Paediatric Intensive Care (PICU) Nursing Interview Questions & Answers

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Last updated 24 October 2026 · Created by a practising NHS doctor · Independent of the NHS

Quick answer

What questions are asked in an NHS Paediatric Intensive Care (PICU) Nursing interview?

NHS Paediatric Intensive Care (PICU) Nursing interviews usually mix values-based questions with scenarios specific to the role. Typical themes include motivation for PICU, ventilated child care, deterioration and PEWS, paediatric sepsis, retrieval and transfer and pain, sedation and withdrawal. Every interview panel writes its own questions, so practise the themes rather than memorising answers. The 8 free questions on this page cover a spread of them.

 

At a glance

• Role: Paediatric Intensive Care (PICU) Nursing (NHS Nursing and Midwifery)

• Questions: 40 original practice questions, each with a full model answer

• Free to read: the first 8 questions and answers on this page

• Full bank: £4.99, 12 months of access, no subscription

• Independent: not affiliated with or endorsed by the NHS

 

Read 8 questions in full, free, and see exactly what you get before you pay. Unlock the other 32 for £4.99. One payment, 12 months of access, no subscription. Secure checkout through Stripe.

These are original practice questions written to reflect how NHS interviews are run. They are not leaked or official questions, and Healthcare Interview Prep is independent of the NHS.

 

 

Free NHS interview questions and model answers

 

 

Question 1: Why have you chosen paediatric intensive care nursing, and why do you want to join our PICU?

Motivation question  ·  Motivation

 

What the interview panel is assessing

The panel wants a genuine, specific reason for choosing paediatric critical care and evidence that you understand what this unit does, its case mix and how it supports new staff. They are also judging whether your expectations of the emotional and technical demands are realistic, so you will settle and stay.

 

Model answer

It started on my final placement on a children's high dependency unit. A toddler with bronchiolitis was on high flow and her mum hadn't slept for two nights. I spent most of a shift watching her work of breathing, adjusting positioning and feeding plans with the team, and also sitting with her mum explaining what every alarm meant. By the end of the shift the child was settling and her mum said it was the first time she felt she understood what was happening. That mix of close clinical observation and supporting a frightened family is what pulled me towards intensive care.

Since qualifying I've worked on a general paediatric ward, and the moments I found most rewarding were the ones where a child was deteriorating and we were stabilising them while waiting for the outreach team. I wanted to be the nurse who stays with that child through the whole journey rather than handing over at the door. I've completed my paediatric life support training and I've asked to shadow on PICU twice, which confirmed it's where I want to be.

As for this unit, I've read about your mix of general, respiratory and post surgical admissions and that you receive children from the regional retrieval service, so I know I'd see a wide range. When I came on the visit, I was struck by how the bedside nurses explained things to parents during the ward round and how parents were invited to take part. I also liked hearing about your supernumerary period and the structured competency programme, because I know ventilation, invasive monitoring and infusions will be new to me at this level.

I'm not expecting it to be easy. I know there will be children who don't survive, and I've thought about how I look after myself, including using debriefs and supervision. But I'd rather learn in a well supported unit that takes education seriously than somewhere I'd stand still.

 

Why this answer works

This answer opens with a believable moment that links clinical observation and family support, the two things PICU nursing depends on. It shows research into the unit's case mix and retrieval work, honest awareness of the emotional load, and a clear request for structured support. Replace the bronchiolitis story and unit details with your own experience and what you learned on your visit.

 

Key points to include

• A specific, personal reason rooted in a real placement or ward moment
• Evidence you understand PICU work: ventilation, monitoring, families, retrieval
• Research into this unit's case mix, education and support
• Realistic view of the emotional demands and how you cope
• How the unit's competency programme fits your development

 

Common mistakes to avoid

• Saying you love children or always wanted to work with sick babies, with nothing behind it
• Talking only about the technology or the adrenaline of emergencies
• An answer that could apply to any unit in the country
• Ignoring the emotional side, or overstating how ready you already are

 

NHS values and standards

Compassion; Commitment to quality of care; Improving lives. NMC Code: Prioritise people.

