ability to obtain a urine sample.

At every opportunity the parent in me wanted to scream at the top of my lungs "Can everyone stop complaining about each other and look after my sick baby?" From my vantage point, it seemed that everyone was so focused on their own needs and skills that they appeared completely insensible that there was a sick baby that needed their help. In fact, it was downright disappointing. This did nothing other than state to me that egos were taking priority over my daughter's care. I cannot tell you how many times nurses told me, "I am so busy today." I am not sure if they were telling me to excuse the fact that my daughter's medications were not on time or maybe they were simply looking for support. Every time I heard this statement my head played my own version that sounded more like "your daughter is not a priority." Do not use patients or their families as your personal confidante. I was in that hospital room to care for my infant and see her condition improve, not to hear that staff were not equipped to see this goal through. Patients and their families need to know they are your priority and your job is to care for them in an effort to restore health. Please take time to tell them this, share positive news with them as if you are happy too, because I know you are.

Use the chart, read it, write on it and refer to it. After all, this is where everything that happens should be documented. At every interaction with a physician and their students I was asked the same questions "Was she premature?" and "Was your delivery normal?" I answered these questions the same each time, surely someone wrote this down in our chart.

The majority of health care workers that approached my daughter referred to her as male. I would politely correct them with her or she. My daughter spent her time in hospital wearing only a diaper. Despite no obvious gender indicator, surely somewhere in my paperwork it indicated that she was female. As sleep deprivation and stress took their toll I wondered what other mistakes may exist on my baby's paperwork. Please be careful of what you say to patients and how you say it. When you are caught on such a slip up, be genuine in your apology and make a sincere effort to refrain from repeating the same mistake next time. Patients and their families need to know that you are listening and that you care about what it is they are saying. The gender error is one that left me with a sense of sloppiness and lack of focus on behalf of all who made this innocent mistake. I am a health care worker just like you. People trust us to take care of their most precious loved ones in their most vulnerable states. This is our job and we do it with pride, but how we treat each other is dreadful. Patients know that healthcare is not a glamorous career choice. They know that most of us do it because we want to help sick people get well. Do your best to confirm this belief when people are in your care. I am not innocent of uttering some of these statements above. However, I can assure you that I will be more conscious of what I say to patients and their families after my daughter's hospital stay. Fellow health care workers, choose to interact with your patients in a way that instills confidence in yourself and your fellow team members. You alone have the power to positively shape the patient's experience.

 Yours truly,

An appreciative mother


A. Match the words in column A with their meanings in column B.

Answer

Column A

column B

a. nightmare

iii. a very unpleasant or frightening experience

b. pediatric

iv. relating to the medical care of children

c. intravenous

v. into or connected to a vein

d. priority

ii. a thing that is regarded as more important than others

e. medications

iii. treatment using drugs

f. confidante

ix. a person with whom private matters and problems are discussed

g. deprivation

viii. the lack of something considered to be a necessity

h. vulnerable

vi. in need of special care, support, or protection

i. dreadful

vii. very bad or unpleasant


B. Write True for true and False for false statements.

a. The sender of the letter was happy with the service of the health workers. True

b. The staff of different departments in the hospital had harmonious relationships with each other. False

c. The hospital staff were concerned with the requirements of the sick child. False

d. The staff of the hospital shared their personal feelings with the writer. True

e. The chart was unclear about the patient's gender. True

f. The author took the mistakes of the health workers normally. False

g. The writer seems to be more sincere in her duty than the hospital staff. True

 

 C. Answer the following questions.

a.  What was the nightmare for the author?

The nightmare (भयावह अनुभव) for the author was when their nine-week-old baby developed an extremely high fever.

b. What do you think the main purpose of this letter is?

The main purpose of this letter is to express the author's disappointment with the lack of collaboration (सहयोग ) and focus on patient care among the hospital staff.

c. According to the author, what was the main weakness of the hospital staff?

According to the author, the main weakness of the hospital staff was their tendency (प्रवृत्ति) to complain about each other and prioritize their own needs and skills over the care of the patients.

d. Did the nurses really say "your daughter is not a priority"? Why did the author think so?

No, the nurses did not explicitly say "your daughter is not a priority," but the author interpreted their busy statements as implying (तात्पर्य) that.

e. What do the patients and their families expect from the health workers?

Patients and their families expect health workers to prioritize (प्राथमिकता दिने) their care, listen to them, and communicate effectively.

f. List the questions that the author was asked frequently in the hospital.

The author was frequently asked the questions "Was she premature?" and "Was your delivery normal?"

g. Why did the health workers make gender error about the author's daughter?

