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Health & Personal Services · course plan

⚠ Pending professional review

This course plan, its lessons and its assessments has not yet been verified by a licensed clinician in the field or by a certification or approval body. It is a study draft and may contain errors. Do not use it to make decisions about any patient or medication. Always follow your instructor, your supervising professional, and current official references and regulations.

VoTechWorks program approval and accreditation are still in progress. Credentials are issued only by the certifying bodies named in each program, after their own exams.

Veterinary Technology / Vet Assistant

12 courses · 3,600 clock hours · 9–24 mo full-time. Grading is competency-based: each course requires the written exam, a competent skills demonstration with zero safety faults, a signed log, and a passed safety audit; percentage weights only rank performance above the competency floor.

~~$47,775~~ COMPLIMENTARYprogram tuition

12courses

115lessons

3,600hours

43assessments

Development progressPlanCourses, lessons and assessments written for this tradeLessons115 of 115 lesson pages writtenPractice919 practice questionsResources120 reference entries (study list)Review0 lesson pages reviewed by a licensed professional

Study now: 115 lesson pages are open (lesson titles below are links).

HLT-VET42-01 Universal core

Universal Core: Safety, Math, Communication & Career in Veterinary Technology

148 hr · ~~$1,185~~ COMPLIMENTARY

This foundational course equips veterinary technology and assistant students with the safety knowledge, applied mathematics, technical communication skills, and professional habits required before entering any clinical or laboratory setting. Students complete OSHA 10-Hour General Industry training adapted to veterinary workplace hazards, earn adult CPR/first-aid certification, and build the numeracy and digital literacy skills used daily in a veterinary practice. All content is mapped to the professional expectations of the NAVTA Approved Veterinary Assistant credential and the VTNE competency domains.

Outcomes

Identify and control common veterinary workplace hazards—including zoonotic disease exposure, chemical handling, radiation safety, and animal handling risks—in compliance with OSHA standards, earning the OSHA 10-Hour card.
Perform accurate unit conversions and dosage calculations using the metric, apothecary, and household systems at a level sufficient for veterinary assistant and veterinary technician practice.
Locate, read, and correctly interpret veterinary technical documents including Safety Data Sheets (SDS), drug package inserts, medical record entries, and standard operating procedures.
Use practice-management software, electronic medical records, and common digital tools to enter patient data, generate invoices, and communicate professionally within a veterinary team.
Demonstrate professional workplace communication—written, verbal, and client-facing—consistent with the ethical standards of NAVTA and the veterinary technology profession.
Construct a career development plan that maps the program's coursework to the NAVTA Approved Veterinary Assistant credential requirements and the VTNE eligibility pathway.

Course text

How the course runs. 7 blocks: Veterinary Workplace Hazards & OSHA 10-Hour Compliance; First Aid, CPR & Zoonotic Disease Prevention; Veterinary Math: Metric System, Unit Conversions & Dosage Calculations; Technical Reading: Medical Records, SDS, Package Inserts & SOPs; Digital Tools: Practice-Management Software, EMR & Professional Communication; Professional Ethics, Scope of Practice & Client Communication; Career Development: Credential Pathways, Portfolio & Professionalism Plan.

What competent looks like. Identify and control common veterinary workplace hazards—including zoonotic disease exposure, chemical handling, radiation safety, and animal handling risks—in compliance with OSHA standards, earning the OSHA 10-Hour card. Perform accurate unit conversions and dosage calculations using the metric, apothecary, and household systems at a level sufficient for veterinary assistant and veterinary technician practice. Locate, read, and correctly interpret veterinary technical documents including Safety Data Sheets (SDS), drug package inserts, medical record entries, and standard operating procedures. Use practice-management software, electronic medical records, and common digital tools to enter patient data, generate invoices, and communicate professionally within a veterinary team. Demonstrate professional workplace communication—written, verbal, and client-facing—consistent with the ethical standards of NAVTA and the veterinary technology profession. Construct a career development plan that maps the program's coursework to the NAVTA Approved Veterinary Assistant credential requirements and the VTNE eligibility pathway.

Lessons · 7 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Veterinary Workplace Hazards & OSHA 10-Hour Compliance	24	theory	Students will identify the major categories of occupational hazard present in a veterinary facility and complete all ten modules of the OSHA 10-Hour General Industry course, earning the completion card.	Work through all ten OSHA 10-Hour General Industry modules using the authorized OSHA outreach curriculum, completing the module quizzes and the final card-qualifying assessment. Conduct a guided hazard walk-through of the program's simulated clinic, tagging biological, chemical, physical, and ergonomic hazards on a printed floor-plan worksheet. In small groups, review real-world veterinary incident reports (provided anonymously by the instructor) and identify which OSHA standard each violation involved, then present findings to the class.	OSHA 10-Hour General Industry authorized courseware; OSHA 29 CFR 1910 quick-reference card; simulated clinic floor plan; biological-hazard, chemical-hazard, and physical-hazard identification labels; personal protective equipment (gloves, goggles, gown) for walk-through	Student submits completed OSHA 10 module quizzes (all passing) and earns the OSHA 10-Hour completion card; passes a 25-question written hazard-identification quiz on veterinary-specific scenarios with a score of 80% or higher.
2	First Aid, CPR & Zoonotic Disease Prevention	16	demo	Students will perform adult, child, and infant CPR with AED operation and demonstrate first-aid procedures for the injuries most common in veterinary workplaces—bites, scratches, needlestick exposures, and chemical splashes—earning an accredited CPR/first-aid card.	Complete a nationally accredited adult/pediatric CPR and AED course using a mannequin station and AED trainer, practicing compression-only and rescue-breath sequences until the instructor validates correct depth and rate. Role-play the post-exposure protocol for a simulated needlestick injury: secure the scene, wash the wound, notify a supervisor, complete an incident report form, and identify the employer's exposure control plan location. Research three zoonotic diseases common to small-animal, large-animal, and exotic-animal practices (such as ringworm, leptospirosis, and psittacosis) and create a one-page SDS-style fact sheet for each, covering transmission route, personal protective equipment, and reporting requirements.	CPR mannequins (adult, child, infant); AED trainer unit; first-aid kit; incident report forms; sample exposure control plan; CDC zoonotic disease fact sheets; blank SDS template	Instructor signs off on CPR/AED skills checklist (compression rate 100-120/min, depth 2-2.4 inches for adult, proper AED sequence); student earns CPR/first-aid card from the certifying organization; zoonotic fact sheets scored on an instructor rubric requiring accurate transmission, PPE, and reporting information (pass = rubric score ≥ 80%).
3	Veterinary Math: Metric System, Unit Conversions & Dosage Calculations	30	practice	Students will convert quantities accurately among metric, apothecary, and household measurement systems and calculate drug doses, drip rates, and dilutions using patient weight and concentration data typical of veterinary practice.	Complete a sequenced problem set that begins with metric prefix conversions (micro to kilo), advances to weight-based dose calculations (mg/kg), and concludes with IV fluid drip-rate problems; students check answers against a provided key and flag errors for instructor review. Use a veterinary drug reference (such as Plumb's Veterinary Drug Handbook) to look up a dosage range for three common drugs, then calculate the dose for a 4.5 kg cat, a 22 kg dog, and a 450 kg horse, showing all unit-conversion steps. Play a timed 'math relay' in pairs using veterinary calculation scenario cards: one partner sets up the dimensional-analysis equation while the other solves and checks with a calculator, then they switch roles.	Plumb's Veterinary Drug Handbook (current edition) or equivalent; scientific calculators; dimensional-analysis worksheet sets; veterinary calculation scenario card deck; metric-to-household conversion reference card	Students pass a 20-problem closed-book calculation quiz (metric conversions, weight-based dosing, drip rates, dilutions) with a score of 80% or higher; any dosage-calculation error greater than 10% of the correct answer is flagged as a mandatory-remediation item regardless of overall score.
4	Technical Reading: Medical Records, SDS, Package Inserts & SOPs	20	theory	Students will accurately extract and apply information from veterinary Safety Data Sheets, drug package inserts, SOAP-format medical records, and standard operating procedures to answer clinical scenario questions.	Given five actual (de-identified) veterinary SOAP notes, annotate each section (Subjective, Objective, Assessment, Plan) and answer a guided question set that asks students to identify the presenting complaint, vital signs, diagnosis, and prescribed treatment. Using a package insert for a common veterinary drug (provided by the instructor), highlight the approved species, contraindications, withdrawal times (if applicable), and storage requirements, then summarize findings in three sentences in plain language suitable for a client handout. In groups of three, read a two-page clinic SOP for handling controlled substances and then demonstrate the procedure described by role-playing the steps, with one student narrating each action aloud as the others perform it.	De-identified veterinary SOAP notes (five samples); veterinary drug package inserts (at least two species); Safety Data Sheets for clinic chemicals (formalin, isoflurane, chlorhexidine); sample controlled-substance SOP; annotation highlighters; SOAP-note annotation guide	Students correctly answer 80% of questions on a guided-reading quiz drawn from the provided SOAP notes, package inserts, and SDS documents; instructor verifies that SOP role-play includes every required procedural step using a checklist (all critical steps must be demonstrated).
5	Digital Tools: Practice-Management Software, EMR & Professional Communication	20	lab	Students will create and update a patient electronic medical record, generate a client invoice, and compose a professional inter-team message using practice-management software and standard office productivity tools.	Using a demonstration or student-edition veterinary practice-management software (such as an open-access training environment), students create a new patient record, enter a simulated wellness visit including weight, vitals, and vaccine history, and save the record following the clinic's documentation protocol. From a scenario card describing a wellness exam with two vaccines and a heartworm test, students generate a client invoice in the software, apply a simulated discount code, and print or export the invoice as a PDF. Draft a professional internal email to a supervising veterinarian reporting a low-supply item and an abnormal patient observation, then exchange drafts with a partner for peer review using a provided rubric covering clarity, tone, spelling, and completeness.	Computers or tablets with access to a veterinary practice-management software training environment; patient scenario cards; invoice scenario cards; professional email rubric; printer or PDF export capability	Instructor reviews each student's saved patient record and invoice for completeness and accuracy against the scenario card (pass = all required fields correct, no critical fields blank); professional email is evaluated on the rubric (pass = score ≥ 80%, with no critical errors in patient information or tone).
6	Professional Ethics, Scope of Practice & Client Communication	20	theory	Students will distinguish tasks within the legal scope of practice for a veterinary assistant versus a credentialed veterinary technician versus a licensed veterinarian, and demonstrate client communication techniques consistent with NAVTA professional standards.	Analyze ten written case scenarios describing common clinic tasks (administering injections, dispensing medications, discussing a diagnosis, performing dental procedures) and classify each as within or outside the scope of a veterinary assistant, citing the rationale based on the general principles that state practice acts establish. Watch and critique two short instructor-produced role-play videos—one demonstrating poor client communication (medical jargon, dismissive tone) and one demonstrating best practices—using a structured observation worksheet, then discuss findings as a class. Pair up to role-play three client interactions: delivering discharge instructions for a post-surgical patient, explaining a payment plan, and responding compassionately to a client whose pet has received a serious diagnosis; partners evaluate each other using a rubric covering empathy, clarity, and professional boundaries.	NAVTA Code of Professional Ethics; sample state veterinary practice act excerpts (general scope-of-practice sections); scope-of-practice scenario cards; role-play observation worksheet; client communication rubric; instructor-produced role-play videos	Scope-of-practice scenario classification quiz: students must correctly classify 8 of 10 scenarios (80%); role-play rubric: both client-communication role-plays scored by partner and instructor must achieve ≥ 80% on the rubric, with zero instances of students representing themselves as licensed practitioners.
7	Career Development: Credential Pathways, Portfolio & Professionalism Plan	18	field	Students will construct a personalized career development plan that maps program courses to NAVTA Approved Veterinary Assistant credential requirements and the VTNE eligibility pathway, and assemble a professional portfolio starter including a résumé, cover letter, and competency log.	Using the NAVTA Approved Veterinary Assistant competency list and the AAVSB VTNE candidate guide (current version), students create a two-column mapping document that aligns each remaining program course to specific credential exam domains, identifying any domain not yet covered and noting how later courses address it. Draft a professional résumé and a tailored cover letter applying for a veterinary assistant externship position at a fictional clinic, incorporating the OSHA 10-Hour card, CPR certification, and any prior animal-care experience; instructor provides written feedback using a career-services rubric. Begin a competency log—a structured table that will be maintained throughout the program—documenting skills demonstrated in this course (hazard identification, calculation, EMR entry, client communication), the date, the supervising instructor, and a self-rating; students reflect in writing on one strength and one area for growth.	NAVTA Approved Veterinary Assistant competency checklist (current); AAVSB VTNE candidate handbook (current edition); résumé and cover letter templates; career-services rubric; competency log template (digital or print); sample externship job posting	Career development plan is evaluated by the instructor: credential mapping must be complete with no NAVTA competency areas left unaddressed (pass = all competency areas mapped or noted with a plan); résumé and cover letter must score ≥ 80% on the career-services rubric; competency log must contain at least five documented skills with dates and self-ratings (pass/fail).

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Veterinary Safety & Regulation Knowledge Exam	Written exam	25%	80% correct (20 of 25 questions); any question involving zoonotic exposure response or controlled-substance handling must be answered correctly regardless of total score.	A 25-question multiple-choice and short-answer closed-book exam covering OSHA hazard categories in veterinary settings, proper PPE selection, post-exposure protocols, SDS interpretation, and scope-of-practice distinctions between veterinary assistants, technicians, and veterinarians. This exam maps to the NAVTA Approved Veterinary Assistant competency area for safety and the VTNE domain of professional ethics and legal issues. Accuracy · Safety · Communication · Professionalism
Veterinary Math Proficiency Exam	Written exam	25%	80% overall (16 of 20 problems); any single dosage-calculation error exceeding 10% of the correct answer triggers mandatory remediation and a retake of that section regardless of overall score.	A 20-problem closed-book calculation exam requiring students to perform metric unit conversions, weight-based drug dose calculations, IV fluid drip-rate calculations, and solution dilutions using data drawn from veterinary patient scenarios. This exam directly maps to the VTNE pharmacology and applied math competency areas and reflects the mathematical foundation tested throughout the NAVTA credentialing process. Accuracy · Safety · Communication · Professionalism
Professional Portfolio: Career Development Plan & Documentation Package	Project	25%	Rubric composite score of 80% or higher across all four sections; competency log and credential mapping must be complete (no blank required fields) to pass regardless of composite score.	Students submit a complete portfolio package including: (1) the credential-mapping document aligning program courses to NAVTA and VTNE exam domains, (2) a professional résumé and cover letter, (3) the initial competency log with at least five documented skills, and (4) a one-page written reflection connecting course learning to their career goal in veterinary technology. The portfolio is evaluated using a four-section instructor rubric assessing accuracy, completeness, professional presentation, and self-awareness. Accuracy · Safety · Communication · Professionalism
Oral Competency Defense	Oral / panel	25%	Student must earn a 'satisfactory' rating on all three scenario responses and on the scope-of-practice question; a single 'unsatisfactory' on any scenario requires remediation and a second defense session before the student may advance to Course 2.	In a 15-minute structured oral examination with the instructor, the student responds to three randomly selected scenario prompts drawn from across the course—one safety or first-aid scenario, one math or technical-reading scenario, and one professional communication or ethics scenario—and answers one direct question about how this course's content connects to a specific NAVTA or VTNE credential domain. Responses are rated 'satisfactory' or 'unsatisfactory' on a four-criterion rubric assessing accuracy, reasoning, safety awareness, and professional language. Accuracy · Safety · Communication · Professionalism

HLT-VET42-02 Trade course

Animal Anatomy for Veterinary Practice

274 hr · ~~$4,735~~ COMPLIMENTARY

This course provides a systematic study of the gross and applied anatomy of domestic species commonly seen in veterinary practice, including dogs, cats, horses, cattle, and selected exotic animals. Students examine body systems from cell to organism level, correlating structure with clinical function to support accurate patient assessment, medical record documentation, and safe handling. Lesson content maps directly to NAVTA Approved Veterinary Assistant competencies and the VTNE content areas of anatomy, physiology, and patient care.

Outcomes

Identify and correctly name anatomical structures of the integumentary, musculoskeletal, cardiovascular, respiratory, digestive, urinary, reproductive, nervous, and endocrine systems in at least four domestic species using standard veterinary terminology.
Apply directional and regional anatomical terminology accurately when describing patient observations and completing medical records.
Correlate normal anatomical landmarks with common clinical procedures such as venipuncture sites, injection sites, auscultation fields, and catheterization routes.
Distinguish species-specific anatomical variations that affect restraint, nursing care, and common veterinary assistant tasks.
Interpret and label anatomical diagrams and anatomical models to a minimum 80% accuracy on written and practical assessments.
Demonstrate safe, humane specimen and model handling consistent with OSHA standards and program biosafety protocols.

Course text

How the course runs. 12 blocks: Veterinary Terminology and Directional Anatomy; The Cell and Basic Tissues; The Integumentary System; The Skeletal System; The Muscular System; The Cardiovascular System; The Respiratory System; The Digestive System; The Urinary System; The Reproductive System; The Nervous and Sensory Systems; The Endocrine System and Integrated Species Review.

What competent looks like. Identify and correctly name anatomical structures of the integumentary, musculoskeletal, cardiovascular, respiratory, digestive, urinary, reproductive, nervous, and endocrine systems in at least four domestic species using standard veterinary terminology. Apply directional and regional anatomical terminology accurately when describing patient observations and completing medical records. Correlate normal anatomical landmarks with common clinical procedures such as venipuncture sites, injection sites, auscultation fields, and catheterization routes. Distinguish species-specific anatomical variations that affect restraint, nursing care, and common veterinary assistant tasks. Interpret and label anatomical diagrams and anatomical models to a minimum 80% accuracy on written and practical assessments. Demonstrate safe, humane specimen and model handling consistent with OSHA standards and program biosafety protocols.