 

Further reading

• NHS Constitution for England
• The NMC Code
• Paediatric Critical Care Society Quality Standards for the Care of Critically Ill or Injured Children
• National Preceptorship Framework for Nursing (NHS England)

 

 

Question 2: You are caring for a ventilated child whose oxygen saturations suddenly fall and the ventilator alarms. What would you do?

Clinical question  ·  Clinical knowledge

 

What the interview panel is assessing

This tests whether you can respond safely and systematically to an acute ventilation problem in a child: calling for help early, assessing the airway and tube, considering common causes such as displacement, obstruction, pneumothorax and equipment failure, and staying within your competence while keeping the family informed.

 

Model answer

My first step would be to look at the child rather than the monitor, and call for help straight away using the bedside call system so a senior nurse and the medical team come. While help comes I'd check the basics: is the chest moving, is there colour change, is the waveform on the saturation probe reliable, and has the capnography trace changed or disappeared. Loss of the end tidal carbon dioxide trace makes me think about tube displacement or a blocked tube.

I'd work through the common causes systematically. I'd check the tube position at the lips against the documented length and look for any obvious kinking or disconnection in the circuit. I'd listen to the chest for equal air entry, because one sided reduced air entry could suggest a tube that has moved into one bronchus or a pneumothorax. If secretions are likely I'd follow our policy for suctioning. If I wasn't confident the ventilator was the problem, I'd disconnect and hand ventilate with the bagging circuit at the bedside with oxygen, which I'd always check is present and working at the start of each shift.

In a real situation on placement I saw a nurse do exactly this when a child's saturations dropped after being repositioned. She disconnected, hand ventilated, noticed the tube had slipped a little and called the anaesthetist, who confirmed and resecured it. What I took from that was the calm, step by step approach, and that she verbalised each step so the team arriving knew exactly what had been done.

Once the child was stable I'd document the event clearly, with timings, findings and actions, and ensure any chest X ray or blood gas the team requested was done. I'd also remember the parents. If they were at the bedside, I'd make sure someone explained what was happening in simple terms, because watching alarms go off is frightening. Afterwards I'd report it through our incident system if there was learning, such as tube security, and take part in any debrief.

 

Why this answer works

The answer shows a safe, structured response: help first, then airway, tube, breathing, equipment, and hand ventilation if in doubt. It names realistic causes without drifting into medical decision making. The placement memory makes it believable and the family and documentation points show a complete nurse. Swap in your own observed or experienced example and use your unit's terminology.

 

Key points to include

• Call for help immediately and look at the child, not just the monitor
• Work through displacement, obstruction, pneumothorax and equipment failure
• Check tube length, circuit, chest movement and capnography
• Hand ventilate with oxygen if the ventilator is in doubt
• Bedside emergency equipment checked at the start of every shift
• Document, debrief, report and keep the family informed

 

Common mistakes to avoid

• Silencing alarms or adjusting ventilator settings without assessing the child
• Going it alone instead of calling for help early
• Listing causes with no clear order of actions
• Forgetting the parents who may be at the bedside

 

NHS values and standards

Commitment to quality of care; Working together for patients; Compassion. NMC Code: Preserve safety.

 

Further reading

• Resuscitation Council UK Paediatric Advanced Life Support guidelines
• Paediatric Critical Care Society Quality Standards for the Care of Critically Ill or Injured Children
• The NMC Code

 

 

Question 3: A child on our high dependency unit has a rising PEWS score and seems more drowsy than an hour ago. How would you manage this?

Scenario question  ·  Deterioration

 

What the interview panel is assessing

The panel is checking that you recognise early deterioration in a child, assess using a structured ABCDE approach, use the paediatric early warning system and escalation pathway correctly, communicate with SBAR and involve parents, whose concerns are a recognised warning sign.

 

Model answer

Drowsiness plus a rising score worries me, so I'd act straight away rather than waiting for the next set of observations. I'd go to the child and do a full ABCDE assessment. I'd look at airway patency and work of breathing, respiratory rate, saturations, heart rate, capillary refill, blood pressure, temperature and conscious level using the scale we use on the unit. I'd check blood glucose, because low glucose is a common, reversible cause of drowsiness in children, and I'd look at the fluid balance and when they last passed urine.