The health workers made a gender error about the author's daughter because they referred to her as male despite no obvious (स्पष्ट) gender indicator, which made the author feel that there was sloppiness and lack of focus in their documentation.

h. According to the author, how do people perceive the career of health workers.

According to the author, people perceive (बुझ्नु) the career of health workers as not glamorous (आकर्षक), but they trust them to take care of their loved ones in vulnerable (अतिसम्वेदनशील) states, and they expect compassion and professionalism from them.

A Letter from a Patient Answer World Word Meaning

Word (Phonetic Transcription)

nightmare /ˈnaɪtˌmer/

bad dream, terror, horror

a very bad or frightening dream or experience

extremely /ɪkˈstriːmli/

very, highly, exceedingly

to a great degree; very

rushed /rʌʃt/

hurried, hastened, pressed

moved quickly or forcefully

admitted /ədˈmɪtɪd/

accepted, allowed, granted

being allowed to enter or stay in a place

pediatric /ˌpiːdiˈætrɪk/

children's, child-focused, juvenile

relating to the branch of medicine dealing with children and their diseases

discharged /dɪsˈtʃɑːrdʒd/

released, let go, dismissed

allowed to leave or go out; released from a place or situation

precious /ˈpreʃəs/

valuable, treasured, beloved

of great value or importance; highly esteemed or cherished

health outcomes /hɛlθ ˈaʊtkʌmz/

health results, health effects

the results or effects on a person's health resulting from healthcare interventions or treatments

fantastic /fænˈtæstɪk/

amazing, incredible, wonderful

very impressive or extraordinary

bad-mouth /ˈbæd maʊθ/

criticize, speak ill of, denigrate

to speak critically or unkindly about someone

colleagues /kəˈliːɡz/

coworkers, associates, teammates

people who work together or share a profession or workplace

occurred /əˈkɜːrd/

happened, took place, transpired

took place or happened

trustworthy /ˈtrʌstˌwɜːrði/

reliable, dependable, honest

able to be relied on as honest or truthful

competent /ˈkɒmpɪtənt/

capable, skilled, proficient

having the necessary ability, knowledge, or skill to do something well

intravenous /ˌɪntrəˈviːnəs/

IV, through the vein, inject

into or within a vein

pediatrician /ˌpiːdiəˈtrɪʃən/

child doctor, children's physician

a doctor who specializes in the medical care of infants, children, and adolescents

approach /əˈproʊtʃ/

come near, move closer, reach

to come near or nearer to something or someone; a way of dealing with or doing something

ability /əˈbɪləti/

skill, talent, capability

the power or skill to do something

vantage-point /ˈvæntɪdʒ pɔɪnt/

viewpoint, perspective, standpoint

a place or position that allows a clear view or understanding of a situation or events

insensible /ɪnˈsɛnsəbəl/

unaware, unconscious, ignorant

unaware or unconscious; lacking awareness or understanding

downright /ˌdaʊnˈraɪt/

completely, utterly, totally

in every way; thoroughly

disappointing /ˌdɪsəˈpɔɪntɪŋ/

unsatisfactory, letdown, disheartening

causing sadness, dissatisfaction, or disillusionment

egos /ˈiːɡoʊz/

self-importance, self-esteem, pride

a person's sense of self-importance or self-esteem

priority /praɪˈɔrəti/

precedence, importance, preference

something that is regarded as more important than others; a thing that is regarded as most important

medications /ˌmɛdɪˈkeɪʃənz/

drugs, medicine, treatment

substances used for medical treatment of illness or disease

head-played-my-own-version /hɛd pleɪd maɪ oʊn ˈvɜːrʒən/

imagined in my mind, created my own interpretation

created or imagined something in my mind with my own understanding or interpretation

confidante /ˌkɑːnfɪˈdænt/

close friend, trusted advisor, companion

a person with whom one shares a secret or private matter, trusting them not to repeat it to others

equipped /ɪˈkwɪpt/

provided, supplied, furnished

having the necessary tools, resources, or abilities to do something

restore /rɪˈstɔːr/

bring back, return, renew

to bring back to a former or normal condition or position; to repair, renew, or make something functional