Lessons · 12 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Veterinary Terminology and Directional Anatomy	18	theory	Students correctly apply directional terms, regional anatomical names, and positional terminology to describe locations on canine, feline, and equine body diagrams with at least 80% accuracy.	Flashcard drill pairing Latin/Greek root words with their English meanings and example clinical terms, repeated until each student scores 80% on a self-quiz. Label a series of dog, cat, and horse outline diagrams using the complete set of directional terms (cranial, caudal, dorsal, ventral, medial, lateral, proximal, distal, palmar, plantar, rostral) and regional names. Partner exercise: one student describes a location on a model using only directional terms while the partner places a sticky dot on the corresponding site, then roles reverse.	Anatomical terminology flashcard set, species outline diagram worksheets, veterinary terminology textbook (e.g., Colville & Bassert 'Clinical Anatomy & Physiology for Veterinary Technicians'), dry-erase markers, anatomical models	Labeled diagram quiz scored by instructor; pass mark is 80% correct terms on a 25-item diagram labeling exercise.
2	The Cell and Basic Tissues	16	theory	Students describe the structure and function of the animal cell and the four primary tissue types, giving at least one clinically relevant example for each tissue type.	Annotated diagram activity: students label a generalized animal cell (nucleus, mitochondria, endoplasmic reticulum, Golgi apparatus, cell membrane) and write the function of each organelle in their own words. Tissue identification card sort: students receive photomicrograph cards of epithelial, connective, muscle, and nervous tissues and sort them by type, justifying each decision to a partner. Short written response: explain why cell membrane integrity matters for IV fluid therapy, using correct terminology introduced in Lesson 1.	Colville & Bassert textbook, cell and tissue photomicrograph card set, anatomical cell model, compound microscope prepared slides (epithelium, smooth muscle, dense connective tissue), student notebooks	Exit-ticket quiz of 10 multiple-choice items covering cell organelles and tissue types; pass mark is 8/10 correct.
3	The Integumentary System	20	demo	Students identify the layers of skin, common skin appendages, and species-specific integumentary features, and locate standard injection sites on canine and feline models.	Instructor-led demonstration: using a cross-sectional skin model, trace a hypodermic needle through epidermis, dermis, and subcutaneous tissue, identifying each layer and explaining clinical significance for subcutaneous injections. Students palpate and identify hair follicle density zones, foot pads, claw anatomy, and anal sac locations on a canine anatomical model, recording findings on a structured observation sheet. Case scenario discussion: a patient presents with a wound to the dorsal lumbar region; students use correct layer terminology to document depth of injury in a mock medical record entry.	Skin cross-section model, canine and feline anatomical models, structured observation worksheet, sample SOAP note forms, Colville & Bassert textbook Chapter on integument	Skills check: student correctly identifies five designated structures on the skin model and two injection sites on the canine model without prompting; evaluator uses a checklist, all seven items must be named correctly to pass.
4	The Skeletal System	26	lab	Students identify at least 40 named bones and major bony landmarks on canine, feline, and equine skeletons or skeletal models, and explain how species differences in bone structure affect radiographic positioning.	Bone identification lab: using disarticulated canine skeleton sets, students assemble the skeleton in correct anatomical position, labeling each major bone with a clip-on tag, then photograph and submit for review. Comparative chart activity: students complete a table comparing the number of cervical vertebrae, presence or absence of a clavicle, and limb bone proportions across dog, cat, horse, and cow, referencing the textbook. Radiograph correlation exercise: instructor projects standard lateral and VD radiographic views; students identify the same bones on the radiograph that they handled in the physical lab, reinforcing three-dimensional spatial understanding.	Canine disarticulated skeleton sets (one per two students), feline and equine skeletal models, clip-on label tags, digital radiograph images (dog lateral thorax, equine distal limb), comparative anatomy chart template, Colville & Bassert textbook	Lab practical: instructor points to 20 randomly selected bones or landmarks on the assembled skeleton; student must correctly name at least 16 (80%) to pass.
5	The Muscular System	22	demo	Students identify major muscle groups used in veterinary restraint and injection site selection, and correctly describe the action of each identified muscle in at least four limb and trunk regions.	Instructor-led muscle dissection demonstration (using a preserved or plastinated specimen if available, or a detailed video series paired with a model): students observe and sketch the superficial and deep muscle layers of the canine thoracic and pelvic limbs. Intramuscular injection site mapping: students place colored pins on a canine model at the epaxial muscles, quadriceps, and semimembranosus/semitendinosus sites, explaining why each site is preferred or avoided for specific patient sizes. Muscle action mime activity: instructor calls out a muscle name; students perform the joint movement that muscle produces, reinforcing origin-insertion-action relationships without memorization alone.	Canine muscle model or high-quality anatomical atlas (e.g., Evans & de Lahunta 'Miller's Anatomy of the Dog'), colored mapping pins, preserved or plastinated demonstration specimen or video, injection site diagram worksheets	Diagram labeling quiz: students label 10 muscle groups on a canine outline and state the injection relevance of two sites; pass mark is 8/10 labels correct plus both injection justifications acceptable.
6	The Cardiovascular System	24	lab	Students trace the path of blood through the heart and pulmonary and systemic circulations, identify heart chambers and great vessels on a cardiac model, and locate auscultation and pulse-palpation sites on at least two species.	Color-coded flow diagram exercise: students use red and blue markers to draw the complete circuit of blood from the right atrium through pulmonary and systemic loops back to the left ventricle, labeling all four chambers, four heart valves, aorta, pulmonary artery, vena cava, and pulmonary veins. Cardiac model lab: students open a canine heart model, identify each labeled structure, and describe in one sentence what happens if the mitral valve is diseased, connecting anatomy to clinical importance. Pulse and auscultation site practice on a live animal (canine patient simulator or supervised dog): students locate the femoral pulse, lingual pulse, and dorsal pedal pulse, and place a stethoscope at the correct intercostal spaces for the left and right cardiac auscultation fields, guided by an instructor checklist.	Canine cardiac model (dissectible), color-coded flow diagram worksheet, stethoscopes (one per student), canine patient simulator or live patient under direct supervision, auscultation site anatomical chart, Colville & Bassert textbook	Skills station: student traces blood flow verbally while pointing to structures on the model (all major structures named correctly) and successfully locates femoral and dorsal pedal pulses on a simulator; evaluator checklist, pass requires all structures named and both pulses located within 30 seconds each.
7	The Respiratory System	22	demo	Students identify all major structures of the upper and lower respiratory tract across canine, feline, and bovine species, and explain how brachycephalic airway anatomy affects anesthetic risk.	Instructor-led dissection or video demonstration of a canine respiratory tract from nares to alveoli; students complete a structured diagram labeling all structures observed and note one clinical relevance per structure. Species comparison chart: students research and record anatomical differences in tracheal ring completeness, laryngeal structure, and lung lobe count for dog, cat, horse, and cow, using the textbook as the primary source. Case discussion: given a scenario of a brachycephalic (English Bulldog) patient presenting for elective surgery, students list at least three anatomical features that increase anesthetic risk and the nursing monitoring implications for the vet assistant, preparing a brief written summary.	Canine or bovine respiratory tract specimen or high-quality instructional video, respiratory tract model, species comparison chart worksheet, Colville & Bassert textbook, case scenario handout	Diagram labeling exercise of 15 items on a respiratory tract cross-section; pass mark is 12/15 correct, plus the brachycephalic risk summary must include at least three anatomically accurate points.
8	The Digestive System	26	lab	Students identify all organs of the monogastric and ruminant digestive tracts, compare simple-stomached and ruminant digestion, and palpate or auscultate relevant abdominal regions on a model.	Dissection lab or video-guided tracing: students follow the canine GI tract from oral cavity through rectum on a preserved specimen or detailed model, labeling each organ and accessory gland on a diagram and recording the function of each. Ruminant four-compartment model build: using labeled foam pieces representing reticulum, rumen, omasum, and abomasum, students assemble the ruminant stomach complex in correct anatomical relationship and explain the significance of rumen fermentation in a written paragraph. Abdominal region mapping: students divide a canine abdominal outline into standard regions (cranial, middle, and caudal thirds), place labeled organ silhouettes in correct positions, and note which site they would auscultate for borborygmi in a ruminant versus a dog.	Canine or porcine digestive tract specimen or video, ruminant stomach foam model kit, abdominal region mapping worksheet, stethoscopes, bovine abdominal auscultation diagram, Colville & Bassert textbook	Lab practical: student correctly identifies 18 of 22 labeled structures on a GI diagram and verbally explains one difference between ruminant and monogastric digestion with anatomical accuracy; 18/22 plus acceptable verbal explanation required to pass.
9	The Urinary System	18	theory	Students describe the structure and function of each urinary organ, trace the path of urine formation from glomerulus to external urethral orifice, and identify species differences in urethral anatomy relevant to catheterization.	Nephron flow diagram: students draw and label a nephron (glomerulus, Bowman's capsule, proximal convoluted tubule, loop of Henle, distal convoluted tubule, collecting duct), add arrows showing filtrate movement, and annotate where reabsorption and secretion occur. Species catheterization comparison table: using the textbook and instructor-provided anatomical diagrams, students document the differences in urethral length, direction, and os penis anatomy between male dogs and male cats, explaining why male cats are at higher risk of urethral obstruction. Case-based SOAP note practice: given a scenario of a dog with suspected cystitis, students document the anatomical structures that would be palpated and the patient positioning needed for a urinalysis sample via cystocentesis, without performing the procedure.	Nephron diagram worksheet, urinary tract models (canine male and female, feline male), species comparison table template, sample SOAP note forms, Colville & Bassert textbook	Written short-answer quiz of eight questions covering nephron anatomy, urine formation sequence, and one species catheterization difference; pass mark is 7/8 correct.
10	The Reproductive System	20	theory	Students identify the reproductive organs of intact male and female dogs, cats, horses, and cattle, and correctly describe the anatomical basis for common procedures including ovariohysterectomy positioning and estrous cycle monitoring.	Comparative anatomy diagram set: students label male and female reproductive tract diagrams for all four species covered, using color-coding to distinguish homologous structures (e.g., ovary/testis, uterus/vas deferens). Estrous cycle anatomy discussion: using the textbook, students create a one-page summary of how uterine and ovarian anatomy changes across the canine estrous cycle (proestrus, estrus, diestrus, anestrus), including one clinical sign visible to the vet assistant at each stage. OVH positioning worksheet: students describe, in writing, the anatomical landmarks used to locate and support a canine patient for a midline ovariohysterectomy approach, referencing the location of the ovaries relative to the kidneys and the body of the uterus relative to the bladder.	Male and female reproductive tract models (canine, feline, bovine if available), comparative anatomy diagram worksheets, estrous cycle summary template, OVH positioning worksheet, Colville & Bassert textbook	Diagram labeling quiz: 20-item combined male/female diagram for two species; pass mark is 16/20 correct, plus the estrous cycle summary reviewed by instructor for anatomical accuracy.
11	The Nervous and Sensory Systems	20	demo	Students identify the major divisions of the central and peripheral nervous systems, name the cranial nerves relevant to veterinary neurologic examination, and locate key reflex arcs used in basic patient neurologic assessment.	Brain and spinal cord model exploration: students identify cerebrum, cerebellum, brainstem, and spinal cord segments on a canine brain model, labeling each with a function relevant to patient behavior or reflex assessment. Cranial nerve relevance chart: students complete a table for the cranial nerves most commonly assessed in veterinary practice (e.g., CN II, V, VII, IX, X, XII), noting the anatomical test and the expected normal patient response for each. Reflex arc demonstration: instructor demonstrates the patellar reflex and withdrawal reflex on a canine patient simulator; students identify the sensory receptor, afferent neuron, spinal cord integration site, efferent neuron, and effector muscle for each reflex on a diagram.	Canine brain model, spinal cord cross-section model, cranial nerve relevance chart worksheet, reflex arc diagram worksheet, canine patient simulator, Colville & Bassert textbook	Oral skills check: student identifies six designated structures on the brain model, names two cranial nerves and their clinical tests, and traces one complete reflex arc on a diagram; evaluator checklist, all three components must be satisfactory to pass.
12	The Endocrine System and Integrated Species Review	42	practice	Students identify the major endocrine glands and their primary hormones across domestic species, and apply cumulative anatomical knowledge to complete a multi-species patient assessment worksheet that maps anatomy to clinical tasks.	Endocrine gland location mapping: on full-body canine, feline, and equine outlines, students place and label each major gland (pituitary, thyroid, parathyroid, adrenal, pancreatic islets, gonads, thymus) and list the primary hormone(s) and one clinical disease associated with dysfunction of each. Integrated species review stations: students rotate through six lab stations, each featuring a different body system model or specimen; at each station they answer three clinical application questions linking anatomy to a vet assistant task (e.g., 'Identify the cephalic vein on this model and explain why it is preferred for IV catheter placement in dogs'). Cumulative mock practical preparation: students complete a timed 30-item self-assessment covering all 11 previous lesson topics, self-grade using an answer key, identify their two weakest areas, and write a one-page personal study plan targeting those areas before the final skills demonstration.	Full-body species outlines, endocrine gland location worksheet, all previously used models and specimens (recycled from prior lessons), six-station clinical application question cards, 30-item self-assessment with answer key, personal study plan template, Colville & Bassert textbook	Station rotation evaluated by instructor using a checklist for each station: student must answer at least two of three clinical application questions correctly at each station (12 of 18 total) to pass; self-assessment score and study plan are formative only.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Anatomy Knowledge Examination	Written exam	25%	80% (80/100 items correct)	A 100-item multiple-choice and matching examination covering veterinary terminology, cell and tissue biology, and all body systems studied across the 12 lessons, aligned to VTNE content area of Anatomy and Physiology and NAVTA Approved Veterinary Assistant knowledge competencies. Items are drawn proportionally from each lesson and include species comparison questions; students must score at least 80% to pass, with a single retake permitted after documented remediation. Standard met · Safety · Time · Quality/finish · Documentation
Multi-System Anatomical Structures Skills Demonstration	Skills demonstration	45%	Pass all five stations (correctly identify 80% of structures at each station with no critical errors)	Students rotate through five timed practical stations featuring canine, feline, and equine models or specimens representing the skeletal, cardiovascular, digestive, urinary, and nervous systems; at each station the evaluator points to structures and the student names them, states their function, and identifies one clinical relevance. A critical error (e.g., misidentifying the trachea as the esophagus) at any station results in an automatic fail of that station regardless of overall percentage. This assessment maps to the VTNE patient assessment and NAVTA clinical task competencies. Standard met · Safety · Time · Quality/finish · Documentation
Anatomy Lab Observation Log	Log	15%	All 12 lesson log entries submitted; each entry rated Satisfactory by instructor (uses correct terminology, identifies structures accurately, links anatomy to a clinical task)	Students maintain a running lab log throughout the course with one structured entry per lesson, each entry including labeled diagrams or sketches, a list of structures identified, and a written clinical application statement connecting the anatomy to a veterinary assistant task. The log is reviewed at mid-course and again at course end; entries marked Needs Revision must be corrected within one week. Accurate, professional documentation supports both NAVTA and VTNE readiness. Standard met · Safety · Time · Quality/finish · Documentation
Biosafety and Specimen Handling Safety Check	Safety audit	15%	100% compliance on all critical safety behaviors on the evaluator checklist (zero critical errors permitted)	Before any preserved-specimen lab, students must demonstrate correct donning and doffing of personal protective equipment, proper handling and disposal of preserved tissue according to program biosafety protocols consistent with OSHA Bloodborne Pathogens standard requirements, and correct spill response procedure. The evaluator uses a binary (yes/no) checklist; any critical behavior marked 'No' (e.g., failure to wear gloves, improper sharps disposal) requires immediate remediation and re-check before the student may participate in lab activities. Standard met · Safety · Time · Quality/finish · Documentation

HLT-VET42-03 Trade course

Veterinary Nursing: Patient Care Fundamentals

274 hr · ~~$4,735~~ COMPLIMENTARY

This course develops the foundational nursing skills required to monitor, handle, and provide direct care to companion and large animal patients across all life stages. Students apply anatomical knowledge from the previous course to perform physical assessments, administer basic treatments, and maintain accurate medical records under veterinary supervision. Lesson content maps directly to NAVTA Approved Veterinary Assistant competency areas and relevant VTNE domain knowledge in patient care and clinical procedures.

Outcomes

Perform a complete small animal physical examination, recording all vital signs and abnormal findings accurately on a SOAP-format medical record.
Demonstrate safe and low-stress restraint techniques for dogs, cats, birds, and small mammals that protect both patient and handler from injury.
Administer prescribed medications by oral, subcutaneous, intramuscular, and topical routes following veterinary direction and documenting each dose correctly.
Apply wound care, bandaging, and basic nursing treatments using aseptic technique to prevent hospital-acquired infection.
Recognize and communicate early clinical signs of patient deterioration, including pain, shock, dehydration, and respiratory distress, to the supervising veterinarian promptly.
Maintain accurate, legally compliant medical records and client communication logs that meet the documentation standards expected for credentialed veterinary personnel.

Course text

How the course runs. 12 blocks: The Veterinary Nursing Role: Scope of Practice, Ethics, and Legal Boundaries; Patient Identification, Husbandry, and Low-Stress Handling Philosophy; Physical Examination: Vital Signs and Head-to-Tail Assessment; Pain Recognition and Assessment Across Species; Restraint Techniques: Dogs, Cats, and Small Mammals; Medication Administration: Oral, Subcutaneous, and Intramuscular Routes; Fluid Therapy Nursing: IV Catheter Care and Fluid Rate Monitoring; Wound Assessment, Aseptic Technique, and Basic Bandaging; Nutritional Support and Feeding Techniques in the Hospital Patient; Patient Monitoring in Hospital: Hospitalization Care Plans and Nursing Rounds; Zoonotic Disease Prevention, Isolation Protocols, and Infection Control; Medical Records, Client Communication, and VTNE/NAVTA Exam Integration Review.

What competent looks like. Perform a complete small animal physical examination, recording all vital signs and abnormal findings accurately on a SOAP-format medical record. Demonstrate safe and low-stress restraint techniques for dogs, cats, birds, and small mammals that protect both patient and handler from injury. Administer prescribed medications by oral, subcutaneous, intramuscular, and topical routes following veterinary direction and documenting each dose correctly. Apply wound care, bandaging, and basic nursing treatments using aseptic technique to prevent hospital-acquired infection. Recognize and communicate early clinical signs of patient deterioration, including pain, shock, dehydration, and respiratory distress, to the supervising veterinarian promptly. Maintain accurate, legally compliant medical records and client communication logs that meet the documentation standards expected for credentialed veterinary personnel.

Lessons · 12 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	The Veterinary Nursing Role: Scope of Practice, Ethics, and Legal Boundaries	18	theory	Students will define the veterinary assistant's and veterinary technician's distinct scopes of practice and identify at least five tasks that require direct veterinary supervision or delegation under state practice acts.	Read and annotate excerpts from the NAVTA Approved Veterinary Assistant role delineation document and compare with the AVMA's model veterinary practice act; create a two-column chart of delegable vs. non-delegable tasks. Case-study discussion: review three scenario cards in which a vet assistant is asked to exceed scope (e.g., diagnosing a condition, prescribing a drug, performing dental extractions) and write a written response explaining how to decline professionally and whom to escalate to. Role-play in pairs: one student acts as a concerned client requesting a medication refill over the phone; the partner practices the legally correct response and documents the interaction in a sample medical record.	NAVTA AVA role delineation document, AVMA model practice act excerpt, state veterinary practice act print-out, sample medical record forms, VTNE Candidate Information Bulletin	Written scenario quiz of 20 questions covering scope of practice, NAVTA competency categories, and ethical obligations; pass mark 70%.
2	Patient Identification, Husbandry, and Low-Stress Handling Philosophy	20	demo	Students will explain the principles of low-stress handling (Fear Free and similar approaches) and correctly identify individual patients using microchip scanning, ID bands, and cage cards before any procedure.	Instructor demonstrates microchip scanner technique on mannequins and dog/cat models; students practice scanning, locating chip number, and verifying against a sample patient file. Watch a narrated video series on feline and canine body language (stress signals: whale eye, piloerection, tail position) and complete a structured observation worksheet identifying at least 10 behavioral indicators. Station rotation in the skills lab: each student cycles through four stations—dog collar/leash ID check, cat ID band application, small mammal (guinea pig model) cage card verification, and bird (parakeet model) approach—recording observations in a daily log.	Microchip scanners (universal ISO readers), sample cage cards, ID band supplies, Fear Free Level 1 reference handout, animal models or live clinic animals under faculty supervision, student log books	Practical checklist: student correctly scans and records chip number, matches to patient file, and applies ID band without escalating animal stress (assessed by faculty on a 10-point rubric); pass mark 8/10.
3	Physical Examination: Vital Signs and Head-to-Tail Assessment	28	lab	Students will perform a systematic head-to-tail physical examination on a canine patient, measure and record temperature, pulse, respiration, and weight, and identify deviations from published normal ranges.	Instructor-led demonstration of rectal thermometry, pulse palpation at femoral artery, respiratory rate counting, and mucous membrane color/CRT assessment on a live dog or high-fidelity canine mannequin; students take notes on normal reference ranges. Paired lab practice: each student performs a full TPR and basic physical exam on a partner's assigned animal model, completing a standardized SOAP assessment form; faculty circulate and provide immediate corrective feedback. Error identification exercise: faculty present five pre-completed SOAP records with deliberate errors (e.g., tachycardia recorded as normal, pale MM not flagged); students must identify and explain each error in writing.	Digital rectal thermometers, stethoscopes, digital scales, penlight, otoscope (demonstration), ophthalmoscope (demonstration), SOAP record forms, canine/feline normal value reference card, McCurnin's Veterinary Technology (current edition)	Faculty-observed practical exam: student completes full TPR and head-to-tail assessment within 12 minutes, records all values correctly, and flags any abnormal finding; pass mark is accurate measurement of all four vital signs with no uncorrected recording errors.
4	Pain Recognition and Assessment Across Species	20	theory	Students will apply validated pain assessment scales (such as the Glasgow Composite Pain Scale and the Feline Grimace Scale) to score pain level in at least three species and communicate findings using standardized terminology.	Lecture and slide presentation on the physiology of acute vs. chronic pain, the five domains of animal welfare, and why under-treatment of pain is an ethical and clinical concern; students complete guided notes. Video analysis activity: watch six short clinical video clips of dogs and cats in various pain states; individually score each animal using the species-appropriate validated scale and compare scores with a partner, discussing discrepancies. Small-group case study: given a written patient scenario (post-surgical dog, arthritic cat, hospitalized rabbit), groups assign a pain score, recommend non-pharmacological comfort measures within vet-assistant scope (positioning, padding, warmth), and present to the class.	Glasgow Composite Measure Pain Scale (CMPS-SF) print-out, Feline Grimace Scale reference card, Colorado State University pain scales (canine and feline), video clips (faculty-curated from open veterinary education sources), case study handouts	Written quiz of 15 questions on pain physiology and scale use, plus scoring of two video clips; pass mark 70% and pain scores within one point of faculty key on both clips.
5	Restraint Techniques: Dogs, Cats, and Small Mammals	28	practice	Students will apply species-appropriate manual restraint holds for routine procedures (venipuncture position, cephalic, lateral recumbency) on dogs, cats, and a small mammal, maintaining patient and handler safety throughout.	Faculty demonstration of canine restraint holds (standing restraint, sternal recumbency, lateral recumbency for jugular and cephalic venipuncture) followed by supervised student practice in pairs on canine mannequins, then on clinic dogs under direct faculty supervision. Cat restraint station: demonstrate scruffing when appropriate vs. towel-wrap (burrito) technique, and the cat bag for nail trims; students practice towel wrapping on feline mannequins and document which technique is preferred for which procedure. Small mammal handling circuit: faculty demonstrate safe handling of guinea pig, rabbit, and ferret models; students rotate through stations and complete a restraint decision-making worksheet selecting the safest hold for five given procedures.	Canine and feline mannequins, cat restraint bags, towels, muzzles (basket and soft), gloves, live clinic animals under faculty supervision, restraint decision worksheet, personal protective equipment (PPE) per clinic protocol	Faculty-observed skills checklist: student correctly applies three restraint holds (one canine, one feline, one small mammal) without causing patient distress or handler injury; all holds must be rated 'competent' on a standardized rubric for pass.
6	Medication Administration: Oral, Subcutaneous, and Intramuscular Routes	28	lab	Students will prepare and administer medications by oral, subcutaneous, and intramuscular routes on simulation models, verifying the five rights of medication administration and documenting each dose accurately in a mock medical record.	Lecture on the five rights (right patient, drug, dose, route, time), reading a veterinary prescription label, calculating a dose using weight-based math (mg/kg), and drawing up a correct volume in a syringe; students solve 10 practice calculation problems with faculty review. Simulation lab: students practice pilling a cat using a pill popper and liquid oral medication administration using a dosing syringe on feline mannequins; then perform subcutaneous injection technique using saline on injection pads, rotating sites correctly. Intramuscular injection station: faculty demonstrate epaxial muscle and semimembranosus/semitendinosus site landmarks on a canine mannequin; students practice injection technique on pads and document each administration on a mock MAR (medication administration record).	Syringes (1 mL, 3 mL, 6 mL), needles (various gauges), injection training pads, saline (for practice), pill poppers, dosing syringes, mock MAR forms, drug calculation worksheet, veterinary drug reference (Plumb's Veterinary Drug Handbook or equivalent), PPE	Faculty-observed skills check: student verbally states all five rights before each administration, draws up the correct volume (within 0.1 mL of target), selects correct site, and documents on MAR without omissions; any dose calculation error greater than 10% is an automatic retest.
7	Fluid Therapy Nursing: IV Catheter Care and Fluid Rate Monitoring	20	demo	Students will describe the indications for intravenous fluid therapy, set up a fluid administration line, calculate a drip rate from a veterinarian-prescribed rate in mL/hr, and monitor and document an infusing patient correctly.	Instructor lecture and whiteboard demonstration: types of IV fluids used in veterinary practice (isotonic crystalloids, colloids—general overview), indications for fluid therapy (dehydration, shock support, maintenance), and signs of fluid overload; students complete guided notes. Hands-on setup station: each student assembles a fluid administration line (spike bag, prime line, connect to catheter port on mannequin arm), calculates drip rate for two prescribed scenarios using drops-per-minute formula, and sets the flow with a drip chamber. Patient monitoring simulation: students monitor a 'patient' (mannequin on IV drip) over a 20-minute period, recording fluid in/out on a fluid balance sheet, checking catheter site for swelling or leakage, and documenting findings in a SOAP progress note.	IV fluid bags (lactated Ringer's and 0.9% NaCl, sealed practice bags), IV administration sets, catheter port mannequin arm, fluid balance sheets, SOAP forms, drip rate calculation reference card, watch with second hand or timer	Written drip-rate calculation quiz (five problems); pass mark 80% with no error exceeding 10% of correct answer. Practical checklist for line setup rated by faculty; all critical steps (priming without air bubbles, correct connection) must be marked 'met.'
8	Wound Assessment, Aseptic Technique, and Basic Bandaging	28	lab	Students will classify a wound by type and contamination level, irrigate and prepare it using aseptic technique, and apply a three-layer Robert Jones or modified bandage that maintains appropriate tension and is correctly documented.	Lecture on wound classification (clean, clean-contaminated, contaminated, dirty), wound healing stages, and the principles of aseptic technique; students label a wound-healing timeline diagram and list the materials in a sterile field setup. Aseptic technique lab: students practice sterile glove donning, wound irrigation with saline using a 35 mL syringe and 18-gauge needle at correct pressure, and sterile draping around a wound model; faculty grade using a sterile technique checklist. Bandaging practical: faculty demonstrate a modified Robert Jones bandage on a canine limb mannequin; students apply contact layer, padding layer, and cohesive outer layer on the mannequin, check for two-finger rule compliance, and document bandage type, date, and condition in a mock record.	Saline irrigation solution, 35 mL syringes, 18-gauge needles, sterile gloves (multiple sizes), sterile drapes, non-adherent wound pads, cast padding/roll cotton, conforming gauze, cohesive bandage material (Vetrap or equivalent), bandage scissors, wound mannequin limbs, bandage documentation forms	Faculty-scored bandage checklist: correct layering sequence, appropriate tension (two-finger rule met), no wrinkles causing pressure points, and completed documentation; pass mark is all critical items met and 80% of minor items met.
9	Nutritional Support and Feeding Techniques in the Hospital Patient	16	theory	Students will calculate resting energy requirement (RER) for a hospitalized patient, select an appropriate prescription diet based on a given clinical scenario, and demonstrate correct assisted feeding technique including nasoesophageal tube feeding on a simulation model.	Lecture on basic veterinary clinical nutrition: life-stage diets, therapeutic diet categories (renal, hepatic, urinary, GI), body condition scoring (BCS) using the 9-point scale, and RER calculation using the formula 70 × (body weight in kg)^0.75; students solve five practice RER problems. Diet selection case studies: given five patient profiles (CKD cat, post-surgical dog, underweight rabbit, diabetic dog, critical care ICU patient), student pairs select appropriate nutritional support strategy, justify their choice in writing, and present to the group. Nasoesophageal tube placement simulation on a feline mannequin: faculty demonstrate correct measurement, lubrication, placement, and verification; students practice placement and demonstrate gravity or syringe feeding technique, then document feeding in a nursing care plan.	BCS chart (WSAVA 9-point scale), RER calculation worksheet, therapeutic diet sample labels (from manufacturer educational kits), nasoesophageal tube (8 Fr), feeding syringes, lubricant, feline mannequin with esophageal access, nursing care plan forms	RER calculation quiz (five problems); pass mark 80% with no error over 10%. Practical check: student demonstrates correct tube measurement and simulated feeding without faculty-identified critical errors.
10	Patient Monitoring in Hospital: Hospitalization Care Plans and Nursing Rounds	20	practice	Students will complete a nursing care plan for a hospitalized patient that specifies monitoring intervals, parameters to record, comfort measures, and escalation criteria, then conduct a structured nursing rounds handoff using SBAR format.	Instructor introduces the SBAR (Situation, Background, Assessment, Recommendation) communication framework used for nursing handoffs; students practice writing an SBAR statement for three patient scenario cards and receive peer and faculty feedback. Care plan development workshop: each student receives a full patient dossier (signalment, diagnosis, current treatments, current vitals) and writes a 24-hour nursing care plan specifying monitoring frequency, parameters, comfort interventions, dietary instructions, and escalation triggers. Simulated nursing rounds: students pair up, each presenting their care plan patient to the 'incoming nurse' using SBAR; the listener asks clarifying questions from a structured checklist; faculty observe and grade communication clarity and completeness.	SBAR reference card, nursing care plan templates, patient dossier scenario packets, whiteboard for group SBAR practice, faculty-developed grading rubric for care plans	Care plan graded on rubric (monitoring intervals, parameters, comfort measures, escalation criteria, medication times all present and plausible); pass mark 75%. SBAR handoff rated on communication checklist; all critical patient safety items must be included.
11	Zoonotic Disease Prevention, Isolation Protocols, and Infection Control	20	theory	Students will identify the major zoonotic diseases encountered in a veterinary practice setting, apply standard and isolation precautions correctly, and demonstrate proper PPE selection, donning, and doffing sequence.	Lecture on major veterinary zoonoses (rabies, ringworm, leptospirosis, Salmonella, MRSA, toxoplasmosis—general awareness) and occupational exposure risks; students complete a zoonosis reference table matching pathogen, transmission route, prevention, and clinical signs in humans. Isolation ward setup simulation: given a scenario card (suspected parvovirus case), student team sets up a barrier nursing station—designating clean/dirty zones, selecting appropriate PPE for the risk level, posting signage, and preparing a disinfectant solution at correct dilution per label directions. PPE donning and doffing drill: instructor demonstrates the CDC-recommended sequence for gown, gloves, mask, and eye protection; each student performs the full sequence while a partner checks against a posted checklist; students then practice doffing without self-contamination.	PPE (gowns, nitrile gloves, surgical masks, N95 respirators for demonstration, eye protection), facility-approved disinfectant concentrate with SDS sheet, measuring tools for dilution, isolation signage templates, zoonosis reference table handout, CDC PPE donning/doffing poster	Safety Check assessment (see assessments section): PPE donning and doffing observed by faculty on the checklist; zero critical errors (e.g., touching face during doffing, skipping hand hygiene) required for pass.
12	Medical Records, Client Communication, and VTNE/NAVTA Exam Integration Review	28	practice	Students will produce a complete, legally compliant patient medical record for a multi-day hospitalization case and demonstrate client communication skills for discharge instructions, mapping their nursing knowledge to NAVTA AVA competency areas and VTNE patient care domain objectives.	Medical records workshop: given a three-day hospitalization narrative, students construct the full record set—admission form, daily SOAP notes, fluid balance sheets, medication administration records, and a discharge summary—using correct veterinary abbreviations and objective language; peer editing with a provided style guide. Discharge instruction role-play: student plays vet assistant delivering post-operative home care instructions (wound care, medication schedule, activity restriction, return-to-clinic criteria) to a faculty member playing an owner; interaction is recorded for self-review; students complete a self-assessment rubric. NAVTA and VTNE domain mapping activity: using the NAVTA AVA task list and the VTNE content outline, students individually tag each major nursing skill practiced in this course to the corresponding exam domain, then assemble a personal study gap analysis identifying two to three areas needing additional review before certification exams.	Multi-day hospitalization case narrative packet, SOAP and MAR forms, fluid balance sheets, discharge instruction template, veterinary medical abbreviation reference, NAVTA AVA task list, VTNE content outline (AAVSB), self-assessment rubric, recording device or webcam for role-play review	Medical record evaluated on completeness rubric (all required forms present, no blank required fields, objective language used, medications documented with dose/route/time/initials); pass mark 80%. Client communication role-play scored on key content items delivered; all safety-critical discharge items (medication schedule, return-to-clinic signs) must be present for pass.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Veterinary Nursing Knowledge Examination	Written exam	25%	70% correct (35 of 50 questions)	A 50-question multiple-choice written exam covering vital sign normal ranges across species, pain scale application, medication routes and the five rights, fluid therapy principles, wound classification, nutritional support, zoonotic disease prevention, and scope-of-practice boundaries; items are mapped to NAVTA AVA competency categories and VTNE patient care domain objectives. Standard met · Safety · Time · Quality/finish · Documentation
Integrated Nursing Skills Demonstration	Skills demonstration	45%	All critical-step items rated 'met'; overall checklist score of 80% or higher	Students complete a 30-minute observed practical examination in which they perform a full physical exam with TPR documentation, apply one restraint hold directed by the faculty examiner, administer a simulated subcutaneous injection using the five-rights verbal verification, and apply a basic limb bandage; performance is scored on a standardized faculty checklist aligned to NAVTA AVA hands-on competencies. Standard met · Safety · Time · Quality/finish · Documentation
Nursing Procedures Lab Log	Log	15%	All 12 required procedure entries present, each with date, objective, reflection, and faculty co-signature; average reflection score of 3 out of 4 on the rubric	Students maintain a structured lab log throughout the course, recording each major hands-on procedure practiced, the outcome, one self-identified improvement, and one connection to a NAVTA or VTNE exam domain; the log is submitted at course end and reviewed by faculty for completeness, accuracy, and depth of reflection. Standard met · Safety · Time · Quality/finish · Documentation
Infection Control and PPE Safety Check	Safety audit	15%	Zero critical errors; 90% of all checklist items met	A directly observed safety evaluation in which the student sets up a simulated isolation nursing station, selects and correctly dons full PPE appropriate to the assigned scenario, provides care to a mannequin patient, and then doffs PPE without self-contamination using the correct sequence and hand hygiene steps; any breach that would result in potential exposure to an infectious agent is an automatic failure requiring repeat of the entire check. Standard met · Safety · Time · Quality/finish · Documentation