I'd also ask the parent at the bedside what they've noticed. Parents often say things like he's just not himself, and I take that seriously because it's part of escalation in our early warning system. Then I'd escalate according to the PEWS pathway, which for this level of concern would mean contacting the nurse in charge and the medical team immediately, and putting out an emergency call if the child was peri arrest.

I'd use SBAR when I called. For example: I'm calling about a four year old with pneumonia. Her PEWS has gone up over the last hour and she's now drowsy and difficult to rouse. Her saturations have dropped, her heart rate is higher and capillary refill is prolonged. I'm worried she's deteriorating and may be septic. I need you to review her now. Asking for a clear time frame stops a review drifting.

While waiting I'd stay with the child, give oxygen as prescribed or per our emergency protocol, position her safely, make sure suction and the emergency trolley were ready, and increase my observations. On my current ward I had a similar situation with a child post surgery, and having the trolley and fluids ready meant the registrar could act the moment they arrived. Afterwards I'd document the timings and actions clearly, update the parents, and make sure the escalation plan was written in the notes.

 

Why this answer works

This answer combines a structured ABCDE assessment, reversible causes like glucose, use of parental concern, correct escalation and a clear SBAR example with a time frame. It stays at nurse level while showing preparation for the team arriving. Replace the details with your own experience of escalating a deteriorating child and the PEWS terms your Trust uses.

 

Key points to include

• Act immediately: drowsiness plus rising PEWS is a red flag
• Full ABCDE assessment including glucose and fluid balance
• Treat parental concern as part of the escalation
• Escalate per the PEWS pathway using SBAR with a time frame
• Prepare for the team: oxygen, suction, trolley, access
• Document and update the family

 

Common mistakes to avoid

• Waiting for the next scheduled observations
• Forgetting to check blood glucose
• Dismissing what the parents are saying
• A vague call with no clear request or time frame

 

NHS values and standards

Commitment to quality of care; Compassion; Working together for patients. NMC Code: Preserve safety.

 

Further reading

• National Paediatric Early Warning System (PEWS) programme, NHS England
• NICE guideline NG51: Suspected sepsis: recognition, diagnosis and early management
• Resuscitation Council UK Paediatric Advanced Life Support guidelines

 

 

Question 4: What does family-centred care mean to you in a paediatric intensive care setting?

Values question  ·  Family-centred care

 

What the interview panel is assessing

The panel wants to see that you understand parents and carers as partners in care, not visitors, and that you can balance their involvement with safety in a highly technical environment. They are looking for practical examples, cultural sensitivity and awareness of siblings and the wider family.

 

Model answer

To me it means recognising that the parents are the experts on their child, and that on PICU they've had their normal role taken away from them overnight. My job is to give some of that back, safely. That starts with something as simple as introducing myself, explaining the equipment and inviting them to touch and talk to their child, because many parents are scared they'll pull out a line.

Practically, I'd look for ways they can be involved at a level they're comfortable with. That might be mouth care, nappy changes, reading a story, helping with positioning, or being present on the ward round so they hear the plan first hand. I'd always ask rather than assume, because some parents want to do everything and some need to just sit and hold a hand for the first day. I also try to learn what's normal for that child: their favourite toy, what calms them, the name they use for their comforter. Small things like that go on the care plan.

On my current ward we looked after a boy with complex needs whose mum knew exactly how he showed pain, which didn't match our usual cues. Listening to her changed how we managed his pain and stopped us under treating him. That taught me that family-centred care is also a safety issue, not just a kindness.

I'd also think about the wider family. Siblings can feel forgotten or frightened, so I'd involve the play team or psychology where available, and help parents think about what to tell them. I'd be sensitive to cultural and religious needs, use professional interpreters rather than relatives, and look after the practicalities like parent accommodation, meals and rest, because exhausted parents can't support their child. And I'd be honest. Families cope better with clear, consistent information than with false reassurance, so I'd make sure what I say matches the medical team's message.

 

Why this answer works

The answer moves beyond a definition to concrete actions, shows how parental knowledge improves safety, and includes siblings, culture, interpreters and practical welfare. The real example proves the candidate has lived the value. Replace the boy with complex needs with your own example of working in partnership with a family.

