Fundamentals Videos
Browse videos in the Fundamentals category.
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.
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.
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.
Prenatal Genetic Tests: Screening, Diagnosis and Informed Choice
Distinguish prenatal genetic screening from diagnostic testing for specific conditions. Practise explaining the limits of positive, negative and nonreportable screening results, respond to two fictional patient questions, and support voluntary informed choice with respectful teach-back and qualified prenatal-team follow-up. Designed for nursing students working with a supervising RN; it does not interpret an individual patient’s result or choose testing for them.
Adult NG Decompression: Assessment, Monitoring and Reporting
Learn how to monitor an adult patient with an NG tube for ordered gastric decompression. Connect patient symptoms, the documented tube plan and drainage trends; recognise placement concerns and deterioration; and practise a factual report to the RN. Includes comfort measures and a bedside scenario, with student supervision, orders and local protocols kept explicit.
Depression: Therapeutic Responses, Listening and Safety Escalation
Practice choosing an empathic response to an adult experiencing depression, allowing time to answer and clarifying without judgment. Compare supportive statements with false reassurance and rehearse a response to a fictional inpatient scenario using the original LISTEN / CLARIFY / CONNECT study cues. Recognize when concerning words require prompt supervising-RN assessment and when current suicidal thoughts or immediate danger require immediate clinical help, remaining with the patient and following the local safety pathway. This focused communication lesson supports supervised student practice; it does not authorize independent risk assessment, psychotherapy, diagnosis, treatment or discharge decisions.