HLT-VET42-04 Trade course

Veterinary Laboratory Procedures & Diagnostic Radiology

274 hr · ~~$4,735~~ COMPLIMENTARY

Students develop hands-on competence in in-house veterinary laboratory testing—including hematology, urinalysis, parasitology, cytology, and microbiology—and in the safe production of diagnostic radiographic images using both conventional and digital systems. Radiation safety, proper patient positioning, quality control, and accurate result documentation are emphasized throughout. Lesson content maps directly to the NAVTA Approved Veterinary Assistant competency areas and to the VTNE domain covering laboratory procedures and diagnostic imaging.

Outcomes

Collect, process, and interpret common in-house laboratory specimens (CBC, chemistry panel, urinalysis, fecal flotation, skin scrape) following standard veterinary protocols and recording results accurately in the medical record.
Operate and perform quality-control checks on laboratory equipment including a hematology analyzer, refractometer, centrifuge, and microscope, identifying out-of-range controls and escalating to the supervising veterinarian.
Position small and large animal patients for standard radiographic projections (VD, DV, lateral, oblique) in a manner that minimizes patient stress and produces diagnostic-quality images on the first exposure.
Apply ALARA radiation safety principles, select appropriate personal protective equipment, maintain a personal dosimetry record, and state the regulatory basis for radiation protection in the veterinary workplace.
Identify common internal parasites, external parasites, and abnormal urine sediment structures when viewed through the microscope, documenting findings using accepted veterinary terminology.
Evaluate finished radiographic images for diagnostic acceptability, recognize common positioning and exposure errors, and communicate findings to the supervising veterinarian using correct anatomical and radiographic terminology.

Course text

How the course runs. 12 blocks: Laboratory Safety, Equipment Overview & OSHA Standards in the Vet Lab; Specimen Collection, Handling & Chain of Custody; Hematology: Complete Blood Count & Blood Film Evaluation; Clinical Chemistry & In-House Analyzer Quality Control; Urinalysis: Physical, Chemical & Sediment Examination; Parasitology: Fecal Diagnostics, External Parasites & Zoonotic Risk; Cytology & Basic Microbiology Techniques; Radiation Physics, Safety & Regulatory Framework (ALARA); Radiographic Equipment Operation, Exposure Factors & Image Quality; Patient Positioning for Standard Projections: Small Animal; Special Radiographic Studies, Digital Workflow & Contrast Procedures; Integrated Lab & Radiology Competency Simulation.

What competent looks like. Collect, process, and interpret common in-house laboratory specimens (CBC, chemistry panel, urinalysis, fecal flotation, skin scrape) following standard veterinary protocols and recording results accurately in the medical record. Operate and perform quality-control checks on laboratory equipment including a hematology analyzer, refractometer, centrifuge, and microscope, identifying out-of-range controls and escalating to the supervising veterinarian. Position small and large animal patients for standard radiographic projections (VD, DV, lateral, oblique) in a manner that minimizes patient stress and produces diagnostic-quality images on the first exposure. Apply ALARA radiation safety principles, select appropriate personal protective equipment, maintain a personal dosimetry record, and state the regulatory basis for radiation protection in the veterinary workplace. Identify common internal parasites, external parasites, and abnormal urine sediment structures when viewed through the microscope, documenting findings using accepted veterinary terminology. Evaluate finished radiographic images for diagnostic acceptability, recognize common positioning and exposure errors, and communicate findings to the supervising veterinarian using correct anatomical and radiographic terminology.

Lessons · 12 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Laboratory Safety, Equipment Overview & OSHA Standards in the Vet Lab	18	theory	Students will identify chemical, biological, sharps, and zoonotic hazards present in the veterinary laboratory and apply OSHA Bloodborne Pathogen Standard and Hazard Communication (HazCom) requirements to routine lab tasks.	Students locate and read Safety Data Sheets (SDS) for three common lab chemicals (formalin, acetic acid, Diff-Quik stain) and complete a hazard classification worksheet identifying PPE requirements for each. Instructor-led walkthrough of the lab: students label each biosafety, chemical, sharps, and eyewash station on a facility map and compare findings against OSHA HazCom posting requirements. Small-group tabletop scenario: a simulated formaldehyde spill — students select correct PPE from a supply cart, demonstrate spill containment using a provided protocol card, and practice proper sharps disposal using a puncture-resistant container.	OSHA Bloodborne Pathogen Standard reference card, HazCom SDS for formalin/acetic acid/Diff-Quik, PPE supply cart (gloves, goggles, face shield, gown), sharps disposal containers, facility lab map handout, Sirois: Laboratory Procedures for Veterinary Technicians 7th ed. (Ch. 1–2)	Written SDS interpretation quiz: student must correctly identify hazard class, required PPE, and disposal method for all three chemicals; 80% or higher required to advance. Lab map submitted with all stations correctly labeled.
2	Specimen Collection, Handling & Chain of Custody	22	demo	Students will collect blood, urine (cystocentesis simulation), fecal, and swab specimens from canine and feline models or live patients under supervision, label each sample correctly, and route it to the appropriate processing station.	Instructor demonstrates venipuncture technique (cephalic, saphenous, jugular) on a canine venipuncture arm trainer and a live patient; students observe tube selection sequence (EDTA first for CBC, serum separator for chemistry) and practice filling and inverting each tube type. Students practice proper urine collection documentation: using a cystocentesis simulation model, they aspirate simulated urine, transfer it to a labeled red-top tube, and complete a specimen submission form with collection method, time, patient ID, and storage temperature. Chain-of-custody exercise: each student receives an unlabeled set of four specimen tubes and must correctly label, log into a simulated practice-management software entry, and sort them into refrigerator, centrifuge, or immediate-analysis stations within a timed scenario.	Canine venipuncture arm trainer, EDTA/serum separator/red-top/urine tubes, cystocentesis simulation model, simulated urine, specimen labels, practice-management software (or paper log facsimile), Sirois Ch. 3; AVMA Guidelines for handling biologic specimens	Competency checklist scored by instructor during live demonstration: correct tube selection, fill volume, inversion count, labeling, and routing for all four specimen types; all critical steps must be marked satisfactory (no unsatisfactory steps permitted).
3	Hematology: Complete Blood Count & Blood Film Evaluation	24	lab	Students will run a complete blood count using an in-house hematology analyzer, prepare and stain a blood smear, perform a 100-cell manual differential, and identify common abnormalities (anemia, leukocytosis, thrombocytopenia) on prepared slides.	Students load EDTA whole-blood samples into the hematology analyzer, record printed results on a laboratory log sheet, and compare patient values against the species reference interval chart to flag values outside the normal range. Each student prepares a wedge blood smear from a provided EDTA sample, air-dries it, applies Diff-Quik stain following the timed dip protocol, and mounts a coverslip; instructor evaluates feathered edge and monolayer quality before students proceed to differential. Using a teaching microscope with a pointer stage, students perform a 100-cell differential on three prepared dog blood slides labeled Normal, Neutrophilia, and Regenerative Anemia, record cell percentages, and identify at least one morphologic change per abnormal slide.	In-house hematology analyzer with control samples, EDTA whole-blood samples (normal dog/cat), Diff-Quik stain kit, glass slides, coverslips, immersion oil, compound microscopes, species reference interval charts, Sirois Ch. 4–5; Cowell & Tyler: Diagnostic Cytology and Hematology of the Dog and Cat	Lab log reviewed by instructor: analyzer QC result must be within acceptable range (student must recognize and flag an out-of-range control); differential cell counts within ±5% of instructor key for each cell type; morphologic abnormalities correctly identified on two of three slides. Score 80% or higher overall.
4	Clinical Chemistry & In-House Analyzer Quality Control	20	lab	Students will run a serum chemistry panel on an in-house chemistry analyzer, perform required daily quality-control checks, and correctly interpret flagged values by identifying organ systems of concern for the supervising veterinarian.	Students centrifuge a serum separator tube, harvest serum without hemolysis, load a rotor or cuvette for the in-house chemistry analyzer, and record the complete panel output (ALT, BUN, creatinine, glucose, total protein, albumin, ALP) on a standardized log sheet. QC exercise: students run a low and high control sample, plot the values on a paper Levey-Jennings chart provided by the instructor, and determine whether the analyzer is in or out of control using the rules taught in the preceding lecture segment. Interpretation mapping: using three anonymized patient chemistry panels (normal, azotemic, and hepatopathic patterns), students highlight abnormal values, circle the affected reference-range column, and write one sentence naming the organ system of concern to present to a simulated veterinarian.	In-house chemistry analyzer, serum separator tubes, centrifuge, control sera (low and high levels), Levey-Jennings chart template, species reference interval cards, Sirois Ch. 6; analyzer operator manual	QC log and Levey-Jennings chart evaluated: student must correctly identify whether each control run is in or out of range; 100% accuracy required on QC interpretation (patient safety critical). Chemistry panel log must show all values recorded and all abnormals flagged; 80% accuracy on organ-system identification.
5	Urinalysis: Physical, Chemical & Sediment Examination	22	lab	Students will perform a complete urinalysis including gross assessment, refractometer specific gravity, urine dipstick chemical evaluation, and centrifuged sediment microscopy, recording all findings on a standard urinalysis report form.	Students receive three simulated or preserved urine samples varying in color and turbidity; they measure specific gravity with a refractometer (calibrating with distilled water first), read the dipstick at the correct time interval under white light, and record all findings before handling any sediment. Centrifuge technique: students spin each sample at the standard urine speed for the prescribed time, decant the supernatant to the correct volume, resuspend the sediment, and prepare an unstained wet-mount slide using a standardized coverslip. Sediment review: using a microscope under low and high dry power, students identify and count red blood cells, white blood cells, epithelial cells, casts (hyaline and granular), bacteria, and crystals on three pre-made sediment slides; they record counts per high-power field on the report form.	Refractometer, distilled water, urine dipstick strips and color chart, simulated or preserved urine samples, conical centrifuge tubes, centrifuge, slides, coverslips, compound microscopes, urinalysis report forms, Sirois Ch. 8; AAHA Urinalysis Reference Guide	Completed urinalysis report form for each of the three samples evaluated by instructor against answer key; specific gravity reading within ±0.002 of control value, dipstick readings 100% accurate for protein and glucose, sediment findings within ±1 structure per HPF. Overall 80% or higher required.
6	Parasitology: Fecal Diagnostics, External Parasites & Zoonotic Risk	24	lab	Students will perform a fecal flotation and direct smear, identify common gastrointestinal parasites and their eggs to genus level, and perform a skin scrape and tape preparation to identify common external parasites, noting zoonotic implications for each.	Fecal flotation: each student weighs a fecal sample, prepares a centrifugal flotation using zinc sulfate or sugar solution, places a coverslip, and examines under low and high power; they sketch and label any ova observed using a parasite egg reference atlas. Direct fecal smear: students prepare a thin direct smear from the same sample, add a coverslip, and scan for motile protozoa (Giardia trophozoites) and Tritrichomonas, recording presence or absence with a description of morphology. External parasite lab: students examine instructor-prepared tape preps and deep skin-scrape slides for Demodex, Sarcoptes, Cheyletiella, and flea dirt; they complete an identification worksheet and note which organisms pose a zoonotic risk to the owner and clinic staff using CDC and CAPC zoonosis guidelines.	Fecal samples (preserved or simulated), centrifuge, flotation solution (zinc sulfate), centrifuge tubes, McMaster counting slides, coverslips, compound microscopes, parasite egg identification atlas (Bowman: Georgis' Parasitology for Veterinarians 11th ed.), tape, mineral oil, skin-scrape slides, CDC/CAPC zoonosis reference cards	Parasite identification worksheet scored against answer key: student must correctly identify genus for at least six of eight parasite examples shown and correctly flag all three zoonotic species. 80% or higher required.
7	Cytology & Basic Microbiology Techniques	20	lab	Students will prepare fine-needle aspirate (FNA) smears and impression smears, apply Diff-Quik and modified Wright-Giemsa stains, identify normal cell populations and common abnormal patterns (inflammation, mast cell granules, bacteria), and demonstrate proper culture swab technique.	FNA simulation: using a syringe and needle on a simulated tissue model (gelatin block with embedded debris), students aspirate material, prepare squash and star-burst smear preparations, stain with Diff-Quik, and identify whether the sample is adequate (cellular monolayer present). Cytology evaluation: students examine four prepared glass slides labeled Reactive Lymph Node, Mast Cell Tumor, Septic Inflammation, and Normal Skin and complete a structured worksheet identifying the dominant cell type, any organisms seen, and the general cytologic pattern to report. Culture technique: instructor demonstrates correct culture swab collection from an ear canal model; students inoculate a blood agar plate and MacConkey plate with a provided swab sample using the three-zone streak method, incubate plates, and evaluate colony morphology at the next session.	Gelatin block simulation models, syringes, needles, glass slides, coverslips, Diff-Quik stain, Wright-Giemsa stain, prepared cytology slides (four types), culture swabs, blood agar and MacConkey plates, incubator, Cowell & Tyler cytology reference; Sirois Ch. 9–10	Cytology worksheet scored by instructor: cell type identified correctly on three of four slides; organism type (bacteria vs. none) correct on all slides with inflammation; smear preparation rated adequate (monolayer present, no thick areas) by instructor. Minimum 80% worksheet score.
8	Radiation Physics, Safety & Regulatory Framework (ALARA)	22	theory	Students will explain how ionizing radiation is produced in a veterinary X-ray unit, apply the ALARA principle by selecting time, distance, and shielding controls, state the purpose of personal dosimetry, and describe the general regulatory oversight of radiation-producing equipment in veterinary practice.	Illustrated lecture and diagram exercise: students label a diagram of an X-ray tube (cathode, anode, focal spot, collimator) and answer questions tracing the path from electrical input to image formation, then predict how changing kVp and mAs independently affects image density and contrast. ALARA decision matrix: working in pairs, students receive four clinical scenarios (fractious cat, sedated dog, large breed hip dysplasia screen, equine distal limb) and must select the safest combination of time, distance, and shielding for each role (primary operator, holder, observer), justifying each choice in writing. Dosimetry badge simulation: students are given a mock dosimetry report with hypothetical monthly readings and must identify which fictitious worker has exceeded the recommended dose limit range and describe the required follow-up actions; they record their findings in a structured written response.	X-ray tube anatomy diagram handout, kVp/mAs relationship chart, ALARA decision matrix worksheet, mock dosimetry report, lead aprons and gloves for inspection, Lavin: Radiography in Veterinary Technology 6th ed. (Ch. 1–3); state radiation control program reference (generic, as regulations vary by state)	Written ALARA scenario responses graded by instructor: all four scenarios must have correct PPE and role assignments; dosimetry report interpretation must correctly identify the over-limit worker and appropriate response. 80% or higher on combined written responses.
9	Radiographic Equipment Operation, Exposure Factors & Image Quality	24	demo	Students will operate a veterinary X-ray generator and digital image receptor, select exposure factors (kVp, mAs) from a technique chart for a specified body part and patient measurement, and evaluate finished images using a standardized quality-assessment checklist.	Instructor demonstrates generator controls and digital plate/cassette handling; students take turns setting kVp and mAs from a provided technique chart for three prescribed projections (thorax lateral, abdomen VD, extremity lateral) using a phantom and record their selected factors before each exposure. Image quality lab: students evaluate six digital images displayed on a diagnostic monitor (two under-exposed, two correctly exposed, two over-exposed) and complete a quality-assessment checklist rating density, contrast, detail, and distortion, then recommend corrective factor adjustments. Artifact identification exercise: instructor displays eight radiographs with labeled artifacts (motion blur, grid lines, positioning rotation, dust/dirt on plate, double exposure); students match each artifact to its cause from a provided list and write one corrective action for each.	Veterinary X-ray generator (or digital radiography teaching unit), digital image receptor/plates, phantom models (canine thorax and abdomen), technique chart, calipers, quality-assessment checklist, diagnostic monitor, Lavin Ch. 4–6; AAVSB VTNE content outline (diagnostic imaging domain)	Quality-assessment checklist for three phantom exposures: instructor must confirm correct kVp and mAs selected from technique chart (within one step) for all three projections before exposure is made. Image evaluation worksheet: 80% or higher on density/contrast/artifact identification.
10	Patient Positioning for Standard Projections: Small Animal	26	practice	Students will position a canine or feline patient (live or model) for the standard radiographic projections of the thorax, abdomen, pelvis, and a limb, using appropriate restraint aids and minimizing repeat exposures while maintaining ALARA compliance.	Instructor demonstrates each of four projections (right lateral thorax, VD thorax, right lateral abdomen, VD abdomen) on a canine positioning model, narrating anatomical landmarks, foam wedge placement, and sandbag use; students complete a positioning landmark worksheet naming the body part centered and the border included for each view. Paired positioning practice: one student positions the model while the other role-plays the radiographer, verifying landmark, collimation, and cassette placement before calling 'exposure ready'; roles rotate after each projection until both students complete all four projections independently. Live patient session (under direct veterinary supervision): students position a sedated or cooperative patient for at least two projections assigned by the supervising veterinarian, apply appropriate sedation-positioning protocol, expose the image, and evaluate the diagnostic quality immediately on the monitor before releasing the patient from the table.	Canine/feline positioning model, foam wedges, sandbags, tape, positioning aids, lead gloves and aprons, X-ray generator, digital receptor, diagnostic monitor, positioning landmark worksheet, Lavin Ch. 7–9; NAVTA AVA competency task list (radiography section)	Instructor-scored positioning competency checklist for each of the four projections on the model: landmark, centering, collimation, and cassette placement must each be rated satisfactory; no unsatisfactory marks permitted on landmark or collimation. Live patient projection: image must be rated diagnostically acceptable by the supervising veterinarian.
11	Special Radiographic Studies, Digital Workflow & Contrast Procedures	22	demo	Students will describe the indications and general protocols for contrast radiographic studies (barium series, myelography, cystography), demonstrate the digital image acquisition workflow from exposure through DICOM archiving, and apply correct image annotation and filing standards.	Case-based lecture: instructor presents three contrast study cases (upper GI barium series, pneumocystogram, positive-contrast cystogram) with pre- and post-contrast images; students complete a table identifying the contrast medium used, route of administration, primary indication, and one safety precaution for each study type. Digital workflow walkthrough: students follow an image from exposure to archive on the practice PACS/digital system — they enter patient data, verify patient ID matches the requisition, apply correct window/level settings for thoracic and abdominal images, annotate laterality markers (R/L), and export a DICOM file to the simulated archive folder. Error-identification exercise: students review six images from a prepared set that include wrong patient ID entered, missing laterality marker, and incorrect window/level for bone; they document each error in a written correction log and describe the corrective step that would prevent the error from entering the permanent medical record.	Contrast study case image set (printed or on monitor), contrast medium reference chart (barium sulfate, iohexol, air), digital radiography workstation with PACS demonstration software, DICOM annotation tool, R/L lead markers, correction log worksheet, Lavin Ch. 11–12	Contrast study table completed with 80% accuracy (correct medium, route, indication, safety precaution for all three studies). Digital workflow checklist: student must demonstrate correct patient ID entry, laterality annotation, and DICOM archiving without errors on a graded walkthrough rated by instructor.
12	Integrated Lab & Radiology Competency Simulation	30	practice	Students will manage a simulated multi-patient laboratory and radiology workflow, completing assigned lab tests and radiographic projections with accurate documentation, demonstrating the integration of skills from all preceding lessons under timed, near-clinical conditions.	Station rotation simulation: the class is divided into teams; each team rotates through four stations (CBC and chemistry, urinalysis and sediment, fecal flotation, and thorax/abdomen radiograph positioning) on a timed schedule, completing all tasks for their assigned patient scenario within the allotted window and handing off documented results. Cross-checking exercise: after rotation, each team receives the results produced by the preceding team and must quality-check the documentation — verifying QC logs are complete, lab values are flagged correctly, and radiographic images are annotated with correct patient ID and laterality before 'signing off' as the next-shift technician. Debrief and error analysis: instructor reveals prepared seeded errors in three of the four stations (mislabeled specimen, out-of-control QC run, wrong patient ID on radiograph); student teams present their findings and describe the patient-safety consequences and corrective actions for each error in a structured oral debrief.	Full lab station setup (hematology analyzer, chemistry analyzer, centrifuge, microscopes, urinalysis supplies, flotation supplies), radiographic positioning equipment, digital workstation, timed station worksheet packet, QC logs, documentation forms, faculty evaluator per two teams	Simulation scoring rubric: all four station tasks completed within allotted time (time management pass/fail); documentation package evaluated for completeness and accuracy (80% or higher); all three seeded errors identified and described with correct corrective actions (100% identification required for patient safety). Students failing any patient-safety-critical step must repeat that station.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Laboratory & Radiology Written Knowledge Examination	Written exam	25%	75% or higher on total score; any question in the radiation safety or zoonosis sections must be answered correctly at 80% or higher as a sub-score	A 80-question multiple-choice and short-answer examination covering hematology reference intervals and analyzer QC, urinalysis interpretation, parasite identification, cytology patterns, radiation physics, ALARA principles, exposure factor selection, and digital imaging workflow. Questions are mapped to NAVTA AVA competency areas and to the VTNE diagnostic imaging and laboratory procedures content domains to ensure credential alignment. Standard met · Safety · Time · Quality/finish · Documentation
Practical Skills Demonstration	Skills demonstration	45%	All critical steps rated Satisfactory; overall checklist score 80% or higher; any Unsatisfactory rating on a patient-safety or radiation-safety step requires remediation and re-demonstration before course completion	The student completes a timed practical assessment in which they perform a complete urinalysis, prepare and stain a blood smear and identify five structures in the sediment and five cell types on the smear, and position a canine model for two radiographic projections (lateral thorax and VD abdomen) with correct exposure factor selection from a technique chart. An instructor evaluates each step using a standardized competency checklist aligned to NAVTA AVA task standards. Standard met · Safety · Time · Quality/finish · Documentation
Laboratory Procedure Log	Log	15%	All 12 required procedure entries submitted with complete data fields; no entry may have a missing QC record or an unsigned supervisor verification; 80% of entries must include a correctly interpreted result narrative	Throughout the course students maintain a cumulative laboratory log documenting each time they independently perform a procedure, recording the date, specimen type, equipment used, QC result, patient-anonymized result, reference range, and a one-sentence interpretation; the log also contains two radiographic case entries documenting exposure factors selected, patient measurement, projection, and image quality rating. The completed log is submitted at the end of the course and evaluated by the instructor as evidence of procedural breadth and documentation proficiency. Standard met · Safety · Time · Quality/finish · Documentation
Radiation Safety Compliance Check	Safety audit	15%	100% compliance required on all critical safety behaviors; any failure to don lead apron before entering the primary beam area, any failure to verify personnel are clear before exposure, or any use of hands to hold a patient in the primary beam results in immediate termination of the check and mandatory remediation before course credit is awarded	A structured observational safety audit conducted by the instructor during the patient-positioning lesson and the integrated simulation: the evaluator uses a binary (compliant / non-compliant) checklist of ten radiation-safety behaviors drawn from ALARA principles, including correct PPE selection and donning, personnel clearance before exposure, collimation to the region of interest, dosimetry badge worn correctly, and correct handling of the digital image receptor. This check is also aligned with the radiation-safety component of the VTNE diagnostic imaging domain. Standard met · Safety · Time · Quality/finish · Documentation