 

Key points to include

• Parents as partners and experts on their child
• Practical, graded involvement in care and ward rounds
• Personalising care: routines, comforters, names
• Family insight as a safety issue, for example in pain assessment
• Siblings, culture, interpreters and parent welfare
• Honest, consistent information

 

Common mistakes to avoid

• Treating parents as visitors who need to be managed
• Giving a textbook definition with no real example
• Forgetting siblings and practical needs
• Promising outcomes or giving false reassurance

 

NHS values and standards

Compassion; Respect and dignity; Working together for patients. NMC Code: Prioritise people.

 

Further reading

• NHS Constitution for England
• The NMC Code
• Paediatric Critical Care Society Quality Standards for the Care of Critically Ill or Injured Children

Found these useful? The other 32 questions cover the rest of the role, each with a full model answer. Unlock all 40 for £4.99.

 

 

Question 5: Can you tell us about a time you worked effectively as part of a multidisciplinary team to improve care for a child?

Competency question  ·  Teamwork

 

What the interview panel is assessing

The panel wants evidence that you understand each professional's role, communicate clearly across disciplines, contribute your nursing view confidently and put the child's needs first. A clear STAR structure with your own actions and a measurable result is expected.

 

Model answer

On my current paediatric ward we cared for a nine year old girl with cerebral palsy admitted with aspiration pneumonia. She'd had several admissions that year and her parents were worn out. During her stay I noticed she was coughing and her saturations dipped during feeds, even though her feeding plan hadn't changed in months.

My task was to make sure that observation reached the right people and turned into a plan, rather than being repeated at every handover. I raised it at the morning huddle and asked whether we could get the speech and language therapist and dietitian to review her together. I also spoke to the physiotherapist, because her chest physio was timed straight after feeds. I documented exactly what I'd seen, with times and saturations, so the team had evidence rather than just my impression.

The speech and language therapist did a bedside assessment and suggested changes to her positioning and the consistency of her feeds. The dietitian adjusted the timing and the physio moved chest physio to before feeds. I made sure the plan was clearly written on her care plan and on the bedside sheet, and I went through it with her parents, who were relieved that someone had joined the dots. I also took part in the discharge meeting with the community nursing team so the plan carried on at home.

By the end of her admission the coughing during feeds had largely stopped and her oxygen requirement came down faster than on previous admissions. Her mum later told us she hadn't been readmitted in the following months. For me the learning was that each professional had part of the picture and the nurse is often the one who sees the whole day, so it's our role to bring it together. On PICU, with physios, pharmacists, dietitians and the medical team all involved, I'd bring that same approach to ward rounds.

 

Why this answer works

This STAR answer has a clear situation, a defined personal task, specific actions across several disciplines and a measurable result. It highlights the nurse's unique overview of the day and links back to PICU ward rounds. Replace the example with your own MDT story, making sure your individual actions are clear and the outcome is real.

 

Key points to include

• Use STAR with clear personal actions
• Show you understand each discipline's role
• Back observations with documented evidence
• Involve parents and community services
• Give a measurable or observable result
• Link the learning to PICU multidisciplinary working

 

Common mistakes to avoid

• Saying we did everything so your own role is invisible
• Choosing an example with no clear outcome
• Criticising other professionals
• Forgetting to involve the family

 

NHS values and standards

Working together for patients; Commitment to quality of care; Improving lives. NMC Code: Practise effectively.

 

Further reading

• The NMC Code
• NHS Constitution for England
• NHS Leadership Academy Healthcare Leadership Model

 

 

Question 6: While checking an infusion for a child, you notice the prescribed dose looks about ten times higher than you would expect. What would you do?

Scenario question  ·  Medication safety

 

What the interview panel is assessing

This tests your understanding of high risk paediatric medication errors, especially tenfold errors linked to weight based dosing and decimal points. The panel wants you to stop, verify, escalate, protect the child, report through the incident system and avoid blame.

 

Model answer

I would not prepare or give the infusion until it was resolved. Tenfold errors are one of the most serious risks in paediatric medicines, because doses are weight based and a misplaced decimal point or a wrong unit can make a huge difference in a small child. If the infusion was already running, I'd stop or pause it according to our policy and assess the child immediately, then call for medical review.

