A nurse is transcribing a client’s prescription for erythromycin 500 mg four times per day. Which of the following information should the nurse clarify with the provider?

Choice A reason: Detailed explanations suit older children, not toddlers with limited comprehension. Simple reassurance works better, making this less effective for exam preparation.

Choice B reason: Starting with immunizations increases fear and resistance in toddlers. Less invasive steps first build trust, so this heightens distress unnecessarily.

Choice C reason: Letting toddlers handle equipment reduces fear through familiarity. This age-appropriate tactic eases anxiety, preparing them effectively for a calm physical examination.

Choice D reason: Fully undressing upfront can distress toddlers, lowering cooperation. Gradual exposure during the exam maintains comfort, making this an unsuitable initial step.

Choice A reason: Erythromycin is specified, so the medication is clear. No ambiguity exists here for clarification. Scientifically, drug identity is explicit, and errors arise elsewhere, making this unnecessary to question unless a different antibiotic was intended, which isn’t suggested.

Choice B reason: Dosage (500 mg) is precise, with no range or units needing clarification. Scientifically, this is a standard erythromycin dose, aligning with therapeutic norms for infections, leaving little room for error unless misheard, which isn’t indicated.

Choice C reason: Route (e.g., oral, IV) isn’t stated, critical for erythromycin, as administration affects bioavailability and efficacy. Scientifically, unclear delivery risks under- or overdosing, necessitating provider clarification to ensure safe, effective treatment per pharmacological standards.

Choice D reason: Time (four times daily) is clear, aligning with erythromycin’s pharmacokinetics for steady levels. Scientifically, frequency is unambiguous, requiring no clarification unless intervals were vague, which they aren’t, making this less urgent than route.