HLT-VET42-05 Trade course

Veterinary Anesthesia: Patient Preparation, Monitoring, and Recovery

274 hr · ~~$4,735~~ COMPLIMENTARY

Students learn to prepare patients for anesthesia, operate and troubleshoot anesthetic equipment, administer preanesthetic medications under veterinary direction, monitor all physiologic parameters throughout the anesthetic event, and manage the recovery period safely. Emphasis is placed on recognizing and communicating anesthetic emergencies, maintaining accurate anesthetic records, and adhering strictly to scope-of-practice boundaries for veterinary assistants and veterinary technicians. Content maps to NAVTA Approved Veterinary Assistant competencies and to the VTNE domain covering anesthesia and pain management.

Outcomes

Correctly prepare an anesthetic machine, verify oxygen supply, perform a leak test, and set appropriate vaporizer and flow rates before each procedure.
Calculate and record preanesthetic and intraoperative drug doses using weight-based formulas, including unit conversions between milligrams, micrograms, and milliliters.
Continuously monitor and accurately document heart rate, respiratory rate, oxygen saturation, end-tidal CO2, blood pressure, body temperature, and anesthetic depth using established monitoring scales.
Identify and verbally report early signs of anesthetic complications including apnea, hypotension, hypothermia, and cardiac dysrhythmia to the supervising veterinarian.
Manage the recovery period by maintaining airway patency, providing thermal support, assessing return of protective reflexes, and applying pain assessment scales.
Maintain a complete, legible anesthetic record that meets professional and legal documentation standards for every simulated or clinical case.

Course text

How the course runs. 12 blocks: Principles of General Anesthesia and Scope of Practice; Patient Preanesthetic Assessment and Risk Classification; Preanesthetic Medications: Classes, Actions, and Safe Handling; Anesthetic Drug Dose Calculations; Anesthetic Equipment: Machine Anatomy and Pre-Use Check; Induction Agents and Intubation Assistance; Intraoperative Monitoring: Parameters and Equipment; Anesthetic Depth Assessment and Adjustments; Anesthetic Emergencies: Recognition and Response; Pain Assessment and Multimodal Analgesia; Anesthetic Recovery and Post-Anesthetic Care; Anesthetic Records, Legal Documentation, and Integrated Case Review.

What competent looks like. Correctly prepare an anesthetic machine, verify oxygen supply, perform a leak test, and set appropriate vaporizer and flow rates before each procedure. Calculate and record preanesthetic and intraoperative drug doses using weight-based formulas, including unit conversions between milligrams, micrograms, and milliliters. Continuously monitor and accurately document heart rate, respiratory rate, oxygen saturation, end-tidal CO2, blood pressure, body temperature, and anesthetic depth using established monitoring scales. Identify and verbally report early signs of anesthetic complications including apnea, hypotension, hypothermia, and cardiac dysrhythmia to the supervising veterinarian. Manage the recovery period by maintaining airway patency, providing thermal support, assessing return of protective reflexes, and applying pain assessment scales. Maintain a complete, legible anesthetic record that meets professional and legal documentation standards for every simulated or clinical case.

Lessons · 12 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Principles of General Anesthesia and Scope of Practice	16	theory	Students will explain the stages and planes of anesthesia, define the legal scope of practice for veterinary assistants and technicians in anesthesia, and identify the supervising veterinarian's role.	Annotated reading of NAVTA scope-of-practice guidelines and state veterinary practice act excerpts, followed by a written summary comparing what assistants versus technicians may independently perform. Instructor-led lecture with diagrams on Guedel's stages of anesthesia; students label a blank chart of depth indicators including eye position, jaw tone, pedal reflex, and respiratory pattern. Small-group case discussion: given three brief patient scenarios, students identify which anesthesia-related tasks require direct veterinary supervision and explain their reasoning.	NAVTA Approved Veterinary Assistant study guide; Tranquilli, Thurmon & Grimm 'Lumb & Jones Veterinary Anesthesia and Analgesia' (current edition) selected chapters; state veterinary practice act handout; whiteboard; printed Guedel stage chart	Written quiz of 20 multiple-choice items on stages of anesthesia, depth indicators, and scope-of-practice rules; pass mark 75%.
2	Patient Preanesthetic Assessment and Risk Classification	20	demo	Students will perform a systematic preanesthetic physical examination on a live or simulated patient and assign an ASA physical status classification with written justification.	Instructor demonstrates a full preanesthetic physical examination on a clinic dog or high-fidelity mannequin, narrating each step; students follow a printed assessment checklist. Students rotate in pairs through five patient-history stations (printed case cards with signalment, chief complaint, lab results) and assign ASA Class I–V with a one-sentence rationale for each. Students practice auscultation of heart and lung sounds using recordings on a training stethoscope platform and document findings on a preanesthetic form.	Live demonstration animal (with supervising veterinarian present) or veterinary patient simulator; ASA classification reference card; preanesthetic physical exam forms; stethoscope; thermometer; pulse oximeter; printed case-history cards	Instructor evaluates each student's completed preanesthetic form on a real or simulated patient using a 10-point rubric; correct ASA classification and all required parameters documented; pass mark 80%.
3	Preanesthetic Medications: Classes, Actions, and Safe Handling	22	theory	Students will categorize common preanesthetic drug classes, state their mechanisms and clinical effects, and describe safe controlled-substance handling procedures used in veterinary practice.	Lecture with slide deck covering anticholinergics, sedatives/tranquilizers (phenothiazines, alpha-2 agonists, benzodiazepines), and opioids; students complete a drug-class comparison table in their notes. Controlled-substance log exercise: students practice filling out a mock DEA-compliant drug log for a simulated opioid administration scenario, including witness signature line, volume used, and waste documentation. Flashcard activity in groups of three where students quiz each other on drug class, onset, duration, reversal agent (if applicable), and one key monitoring concern for each drug category.	Instructor slide deck; printed drug-class comparison table; mock DEA drug log forms; index-card flashcard sets; Plumb's Veterinary Drug Handbook (current edition)	Written quiz of 25 items (multiple choice and short answer) covering drug classes, controlled-substance documentation steps, and reversal agents; pass mark 75%.
4	Anesthetic Drug Dose Calculations	24	lab	Students will accurately calculate weight-based anesthetic drug doses, convert between units of measurement, and determine the correct volume to draw into a syringe for a given patient weight.	Instructor works through five sample calculations on the whiteboard (mg/kg to mg to mL), showing each conversion step; students copy and verify the work independently. Students complete a 20-problem calculation worksheet using realistic patient weights, drug concentrations, and dose ranges drawn from standard references; calculators are permitted and students show all work. Paired simulation: one student plays the role of the supervising technician and reads a verbal drug order aloud; the partner calculates the dose, draws it into a needled syringe with colored water, and reads the volume back for verification.	Calculator; dosing calculation worksheet (instructor-prepared); syringes (1 mL, 3 mL, 6 mL, 12 mL); needles; colored water vials labeled to simulate drug concentrations; Plumb's Veterinary Drug Handbook; weight scale for unit comparison	Calculation worksheet scored for accuracy; all 20 answers must be within accepted rounding tolerance; pass mark 90% (18/20 correct). Paired simulation evaluated by instructor for correct draw-up and read-back; zero-error tolerance on volume drawn.
5	Anesthetic Equipment: Machine Anatomy and Pre-Use Check	28	demo	Students will identify every major component of a rebreathing and a non-rebreathing anesthetic circuit, assemble the circuit correctly, and complete a standardized pre-use leak test.	Instructor disassembles and reassembles a tabletop anesthetic machine while naming each part and its function; students label a diagram worksheet as each component is identified. Students rotate through two stations—one rebreathing circuit (circle system) and one non-rebreathing circuit (Bain or Mapleson)—assembling, checking, and disassembling each under peer observation. Students perform a leak test on each circuit type following a printed step-by-step protocol, record the results (pass or fail), identify any simulated defect the instructor has introduced, and report findings verbally.	Large-animal and small-animal tabletop anesthetic machines; rebreathing circle circuit components; non-rebreathing circuit (Bain); oxygen tanks; flow meters; vaporizer (halogenated agent—empty for lab use); rebreathing bags (multiple sizes); CO2 absorbent canister; pop-off valve; labeled diagram worksheet; printed leak-test protocol	Instructor observes each student completing the pre-use check and leak test using a 12-item checklist; all safety-critical steps (pop-off valve open, O2 confirmed, leak test passed) must be performed correctly; pass mark 100% on safety-critical items, 85% overall.
6	Induction Agents and Intubation Assistance	24	demo	Students will describe the action of common injectable induction agents, select an appropriately sized endotracheal tube for a given patient, and assist a veterinarian or credentialed technician during endotracheal intubation on a model or cadaver.	Lecture and video review covering injectable induction agents (propofol, alfaxalone, telazol combination, and ketamine combinations) including advantages, disadvantages, and monitoring priorities for each. Hands-on sizing exercise: students measure the tracheas of canine and feline mannequins/models, select ET tube sizes from a tray, inflate cuffs, confirm seal by listening for air leak, and document size chosen. Intubation assistance simulation: instructor or credentialed technician intubates a canine model; students take turns positioning the patient, extending the neck, providing laryngoscope light, passing the tube on request, inflating the cuff, and confirming tube placement by watching chest rise and using a capnograph trainer.	Canine and feline intubation training models or preserved cadavers; endotracheal tubes (multiple sizes, cuffed and uncuffed); laryngoscopes with multiple blade sizes; cuff inflator with manometer; capnograph trainer or indicator; 12-mL syringe; umbilical tape for tube ties; printed induction agent comparison chart	Skills checklist (10 steps) evaluated by instructor on intubation assistance simulation; correct tube size selection and cuff inflation technique required; pass mark 80%, with zero tolerance for failure to confirm tube placement.
7	Intraoperative Monitoring: Parameters and Equipment	30	lab	Students will simultaneously collect, interpret, and record all required intraoperative monitoring parameters on a standardized anesthetic record at clinically appropriate intervals.	Instructor-led demonstration of pulse oximeter, capnograph, Doppler blood pressure unit, oscillometric blood pressure monitor, esophageal stethoscope, and multiparameter monitor: students handle each device and state the parameter it measures and its normal range for dogs and cats. Simulated anesthetic monitoring session using a patient simulator or role-play with instructor reading aloud vitals: students record heart rate, SpO2, ETCO2, systolic blood pressure, respiratory rate, temperature, and anesthetic depth on a blank anesthetic record every five minutes for a 40-minute simulated procedure. Trend analysis exercise: students receive three completed anesthetic records with intentional abnormalities (progressive bradycardia, dropping SpO2, rising ETCO2) and write a one-paragraph clinical narrative identifying the abnormality, its likely cause, and the appropriate first communication step.	Pulse oximeter; capnograph; Doppler unit with sphygmomanometer cuffs; oscillometric monitor; multiparameter monitor or simulator; esophageal stethoscope; thermometer; blank anesthetic record forms; printed normal-values reference card; patient simulator or instructor-narrated audio recording	Completed anesthetic record from simulated session reviewed by instructor: all parameters recorded at every five-minute interval, values within stated normal ranges accurately flagged as abnormal; pass mark 85%. Trend-analysis narratives graded on a 4-point rubric; pass mark 3/4.
8	Anesthetic Depth Assessment and Adjustments	22	practice	Students will assess anesthetic depth using established clinical indicators and communicate a recommended vaporizer adjustment to the supervising veterinarian using correct terminology.	Interactive slide presentation on depth indicators (eye position, palpebral reflex, pedal reflex, jaw tone, lacrimation, mucous membrane color, respiratory pattern) with video clips; students score each clip using a printed depth assessment rubric. Role-play pairs: one student plays veterinarian and the other plays technician; the 'technician' assesses depth on a mannequin set up with scripted reflex responses and communicates findings and a suggested vaporizer change using SBAR (Situation-Background-Assessment-Recommendation) format. Case scenario carousel: six laminated cards each describe a depth problem (too light, too deep, apnea, etc.); students rotate every five minutes, write the depth assessment, identify two clinical signs supporting their assessment, and state the recommended action.	Printed depth assessment rubric; video clips of anesthetized patients at various depths (from publisher-licensed veterinary anesthesia video library); anesthesia mannequin with scripted reflexes; laminated scenario cards; SBAR communication template	Instructor evaluates SBAR role-play on a 5-item rubric: correct depth classification, minimum two supporting clinical signs stated, appropriate recommended adjustment, professional communication, and proper escalation if emergency is simulated; pass mark 80%.
9	Anesthetic Emergencies: Recognition and Response	26	practice	Students will recognize the clinical signs of five common anesthetic emergencies and demonstrate the correct initial response, within scope of practice, for each emergency within two minutes of onset.	Lecture and case-study review of five emergencies: respiratory arrest/apnea, cardiac arrest, severe hypotension, malignant hyperthermia (rare but critical), and anesthetic overdose; students complete a reference card listing signs, causes, and initial actions for each. Emergency drill simulation: instructor calls out an emergency scenario; students respond by calling for the veterinarian, initiating IPPV or CPR chest compressions on a training mannequin, adjusting the vaporizer, or retrieving the crash cart as appropriate to the scenario—timed by instructor. Crash cart familiarization: students inventory a stocked veterinary crash cart, identify the purpose of each item, and practice drawing epinephrine and atropine doses (colored water) from mock vials for a given patient weight.	CPR/IPPV training mannequin (canine size); Ambu bag; mock crash cart with labeled supplies; mock vials (colored water) labeled as epinephrine and atropine; defibrillator training unit; stopwatch; emergency reference card (instructor-prepared); RECOVER Initiative CPR reference materials	Timed emergency drill: each student is evaluated on two randomly assigned emergency scenarios; correct initial response demonstrated within two minutes; pass mark requires all mandatory safety actions (calling veterinarian, correct airway management, appropriate vaporizer response) completed correctly—critical safety step failures result in automatic remediation.
10	Pain Assessment and Multimodal Analgesia	20	theory	Students will apply a validated veterinary pain scale to a simulated or described patient and list the classes of analgesic agents used in multimodal pain management protocols.	Lecture on acute pain physiology, the concept of multimodal analgesia, and analgesic drug classes (opioids, NSAIDs, local anesthetics, alpha-2 agonists, NMDA antagonists); students build a class comparison table with mechanism and one example per class. Pain scale application exercise: students view a series of post-operative patient video clips and score each using the Glasgow Composite Measure Pain Scale (short form) or Colorado State University pain scale, then compare scores with a partner and reconcile differences. Case discussion: given a patient undergoing routine spay, students propose a simple multimodal analgesic plan (pre-, intra-, and post-operative) in writing, citing drug class rationale—emphasizing this plan is communicated to the veterinarian for approval, not implemented independently.	Instructor slide deck; printed Glasgow Composite Measure Pain Scale (short form) and CSU pain scale; licensed video clips of post-operative patients; multimodal analgesia comparison table (blank for completion); Plumb's Veterinary Drug Handbook	Pain scale scoring accuracy compared to instructor answer key for six video clips; students must score within one point of the validated scoring on at least five of six clips; pass mark 83%.
11	Anesthetic Recovery and Post-Anesthetic Care	22	lab	Students will manage the anesthetic recovery period for a simulated patient from extubation through return of sternal recumbency, documenting all parameters and interventions on a recovery record.	Instructor demonstration of the full recovery sequence: vaporizer off, oxygen flush, monitoring continuation, extubation criteria, positioning, thermal support, and pain assessment; students follow a printed recovery protocol checklist. Students rotate through a simulated recovery station with a mannequin or training model: each student monitors vitals every five minutes, applies a warm water circulating blanket, assesses swallowing reflex before simulated extubation, and documents all findings on a recovery record. Complication recognition exercise: instructor introduces three scripted complications (prolonged recovery, dysphoria, vomiting with aspiration risk) by narrating patient changes; students identify the complication and state the appropriate response and escalation path.	Anesthesia training mannequin; circulating warm water blanket; pulse oximeter; thermometer; recovery record forms; printed recovery protocol checklist; instructor-narrated complication scripts; endotracheal tube (for extubation practice); Ambu bag	Instructor evaluates recovery checklist completion and recovery record accuracy; all critical steps (extubation timing based on swallowing reflex, thermal support applied, pain score documented) must be performed correctly; pass mark 85%.
12	Anesthetic Records, Legal Documentation, and Integrated Case Review	20	practice	Students will complete a fully accurate, legible anesthetic record for an integrated case scenario and defend their monitoring decisions and documentation choices to the instructor.	Documentation standards lecture: instructor reviews legal requirements for anesthetic records (time intervals, initials, drug lot numbers, units) and common documentation errors with corrected examples; students mark errors on three sample records. Integrated case simulation: using all previously learned skills, students run a 30-minute simulated anesthetic procedure (using a patient simulator or scripted role-play with instructor as veterinarian), completing a full anesthetic record from preanesthetic assessment through recovery. Record defense: each student presents their completed anesthetic record to the instructor and a peer evaluator, explaining at least two monitoring decisions made during the simulated case and how they communicated findings to the supervising veterinarian.	Full anesthetic record forms (blank); patient simulator or scripted role-play scenario cards; instructor-prepared sample records with errors; anesthetic machine (for setup); monitoring equipment; printed documentation standards reference sheet	Anesthetic record scored on a 15-item rubric covering completeness, accuracy, legibility, correct units, and time intervals; record defense evaluated on ability to explain two decisions with clinical rationale; pass mark 80% on record and 80% on defense rubric.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Anesthesia Written Knowledge Examination	Written exam	25%	75% or higher (38/50 items correct)	A 50-item multiple-choice and short-answer examination covering anesthesia principles, stages and planes of anesthesia, drug classes and mechanisms, dose calculation, equipment components, monitoring parameters and their normal ranges, anesthetic emergencies, pain assessment, and recovery care. Items are mapped to NAVTA Approved Veterinary Assistant competency areas and VTNE anesthesia and pain management domain objectives. Standard met · Safety · Time · Quality/finish · Documentation
Integrated Anesthesia Skills Demonstration	Skills demonstration	45%	Pass (80% overall on rubric; 100% on all safety-critical checklist items)	Each student independently completes a simulated anesthetic event from pre-use machine check through patient recovery, including preanesthetic assessment, dose calculation, circuit assembly and leak test, intraoperative monitoring documentation at five-minute intervals, depth assessment, and a scripted emergency response. A supervising instructor scores performance on a 25-item rubric; any critical safety failure (e.g., incorrect leak-test response, failure to call for veterinarian during a cardiac emergency) requires mandatory remediation before the student may advance. Standard met · Safety · Time · Quality/finish · Documentation
Anesthetic Monitoring and Records Lab Log	Log	15%	Pass (85% of entries complete and accurate across all submitted records)	Students submit a portfolio of six completed anesthetic record forms drawn from simulated case sessions throughout the course, demonstrating consistent documentation of all required parameters at required intervals, correct units, legible handwriting or entry, and appropriate notation of abnormal values and interventions. The instructor reviews each record against a documentation standards rubric and returns written feedback; records failing to meet the pass mark are revised and resubmitted once. Standard met · Safety · Time · Quality/finish · Documentation
Anesthesia Safety and Controlled-Substance Handling Check	Safety audit	15%	100% on all critical safety and legal compliance items; no exceptions	A structured observation checklist in which the instructor verifies that each student can safely handle and dispose of volatile anesthetic waste according to OSHA guidelines, complete a DEA-compliant controlled-substance log entry with correct witness and waste documentation, perform a machine leak test and confirm oxygen supply before use, and verbally state the escalation path for any anesthetic emergency. This check is a prerequisite for participation in the Clinical Practicum; any item failed must be remediated and re-checked before the student may proceed. Standard met · Safety · Time · Quality/finish · Documentation