I'd check the facts first: the child's documented weight and when it was measured, the units on the prescription, the concentration in our standard infusion guide and the reference range in the paediatric formulary we use. I'd ask a second registered nurse to independently check, because independent checking is where these errors are often caught. If it still looked wrong, I'd contact the prescriber directly and explain my concern clearly, and involve the ward pharmacist. I'd ask for the prescription to be reviewed and rewritten if needed, not altered verbally.

Something similar happened on my ward when I spotted a paracetamol prescription calculated on a weight that had been entered in pounds instead of kilograms. I raised it with the doctor, who was very grateful, and the prescription was corrected before any dose was given. Because it was a near miss, I reported it on our incident system so the electronic weight field could be reviewed. That was later changed so weights have to be entered in kilograms.

If the child had already received some of the infusion, I'd monitor closely, escalate, document what happened and support the team to be open with the parents in line with the duty of candour. Throughout I'd keep the tone non judgemental. Errors usually come from systems and pressure, not bad people, and if prescribers feel attacked they're less likely to welcome challenge next time. My priority is simply that the child is safe.

 

Why this answer works

The answer shows the candidate stops, verifies using weight, units and references, gets an independent check, escalates to the prescriber and pharmacist, reports near misses and understands candour. The real example demonstrates system learning from reporting. Swap in your own medication safety example and name the paediatric formulary and infusion guide your unit actually uses.

 

Key points to include

• Do not give or continue a dose you believe is wrong
• Check weight, units, concentration and formulary range
• Independent second nurse check and pharmacist involvement
• Escalate to the prescriber and ask for a corrected prescription
• Report near misses and errors through the incident system
• Duty of candour if harm may have occurred, in a no blame culture

 

Common mistakes to avoid

• Giving the dose because the doctor prescribed it
• Altering the prescription yourself or accepting a verbal correction
• Not reporting a near miss because nothing happened
• Blaming the prescriber rather than focusing on safety

 

NHS values and standards

Commitment to quality of care; Working together for patients; Respect and dignity. NMC Code: Preserve safety.

 

Further reading

• Royal Pharmaceutical Society and Royal College of Nursing: Professional guidance on the administration of medicines in healthcare settings
• BNF for Children
• NHS England Patient Safety Incident Response Framework (PSIRF)
• The NMC Code

 

 

Question 7: An infant is admitted with a head injury and the parents' explanation of how it happened does not seem to fit the injury. How would you respond?

Scenario question  ·  Safeguarding

 

What the interview panel is assessing

The panel wants to see that you recognise possible non accidental injury, stay professional and non accusatory, document accurately, escalate through the safeguarding pathway without delay and continue to deliver compassionate care to the child and family.

 

Model answer

My first priority is the infant's clinical care, so I'd make sure they were assessed and stabilised. But I'd keep in mind that an injury in a non mobile baby, or an explanation that doesn't match the injury or changes between people, is a recognised warning sign for possible abuse. It's not my role to investigate or decide, but it is my duty to act on my concern.

I'd document carefully and factually: exactly what the parents said in their own words, who said it and when, and any injuries I observed, using body maps where our policy allows. I wouldn't add my own interpretation. I'd raise my concern immediately with the nurse in charge and the consultant, and contact the safeguarding children team in line with our Trust policy. The medical team would lead on investigations, and children's social care would be involved as the policy requires. I'd also check whether the child or siblings had any existing child protection plan or previous concerns.

At the bedside I'd keep caring for the family respectfully. I wouldn't ask leading questions or confront them, because that could affect any investigation and damage the relationship I need to care for the child. If parents asked why so many questions were being asked, I'd be honest that when babies have injuries like this, the team always looks into how it happened, and that it's routine for us to involve other teams. I'd follow advice about supervision of contact if it was given.

During my training I saw a case where a nurse noticed bruising on a baby's ear during a routine nappy change and raised it. That led to a full safeguarding assessment. It made me realise how important it is that nurses feel confident to speak up, even when the family seem lovely. I'd also make sure I had supervision afterwards, because these situations can be distressing. I keep my safeguarding children training up to date at the level required for my role.

