Nursing Education
Nursing Education - Related Videos
10:07
Using Learning Outcome Measures to assess Doctoral Nursing Education
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Cited by 2 •
2010
The structure and process for measuring student learning outcomes through customizable assessment rubrics is discussed and applied to a doctoral nursing education program.
07:05
Clear Resin Casting of Arthropods for Use in Education, Outreach, and Research
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2026
Here we show key steps in the process of creating high-quality, resin-embedded arthropods for educational instruction and outreach.
06:28
E-Patient Counseling Trial (E-PACO): Computer Based Education versus Nurse Counseling for Patients to Prepare for Colonoscopy
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Cited by 3 •
2019
The aim of this trial is to establish the position of online computer-based education as a tool for patient preparation prior to a colonoscopy. Computer based education is compared with the standard of care, nurse counseling, evaluating endoscopic quality measures and patient related outcome measures.
03:32
Microinjection of Drosophila Nurse Cells: A Method of Intracellular Delivery
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2023
Due to their large size and relatively simple organization, Drosophila nurse cells are ideally suited for live cell imaging studies. This video describes a microinjection method for exogenous compounds delivery into the cells, and the featured protocol demonstrates the procedure with fluorescent oligonucleotide probes called molecular beacons (MBs) used to visualize endogenous mRNA transcripts.
07:16
An Educational Video Demonstration of How to Prone a Critically Ill Intubated Patient
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2022
Proning a critically ill patient with severe acute respiratory distress syndrome (ARDS) is a complex but beneficial procedure. Excellent communication skills, team work, and multidisciplinary collaboration are critical for patient and staff safety. A standard procedure should be utilized when proning ventilated patients with tubes, drains, and vascular access devices.
FAQs
The theory-to-practice link is strengthened when learners use academic concepts to interpret patient situations, select appropriate actions, and justify decisions. Clinical experience then exposes those decisions to authentic care settings, where educators can address gaps in clinical reasoning, technical performance, and communication. This connection helps learners transfer knowledge beyond classroom exercises and respond more deliberately to patient needs.
Progressive responsibility allows learners to assume greater responsibility as their competence develops rather than receiving full independence immediately. Educators adjust support through supervision and structured feedback, helping students recognize strengths, correct errors, and refine judgment. This approach supports safer participation in patient care while maintaining an educational pathway from guided performance toward more confident clinical decision-making.
Simulation provides a structured setting for developing and practicing skills before, or alongside, direct participation in patient care. Clinical placements add authentic care situations in which learners must apply those skills, communicate with others, and respond to diverse needs. Using both approaches helps connect controlled learning experiences with the complexity of real clinical environments.
Learners apply relevant nursing theory and technical skills while working in authentic care settings under educator supervision. They practice clinical reasoning, communication, and teamwork, then receive structured feedback on their performance. As competence becomes evident, educators can provide greater responsibility. This process makes clinical practice an active learning experience rather than simple observation.
Assessment examines how effectively learners combine knowledge, clinical reasoning, communication, and technical skills in care situations. Feedback identifies performance gaps and guides further practice, while demonstrated competence supports increased responsibility. In this way, evaluation does more than record progress: it helps determine whether learners are prepared to participate safely and effectively in clinical care.
Clinical preparation develops teamwork, communication, ethical practice, and decision-making alongside technical ability. These capabilities help graduates work with other healthcare professionals, respond to changing healthcare systems, and adapt care to diverse patient needs. The emphasis on evidence-informed practice also supports decisions that remain connected to nursing knowledge while addressing the circumstances of individual patients.