HLT-VET42-06 Trade course

Surgical Assist for Veterinary Technicians and Assistants

274 hr · ~~$4,735~~ COMPLIMENTARY

This course prepares students to function as competent members of the small-animal and large-animal surgical team by covering aseptic technique, instrument identification and care, patient preparation, intraoperative monitoring, and postoperative nursing. Students perform hands-on scrub, circulating, and instrument-passing skills under direct supervision in a simulated surgical suite. Content maps directly to NAVTA Approved Veterinary Assistant competency areas and to the VTNE domain covering surgical nursing and anesthesia.

Outcomes

Correctly identify and name at least 90% of common veterinary surgical instruments and describe the function of each
Demonstrate proper surgical scrub, gowning, gloving, and sterile field maintenance techniques with zero critical breaks in asepsis on a skills check
Prepare a patient for surgery, including site clipping, antiseptic scrubbing, and draping, following clinic protocol and OSHA bloodborne pathogen standards
Perform intraoperative circulating and instrument-passing duties, including anticipating surgeon needs and maintaining accurate instrument counts
Monitor a surgical patient's vital signs, anesthetic depth indicators, and fluid therapy during a simulated procedure and document findings accurately
Provide safe postoperative care including recovery monitoring, wound assessment, pain-scoring, and client discharge instruction for common surgical patients

Course text

How the course runs. 12 blocks: The Surgical Team, Suite Design, and OSHA Safety; Surgical Instrument Identification and Classification; Instrument Cleaning, Packaging, and Sterilization; Aseptic Technique: Surgical Scrub, Gowning, and Gloving; Patient Preparation: Clipping, Antiseptic Scrubbing, and Draping; Scrub Role: Sterile Field Maintenance and Instrument Passing; Circulating Role: Counts, Documentation, and Supply Management; Suture Materials, Needles, and Basic Wound Closure Concepts; Intraoperative Patient Monitoring During Surgery; Postoperative Care, Recovery, and Pain Scoring; Common Veterinary Surgical Procedures: Principles and the Assistant's Role; Integrated Surgical Assist Simulation and Credential Review.

What competent looks like. Correctly identify and name at least 90% of common veterinary surgical instruments and describe the function of each. Demonstrate proper surgical scrub, gowning, gloving, and sterile field maintenance techniques with zero critical breaks in asepsis on a skills check. Prepare a patient for surgery, including site clipping, antiseptic scrubbing, and draping, following clinic protocol and OSHA bloodborne pathogen standards. Perform intraoperative circulating and instrument-passing duties, including anticipating surgeon needs and maintaining accurate instrument counts. Monitor a surgical patient's vital signs, anesthetic depth indicators, and fluid therapy during a simulated procedure and document findings accurately. Provide safe postoperative care including recovery monitoring, wound assessment, pain-scoring, and client discharge instruction for common surgical patients.

Lessons · 12 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	The Surgical Team, Suite Design, and OSHA Safety	18	theory	Students will describe each surgical team member's role and scope of practice, identify suite zones, and apply OSHA bloodborne pathogen and chemical safety standards to a veterinary surgical environment.	Annotated diagram activity: students label a floor plan of a surgical suite, identifying restricted, semi-restricted, and unrestricted zones and listing one rule for each zone Role-play scenario: in groups of three, students are assigned surgeon, scrub tech, and circulator roles and walk through a mock pre-surgery briefing using a standardized checklist OSHA compliance audit: students use an OSHA-aligned checklist to evaluate a photographed surgical suite for PPE availability, sharps disposal, eyewash stations, and SDS binder location, then write a short corrective-action memo	Veterinary surgical suite floor-plan diagrams, OSHA Bloodborne Pathogen Standard summary handout, OSHA 10 General Industry card (or equivalent), PPE samples (gloves, mask, eye protection, surgical cap), facility SDS binder example, Fossum's Small Animal Surgery textbook (current edition)	10-question written quiz on team roles, zone rules, and OSHA requirements; students must score 80% or higher to advance
2	Surgical Instrument Identification and Classification	26	demo	Students will correctly name and state the function of at least 40 common veterinary surgical instruments across cutting, grasping, retracting, clamping, and suturing categories with 90% accuracy.	Instrument gallery walk: labeled and unlabeled instruments are set on stations around the lab; students rotate, handle each instrument, and record name, category, and one clinical use on a worksheet Instructor-led demo: instructor demonstrates proper handling (no ring-finger placement errors), passing technique (palm-to-palm), and identifies common look-alike errors (e.g., Mayo vs. Metzenbaum scissors) while students annotate their worksheets Timed flash-card tournament: partners quiz each other using instrument photo cards, then compete in a class bracket; incorrect answers trigger a written self-correction note with function description	Complete veterinary surgical instrument tray sets (including scalpel handles, Mayo and Metzenbaum scissors, Halsted mosquito and Kelly hemostatic forceps, Allis tissue forceps, Babcock forceps, Army-Navy and Weitlaner retractors, needle holders, towel clamps, suction tips), instrument photo flash cards, instrument identification worksheet, Tear-Out Instrument Reference Guide from Tear's Veterinary Instrument Reference (current edition)	Practical identification check: student must correctly name and state the function of 38 of 42 instruments presented randomly (90%); any instrument misidentified as a safety-critical item (e.g., confusing a hemostat with a needle holder on an active bleeder scenario) requires mandatory remediation before progression
3	Instrument Cleaning, Packaging, and Sterilization	22	lab	Students will clean, inspect, lubricate, package, and correctly load instruments for autoclave sterilization, and interpret biological and chemical indicator results according to manufacturer and AAHA sterilization guidelines.	Hands-on cleaning lab: students disassemble, hand-scrub with enzymatic detergent, rinse, dry, and lubricate a mixed dirty instrument tray (contaminated with simulated organic material), documenting each step on a lab log form Packaging and wrapping station: students wrap two packs using the AAMI envelope fold and two peel pouches, label with date, operator initials, and cycle number, then load the autoclave trays correctly with heavy items down and hinged instruments open Sterilization cycle run and indicator interpretation: after the cycle, students retrieve packs, read internal and external chemical indicators and a biological indicator result card, record findings, and make a release or quarantine decision with written rationale	Ultrasonic cleaner, autoclave (gravity or pre-vacuum), enzymatic detergent, instrument lubricant, sterilization wraps, peel pouches, heat-sealer, autoclave tape, Class 5 integrating indicators, biological indicator vials with incubator, sterilization log binder, AAHA Infection Control, Prevention, and Biosecurity Guidelines (current edition)	Lab log evaluated with a rubric: all 8 required documentation fields complete, chemical and biological indicator results correctly interpreted, and a pass/fail sterilization decision correctly made; any unsafe release of a failed pack is an automatic fail requiring full redo
4	Aseptic Technique: Surgical Scrub, Gowning, and Gloving	26	practice	Students will perform a timed surgical hand scrub, don a sterile gown, and apply sterile gloves using both the closed and open methods with zero critical breaks in sterile technique observed by the instructor.	Instructor demo with slow-motion breakdown: instructor performs scrub (timed, anatomical method), gowning, and closed gloving while narrating each step; students annotate a sequence checklist and note the exact moments when sterility would be compromised if an error occurred Repeated paired practice: students alternate performing the full scrub-gown-glove sequence while partners observe using the critical-break checklist, calling out any contamination event; each student completes the sequence at least four times during the session Contamination scenario drills: instructor intentionally touches a non-sterile surface mid-sequence; students must identify the break, verbalize the corrective action (re-glove, re-gown, or full re-scrub), and execute it correctly within 60 seconds	Surgical scrub brushes, chlorhexidine gluconate surgical scrub solution, sterile surgical gowns (various sizes), sterile glove sets (sizes 6.0–8.0), sterile field table, contamination-event scenario cards, critical-break observation checklist, sterile technique poster (AORN or AAHA reference)	Instructor observes one complete sequence per student using the critical-break checklist; zero critical breaks (defined as direct contact of sterile surface with non-sterile item or person) required to pass; one critical break = immediate coaching and one retry the same session; two breaks = full remediation lesson before skills assessment
5	Patient Preparation: Clipping, Antiseptic Scrubbing, and Draping	22	practice	Students will correctly clip a surgical site, perform a three-scrub antiseptic preparation sequence, and apply sterile drapes on a mannequin or restrained animal model to meet a defined preparation standard.	Technique demonstration on a foam body form: instructor demonstrates clip direction, correct blade guard selection, and the alternating chlorhexidine/saline or povidone-iodine prep sequence, explaining the rationale for each step based on published veterinary antisepsis evidence Mannequin-based prep practice: each student performs a complete lateral flank prep and a ventral midline abdominal prep on the foam form, measuring the clipped field with a ruler against the posted minimum size standard and documenting the prep agent used and number of scrub repetitions Draping application: students apply four-corner draping using sterile towels secured with towel clamps, then apply a fenestrated drape, practicing both the circulator (unsterile) and scrub (sterile) hand-off roles	Clipper with #40 and #10 blades, foam surgical body forms or cadaver specimens (where available and permitted), chlorhexidine gluconate scrub solution, isopropyl alcohol, sterile gauze 4x4, sterile towel drapes, fenestrated drapes, towel clamps, ruler, patient prep documentation form, Muir's Handbook of Veterinary Nursing (current edition)	Skills checklist scored by instructor: clipped area meets minimum size for the simulated procedure, prep sequence performed in correct alternating pattern for minimum required repetitions, sterile drapes applied without contamination; 100% of critical steps must be completed to pass (any missed antiseptic repetition or drape contamination = fail step, remediate and recheck)
6	Scrub Role: Sterile Field Maintenance and Instrument Passing	24	practice	Students will maintain a sterile back table, anticipate instrument needs from verbal and visual surgeon cues, and pass instruments using correct hand-to-hand technique throughout a simulated 20-minute surgical procedure.	Back-table setup drill: given a printed instrument list for a routine canine spay, students set up the back table in the standard Mayo stand and back-table configuration within 8 minutes, with all instruments in correct position and sterile field unbroken Instrument-passing simulation: working in pairs, one student plays surgeon making hand gestures and verbal requests while the other scrub-tech student passes instruments using palm-to-palm technique; the pair rotates every 5 minutes and the observer completes a passing-accuracy tally Simulated procedure run-through: using a full spay instrument tray and a suture-pad trainer, the class runs a 20-minute simulated procedure with the instructor acting as surgeon and calling for instruments, suture, and sponges; one student scrubs while another circulates, then roles rotate	Full canine spay instrument tray, Mayo stand, back table with sterile drape, suture-pad trainer, suture materials (various sizes and types), sponge-count card, instrument-passing accuracy tally sheet, surgical procedure checklist, video recording setup for self-review	Instructor evaluates instrument-passing accuracy tally from the simulated run-through: 90% of passes made with correct hand-to-hand technique and no sterile field breaks; any pass that drops an instrument onto the field from a non-sterile surface counts as a critical error and the student must remediate
7	Circulating Role: Counts, Documentation, and Supply Management	20	practice	Students will perform accurate initial, intraoperative, and closing instrument, needle, and sponge counts, maintain the surgery log, and open sterile supplies to the field without contaminating the sterile field.	Count procedure drill: students perform a complete initial instrument and sponge count on a pre-set tray using a standardized count card, announce the count aloud as required, and reconcile a closing count that is intentionally off by one sponge, documenting the discrepancy and verbally reporting to the instructor as the surgeon Sterile supply opening practice: students practice opening peel-pouch packaging and presenting contents to a sterile-gloved partner without contamination, varying the item from suture packets to culture swabs to implant packaging Surgery log completion: using a completed surgical scenario handout (patient, procedure, team members, implants, lot numbers), students fill in a surgery log form completely and accurately, including correct time entries and implant traceability fields, then peer-review a partner's log for completeness	Instrument and sponge count cards, surgery log forms (paper and practice EHR template), variety of peel-pouch sterile supply samples, stopwatch, scenario handouts, AAHA Medical Record Guidelines reference	Count reconciliation exercise graded: all discrepancies correctly identified and verbally reported; surgery log scored on a rubric requiring 100% of required fields completed and no patient ID errors — any patient ID error is an automatic fail and requires remediation
8	Suture Materials, Needles, and Basic Wound Closure Concepts	22	theory	Students will classify suture materials by absorbability, origin, and structure; match suture type and needle choice to a described tissue layer; and describe the principles of common veterinary closure patterns without performing independent suturing.	Suture classification card sort: students receive unlabeled suture packets and use manufacturer inserts and the textbook to classify each as absorbable or non-absorbable, natural or synthetic, monofilament or multifilament, and record the primary veterinary uses for each Needle identification station: students handle and sketch swaged needle cross-sections (cutting, reverse-cutting, taper, taper-cut) and list one tissue type appropriate for each, referencing the suture manufacturer reference guide Pattern identification from video: instructor plays short clips of common closure patterns (simple interrupted, simple continuous, cruciate, subcuticular); students name the pattern, state whether it is appositional or inverting, and note which suture material is commonly used	Assorted suture sample packets (polyglactin 910, poliglecaprone 25, nylon, polypropylene, chromic gut — manufacturer educational samples), suture manufacturer reference guides, needle cross-section diagrams, Fossum's Small Animal Surgery suture chapter, suture classification worksheet	Written quiz of 20 questions (suture ID, needle matching, pattern naming): 80% required to pass; any incorrect answer linking suture type to a contraindicated tissue (e.g., non-absorbable in a contaminated wound) flagged for targeted review
9	Intraoperative Patient Monitoring During Surgery	26	lab	Students will monitor and record vital signs, anesthetic depth indicators, fluid therapy rate, and equipment alarms for a simulated surgical patient, accurately detecting and verbally reporting two pre-programmed deterioration events.	Parameter baseline lab: using a veterinary patient simulator or high-fidelity mannequin with monitoring equipment (pulse oximeter, capnograph, non-invasive blood pressure, ECG), students establish baseline values, set alarm thresholds per instructor protocol, and record all parameters on an anesthetic monitoring sheet at 5-minute intervals Deterioration event recognition: instructor introduces two pre-programmed events (one respiratory — SpO2 drop, one cardiovascular — heart rate change); students must detect the alarm, identify the parameter, verbalize the finding to the 'surgeon' (instructor), and document the event and response time on the log Fluid therapy calculation and documentation: using a scenario card with patient weight and procedure length, students calculate a maintenance crystalloid rate, set a simulated drip rate on an IV administration set, and document fluid totals on the anesthetic record at each 5-minute interval	Veterinary patient simulator or task-trainer mannequin, pulse oximeter, capnograph, non-invasive blood pressure monitor, ECG monitor, IV fluid administration set with drip chamber, lactated Ringer's solution (simulated), anesthetic monitoring sheets, calculator, Muir's Handbook of Veterinary Anesthesia (current edition), scenario deterioration cards	Anesthetic monitoring sheet reviewed for completeness (all fields recorded at correct intervals) and accuracy (values within ±5% of displayed simulator reading); both deterioration events must be verbally reported within 90 seconds of alarm activation; failure to report one event = fail, with mandatory review of Lesson 5 (Anesthesia course content) before retake
10	Postoperative Care, Recovery, and Pain Scoring	22	demo	Students will perform a structured postoperative recovery assessment including pain scoring using a validated veterinary scale, wound evaluation, and documentation, and will develop a written discharge instruction sheet appropriate for the owner's reading level.	Recovery monitoring simulation: using a mannequin or video of a recovering animal, students perform assessments at 15-minute intervals using a structured recovery sheet, recording temperature, heart rate, respiratory rate, mucous membrane color, and level of consciousness using a standardized scale Pain scoring practice: using the Colorado State University Veterinary Medical Center Acute Pain Scale for dogs and cats (a publicly available, validated tool), students score pain in recorded video scenarios and compare their scores to a faculty answer key, discussing discrepancies Discharge instruction writing: given a scenario (canine spay, 4-kg patient, owner with self-reported 8th-grade reading level), students draft a discharge instruction sheet using plain language, including wound care, activity restriction, feeding, signs requiring emergency recheck, and medication schedule — peer-reviewed for reading level and completeness	Structured postoperative recovery assessment form, Colorado State University Acute Pain Scale (dogs and cats) — publicly available PDF, recovery monitoring video scenarios, discharge instruction template, Flesch-Kincaid readability scoring rubric, Muir's Handbook of Veterinary Nursing (current edition)	Discharge instruction sheet scored on rubric: all 5 required content areas present, no medical jargon without plain-language translation, medication schedule correct per scenario — must achieve 80% of rubric points; pain score from two video scenarios must match faculty answer key within ±1 point on the validated scale
11	Common Veterinary Surgical Procedures: Principles and the Assistant's Role	22	theory	Students will describe the assistant's specific duties during at least six common small-animal surgical procedures and identify the anatomical landmarks relevant to patient positioning and preparation for each.	Procedure matrix worksheet: students complete a table for six procedures (canine ovariohysterectomy, feline castration, intestinal foreign body, wound repair, orthopedic fracture repair, aural hematoma) listing patient positioning, prep site and landmarks, required instrument tray, expected implants or drains, and the assistant's primary intraoperative duty Annotated surgical video review: instructor plays narrated veterinary surgical procedure videos (from AVMA- or veterinary school-sourced educational media); students annotate a structured note form identifying the moment of each phase transition (incision, exploration, procedure, closure) and what the assistant should be doing at each phase Case-based group discussion: small groups receive a case card describing a patient presenting for each procedure and must plan the assistant's preparation tasks, sequence, and post-op setup, then present their plan to the class for critique	Procedure matrix worksheet, veterinary surgical procedure educational videos, case study cards, Fossum's Small Animal Surgery (current edition), AVMA or veterinary school open-access educational media links, whiteboard for group presentations	Completed procedure matrix scored for accuracy: 80% of cells correctly completed; case presentation evaluated with a rubric requiring correct positioning, correct prep landmarks, and at least three correctly identified assistant duties per procedure
12	Integrated Surgical Assist Simulation and Credential Review	24	lab	Students will perform all scrub and circulating duties through a full simulated surgical scenario from patient prep to postoperative recovery documentation, and correctly answer review questions mapped to NAVTA and VTNE surgical nursing competency areas.	Full integrated simulation: each student rotates through scrub role and circulating role during a 30-minute simulated canine spay scenario, performing surgical scrub, gowning, gloving, sterile field maintenance, instrument passing, sponge and instrument counts, anesthetic monitoring documentation, and recovery assessment — evaluated by instructor on a master competency checklist Debrief and gap mapping: immediately after the simulation, instructor leads a structured debrief using a video replay (if recorded) and maps each error or near-miss to the NAVTA Approved Veterinary Assistant competency area or the VTNE surgical nursing domain it reflects, so students know exactly what to strengthen before the credential exams Credential-mapped written review: students complete a 30-question written review set drawn from the NAVTA competency list and the VTNE content outline's surgical nursing and anesthesia domains, then self-score and categorize missed items by content area for targeted final study	Full surgical instrument tray, sterile supplies, patient mannequin, anesthetic monitoring equipment, recovery assessment forms, surgery log, master competency checklist, 30-question credential-mapped review set with answer key, NAVTA Approved Veterinary Assistant Competency List, AAVSB VTNE Candidate Information Bulletin (current version)	Master competency checklist: student must achieve satisfactory rating (no critical errors) on all safety-critical items (sterile field maintenance, count reconciliation, deterioration event reporting) and satisfactory or above on 85% of all other checklist items; written review score of 70% or higher required; any student below threshold on safety-critical items receives focused remediation and one reassessment opportunity before final course assessment

