Free NMC CBT — Shared Nursing Core Exam Flashcards

Quantity to give = (prescribed dose ÷ dose available) × available quantity. Convert both doses to the same unit before calculating and check that the result is clinically plausible.

Multiply grams by 1,000. In the reverse direction, divide milligrams by 1,000. Keep the unit beside every value to prevent a thousand-fold error.

3 tablets. Calculate 750 ÷ 250 = 3, then confirm that whole tablets are appropriate for the formulation and prescription.

12.5 mL. Use (300 ÷ 120) × 5 = 12.5 mL, retaining the volume unit in the final answer.

0.75 mL. Use (150 ÷ 400) × 2 = 0.75 mL and check that the measured volume and concentration match the medicine directions.

Rate in mL/hour = total volume in mL ÷ time in hours. Use the prescribed duration, not the clock time at which the infusion started.

Net balance = total fluid intake minus total fluid output for the stated period. A positive value means intake exceeded output; interpretation still depends on the person's clinical condition.

Prioritise people, practise effectively, preserve safety, and promote professionalism and trust. The themes work together rather than as separate optional duties.

The nurse must delegate only to someone competent for the task, give clear instructions, provide appropriate supervision, and remain accountable for the decision to delegate.

Be open and honest when care causes harm or distress, explain what is known, apologise, act to put matters right where possible, and follow reporting requirements.

The person must have decision-making capacity or competence under the applicable framework, receive understandable relevant information, and decide voluntarily. Consent is ongoing and can be withdrawn.

Share it with consent or when law, safeguarding, or overriding public-interest duties justify disclosure. Share only what is necessary, with appropriate people, and document the reasoning.

It must be complete, clear, accurate, timely, attributable to its author, and written without falsification or inappropriate alteration. Record relevant decisions and actions as well as observations.

Act without delay to protect people, raise and escalate the concern through appropriate channels, preserve relevant records, and follow up if the risk remains unresolved.

Recognise and state the limitation, seek competent help or supervision, and do not proceed in a way that creates avoidable risk. Take steps to develop the required competence safely.

They are social, economic, environmental, and commercial conditions—such as housing, income, education, work, discrimination, and access to services—that influence health and health inequalities.

Use plain language, manageable amounts of information, accessible formats and communication support, then check understanding rather than asking only whether the person understands.

Explore the person's priorities, motivation, strengths, circumstances and readiness; agree achievable goals; offer evidence-based options; and respect informed choices without blame or coercion.

It supports appropriate antimicrobial use, review and monitoring so infections are treated effectively while limiting avoidable adverse effects and antimicrobial resistance.

It considers physical, mental, cognitive, behavioural, social, cultural and spiritual needs, the person's strengths and preferences, current risks, medicines, support network, and ability for self-care.

Reassess promptly using an approach appropriate to the person's age, field and setting, address immediate safety threats, obtain help, and escalate according to clinical urgency.

Use the legal framework applicable to the person's age and circumstances, assess the specific decision at the relevant time, support decision-making, and never infer inability solely from diagnosis or disability.

It identifies the specific hazard, likelihood and potential impact, considers protective factors, leads to proportionate actions, and is reviewed when circumstances change.

Prioritise immediate threats to life and safety, then urgent deterioration and time-critical treatment, while incorporating the person's preferences and the consequences of delay.

State the desired outcome, relevant measure or observation, responsible actions, and review point. Agree the goal with the person and revise it when assessment findings change.

The nurse and person exchange evidence, options, risks and preferences, make reasonable adjustments for understanding, and agree care rather than treating the person as a passive recipient.

Confirm the correct person, medicine, dose, route and time; check prescription validity, allergies, contraindications, required observations and calculations; explain the medicine and record administration or omission.

Monitor the intended response and possible harm, compare findings with the care goal, act on unexpected results, and document the evaluation and any escalation.

Recognise the change, assess promptly using the field- and age-appropriate method, initiate care within competence, summon help early, communicate urgency clearly, and continue reassessment.

Assess intake, swallowing, clinical needs, preferences, culture, independence and risk; provide appropriate assistance; monitor outcomes; and involve specialist help when indicated.

Care that protects dignity while meeting individual needs for comfort, hygiene, mobility, skin integrity, elimination, nutrition, hydration, rest and communication, with independence encouraged where possible.

Evaluate it at agreed review points and whenever condition, risk, response, goals or circumstances change. Continue, modify or stop interventions based on evidence and discussion with the person.

Consider the person's needs and risk, the task's complexity, the worker's demonstrated competence and authority, required instructions, available supervision, and how outcomes will be reviewed.

Set clear expectations, remain available, observe or check work in proportion to risk, invite questions, give constructive feedback, and intervene promptly if safety or competence is uncertain.

Respect each role, share relevant information, agree goals and responsibilities, challenge unsafe assumptions, involve the person receiving care, and resolve gaps rather than assuming another professional will act.

Prioritise by risk, seek support, communicate what cannot safely be completed, escalate staffing or resource concerns, and document relevant decisions without concealing unsafe conditions.

Reporting supports immediate protection, transparent follow-up and system learning. A near miss reveals a hazard even when no harm occurred and should not be dismissed as irrelevant.

Identify a measurable problem, test a change, collect and compare data, learn from the result, and adapt or spread the change rather than assuming the first intervention worked.

They are interactions among people, tasks, equipment, environment and organisation that shape performance. Fatigue, interruptions, poor design and unclear communication can create risk even when individuals intend to act safely.

Protect the person from immediate harm, listen and respond without promising secrecy, follow local safeguarding and escalation procedures, preserve relevant information, and document objectively.

Include identity, current situation, relevant background, assessment findings, risks, treatment and response, outstanding actions, escalation plan and who is responsible, then invite questions and confirm understanding.

Start planning early, involve the person and carers with consent, reconcile medicines and care needs, share accurate information, confirm referrals and equipment, and provide clear contacts and contingency advice.

Named responsibility prevents missed follow-up and duplicated or contradictory care. Every referral, investigation and action should have an identified owner and review point.

Care remains coherent over time and across people or settings because goals, preferences, risks, decisions and pending actions are communicated and followed through rather than repeatedly restarted.

Give attention, notice verbal and non-verbal cues, avoid premature interruption, use appropriate prompts, reflect or summarise meaning, and clarify uncertainty before responding.

Arrange appropriate interpreting, advocacy, communication aids or accessible material when language, sensory, cognitive or other needs could limit participation; do not rely automatically on relatives to interpret.

Invite the person to explain the information or plan in their own words, then clarify gaps respectfully. This checks the explanation rather than testing or blaming the person.

Apply the appropriate baseline precautions to every person based on the task and exposure risk, including hand hygiene, suitable protective equipment, sharps safety, waste handling and environmental decontamination.

Protect key parts and key sites from contamination by avoiding direct or indirect contact, using appropriate hand hygiene, preparation and aseptic equipment throughout the procedure.

Confirm ongoing indication, secure placement and patency as appropriate, inspect for complications or infection, maintain the device using evidence-based precautions, document care, and escalate or remove it when indicated.