Nurse Training
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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.
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.
01:28
Training and Competency in Animal Procedures
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2026
All animal procedures described here must be conducted in accordance with institutional animal ethics guidelines and approved by IACUC. All procedures must follow the principles of the 3Rs—Replacement, Reduction, and Refinement—and must be performed by trained personnel. A Stepwise Approach to Training Proper training and competency in animal procedures are essential to ensure high standards of animal welfare and reliable scientific outcomes. A structured, progressive training approach is...
06:57
Pavlovian Conditioned Approach Training in Rats
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Cited by 30 •
2016
Here, we present a protocol to elicit Pavlovian conditioned approach behavior in rats. This procedure can be used to measure individual differences in the tendency to approach and attribute incentive salience to reward-related cues and investigate addiction vulnerability.
05:04
Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound
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2024
The present protocol describes an ideal solution to train novices in the use of point-of-care ultrasound devices for the practical clinical skill of visually assessing distinct individual anatomical vascular conditions prior to and during an intended venous vascular cannulation using point-of-care ultrasound in a patient.
FAQs
Classroom instruction supplies the concepts needed to understand patient assessment, care planning, medication administration, infection prevention, and clinical judgment. Skills-lab practice and simulation then allow learners to rehearse these activities before applying them with patients. Clinical placements complete the progression by requiring students to interpret patient information, recognize changes in condition, and adjust care under supervision.
Supervision links learner performance to patient safety and professional standards. Instructors and experienced nurses observe how students assess patients, communicate, perform skills, and respond to changing conditions. Their feedback identifies strengths and gaps while decisions can still be reviewed and corrected. This process helps learners develop reliable judgment rather than relying only on memorized procedures.
Skills laboratories and simulation provide structured opportunities to practice technical and communication abilities before or alongside direct patient care. Learners can apply assessment, medication administration, infection-prevention measures, and decision-making while receiving guidance and feedback. These settings support confidence and competence, helping students transfer classroom knowledge into safer performance during clinical placements.
Safety is developed through repeated attention to assessment, infection prevention, medication administration, communication, and evaluation of outcomes. Students learn to connect observations with care plans and to identify changes that may require action. Evidence-based practice is reinforced when instructors and experienced nurses review performance, helping learners combine clinical knowledge, ethical judgment, and accountable decision-making.
During a placement, learners assess patients, identify relevant changes in condition, and contribute to developing a care plan. They then implement appropriate care under professional supervision and evaluate the resulting outcomes. Communication with instructors, experienced nurses, and the care team supports review at each stage, allowing students to receive feedback and strengthen subsequent clinical decisions.
Learners practice both technical and interpersonal competencies across classroom, laboratory, simulation, and clinical environments. These include patient assessment, medication administration, infection prevention, communication, care planning, outcome evaluation, teamwork, and clinical decision-making. Combining these abilities matters because safe care depends not only on performing individual tasks, but also on coordinating actions and recognizing patient needs.
Clinical preparation supports practice across hospitals, community settings, and other healthcare environments. Although the setting may change, learners continue to apply assessment, communication, care planning, infection prevention, and outcome evaluation. This broader preparation helps students adapt their knowledge and teamwork to different patient-care contexts while maintaining consistent standards of safety and professional responsibility.