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Surgical Assist Written Knowledge Examination	Written exam	25%	80% correct (40 of 50 questions)	A 50-question multiple-choice examination covering instrument identification, sterilization principles, aseptic technique, suture materials, intraoperative monitoring parameters, postoperative pain scoring, and common surgical procedure preparation; questions are mapped to NAVTA Approved Veterinary Assistant competencies and VTNE surgical nursing domain content. Students who score below 80% complete a targeted remediation plan and may retest once within two weeks. Standard met · Safety · Time · Quality/finish · Documentation
Integrated Surgical Skills Demonstration	Skills demonstration	45%	No critical errors on any safety item; satisfactory on 85% of all checklist items	Each student performs a complete sequence — surgical scrub, gowning, closed gloving, patient prep on a mannequin, sterile field setup, instrument passing during a 20-minute simulated procedure, sponge and instrument counts, anesthetic parameter monitoring and documentation, and a postoperative recovery assessment — rated by two evaluators on a master competency checklist; critical safety items (sterile field break, missed count discrepancy, unreported simulated deterioration event) are scored pass/fail and must all be passed, with one remediation and recheck opportunity allowed. Standard met · Safety · Time · Quality/finish · Documentation
Surgical Procedures Lab Log	Log	15%	90% of required entries complete and accurate; zero patient ID errors	Students submit a compiled lab log documenting all hands-on sessions from lessons 3 through 11, including sterilization cycle records, patient prep documentation forms, instrument count cards, anesthetic monitoring sheets, and postoperative recovery assessments; each entry must include date, student name, activity, materials used, indicator results or parameter values, and a brief reflective note on one thing learned; the log is reviewed by the instructor for completeness, accuracy, and evidence of progressive competency development. Standard met · Safety · Time · Quality/finish · Documentation
Surgical Suite Safety and OSHA Compliance Check	Safety audit	15%	100% of critical safety items met; no unsafe condition left uncorrected during the check	Using a standardized safety audit checklist aligned to OSHA Bloodborne Pathogen Standard requirements and AAHA Infection Control Guidelines, the instructor conducts a direct observation of each student setting up and breaking down the surgical suite, handling sharps, segregating contaminated instruments, disposing of regulated waste, and verifying sterilization indicator results before releasing a pack for use; any critical safety failure (recapping a needle with two hands, releasing a failed sterilization pack, improper sharps disposal) is an automatic fail requiring immediate remediation and a full re-check before the student may participate in clinical practicum. Standard met · Safety · Time · Quality/finish · Documentation

HLT-VET42-07 Trade course

Veterinary Pharmacology

274 hr · ~~$4,735~~ COMPLIMENTARY

This course covers the principles of pharmacology as applied to veterinary practice, including drug classification, mechanisms of action, routes of administration, dosage calculation, controlled substance handling, and legal/ethical scope of practice for veterinary assistants and technicians. Students learn to prepare and administer medications under veterinary supervision, recognize adverse drug reactions, and maintain accurate drug logs. Content is mapped to the NAVTA Approved Veterinary Assistant competencies and the VTNE pharmacology and anesthesia/analgesia blueprint areas.

Outcomes

Calculate accurate drug dosages using weight-based formulas and correctly convert between metric units with 100% accuracy on dosage problems
Identify major drug classifications used in veterinary medicine, state their mechanisms of action, and list common indications and contraindications for each class
Demonstrate correct technique for all common routes of drug administration (oral, SC, IM, IV, topical, ophthalmic, otic) on models and under supervision in clinic
Apply federal and state controlled substance regulations, including proper log completion, storage requirements, and disposal procedures, with zero documentation errors
Recognize signs of adverse drug reactions and allergic responses in companion and large animals and describe the appropriate immediate response within scope of practice
Maintain a complete, accurate dispensing and controlled substance log that meets DEA and practice recordkeeping standards across all lab exercises

Course text

How the course runs. 12 blocks: Introduction to Veterinary Pharmacology: Terminology, Drug Laws, and Scope of Practice; Pharmacokinetics and Pharmacodynamics: How Drugs Work in the Animal Body; Veterinary Math and Dosage Calculation; Routes of Drug Administration: Principles and Patient Preparation; Parenteral Administration Skills Lab: SC, IM, and IV Techniques; Oral, Topical, Ophthalmic, and Otic Drug Administration; Drug Classification I: Antimicrobials, Antiparasitics, and Vaccines; Drug Classification II: Analgesics, NSAIDs, Sedatives, and Anesthesia-Related Drugs; Drug Classification III: Cardiovascular, Endocrine, GI, and Dermatologic Agents; Controlled Substance Regulations, Log Keeping, and Disposal; Adverse Drug Reactions, Drug Safety, and Medication Errors; Prescription Writing, Dispensing, Client Communication, and Pharmacology Capstone Review.

What competent looks like. Calculate accurate drug dosages using weight-based formulas and correctly convert between metric units with 100% accuracy on dosage problems. Identify major drug classifications used in veterinary medicine, state their mechanisms of action, and list common indications and contraindications for each class. Demonstrate correct technique for all common routes of drug administration (oral, SC, IM, IV, topical, ophthalmic, otic) on models and under supervision in clinic. Apply federal and state controlled substance regulations, including proper log completion, storage requirements, and disposal procedures, with zero documentation errors. Recognize signs of adverse drug reactions and allergic responses in companion and large animals and describe the appropriate immediate response within scope of practice. Maintain a complete, accurate dispensing and controlled substance log that meets DEA and practice recordkeeping standards across all lab exercises.

Lessons · 12 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Introduction to Veterinary Pharmacology: Terminology, Drug Laws, and Scope of Practice	18	theory	Students will define core pharmacology terminology and explain federal drug scheduling, labeling requirements, and the veterinary assistant's and technician's legal scope of practice regarding drug handling.	Annotated glossary exercise: students define 40 pharmacology terms (pharmacokinetics, pharmacodynamics, bioavailability, half-life, LD50, therapeutic index, etc.) using Plumb's Veterinary Drug Handbook and Tighe & Brown's Mosby's Comprehensive Review for Veterinary Technicians, then apply each term in a one-sentence veterinary context Drug label analysis: students examine five real or facsimile veterinary drug labels, identify brand name, generic name, DEA schedule (if applicable), withdrawal time, species indication, and expiration date, and flag any label element that would prevent dispensing Scope-of-practice case discussion: instructor presents four scenarios (assistant asked to refill a prescription, technician asked to prescribe, assistant drawing a controlled substance without supervision, technician compounding without a valid VCPR) and students categorize each as within or outside scope, citing the relevant federal or state basis	Plumb's Veterinary Drug Handbook (current edition), Tighe & Brown's Mosby's Comprehensive Review for Veterinary Technicians, sample drug labels (facsimiles), DEA Schedule reference chart, NAVTA scope-of-practice guidelines, whiteboard	10-question written quiz on terminology, scheduling, and scope of practice; pass mark 80%; students who score below 80% review flagged items and retest once within 48 hours
2	Pharmacokinetics and Pharmacodynamics: How Drugs Work in the Animal Body	20	theory	Students will explain the four pharmacokinetic phases (absorption, distribution, metabolism, excretion) and describe how receptor binding, drug-drug interactions, and species differences affect drug response.	Concept-mapping activity: working in pairs, students build a labeled diagram tracing a hypothetical oral drug dose from ingestion through each ADME phase, annotating species-specific notes for dogs, cats, and horses (e.g., cats' limited glucuronidation, horses' hindgut fermentation effects on oral absorption) Drug interaction case studies: students receive three written cases involving polypharmacy scenarios common in veterinary practice and use Plumb's and instructor-provided interaction tables to identify potential interactions, state the mechanism, and recommend a monitoring parameter Half-life graphing exercise: using provided datasets, students plot serum concentration vs. time curves for two drugs with different half-lives, identify the therapeutic window on the graph, and calculate how many half-lives are required for a drug to be considered cleared from the body	Plumb's Veterinary Drug Handbook, graph paper or spreadsheet software, ADME diagram template, species-specific metabolism reference handout, Tighe & Brown textbook chapters on pharmacokinetics	Graded concept map and half-life graph evaluated on accuracy of phase labels, species annotations, and calculation correctness; rubric requires all four ADME phases correctly described and graph calculations within 5% of correct value; overall score 80% or higher to pass
3	Veterinary Math and Dosage Calculation	26	practice	Students will perform weight-based dosage calculations, unit conversions (metric and household), dilution calculations, drip rate calculations, and CRI (constant rate infusion) setups with 100% accuracy on a timed practical exam.	Progressive drill sets: students complete four tiers of 10 problems each—Tier 1 (unit conversions: kg to lb, mg to mcg, mL to L), Tier 2 (dose in mg/kg to volume to draw up), Tier 3 (tablet splitting and oral liquid dosing), Tier 4 (IV drip rate and CRI calculations)—self-checking with answer keys and correcting errors in a math journal Simulated prescription fill: using a mock patient record with a veterinarian's written order, students calculate the dose, select the correct concentration from a shelf of labeled demo vials, calculate the volume to draw, and document the calculation on a dispensing log form Timed team calculation challenge: pairs of students race to solve a set of five mixed-level dosage problems on whiteboards, explaining their reasoning aloud; instructor records errors for targeted remediation	Calculators, metric conversion charts, dosage calculation workbook (instructor-developed or Battaglia's Small Animal Emergency and Critical Care), demo drug vials with labels, dispensing log forms, whiteboards and markers	20-problem timed dosage calculation exam (45 minutes); every problem must show work; pass standard is 100% correct answers — any error requires targeted review and a re-examination on the failed problem type before the student advances to administration lessons
4	Routes of Drug Administration: Principles and Patient Preparation	20	demo	Students will identify all common routes of drug administration, state the rationale for selecting each route, and describe correct patient restraint and site preparation for each.	Route comparison matrix: students complete a table comparing oral (PO), subcutaneous (SC), intramuscular (IM), intravenous (IV), intraosseous (IO), topical, transdermal, ophthalmic, otic, intranasal, and inhalant routes—columns include onset speed, bioavailability considerations, species suitability, and common drug examples Instructor live demonstration with anatomical models and a restrained animal mannequin: instructor demonstrates correct anatomical landmarks for SC (dorsal interscapular in cats, scruff in small animals), IM (epaxial muscles, quadriceps, semimembranosus in dogs), and IV (cephalic, saphenous, jugular) sites, narrating rationale and safety considerations for each Restraint and site-prep practice on mannequin/model: students practice positioning a dog mannequin for each major injection route, identifying the correct site by palpation, wiping with alcohol swab, and holding the site correctly before needle introduction (needle not used yet—focus is positioning and site prep)	Injection site anatomical charts (canine, feline, equine), injection mannequin or foam models, alcohol swabs, exam gloves, Plumb's Veterinary Drug Handbook, whiteboard	Oral station check: instructor asks each student to point to and name the correct landmark for three randomly assigned injection sites on a mannequin and state one contraindication for that site; all three must be correct to pass
5	Parenteral Administration Skills Lab: SC, IM, and IV Techniques	28	lab	Students will correctly prepare syringes with the prescribed volume of sterile saline from vials and ampules and demonstrate SC, IM, and IV catheter placement technique on injection training models, meeting all aseptic and safety standards.	Aseptic syringe preparation drill: students practice withdrawing precise volumes of sterile 0.9% NaCl from multi-dose vials and glass ampules, matching calculated volumes from the previous dosage calculation lesson, and documenting each draw on a simulated drug log—instructor checks air bubble removal and volume accuracy SC and IM injection on foam/gel training models: students perform a minimum of five SC and five IM injections on training models, receiving immediate instructor feedback on angle, bevel orientation, aspiration technique (where appropriate), and safe needle recapping using the one-hand scoop method IV catheter placement on vascular access training arm (canine model): students practice catheter insertion in the cephalic vein trainer, tape-securing the catheter, flushing with saline, and capping; instructor evaluates technique on a competency checklist	3-mL and 6-mL syringes, 22g and 25g needles, SC/IM foam training models, IV access arm trainer (canine), sterile 0.9% NaCl vials, ampule file, alcohol swabs, exam gloves, catheter tape, T-port caps, competency checklist, sharps container	Competency checklist with 15 behavioral anchors (e.g., confirms calculated volume, wears gloves, uses one-hand recap, aspirates before IM injection, secures catheter without contamination); student must pass 14 of 15 items on a single observed attempt; a single repeat attempt is permitted after remediation
6	Oral, Topical, Ophthalmic, and Otic Drug Administration	18	lab	Students will demonstrate correct technique for oral tablet/liquid administration, topical and transdermal application, ophthalmic drop/ointment instillation, and otic medication application on animal models and supervised live animals.	Oral pilling and liquid dosing on canine and feline mannequins: students practice the pill-gun technique, the direct-hand pill technique, and use of an oral dosing syringe for liquids, documenting simulated patient weight, dose ordered, volume or tablet count, and time on a treatment sheet Topical and transdermal application stations: students apply a mock flea/tick topical product using PPE (gloves), demonstrate correct spot-on placement on a mannequin, and simulate application of a transdermal gel to the ear pinna, documenting the site, dose, and time; instructor emphasizes handler safety and label warnings Ophthalmic and otic stations: students use saline-filled ophthalmic drop bottles and otic solution dispensers on mannequin heads to practice holding the eyelid, instilling drops without touching the cornea, and massaging the ear canal base after otic instillation; students identify signs of patient discomfort that would require stopping	Canine and feline pill mannequins (or low-fidelity models), pill guns, oral dosing syringes, mock topical flea product (empty applicator for training), transdermal gel training syringe, saline ophthalmic drop bottles, otic solution dispensers with saline, exam gloves, treatment sheet forms, Plumb's Veterinary Drug Handbook	Instructor observation checklist: student must demonstrate all four administration routes in a single 20-minute practical session; each route is graded pass/fail on technique, PPE use, and documentation; all four routes must be passed; one repeat permitted per failed route
7	Drug Classification I: Antimicrobials, Antiparasitics, and Vaccines	24	theory	Students will classify common veterinary antimicrobials, antiparasitic agents, and biologics by drug family, state their mechanisms of action, list principal indications and common adverse effects, and explain withdrawal times for food animal drugs.	Drug family card sort: students receive 40 index cards each bearing a drug name and sort them into instructor-provided categories (penicillins, cephalosporins, fluoroquinolones, tetracyclines, macrolides, sulfonamides, antifungals, endectocides, coccidiostats, core vaccines, non-core vaccines) then write a one-sentence mechanism of action for each family on a class worksheet Antimicrobial resistance discussion and culture sensitivity report reading: instructor presents three mock culture and sensitivity reports; students identify the reported susceptibility pattern, select the most appropriate antibiotic from the report, and explain why inappropriate antibiotic use contributes to resistance—connecting to antimicrobial stewardship principles Food animal withdrawal time calculation: using FARAD (Food Animal Residue Avoidance Databank) reference handout, students calculate slaughter and milk withdrawal times for three scenarios involving extralabel drug use in cattle and swine, documenting findings on a withdrawal record form	Drug family card set (instructor-prepared), mock culture sensitivity reports, FARAD reference handout, withdrawal record forms, Plumb's Veterinary Drug Handbook, Tighe & Brown textbook, whiteboard	20-question written exam covering drug families, mechanisms, adverse effects, and withdrawal times; pass mark 80%; students below 80% receive a targeted remediation worksheet and retest once within one week
8	Drug Classification II: Analgesics, NSAIDs, Sedatives, and Anesthesia-Related Drugs	24	theory	Students will identify opioid, NSAID, alpha-2 agonist, dissociative, and benzodiazepine drug classes; compare their analgesic mechanisms and reversibility; and explain monitoring priorities and reversal agents relevant to the veterinary technician's role.	Drug class comparison matrix: students complete a structured table for opioids (morphine, hydromorphone, buprenorphine, butorphanol), NSAIDs (meloxicam, carprofen, grapiprant), alpha-2 agonists (dexmedetomidine), dissociatives (ketamine), and benzodiazepines (midazolam, diazepam) with columns for mechanism, controlled status, reversal agent, species caution, and one key monitoring parameter Reversal agent pairing drill: students are given a list of 10 patient scenarios involving adverse effects or overdose and must correctly pair the drug causing the problem with its specific reversal agent (naloxone for opioids, atipamezole for alpha-2 agonists) or state 'no specific reversal—supportive care' as appropriate Pain scoring exercise: instructor plays three short video clips of post-operative patients exhibiting varying pain levels; students apply the Glasgow Composite Measure Pain Scale (canine) and Colorado State University Feline Acute Pain Scale to each clip and determine whether rescue analgesia would be recommended, reinforcing the technician's monitoring role	Drug class comparison matrix worksheet, reversal agent reference card, Glasgow Composite Measure Pain Scale form, CSU Feline Acute Pain Scale form, pain assessment video clips (instructor-sourced from open veterinary education repositories), Plumb's Veterinary Drug Handbook	15-question quiz on drug classes, reversal agents, monitoring parameters, and pain scoring; pass mark 80%; pain scale scores on the video exercise must be within one point of the instructor reference score on at least two of three clips
9	Drug Classification III: Cardiovascular, Endocrine, GI, and Dermatologic Agents	22	theory	Students will describe the pharmacologic management of common veterinary medical conditions (heart failure, diabetes mellitus, hyperthyroidism, GI disease, and allergic skin disease) and identify the monitoring parameters and owner education points relevant to each drug class.	Disease-based drug matching exercise: students receive brief case summaries for five patients (dog with dilated cardiomyopathy, cat with hyperthyroidism, dog with Addison's disease, dog with parvoviral enteritis, dog with atopic dermatitis) and, using Plumb's, identify the primary drug class used, a representative drug name, and the most important owner-education point for home administration Insulin handling and storage station: instructor demonstrates proper storage, vial mixing technique (gentle rolling, not shaking), and syringe selection for U-100 insulin; students then each prepare a simulated insulin dose using a training vial of saline and an insulin syringe, calculating units from a mock doctor's order, and document on a treatment sheet Owner-education role-play: in pairs, one student plays a veterinary assistant explaining how to administer methimazole transdermal gel to a cat at home; the other plays the owner and asks scripted questions; roles are reversed; instructor evaluates clarity, accuracy, and use of lay terminology	Plumb's Veterinary Drug Handbook, case summary handouts, U-100 insulin syringes, training saline vials (labeled as training insulin), insulin storage reference, treatment sheet forms, role-play script cards	Disease-drug matching exercise scored on accuracy (4 of 5 correct drug class identifications required); insulin preparation evaluated by instructor during station—correct unit calculation and volume confirmation required for pass; role-play evaluated on a 5-item rubric with a pass mark of 4 of 5
10	Controlled Substance Regulations, Log Keeping, and Disposal	22	practice	Students will apply DEA controlled substance regulations to veterinary practice scenarios, complete a controlled substance log without errors, demonstrate correct drug storage practices, and explain lawful disposal methods.	Controlled substance log simulation: using a set of 15 sequenced mock transaction records (drug received, drug dispensed to patient, partial-vial waste, end-of-day balance), students complete a paper-based DEA-style controlled substance log from start to finish; a second student peer-reviews the log for arithmetic and documentation errors using an answer key Storage and security audit exercise: instructor sets up a mock pharmacy area with intentional errors (unsecured controlled substance cabinet, expired drug not segregated, improper temperature storage of a refrigerated medication, unlabeled compounded product); students conduct a mock audit, identify all errors, and document findings on an inspection checklist Disposal and waste scenario discussion: students review three disposal scenarios (partial vial of a Schedule II drug, expired controlled substance, client-returned unused medication) and, using DEA guidance handout, determine the lawful disposal method for each, noting state-specific variation may apply and that final disposal decisions are made by the responsible veterinarian	Blank DEA-style controlled substance log forms, mock transaction record set, mock pharmacy setup with planted errors, storage audit checklist, DEA registration and disposal guidance handout (current DEA publication), exam gloves, whiteboard	Completed controlled substance log is graded against answer key; zero arithmetic errors and zero missing required fields required to pass; storage audit checklist must identify at least 5 of 6 planted errors; students who do not meet both standards complete a targeted remediation exercise and repeat the log within three days
11	Adverse Drug Reactions, Drug Safety, and Medication Errors	20	theory	Students will recognize signs of common adverse drug reactions and allergic responses in dogs, cats, and horses, state the correct immediate response within scope of practice, and describe a medication error reporting process.	Adverse reaction case rounds: instructor presents five written cases (dog with penicillin-associated anaphylaxis, cat with hepatotoxicity from an NSAID, horse with NSAID-induced gastric ulceration, dog with organophosphate toxicity from antiparasitic misuse, cat with acetaminophen toxicity from owner error) and students identify the drug, the adverse effect mechanism, the clinical signs, and the veterinary assistant's or technician's immediate action SLUD/DUMBELS toxidrome chart: students learn the SLUD (Salivation, Lacrimation, Urination, Defecation) and DUMBELS mnemonic for cholinergic excess signs associated with organophosphate or carbamate antiparasitic toxicity and practice applying it to two simulated patient descriptions Medication error near-miss simulation: students are given a scenario where a patient nearly received ten times the intended dose due to a decimal point error; students complete a mock near-miss incident report form, identify the error type (ten-fold error), propose a system-level prevention strategy, and discuss the ethical obligation to report errors to the supervising veterinarian	Adverse reaction case handouts, SLUD/DUMBELS reference card, near-miss incident report form template, medication error prevention reference (ISMP Veterinary resources where available), Plumb's Veterinary Drug Handbook	5-case written response exercise graded on a rubric: each case requires correct identification of drug, reaction mechanism, clinical signs, and immediate action; student must score correctly on all four components for at least 4 of 5 cases to pass
12	Prescription Writing, Dispensing, Client Communication, and Pharmacology Capstone Review	32	practice	Students will interpret a valid veterinary prescription, accurately label a dispensed medication for a client, counsel the client on administration and storage, and complete a comprehensive pharmacology case portfolio demonstrating integration of all course content.	Prescription interpretation and label creation: students receive five mock handwritten veterinary prescriptions of varying complexity; they verify completeness (veterinarian name, license number, patient ID, drug name, strength, directions, refills, date), calculate the quantity to dispense, type a complete dispensing label using a label template, and flag any incomplete or potentially dangerous prescription element before proceeding Client counseling role-play: student plays the veterinary assistant dispensing a 14-day course of amoxicillin-clavulanate tablets and a 30-day supply of a chewable NSAID to a dog owner; counseling must cover dose, frequency, route, food requirements, storage, signs of adverse reaction to report, and not sharing medications with other pets; evaluator uses a 10-item counseling checklist Pharmacology case portfolio assembly: each student compiles a portfolio of six completed drug data sheets (one for each major drug class covered in the course), their corrected dosage calculation exam, their controlled substance log from Lesson 10, their adverse reaction case responses, and a one-page written reflection on how this pharmacology knowledge directly supports safe patient care and their professional scope of practice—portfolio is submitted for graded review as a component of the course final	Mock prescription set, label template (blank dispensing labels), label printer or word processor, 10-item counseling checklist, drug data sheet template, student work from preceding lessons, Plumb's Veterinary Drug Handbook, submission folder	Prescription label accuracy: all five labels must be correct and complete with no dosing or patient identification errors to pass; counseling checklist requires 9 of 10 items passed; portfolio completeness and reflection graded on rubric requiring all six drug data sheets submitted, all prior corrected work included, and reflection demonstrating application of scope-of-practice principles—overall lesson pass requires all three components met