 

Why this answer works

This answer balances clinical priority, factual documentation, prompt escalation through the right safeguarding route and continued compassionate care. It avoids investigating or accusing and shows awareness of risk factors in non mobile babies. Replace the training example with your own safeguarding experience, keeping all identifying details confidential, and name the safeguarding training level you currently hold.

 

Key points to include

• Clinical care first, while recognising warning signs
• Factual documentation in the family's own words
• Escalate to nurse in charge, consultant and safeguarding team
• Do not investigate, confront or ask leading questions
• Remain compassionate and honest with the family
• Use supervision and keep training current

 

Common mistakes to avoid

• Ignoring the concern because the parents seem caring
• Confronting or accusing the parents
• Writing opinions rather than facts in the notes
• Waiting until the next day to escalate

 

NHS values and standards

Compassion; Respect and dignity; Commitment to quality of care. NMC Code: Preserve safety.

 

Further reading

• Working Together to Safeguard Children (HM Government)
• NICE guideline CG89: Child maltreatment: when to suspect maltreatment in under 18s
• Safeguarding children and young people: roles and competencies for healthcare staff (Intercollegiate document)

 

 

Question 8: Can you tell us about a time you raised a concern about patient safety?

Competency question  ·  Raising concerns

 

What the interview panel is assessing

The panel is assessing your courage and judgement in speaking up, whether you use the correct channels, how you handle the professional relationships involved and whether your action led to safer care. They want to see openness, not blame.

 

Model answer

On a night shift on my current ward, I was looking after a seven year old who'd had abdominal surgery and was on a patient controlled analgesia pump. During my checks I noticed that the pump settings didn't match what was documented on the chart. The lockout time was shorter than prescribed, so he could have received more opioid than intended.

My task was to keep him safe and make sure the issue was properly addressed. I checked his observations straight away, including sedation score and respiratory rate, and he was settled and safe. I asked the nurse in charge to double check the pump with me so that I wasn't relying on my own view. We paused the pump and contacted the on call anaesthetic team, who reviewed him and reprogrammed it with us to match the prescription.

I then had to think about how to raise it. The pump had been set up on the previous shift by a colleague I respected. I spoke to her privately the next day, explained what we'd found and that I'd completed an incident report, so she heard it from me rather than discovering it. She was upset but appreciated the honesty. The incident review found the pump had a similar default setting that was easy to miss, and the pain team introduced a checklist for the two nurse check at set up and at every handover.

The outcome was that no harm came to the child, the parents were informed openly, and the practice change applied across the hospital. What I learned is that raising concerns isn't about catching people out. It's about making the system safer. I also know that if I didn't feel heard through normal channels, I could use our Freedom to Speak Up Guardian. On PICU, where many children are on multiple high risk infusions, I'd bring the same habit of checking pumps against prescriptions at every handover.

 

Why this answer works

The STAR structure is clear and the candidate acts in the right order: patient safety, second check, escalation, reporting, then a respectful conversation with the colleague. It shows system learning and awareness of the Freedom to Speak Up route. Replace the pump example with your own, keeping colleagues anonymous and the outcome specific.

 

Key points to include

• Patient safety first, then escalate and verify
• Use the incident reporting system
• Handle the colleague conversation respectfully and openly
• Show system learning, not blame
• Know the Freedom to Speak Up route
• Link the learning to PICU infusions and handover checks

 

Common mistakes to avoid

• Choosing a trivial example or one where you didn't act
• Gossiping or blaming a colleague
• Not explaining the outcome
• Saying you have never needed to raise a concern

 

NHS values and standards

Commitment to quality of care; Working together for patients; Respect and dignity. NMC Code: Preserve safety; Promote professionalism and trust.

 

Further reading

• NHS England Freedom to Speak Up policy for the NHS
• Raising concerns: guidance for nurses, midwives and nursing associates (NMC)
• NHS England Patient Safety Incident Response Framework (PSIRF)

 

 

Ready for the other 32?

You have seen how the model answers work. Unlock the full Paediatric Intensive Care (PICU) Nursing bank to practise every theme the panel might ask about, with the mistakes to avoid spelled out for each one.

