Free Care of the Hospitalised Child MCQs with Answers

• A. Count respirations for 30 seconds while the infant is awake
• B. Count respirations for 60 seconds while the infant is quiet
• C. Count respirations for 15 seconds after the infant cries
• D. Count respirations for 30 seconds after feeding

Explanation: Infants often have irregular breathing, so respirations should be counted for a full minute while the child is quiet.

• A. Numeric rating scale from 0 to 10
• B. Visual analogue scale with a marked line
• C. FLACC behavioural pain scale
• D. Glasgow Coma Scale

Explanation: The FLACC scale assesses facial expression, legs, activity, crying and consolability in children who cannot reliably self-report pain.

• A. Administer both medicines at different times
• B. Give the medicine with the larger dose
• C. Hold the medicines and clarify the prescriptions
• D. Ask the parent which medicine seems stronger

Explanation: Duplicate paracetamol can cause an excessive total dose and liver injury.

• A. Warm skin and increased urine output
• B. Moist mouth and a strong pulse
• C. Sunken eyes and decreased urine output
• D. Brisk capillary refill and normal thirst

Explanation: Sunken eyes and reduced urine output are important clinical signs of fluid deficit in a child.

• A. Place the child flat after the first few bites
• B. Keep the child upright during feeding and afterward
• C. Offer large mouthfuls to shorten the meal
• D. Use a straw for every drink and food item

Explanation: An upright position supports swallowing and reduces aspiration risk during and after feeding.

• A. Warm skin with brisk blood return
• B. Cool, swollen tissue around the cannula
• C. A dry dressing with no discomfort
• D. A regular infusion rate without swelling

Explanation: Infiltration causes leakage of intravenous fluid into surrounding tissue, producing coolness, swelling, pallor and discomfort.

• A. Allow participation after explaining safe tasks and hand hygiene
• B. Ask the parent to wait outside until all care is complete
• C. Permit the parent to change treatments without supervision
• D. Tell the parent that nurses must perform all daily care

Explanation: Family-centred care includes parents in appropriate care after the nurse explains their role, infection prevention and safety limits.

• A. It will not hurt, so you should not worry
• B. Be brave because other children manage it
• C. You may feel a brief pinch, and I will explain each step
• D. Your parent can answer because nurses perform the procedure

Explanation: Honest, simple preparation builds trust and helps the child use coping strategies.

• A. Discuss the diagnosis loudly at the bedside
• B. Expose the whole body to save time
• C. Close the curtain and uncover only the area being examined
• D. Ask visitors to remain while the child is examined

Explanation: Closing the curtain and exposing only the required body area protects privacy, dignity and the child’s rights.

• A. Give written instructions without checking understanding
• B. Ask the caregiver to repeat medicines, warning signs and follow-up plans
• C. Tell the caregiver to contact the hospital only if symptoms last a week
• D. Provide follow-up information only to an older sibling

Explanation: Using teach-back confirms that the caregiver understands medicines, warning signs, follow-up and when to seek urgent help.

• A. Ask the child to state the room number
• B. Compare the child's name and birth date with the record
• C. Confirm the child's diagnosis with a nearby parent
• D. Match the band colour with the ward diagnosis

Explanation: Using two identifiers, such as name and date of birth, helps prevent errors in medicines, procedures and investigations.

• A. Count the radial pulse for 15 seconds
• B. Count the brachial pulse for 30 seconds
• C. Count the apical pulse for a complete minute
• D. Count the carotid pulse for 30 seconds

Explanation: An infant's apical pulse is assessed with a stethoscope and counted for a full minute because infant rhythms may be irregular.

• A. Crush it and mix it with juice
• B. Split it and give it with food
• C. Ask the prescriber or pharmacist for a suitable form
• D. Dissolve it in warm water before giving it

Explanation: Extended-release medicines must not usually be crushed, split or dissolved because this can release the drug too quickly.

• A. Tell the child to remain completely silent
• B. Use slow breathing and guided distraction
• C. Promise that the procedure cannot hurt
• D. Delay all explanations until the procedure ends

Explanation: Slow breathing, distraction and simple explanations can reduce fear and the child's perception of pain.

• A. Increase the feeding rate to finish quickly
• B. Stop the feed and assess the child's airway and breathing
• C. Place the child flat and continue observing
• D. Offer oral water to clear the throat

Explanation: Coughing and a wet voice during tube feeding may indicate aspiration, so the feed must be stopped and airway and breathing assessed first.

• A. Clean from the anus toward the urethra
• B. Use vigorous rubbing to remove all redness
• C. Clean gently from front to back and apply a barrier
• D. Leave the skin uncovered without cleaning after stools

Explanation: Gentle front-to-back cleansing reduces transfer of organisms toward the urinary tract, and a barrier protects irritated skin from further…

• A. Use airborne precautions in a well-ventilated room
• B. Use only standard precautions after the first dose
• C. Place the child in a crowded room near the nurses' station
• D. Use contact precautions without respiratory protection

Explanation: Suspected pulmonary tuberculosis requires airborne precautions, including appropriate respiratory protection and a suitable…

• A. Use complex medical terms to sound precise
• B. Speak only to the parent while the child is present
• C. Use simple words and invite the child's questions
• D. Tell the child not to ask about the treatment

Explanation: Simple, honest communication at the child's developmental level supports understanding and cooperation.

• A. Proceed without speaking to the child
• B. Seek the child's assent after explaining the procedure
• C. Ask the child to provide the parent's legal consent
• D. Allow the child to make every decision alone

Explanation: Parental consent does not remove the child's right to receive an explanation and participate through assent when developmentally able.

• A. Give the caregiver a leaflet without discussion
• B. Ask the caregiver to repeat the plan and demonstrate key care
• C. Tell the caregiver to contact the ward for every question
• D. Ask the caregiver to sign the discharge form immediately

Explanation: Teach-back and demonstration allow the nurse to identify misunderstandings before the child leaves.