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Pharmacology Knowledge Examination	Written exam	25%	80% correct (40 of 50 questions)	A 50-question closed-book written examination covering drug classifications, mechanisms of action, pharmacokinetics, controlled substance regulations, adverse reactions, and scope of practice, mapped to both NAVTA Approved Veterinary Assistant competency areas and the VTNE Pharmacology blueprint domain. Questions include multiple choice, drug-matching, and short calculation items; students must show work on all calculation questions and a calculation error alone constitutes a missed item. Standard met · Safety · Time · Quality/finish · Documentation
Parenteral Administration Skills Demonstration	Skills demonstration	45%	Pass all four routes on a 20-item competency checklist (minimum 18 of 20 items passed, with zero critical safety failures)	The student performs a simulated medication administration sequence observed by the instructor: preparing a dose from a multi-dose vial, administering SC and IM injections on training models, placing an IV catheter on a vascular access trainer, and documenting each administration on a treatment sheet and controlled substance log. Any critical safety failure (needle stick, failure to wear gloves, incorrect drug volume drawn by more than 10%) results in an automatic fail regardless of total score, requiring full remediation and a single repeat attempt. Standard met · Safety · Time · Quality/finish · Documentation
Pharmacology Lab Log	Log	15%	All entries complete and accurate with zero arithmetic errors, zero missing required fields, and instructor signature confirming accuracy; any error requires correction and resubmission within 48 hours	Students submit a compiled lab log documenting every hands-on pharmacology activity across the course: syringe preparation exercises, simulated dispensing events, the controlled substance log from Lesson 10, dosage calculation drill sets with corrected work, and administration competency checklists. The log must be organized chronologically, legibly completed in ink (or typed where indicated), and demonstrate progressive skill development; it serves as evidence of readiness for clinical practicum. Standard met · Safety · Time · Quality/finish · Documentation
Controlled Substance Handling Safety Check	Safety audit	15%	100% on all mandatory safety behaviors; any single failure in drug identification, calculation verification, or storage/disposal requires immediate remediation and a repeat check before the student may handle controlled substances in any subsequent clinical setting	In a timed 15-minute observed practical, the instructor presents the student with a controlled substance scenario requiring them to: confirm the drug identity against the label three times, calculate and verify the dose independently, draw the correct volume from a training vial, document the transaction completely on a log form, demonstrate correct locked storage return, and state the appropriate disposal method for a simulated partial-vial waste. This safety check is mandatory for clearance to the Clinical Practicum course and is mapped to DEA compliance requirements and the VTNE pharmacy and pharmacology safety domain. Standard met · Safety · Time · Quality/finish · Documentation

HLT-VET42-08 Trade course

Veterinary Assistant Clinical Rotation (9-Month Track)

274 hr · ~~$4,735~~ COMPLIMENTARY

Students complete supervised clinical rotations in a live veterinary practice setting, applying classroom knowledge of anatomy, nursing care, pharmacology, anesthesia, and surgical assistance under the direct guidance of licensed veterinary professionals. Emphasis is placed on professional conduct, accurate patient record-keeping, client communication, and safe execution of veterinary assistant tasks within defined scope of practice. Competencies are mapped to NAVTA Approved Veterinary Assistant domain areas throughout the rotation.

Outcomes

Perform core veterinary assistant tasks—including patient restraint, vital sign measurement, specimen collection, and basic nursing care—safely and accurately under veterinary supervision in a live clinical environment.
Accurately document patient information, treatment records, and inventory logs using practice management software or paper records consistent with legal and ethical standards.
Demonstrate professional client communication, appointment scheduling assistance, and discharge instruction delivery in accordance with clinic protocols.
Recognize and appropriately escalate urgent or emergent patient conditions to the supervising veterinarian or veterinary technician without delay.
Apply infection control, PPE use, sharps handling, and OSHA-compliant waste disposal procedures correctly in every clinical encounter.
Prepare and maintain clinical work areas, surgical suites, treatment rooms, and equipment in a patient-ready state that meets practice quality standards.

Course text

How the course runs. 12 blocks: Clinical Orientation: Facility, Protocols, and Scope of Practice; Patient Intake, Triage Observation, and Record Entry; Vital Signs Assessment and Physical Examination Assistance; Restraint and Handling of Clinic Patients; Specimen Collection and In-House Laboratory Support; Medication Handling, Administration Assistance, and Pharmacy Support; Nursing Care: Fluid Therapy Assistance, Wound Care, and Patient Monitoring; Surgical Suite Preparation and Instrument Care; Anesthesia Monitoring Assistance; Radiology Positioning and Radiation Safety in the Clinic; Client Communication, Discharge Instruction, and Professional Conduct; End-of-Rotation Competency Integration and Reflection.

What competent looks like. Perform core veterinary assistant tasks—including patient restraint, vital sign measurement, specimen collection, and basic nursing care—safely and accurately under veterinary supervision in a live clinical environment. Accurately document patient information, treatment records, and inventory logs using practice management software or paper records consistent with legal and ethical standards. Demonstrate professional client communication, appointment scheduling assistance, and discharge instruction delivery in accordance with clinic protocols. Recognize and appropriately escalate urgent or emergent patient conditions to the supervising veterinarian or veterinary technician without delay. Apply infection control, PPE use, sharps handling, and OSHA-compliant waste disposal procedures correctly in every clinical encounter. Prepare and maintain clinical work areas, surgical suites, treatment rooms, and equipment in a patient-ready state that meets practice quality standards.

Lessons · 12 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Clinical Orientation: Facility, Protocols, and Scope of Practice	16	field	Students will correctly identify their defined scope of practice as veterinary assistants, orient to clinic physical layout and emergency exits, and demonstrate compliance with the site-specific employee and safety handbook.	Complete a guided facility walkthrough documenting locations of crash cart, fire extinguisher, eyewash station, controlled substance storage, radiology suite, and isolation ward on a hand-drawn floor plan. Review and sign the site-specific scope-of-practice agreement, then compare duties listed to the NAVTA Approved Veterinary Assistant task list, noting tasks that require technician or veterinarian oversight. Shadow a credentialed veterinary technician for a full shift and log every task observed in a structured observation journal, categorizing each as 'assistant-permitted,' 'technician-only,' or 'veterinarian-only.'	Clinic employee handbook, NAVTA Approved Veterinary Assistant scope-of-practice document, observation journal template, site floor plan worksheet, PPE (gloves, scrubs, closed-toe shoes)	Instructor reviews completed floor plan and observation journal; student must correctly categorize at least 90% of observed tasks by scope level, and sign-off acknowledgment of safety protocols is required before proceeding.
2	Patient Intake, Triage Observation, and Record Entry	22	field	Students will accurately collect patient signalment and owner-reported history, record findings in the practice management system, and alert the supervising technician to any owner-reported or observable signs of urgent need.	Conduct supervised patient check-in for a minimum of 10 cases, using the clinic's intake form to record species, breed, age, weight, reason for visit, and current medications, then enter data into practice management software. Practice weight measurement on clinic patients using floor and table scales; compare results to previous visit records and flag discrepancies greater than 10% body weight for technician review. Role-play triage phone scenarios using scripted caller cards (possible toxin ingestion, difficulty breathing, uncontrolled bleeding) and document the correct escalation response for each in a triage decision log.	Practice management software (or paper intake forms), patient weight scales, triage decision log template, scripted caller scenario cards, clinic medical record examples	Supervising technician scores intake records using a 10-point checklist; student must achieve accurate, complete entries on at least 8 of 10 consecutive intakes and demonstrate correct escalation response for all three triage role-plays.
3	Vital Signs Assessment and Physical Examination Assistance	24	field	Students will measure and accurately record temperature, pulse rate and quality, respiratory rate, mucous membrane color, capillary refill time, and body condition score on clinic patients, reporting all findings to the supervising clinician.	Measure all five vital parameters on at least 15 live clinic patients across a variety of species seen at the site; record each measurement and compare to species-appropriate normal ranges listed on a laminated reference card. Practice body condition scoring using the clinic's adopted scale (e.g., 1–9 Purina BCS chart for dogs/cats) on real patients under technician observation, then justify the assigned score verbally. Complete a 'vital signs chain-of-care' exercise in which student measures vitals, records them in the chart, and verbally reports abnormal findings using SBAR (Situation, Background, Assessment, Recommendation) format to the supervising technician.	Digital and glass thermometers (rectal), stethoscopes, stopwatch, BCS reference charts, species normal-range reference card, SBAR reporting template, patient records	Supervising technician verifies measurements against an independent measure on the same patient; student must be within accepted clinical tolerance (e.g., ±0.2°F temperature, ±2 breaths/min) on at least 90% of assessments and must correctly identify all documented abnormal values.
4	Restraint and Handling of Clinic Patients	24	field	Students will safely and humanely restrain dogs, cats, and common small mammals presented at the clinic for examination and routine procedures using low-stress handling principles, without causing injury to the patient, staff, or themselves.	Demonstrate lateral, dorsal, and sternal recumbency restraint for canine patients and scruffing, burrito wrap, and lateral restraint for feline patients under direct supervision; receive real-time feedback from the technician. Participate in Fear Free or low-stress handling techniques during at least five appointments, including positioning for venipuncture, radiograph positioning, and ophthalmic/otic examination. Maintain a restraint incident log documenting each restraint attempt, species, technique used, patient stress score (1–5), and any technique modifications needed; review log weekly with supervisor.	Examination tables, cat bags/wraps, muzzles (basket and soft), slip leads, towels, restraint technique reference guide, Fear Free handling principles handout, restraint incident log	Supervising technician completes a standardized restraint competency checklist for at least three species; student must be rated 'competent' or above on all safety and animal welfare criteria with no observed unsafe holds before rotating to the next lesson.
5	Specimen Collection and In-House Laboratory Support	24	field	Students will correctly collect, label, and prepare blood, urine, fecal, and skin cytology specimens under supervision, and operate in-house diagnostic equipment according to manufacturer and clinic protocols.	Under technician supervision, prepare fecal flotation, urinalysis (including sediment prep), and blood smears for at least 10 patient samples; label each specimen with patient ID, date, test requested, and collector initials. Operate the clinic's in-house hematology analyzer or centrifuge following standard operating procedures; document machine QC results in the equipment log. Practice skin scrape and tape prep cytology collection technique on clinic patients with dermatologic complaints; prepare slides for veterinarian evaluation and document technique used in patient record.	Vacutainer tubes, syringes, centrifuge, refractometer, urine dipstick strips, fecal flotation solution and equipment, glass slides, coverslips, immersion oil, in-house hematology/chemistry analyzer, specimen labels, laboratory log sheets	Supervising technician reviews 10 labeled specimens for accuracy and preparation quality; all labels must be complete and correctly matched to the patient record, and procedural technique must be rated 'acceptable' on the clinic's lab competency rubric.
6	Medication Handling, Administration Assistance, and Pharmacy Support	26	field	Students will accurately fill oral medication packets, calculate doses when directed by the veterinarian, assist with subcutaneous and intramuscular injections under supervision, and maintain pharmacy inventory logs in compliance with clinic and regulatory protocols.	Using verified veterinarian orders, prepare oral medication dispensing envelopes for at least 10 outpatients, performing the required dose calculation, affixing a complete client-readable label, and having each preparation verified by the supervising technician before dispensing. Under direct technician supervision, assist with administration of subcutaneous fluids and subcutaneous or intramuscular injections on a minimum of five patients, demonstrating correct site selection, aseptic technique, and sharps disposal. Conduct a weekly controlled substance cabinet count alongside the supervising technician, reconciling the log count against physical inventory and documenting any discrepancies per clinic DEA compliance procedures.	Medication dispensing envelopes, veterinary prescription label templates, syringes and needles of appropriate gauge, alcohol swabs, sharps containers, controlled substance log, practice formulary reference, calculator	Each medication packet is independently verified by the supervising technician; student must achieve zero labeling or calculation errors on 10 consecutive preparations; injection technique is scored on a safety and asepsis rubric with all critical safety steps marked 'pass.'
7	Nursing Care: Fluid Therapy Assistance, Wound Care, and Patient Monitoring	24	field	Students will set up intravenous fluid administration sets, monitor hospitalized patients on fluid therapy, perform basic wound cleaning and bandage checks, and document hourly fluid intake and patient status accurately in the medical record.	Set up IV fluid lines (fluid bag, drip set, extension set) for hospitalized patients as directed by the supervising technician, calculating drip rate from the veterinarian's prescribed rate and verifying the setup with the technician before connecting to the patient. Perform hourly monitoring rounds on at least three hospitalized patients per shift, recording mentation, pain score (using clinic-adopted scale), IV site condition, fluid volume remaining, and elimination output in the hospitalization flowsheet. Under technician supervision, clean and rebandage a wound or surgical incision site, documenting wound appearance, discharge characteristics, and any change from the previous observation, then present findings verbally to the technician.	IV fluid bags (LRS, NaCl 0.9% as commonly used in practice), IV drip sets, extension lines, hospitalization flowsheets, pain scoring reference card, wound care supplies (chlorhexidine solution, sterile gauze, bandage material), clinic medical records	Supervising technician verifies drip rate calculation against the prescribed rate (must be within accepted clinical tolerance); flowsheets are reviewed for completeness and accuracy at end of shift, and wound care documentation must include all required fields with no omissions.
8	Surgical Suite Preparation and Instrument Care	20	field	Students will set up and break down a surgical suite according to clinic sterile technique protocol, correctly wrap and identify instrument packs, and operate the autoclave or cold sterilization system with accurate documentation.	Prepare a surgical suite for a scheduled procedure from memory of the clinic's setup checklist: position table, arrange drapes, set out instrument packs, place suction and electrocautery units, and verify all items prior to patient entry; supervisor observes without prompting. Unwrap, inspect, sort, and rewrap a standard general surgery instrument pack, using the clinic's pack contents list; apply sterilization indicator tape and a pack label showing contents, date, and preparer initials. Load and run an autoclave cycle following the manufacturer cycle parameters, log the run data (temperature, pressure, time, load contents) in the sterilization record, and check chemical and biological indicator results with the technician.	Surgical instruments (hemostats, needle holders, tissue forceps, scissors), sterilization wrap or pouches, autoclave or bench-top sterilizer, sterilization tape and indicators, autoclave log, surgical suite checklist, PPE	Supervisor evaluates suite setup against the clinic's pre-surgery checklist; all items must be correctly placed with no critical omissions; pack wrapping and autoclave log must be rated 'complete and correct' by the technician on the competency form.
9	Anesthesia Monitoring Assistance	22	field	Students will assist the supervising technician during anesthetic procedures by recording monitoring parameters at required intervals, alerting the technician immediately to any reading outside the patient's acceptable range, and preparing and maintaining the anesthesia machine and monitoring equipment as directed.	During a minimum of five anesthetic procedures, complete the anesthesia monitoring sheet by recording heart rate, respiratory rate, blood pressure, SpO2, end-tidal CO2 (if available), temperature, plane of anesthesia, and fluid rate at required intervals; hand record to technician for review at procedure end. Under technician direction, perform pre-anesthetic machine check using the clinic's anesthesia machine checklist: verify oxygen level, check rebreathing circuit connections, test pop-off valve function, and confirm vaporizer setting matches the anesthetic plan. Participate in post-anesthetic recovery monitoring for at least five patients, recording vital signs every 5 minutes until discharge criteria are met, and assisting with patient warmth (warm-water blankets, warm IV fluids as directed) while keeping the airway visible.	Anesthesia monitoring sheet, pulse oximeter, Doppler or oscillometric blood pressure unit, capnograph (if available), anesthesia machine and rebreathing circuit, anesthesia machine checklist, recovery flowsheet, patient warming devices	Supervising technician reviews five completed anesthesia monitoring sheets; all required parameters must be recorded at correct intervals with no missed entries; student must demonstrate immediate correct escalation response in at least one simulated 'abnormal reading' scenario observed by the technician.
10	Radiology Positioning and Radiation Safety in the Clinic	16	field	Students will correctly position clinic patients for standard radiographic views under technician supervision, apply radiation safety measures including dosimetry badge use and distance/shielding protocols, and document exposures in the radiology log.	Assist with positioning dogs and cats for a minimum of 10 radiographic studies, including ventrodorsal, dorsoventral, lateral thorax, and lateral abdomen views; use positioning aids (sandbags, foam wedges, tape) to achieve diagnostic-quality views without manual restraint inside the primary beam. Verify that all personnel in the radiology suite are wearing appropriate PPE (lead apron, thyroid shield, dosimetry badge) before each exposure; document PPE compliance in the radiology log for every exposure session. At the end of each radiology session, complete the clinic's radiology log entry: patient name, views obtained, exposure settings (if digital), veterinarian ordering the study, and technician performing the study.	Digital or computed radiography unit, positioning aids (sandbags, foam wedges, tape, V-troughs), lead aprons, thyroid shields, dosimetry badges, radiology log, PPE	Supervising technician rates positioning quality on 10 completed studies using the clinic's diagnostic quality rubric (at least 8 of 10 must be rated diagnostically acceptable); radiation safety compliance must be 100% on every session or student repeats this lesson.
11	Client Communication, Discharge Instruction, and Professional Conduct	24	field	Students will deliver accurate, veterinarian-approved verbal and written discharge instructions to clients, answer non-diagnostic questions appropriately within assistant scope, and demonstrate professional communication and appearance standards throughout all client interactions.	Deliver discharge instructions for at least 10 clients using the clinic's pre-approved written discharge sheet as a guide; explain medication names, dosing schedules, activity restrictions, and return-to-clinic criteria clearly, then document that instructions were provided in the medical record. Practice redirecting client medical questions outside assistant scope (e.g., 'Is my pet's mass cancer?') using scripted, professional language that acknowledges the client's concern and connects them to the technician or veterinarian, role-played with a peer and evaluated by the supervisor. Receive a professional conduct evaluation from the supervising technician and clinic manager at the midpoint of this lesson, covering appearance, punctuality, telephone etiquette, and interaction with clients and staff; create a written improvement plan for any area rated below 'meets expectations.'	Clinic discharge instruction sheets, client communication script examples, professional conduct evaluation rubric, role-play scenario cards	Supervisor scores 10 discharge interactions using a client communication rubric; student must be rated 'meets expectations' or above on accuracy of instruction content, clarity, and professional demeanor on at least 9 of 10 interactions; professional conduct evaluation must show no 'below expectations' ratings at rotation end.
12	End-of-Rotation Competency Integration and Reflection	32	field	Students will independently demonstrate a full sequence of clinical assistant tasks from patient intake through discharge on real clinic patients, complete a cumulative clinical log, and present a reflective portfolio documenting growth and readiness for the NAVTA Approved Veterinary Assistant credential.	Perform a fully supervised but independently led 'patient care cycle' for at least five patients: intake, weight, vital signs, restraint, specimen collection or treatment preparation, record entry, and discharge instruction; supervising technician observes without prompting and scores each phase on the integrated competency checklist. Compile and submit the complete clinical rotation log, including all individual lesson logs, restraint incident records, anesthesia monitoring sheets, and medication preparation verifications, organized by NAVTA competency domain. Write and present a 5-page reflective portfolio to the clinical supervisor and program instructor identifying three clinical strengths demonstrated during the rotation, two areas for continued development, and a specific professional development plan tied to NAVTA Approved Veterinary Assistant examination domains.	Integrated competency checklist, complete clinical rotation log, NAVTA Approved Veterinary Assistant competency domain list, reflective portfolio template, all accumulated lesson logs from the rotation	Integrated competency checklist must show 'competent' rating on all critical tasks for at least 4 of 5 patient care cycles; complete clinical log must be submitted with no missing entries; reflective portfolio must address all required sections and be accepted by the program instructor as 'complete and substantive.'