sleep deprivation /sliːp ˌdɛprɪˈveɪʃən/

lack of sleep, insomnia

the condition of not having enough sleep or being unable to sleep properly

took their toll /tʊk ðeər toʊl/

had an impact, caused harm, affected

had a negative effect or caused damage or harm

slip up /slɪp ʌp/

mistake, error, blunder

a small mistake or error

genuine /ˈdʒɛnjʊɪn/

authentic, real, sincere

truly what it is said to be; authentic or real

apology /əˈpɒlədʒi/

sorry, regret, remorse

a regretful acknowledgment of an offense or failure

refrain /rɪˈfreɪn/

abstain, avoid, resist

to hold back from doing something; to avoid or resist

sloppiness /ˈslɑːpɪnəs/

carelessness, messiness, untidiness

the quality of being careless or messy

behalf /bɪˈhæf/

side, part, representation

as a representative of; in the interest of

vulnerable /ˈvʌlnərəbl/

weak, defenseless, susceptible

easily harmed or hurt; in need of special care, support, or protection

dreadful /ˈdrɛdfəl/

terrible, awful, horrific

extremely bad or unpleasant; causing fear or terror

glamorous /ˈɡlæmərəs/

attractive, alluring, stylish

excitingly attractive or appealing; full of glamour or charm

uttering /ˈʌtərɪŋ/

saying, speaking, voicing

to say or pronounce; to give audible expression to

instills /ɪnˈstɪlz/

imparts, infuses, implants

to gradually introduce or cause to be felt or remembered

confidence /ˈkɒnfɪdəns/

trust, belief, assurance

a feeling of self-assurance or belief in one's abilities or qualities

positively /ˈpɒzətɪvli/

optimistically, constructively, favorably

in a way that shows optimism or favorability; in a constructive or beneficial manner

experience /ɪkˈspɪriəns/

encounter, undergo, go through

the process of personally observing, encountering, or undergoing something

Extra Questions to Practice

Expandable FAQ Section
How did the author feel when their baby developed a high fever?
The author felt scared (डराउनु) and worried when their baby developed a high fever.
Why was the author disappointed with their hospital experience?
The author was disappointed because the hospital staff seemed more focused on complaining (दोष लगाउनु) about each other instead of caring for their sick baby.
What did the author want the hospital staff to prioritize?
The author wanted the hospital staff to prioritize the care of their sick baby instead of their own egos.
How did the author interpret the nurses' statement of being busy?
The author interpreted the nurses' statement as implying (तात्पर्य) that their daughter was not a priority.
What do patients and their families need from healthcare workers?
Patients and their families need healthcare workers to make them feel like a priority and show genuine (वास्तविक) care and support.
Why did the hospital staff make a gender error about the author's daughter?
The hospital staff made a gender error about the author's daughter because they referred to her as male despite no obvious (स्पष्ट) gender indicator.
How does the author perceive the career of healthcare workers?
The author perceives the career of healthcare workers as a profession where people should take care of sick individuals and prioritize their well-being (हित).
How did the author feel about the gender error made by the hospital staff?
The gender error (त्रुटि) made the author feel that there was sloppiness (ढिलोपन) and a lack of focus on their baby's paperwork.
What does the author want healthcare workers to be mindful (सचेत) of when interacting with patients?
The author wants healthcare workers to be careful with their words, apologize genuinely (साँच्चिकै) for mistakes, and listen and care about what patients and their families are saying.
Why did the author write this letter to healthcare workers?
The author wrote this letter to express their concerns and urge (आग्रह गर्नु) healthcare workers to prioritize patient care and treat each other with respect.
How did the author want the hospital staff to interact with patients?
The author wanted the hospital staff to interact with patients in a way that instills (मनमा केही कुरो बिस्तारै पसाउनु) confidence and shows genuine care and concern.
What impact did the hospital staff's complaints have on the author?
The hospital staff's complaints made the author feel that egos (अहम) were taking priority over their daughter's care, which was disappointing (निराशाजनक).
Why did the author feel that their daughter's medications were not on time?
The author felt that their daughter's medications (औषधी गर्ने काम) were not on time because the nurses kept saying they were busy.
How did the author want healthcare workers to treat each other?
The author wanted healthcare workers to treat each other with respect, professionalism, and collaboration (सहयोग).
What did the author expect healthcare workers to prioritize?
The author expected healthcare workers to prioritize the health and well-being (हित) of their patients above all else.
How did the author want healthcare workers to shape the patient's experience?
The author wanted healthcare workers to interact with patients in a way that instills confidence, shows compassion (सहानुभुती), and positively shapes their overall experience.
What did the author want healthcare workers to remember when caring for patients?
The author wanted healthcare workers to remember that patients and their families rely on (भर पर्नु) them to care for their loved ones in their most vulnerable states.
What power do healthcare workers have in shaping the patient's experience?
Healthcare workers have the power to positively shape the patient's experience through their interactions, communication, and level of care and compassion (सहानुभुती) they provide.

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