 

 

 

About this NHS interview question bank

To prepare for a paediatric intensive care nursing interview in the NHS, practise talking through real PICU and HDU situations out loud: a ventilated child who suddenly desaturates, a rising PEWS score, suspected sepsis, a blocked tracheostomy, a tenfold medication error, receiving a retrieved child and caring for a family when treatment is withdrawn. Panels for Band 5 and Band 6 posts will also explore your motivation, family-centred care, safeguarding, the NMC Code and how you raise concerns, so prepare honest examples from your practice that show calm escalation, safe checking and real kindness to frightened parents.

This bank is written for registered children's nurses applying for Band 5 and Band 6 posts in paediatric intensive care and high dependency units, whether you are moving from a children's ward or stepping up to a senior role. Each of the 40 original practice questions includes a first-person model answer, what the panel is assessing, key points to cover, common mistakes, the NHS values and NMC Code themes it links to, and further reading. Themes include care of the ventilated child, deterioration and PEWS, sepsis, retrieval and transfer, pain and sedation, tracheostomy emergencies, medication safety in children, safeguarding, end of life care and organ donation, family-centred care, delegation, shift leadership and revalidation.

 

What this question bank covers

• Motivation for PICU
• Ventilated child care
• Deterioration and PEWS
• Paediatric sepsis
• Retrieval and transfer
• Pain, sedation and withdrawal
• Medication safety in children
• Safeguarding children
• Family-centred care
• End of life care
• Organ and tissue donation
• Tracheostomy emergencies
• Infection prevention
• Consent and young people
• Equality and inclusion
• Leadership and delegation
• Duty of candour
• Revalidation and development

 

 

Paediatric Intensive Care (PICU) Nursing NHS interview: frequently asked questions

 

What questions are asked in an NHS Paediatric Intensive Care (PICU) Nursing interview?

NHS Paediatric Intensive Care (PICU) Nursing interviews usually mix values-based questions with scenarios specific to the role. Typical themes include motivation for PICU, ventilated child care, deterioration and PEWS, paediatric sepsis, retrieval and transfer and pain, sedation and withdrawal. Every interview panel writes its own questions, so practise the themes rather than memorising answers. The 8 free questions on this page cover a spread of them.

 

What band is an NHS Paediatric Intensive Care (PICU) Nursing job?

The questions on this page are pitched mainly at Band 5 to Band 6 posts. The band for any job depends on the trust and the responsibilities of the post, so always check the advert and job description. Higher bands bring more questions on leadership, supervising others and improving the service.

 

How should I prepare for an NHS Paediatric Intensive Care (PICU) Nursing interview?

Read the job description and person specification closely, then prepare five or six real examples you can tell using the STAR method (situation, task, action, result). Revise the NMC Code, recognising and escalating the deteriorating patient, safeguarding, the Mental Capacity Act and safe medicines practice. Research the trust's own values and the service you would join, and practise your answers out loud before the day.

 

Which NHS values and standards should I mention in a Paediatric Intensive Care (PICU) Nursing interview?

Link your examples to the NHS values from the NHS Constitution, such as compassion, respect and dignity, and working together for patients. For this role, panels will also expect you to understand the NMC Code, recognising and escalating the deteriorating patient, safeguarding, the Mental Capacity Act and safe medicines practice. Show these through what you actually did rather than reciting lists.

 

Are these real NHS Paediatric Intensive Care (PICU) Nursing interview questions?

No. They are original practice questions written to reflect how NHS Paediatric Intensive Care (PICU) Nursing interviews are typically run. Healthcare Interview Prep is independent and not affiliated with the NHS, and nobody can promise which questions you will be asked. Use the model answers to learn structure and content, then build answers from your own experience.

 

What do I get if I unlock the full Paediatric Intensive Care (PICU) Nursing question bank?

You get all 40 Paediatric Intensive Care (PICU) Nursing practice questions. Each one has what the panel is assessing, a model answer, why the answer works, key points to include, common mistakes and the NHS values it links to. It is a one-off payment of £4.99 for 12 months' access, with no subscription.

Read the full NHS Nursing and Midwifery interview guide →