Educational Videos
Learn with our comprehensive video library covering NCLEX prep, nursing fundamentals, and clinical skills.
Adult Malnutrition Risk: Weight, Intake and Barriers to Eating
Practice a focused adult nutrition history using weight trends, recent food intake and respectful questions about symptoms, access and assistance. Distinguish screening from diagnosis and understand why body size or albumin alone cannot establish nutritional status. Apply a fictional case to a factual report, recognize swallowing concerns and support the RN and dietitian/team plan within supervised student scope.
Peripheral IV Site Changes: Recognition, Reporting and Reassessment
Recognize new pain, swelling, leakage or altered sensation at a peripheral IV site. Compare vein inflammation with leakage into tissue, while understanding why one sign or a photograph cannot establish a diagnosis. Work through a fictional adult case. Practice immediate RN escalation and stopping a suspect infusion within assigned training and local policy, a concise factual report, respectful explanations and team-directed reassessment. Learn why flushing a suspect line, reflex removal and a universal warm/cold remedy can be inappropriate. This overview supports supervised nursing study; device procedures and treatment follow qualified assessment and local protocols.
Fertilization and Implantation: Location, Sequence and Nursing Connections
Distinguish fertilization from implantation with a clear location and sequence map. Review early cell stages, compare gestational age with time since fertilization and explain the limits of urine pregnancy testing. Work through fictional patient questions and a brief change-in-condition scenario. Practice respectful explanations, acknowledge uncertainty and obtain qualified help for concerning symptoms while working with your supervising RN and local procedures. This educational overview does not diagnose pregnancy location, establish viability or provide individual treatment advice.
Head Injury: Recognizing Neurologic Deterioration
Practice recognizing an important change after an adult head injury. Follow a fictional inpatient case from an awake, conversing baseline to unusual drowsiness, worsening headache and repeated vomiting. Learn why possible pressure and blood-flow concerns require prompt qualified assessment, how to report the observed change clearly, and how to support the patient while assisting reassessment within student scope. Includes a first-action practice question.
Skeleton Foundations: Axial, Appendicular and Major Bones
Build a practical map of the skeleton. Distinguish the central axial skeleton from the limbs and their shoulder and pelvic girdles, locate major upper- and lower-limb bone groups, and connect skeletal functions with respectful nursing observation. A fictional forearm-pain example and two retrieval questions practice clear location words and supervised reporting. Follow your assigned role, RN or instructor supervision, and local procedures.
Pediatric Dehydration: Notice Change, Assess and Escalate
Follow a fictional four-year-old case with vomiting, diarrhea, reduced drinking and less urine. Combine caregiver observations with current responsiveness, breathing, circulation, reliable weight trends and the supervising RN’s assessment. Contrast initial findings with urgent deterioration, practice a focused report, and use caregiver teach-back. Follow your assigned role, supervision, orders and local pediatric escalation procedures.
Furosemide and Spironolactone: Compare Monitoring Cues
Follow a fictional adult case involving new dizziness while furosemide and spironolactone are prescribed. Compare potassium risks and connect symptoms with current blood pressure, fluid balance, weight, renal function and ordered laboratory results. Practice a concise report to the supervising RN and teach-back about the individual medication, supplement and salt-substitute plan. Follow your assigned role, supervision, orders and facility protocols.
Urinary Catheter Care: Keep the System Closed and Flowing
An adult with an indwelling urinary catheter feels discomfort and notices less drainage after moving to a chair. Use this fictional case to check bag position and external tubing, distinguish a kink from a compromised connection, reassess the patient and give a focused report to the supervising nurse. Practice plain-language teach-back and follow your assigned role, supervision and facility protocols.
Sickle Cell Disease: Recognize and Report New Chest Symptoms
Practice recognizing a meaningful change during an adult sickle cell pain admission. A fictional case connects new chest discomfort and difficulty breathing with prompt escalation, focused observations and an objective bedside report. Support respectful, individualized pain care while following the supervising nurse, clinical team, orders and local protocols.
Adult Shock: Recognize Poor Perfusion and Escalate
Compare hypovolemic, cardiogenic, obstructive and distributive shock. In a fictional adult case, practice recognizing a concerning change in perfusion, calling for immediate help and giving a focused SBAR. The lesson connects bedside assessment to action within supervised nursing-student scope and your facility’s escalation pathway.
Pressure Injury Prevention: Risk, Skin Changes and Reassessment
Connect pressure-injury risk with an individualized prevention plan in supervised adult nursing care. Practise noticing and reporting changes in skin and tissue across skin tones, supporting safe pressure relief and gentle skin care, and reassessing the patient’s response. A fictional heel-soreness scenario illustrates why intact skin, a risk score or a recorded turn is not an all-clear. Follow the established plan, trained assistance, supervising RN and local protocols. This overview does not teach wound staging or a positioning procedure.
TB Treatment: Plan Understanding, Support and Warning Symptoms
Learn how nursing students can support an adult with an established TB treatment plan. Distinguish inactive infection from active disease at a teaching level, explain why feeling better does not prove treatment is complete, and check the actual medicine schedule, monitoring and contact instructions. Practise respectful barrier assessment, teach-back and TB-team support, then recognize warning symptoms that need immediate medical attention. The lesson does not select a regimen or replace the supervising RN, treating clinician or local protocols.