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Clinical Knowledge Exam: Scope, Safety, and Protocols	Written exam	25%	75% or higher (minimum 38 of 50 items correct)	A 50-item written examination covering veterinary assistant scope of practice, OSHA and radiation safety regulations, infection control protocols, controlled substance handling requirements, and clinical documentation standards as applied in the rotation. Items are mapped to NAVTA Approved Veterinary Assistant competency domains including office and hospital procedures, pharmacy and pharmacology fundamentals, and legal and ethical issues. Standard met · Safety · Time · Quality/finish · Documentation
Integrated Clinical Skills Demonstration	Skills demonstration	45%	All critical safety and scope-of-practice items rated 'pass'; overall checklist score of 80% or higher across all domains	The supervising technician evaluates the student performing a complete patient care sequence—intake, vital signs, restraint, specimen collection, medication preparation review, and discharge communication—on a live clinic patient using a standardized 40-point competency checklist. Any single critical safety failure (e.g., sharps misuse, unauthorized procedure, missed abnormal vital sign escalation) results in automatic remediation regardless of overall score, directly reflecting NAVTA Approved Veterinary Assistant exam domains in patient care and nursing, pharmacy support, and office procedures. Standard met · Safety · Time · Quality/finish · Documentation
Clinical Rotation Log and Documentation Portfolio	Log	15%	All required entries present and legible; 90% of entries rated 'accurate and complete' by the supervising technician; reflective portfolio accepted as 'complete and substantive' by the program instructor	Students submit the full clinical rotation log encompassing all lesson-level documentation—intake records, vital sign flowsheets, anesthesia monitoring sheets, specimen preparation records, radiology logs, medication preparation verifications, and the reflective portfolio—organized by NAVTA competency domain. The log serves as evidence of the breadth of clinical experience and the accuracy of record-keeping required for entry-level practice and credential application. Standard met · Safety · Time · Quality/finish · Documentation
Workplace Safety and Compliance Audit	Safety audit	15%	100% compliance on all critical safety behaviors; no critical items marked 'fail'	The supervising technician and program instructor conduct an unannounced observation during a routine clinical shift, evaluating the student's consistent application of PPE use, sharps and biohazard disposal, radiation safety compliance, chemical storage practices, and patient and personal safety behaviors using a binary pass/fail safety audit checklist. This assessment must be passed before the student is eligible to receive credit for the rotation, reflecting the non-negotiable safety standards of the NAVTA Approved Veterinary Assistant credential and OSHA requirements in veterinary workplaces. Standard met · Safety · Time · Quality/finish · Documentation

HLT-VET42-09 Trade course

Advanced Veterinary Technology: Clinical Competencies for the AAS-Credentialed Technician

274 hr · ~~$4,735~~ COMPLIMENTARY

This course bridges the veterinary assistant foundation to full credentialed veterinary technician practice, preparing students for the scope of duties performed under veterinary supervision at the AAS degree level. Students consolidate and extend skills in advanced patient assessment, diagnostic interpretation, anesthesia monitoring, dental procedures, and client communication within the ethical and legal framework governing credentialed technicians. All content maps directly to the VTNE domain areas tested by the American Association of Veterinary State Boards.

Outcomes

Perform and document a complete patient physical assessment, identifying deviations from normal and communicating findings to the supervising veterinarian using accepted medical terminology.
Collect, process, and interpret common in-house diagnostic samples—including complete blood counts, serum chemistry panels, urinalysis, and fecal flotations—within the credentialed technician's scope of practice.
Monitor anesthetic depth and vital parameters during general anesthesia, adjust inhalant concentration within veterinarian-directed protocols, and document the anesthetic record accurately.
Perform veterinary dental prophylaxis steps including hand scaling, ultrasonic scaling, polishing, and charting under veterinarian supervision, applying AVDC-aligned infection control standards.
Apply pharmacological knowledge to calculate drug dosages, prepare medications, and counsel clients on discharge instructions for commonly prescribed drug classes.
Demonstrate professional and ethical decision-making consistent with NAVTA and state veterinary practice act requirements, including recognition of tasks that require veterinarian direction or are outside the technician's legal scope.

Course text

How the course runs. 12 blocks: Credentialed Technician Role, Scope of Practice, and the VTNE Framework; Advanced Physical Examination and Patient Assessment; Hematology and Serum Chemistry: In-House Diagnostics; Urinalysis and Fecal Diagnostics; Diagnostic Imaging: Radiograph Positioning, Exposure, and Digital Image Evaluation; Advanced Anesthesia Monitoring and the Anesthetic Record; Pain Assessment and Multimodal Analgesia Principles; Veterinary Dental Prophylaxis: Charting, Scaling, and Polishing; Clinical Pharmacology: Dose Calculation, Drug Preparation, and Routes of Administration; Fluid Therapy: Selection, Rate Calculation, and IV Catheter Management; Client Communication, Medical Records, and Professional Ethics; VTNE Domain Integration: Case-Based Review and Mock Examination.

What competent looks like. Perform and document a complete patient physical assessment, identifying deviations from normal and communicating findings to the supervising veterinarian using accepted medical terminology. Collect, process, and interpret common in-house diagnostic samples—including complete blood counts, serum chemistry panels, urinalysis, and fecal flotations—within the credentialed technician's scope of practice. Monitor anesthetic depth and vital parameters during general anesthesia, adjust inhalant concentration within veterinarian-directed protocols, and document the anesthetic record accurately. Perform veterinary dental prophylaxis steps including hand scaling, ultrasonic scaling, polishing, and charting under veterinarian supervision, applying AVDC-aligned infection control standards. Apply pharmacological knowledge to calculate drug dosages, prepare medications, and counsel clients on discharge instructions for commonly prescribed drug classes. Demonstrate professional and ethical decision-making consistent with NAVTA and state veterinary practice act requirements, including recognition of tasks that require veterinarian direction or are outside the technician's legal scope.

Lessons · 12 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Credentialed Technician Role, Scope of Practice, and the VTNE Framework	18	theory	The student will accurately distinguish tasks within the credentialed veterinary technician's legal scope from those requiring veterinarian performance, referencing the VTNE domain structure and a representative state veterinary practice act.	Read and annotate excerpts from NAVTA's Model Veterinary Technology Practice Act and one state's veterinary practice act, then list five tasks a technician may and may not perform in each jurisdiction. Map each of the nine VTNE domains to clinical tasks encountered in previous courses by completing a domain-alignment chart that will guide study throughout this course. Participate in a case-based discussion analyzing two scenarios where scope-of-practice boundaries were tested; submit a written rationale for the correct course of action in each case.	NAVTA Model Veterinary Technology Practice Act, AAVSB VTNE Candidate Information Bulletin, representative state veterinary practice act (printed or online), domain-alignment chart worksheet	Written scope-of-practice quiz: student correctly classifies at least 18 of 20 clinical tasks as technician-scope, veterinarian-only, or state-variable; pass = 90%.
2	Advanced Physical Examination and Patient Assessment	24	demo	The student will perform a systematic head-to-tail physical examination on a canine and feline patient, accurately recording all parameters and flagging abnormal findings using correct medical terminology.	Watch an instructor-led demonstration of the complete physical examination sequence on a live clinic patient, noting systematic approach, terminology used, and documentation format. Practice the full examination sequence on two student-paired live animals in the skills lab, using a standardized examination form to record temperature, pulse, respiration, mucous membrane color, capillary refill time, lymph node palpation, body condition score, and auscultation findings. Compare examination findings with a partner, reconcile any discrepancies by re-examining the patient, and present findings verbally to the instructor as though reporting to a supervising veterinarian.	Live canine and feline patients or high-fidelity simulators, stethoscopes, thermometers, penlight, ophthalmoscope, otoscope, standardized physical examination form, Muñana & Muñana Small Animal Physical Examination chart	Instructor observational checklist: student completes all 14 examination steps in correct order, documents findings using accurate terminology, and correctly flags any abnormal parameter; pass = 13 of 14 steps correct (93%).
3	Hematology and Serum Chemistry: In-House Diagnostics	26	lab	The student will collect a blood sample using correct venipuncture technique, process it for a complete blood count and basic metabolic panel using in-house analyzer equipment, and interpret results against species reference intervals.	Perform venipuncture on a canine foreleg (cephalic vein) and feline jugular (simulated or supervised live) using appropriate restraint, correct tube selection, and aseptic technique, then properly label and process specimens. Run a CBC and chemistry panel on the collected sample using the in-house hematology and chemistry analyzers; record all numerical values and units on the diagnostic worksheet. Compare results against printed canine and feline reference intervals, circle abnormal values, hypothesize two differential diagnoses consistent with the panel, and present findings in a structured SOAP note.	Vacutainer system, EDTA and serum separator tubes, in-house hematology analyzer, in-house chemistry analyzer, centrifuge, microscope, blood smear slides, Wright-Giemsa stain, canine/feline reference interval chart, SOAP note template, Cowell & Tyler's Diagnostic Cytology and Hematology of the Dog and Cat	Instructor-graded diagnostic worksheet and SOAP note: correct technique documented for all pre-analytical steps, all analyzer values recorded accurately, and at least two clinically relevant abnormal values correctly identified and discussed; pass = 85%.
4	Urinalysis and Fecal Diagnostics	20	lab	The student will perform a complete urinalysis including gross evaluation, reagent strip, specific gravity measurement, and sediment microscopy, and a fecal flotation, accurately identifying common parasites and cellular elements.	Collect a urine sample via free-catch method (simulated) and perform gross color and turbidity assessment, reagent strip analysis, and refractometer specific gravity measurement, recording all findings on the UA worksheet. Prepare a centrifuged urine sediment slide, examine under 10× and 40× objective, and sketch and label any cells, casts, crystals, or organisms observed. Prepare a fecal flotation using zinc sulfate or sodium nitrate solution, apply a coverslip, and examine the slide microscopically, identifying any parasitic ova or oocysts using a parasite identification reference.	Urine sample (simulated or donor animal), refractometer, urine reagent strips, centrifuge, microscope slides and coverslips, centrifuge tubes, fecal flotation solution, fecal loops, parasite identification chart, Foreyt's Veterinary Parasitology Reference Manual, UA worksheet	Lab practical: student correctly identifies all reagent strip values, records specific gravity within ±0.002 of instructor measurement, and correctly identifies at least 3 of 4 planted sediment or fecal elements; pass = 85%.
5	Diagnostic Imaging: Radiograph Positioning, Exposure, and Digital Image Evaluation	22	lab	The student will position a canine patient for five standard radiographic views, select appropriate exposure settings, produce diagnostic-quality digital images, and evaluate each image for positioning accuracy and diagnostic adequacy.	Review the ALARA principle and complete a radiation safety refresher checklist before entering the radiology suite; don appropriate PPE including lead apron, thyroid shield, and dosimeter. Position a canine patient (live or phantom) for lateral thorax, VD thorax, lateral abdomen, lateral skull, and craniocaudal stifle views using positioning aids, collimation, and correct labeling conventions, then acquire digital images. Evaluate each acquired image using a five-point diagnostic quality rubric (positioning, exposure, collimation, labeling, artifact) and complete the image critique form, identifying one corrective action for any image scoring below acceptable.	Digital radiography unit, positioning aids (foam wedges, sandbags, ties), lead PPE, dosimeters, digital image viewing workstation, image critique rubric, canine radiograph positioning atlas (e.g., Lavin's Radiography in Veterinary Technology), canine patient or phantom	Image critique rubric: at least 4 of 5 views score 4/5 or higher on the diagnostic quality rubric; student self-identifies all major positioning errors; pass = 80% overall rubric score.
6	Advanced Anesthesia Monitoring and the Anesthetic Record	26	practice	The student will monitor an anesthetized patient under veterinarian supervision, accurately recording all physiologic parameters at required intervals, recognizing indicators of lightening or deepening anesthetic depth, and responding to a simulated complication within scope.	Complete a pre-anesthetic machine check using the standardized checklist (leak test, oxygen flow, vaporizer, rebreathing circuit, pop-off valve, carbon dioxide absorbent color check) and document results before any procedure begins. Monitor a live or simulator anesthesia case for 30 minutes, recording heart rate, respiratory rate, SpO2, end-tidal CO2, blood pressure, temperature, eye position, jaw tone, and palpebral reflex every five minutes on the anesthetic record sheet. Respond to two instructor-introduced simulated complications (e.g., apnea, hypotension cue) by verbalizing the correct immediate action within scope—alerting the veterinarian, initiating manual ventilation for apnea, or adjusting vaporizer—and documenting the event on the anesthetic record.	Anesthesia machine, rebreathing circuit, pulse oximeter, capnograph, oscillometric blood pressure unit, electronic thermometer, anesthetic record form, instructor-scripted complication cards, Tranquilli et al. Lumb & Jones' Veterinary Anesthesia and Analgesia (reference)	Anesthetic record accuracy check and instructor observation: all parameters recorded at every 5-minute interval, no more than one transcription error, and correct verbal response to both simulated complications; pass = 90% accuracy on record plus correct response to both complications.
7	Pain Assessment and Multimodal Analgesia Principles	18	theory	The student will apply a validated pain scoring tool to assess acute pain in canine and feline patients and describe the multimodal analgesia concept, identifying drug classes used at each phase of the pain pathway.	Study the Colorado State University Canine Acute Pain Scale and the Glasgow Composite Measure Pain Scale (short form), then apply each to three written case vignettes and assign a pain score with rationale. Create a concept map linking the four phases of the pain pathway (transduction, transmission, modulation, perception) to corresponding drug classes (local anesthetics, NSAIDs, opioids, alpha-2 agonists, NMDA antagonists) and one clinical example for each class. Role-play a client conversation in which the student explains post-operative pain management and discharge medication instructions to a classmate acting as a pet owner, using plain language appropriate for a layperson.	Colorado State University Canine Acute Pain Scale (printed), Glasgow CMPS short form (printed), multimodal analgesia concept map template, case vignette handouts, Plumb's Veterinary Drug Handbook (reference for drug class review)	Pain scoring worksheet: all three vignettes scored within one point of instructor key on each validated scale, and concept map includes all four pathway phases with correct drug class linkage; pass = 85%.
8	Veterinary Dental Prophylaxis: Charting, Scaling, and Polishing	26	practice	The student will perform a complete veterinary dental prophylaxis procedure—including charting, hand and ultrasonic scaling, and polishing—on an anesthetized patient under veterinarian supervision, following infection control and patient safety standards.	Complete pre-procedural setup including instrument sterilization verification, ultrasonic scaler calibration, and patient positioning with cuffed endotracheal tube confirmed to protect the airway from aspiration. Chart the full-mouth periodontal evaluation using the Triadan numbering system on a dental chart, recording pocket depth, furcation exposure, tooth mobility, and lesion type for each tooth. Perform supragingival and subgingival hand scaling, ultrasonic scaling, and prophy cup polishing with fine prophy paste on an anesthetized patient under direct veterinarian or credentialed technician supervision, then irrigate and re-chart post-procedure findings.	Ultrasonic dental scaler unit, hand scalers and curettes (universal and area-specific), prophy angle and cups, fine prophy paste, dental explorer, periodontal probe, Triadan dental chart forms, cuffed endotracheal tube, irrigation syringe, personal protective equipment (mask, eye protection, gloves), AVDC nomenclature reference	Instructor observational checklist: correct Triadan numbering on at least 12 of 14 charted teeth (canine full mouth), all scaling strokes using correct angulation and lateral pressure, polishing completed before chart is closed; pass = 85% checklist completion with no safety errors.
9	Clinical Pharmacology: Dose Calculation, Drug Preparation, and Routes of Administration	24	lab	The student will accurately calculate drug dosages for patients of varying weight, prepare the correct volume of medication, and demonstrate proper technique for intramuscular, subcutaneous, and intravenous administration on simulators.	Complete a 20-problem drug calculation worksheet covering dose (mg/kg) to volume (mL) conversions for drugs of varying concentrations, constant rate infusion calculations, and dilution problems; check work with a calculator and peer-review. Draw up five calculated drug volumes using appropriate syringe sizes, demonstrate correct needle selection for each route, and verify drawn volumes against instructor-prepared answer key. Demonstrate IM, SQ, and IV bolus injection technique on injection simulators using correct site selection, aspiration technique, and post-injection documentation on a mock patient record.	Calculators, drug calculation worksheets, syringes (1 mL, 3 mL, 6 mL, 12 mL, 35 mL), needles of various gauges, injection simulators (IM/SQ pad, IV arm model), sterile water for practice injections, Plumb's Veterinary Drug Handbook, mock patient record forms	Calculation worksheet: 19 of 20 problems correct (95%); volume draw-up check: all five volumes within 0.1 mL of correct answer; injection skills: all three routes demonstrated with correct technique per instructor checklist; pass = 95% on math, 100% on safety steps.
10	Fluid Therapy: Selection, Rate Calculation, and IV Catheter Management	22	practice	The student will select an appropriate crystalloid fluid type for a described clinical scenario, calculate the correct fluid rate, place a peripheral IV catheter in a canine patient, connect and program an IV pump, and document fluid administration.	Analyze four clinical scenarios (dehydration, hemorrhagic shock support, maintenance, post-operative) and select the appropriate fluid type (isotonic crystalloid, hypertonic solution, colloid) with a written rationale referencing fluid composition charts. Calculate fluid rates for maintenance, replacement, and ongoing loss for a patient of assigned weight, expressing answers in mL/hr and drops/min for both an IV pump and a gravity drip set. Place a 22-gauge peripheral IV catheter in a canine cephalic vein under supervision, secure with appropriate bandage, connect a fluid line primed of air bubbles, program the infusion pump to the calculated rate, and document catheter placement on the patient record.	IV fluid bags (LRS, 0.9% NaCl, Normosol-R), fluid lines with drip chambers, infusion pump, 22-gauge IV catheters, catheter placement supplies (clippers, scrub, T-port, tape, bandage material), live canine patient or phlebotomy trainer arm, fluid therapy calculation worksheet, DiBartola's Fluid, Electrolyte, and Acid-Base Disorders (reference)	Calculation worksheet: all four scenarios produce correct rate within ±5 mL/hr; catheter placement skills checklist: correct site preparation, first-attempt or second-attempt successful flash, catheter secured and documented; pass = 90% on calculations, 100% on safety steps.
11	Client Communication, Medical Records, and Professional Ethics	20	theory	The student will compose a complete, legally compliant SOAP note for a simulated case, demonstrate effective client communication during a role-play discharge scenario, and apply a professional ethics framework to resolve a simulated workplace dilemma.	Using a detailed clinical case summary, write a complete SOAP note including objective data from the physical exam, laboratory results, and the technician's nursing assessment and plan, formatted according to accepted veterinary medical record standards. Role-play a discharge consultation with a classmate acting as a client whose pet has been treated for a chronic condition; communicate the treatment plan, medication schedule, follow-up timeline, and signs requiring immediate return in plain language, then receive peer and instructor feedback. Read two short workplace ethics vignettes (e.g., observing a colleague performing a veterinarian-only task, being asked to falsify a medical record) and write a structured response identifying the ethical issue, the applicable professional guideline, and the appropriate action step.	SOAP note template, simulated case summary handout, discharge instruction template, NAVTA Code of Ethics, AVMA Principles of Veterinary Medical Ethics (publicly available), ethics vignette handouts	SOAP note rubric: all four sections present with accurate data, correct medical terminology, and legible organization; score of at least 17 of 20 points (85%); ethics vignette responses identify correct principle and action in both scenarios.
12	VTNE Domain Integration: Case-Based Review and Mock Examination	28	practice	The student will demonstrate readiness for the VTNE by completing a timed, full-length mock examination and achieving a passing benchmark, then self-directing targeted remediation on domains scoring below threshold.	Complete a 150-question timed mock VTNE examination mapped across all nine VTNE content domains (pharmacy and pharmacology, surgical nursing, dentistry, laboratory procedures, animal care and nursing, diagnostic imaging, anesthesia and analgesia, emergency medicine and critical care, pain management and behavior), recording time spent per domain. Score the mock examination using the answer key, calculate a percentage score per domain, and create a personalized remediation plan identifying the three lowest-scoring domains and at least two study strategies or resource references for each. Participate in a small-group case-based review session in which each student presents one case scenario drawn from a weak domain, leads peers through the clinical reasoning process, and receives instructor correction on any misconceptions.	150-question mock VTNE question bank (AAVSB-style questions), scantron or digital testing platform, domain score tracking worksheet, remediation plan template, course textbooks from previous courses as reference, VTNE Candidate Information Bulletin	Mock examination score: overall score of at least 75% to indicate readiness; any domain scoring below 70% flagged for mandatory remediation before program certification sign-off; students who score below 70% overall complete a 15-question targeted retake per failing domain.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
VTNE Domain Knowledge Examination	Written exam	25%	75% overall; no individual domain below 65%	A 100-question proctored written examination covering all nine VTNE content domains, weighted proportionally to reflect the AAVSB's published domain blueprint. Questions are in multiple-choice format consistent with VTNE item style, and the exam is timed at 2 hours; students who fall below 65% in any single domain must complete targeted remediation and a domain-specific retake before receiving a passing course grade. Standard met · Safety · Time · Quality/finish · Documentation
Integrated Clinical Skills Demonstration	Skills demonstration	45%	Pass on all five skill stations; no safety violation tolerated	Students rotate through five timed skill stations—physical examination and SOAP documentation, IV catheter placement and fluid pump programming, anesthetic monitoring and record completion, dental scaling and charting, and drug dose calculation and preparation—assessed by two evaluators using standardized checklists. A single critical safety error (e.g., failure to confirm cuffed ETT before dental procedure, math error exceeding 10% in drug dose) results in automatic failure of that station and requires a supervised remediation and retest within two weeks. Standard met · Safety · Time · Quality/finish · Documentation
Diagnostic and Procedural Lab Log	Log	15%	Minimum 10 completed entries, average rubric score ≥ 85%	Throughout the course students maintain a lab log documenting each diagnostic or procedural activity they perform, including the species, procedure, their role, outcome, and a self-reflection on what they would do differently; each entry is graded on a 20-point rubric evaluating accuracy of clinical data, quality of self-reflection, and use of correct medical terminology. Incomplete entries or entries lacking clinical data are returned for revision and capped at 75% of the rubric score. Standard met · Safety · Time · Quality/finish · Documentation
Radiation and Chemical Safety Compliance Check	Safety audit	15%	100% compliance required; any failed item requires immediate correction and recheck	An unannounced safety audit conducted by the instructor during a lab session evaluates student compliance with radiation safety protocols (PPE donned, dosimeter present, collimation used, non-essential personnel outside primary beam), chemical handling (MSDS access, sharps disposal, spill kit location known), and controlled substance log accuracy. This assessment is a pass/fail gate: all items must be satisfactory before the student is permitted to continue participating in lab and clinical activities. Standard met · Safety · Time · Quality/finish · Documentation

HLT-VET42-10 Capstone

Capstone Project: Integrated Veterinary Practice Case Study

432 hr · ~~$4,320~~ COMPLIMENTARY

Students design, execute, and defend a comprehensive, original case study that integrates knowledge and skills from every prior course in the program — anatomy, nursing, laboratory and radiology, anesthesia, surgical assistance, pharmacology, and clinical practice. The capstone culminates in a formal written case report, a compiled evidence portfolio, and an oral defense before a faculty panel, directly mirroring the integrated competency expectations of both the NAVTA Approved Veterinary Assistant credential and the VTNE.

Outcomes

Select a real or high-fidelity simulated clinical case and produce a fully documented patient record including signalment, history, physical examination findings, problem list, diagnostics selected, and care plan using professional veterinary medical record standards.
Apply accurate anatomical, pharmacological, and nursing knowledge to justify every clinical decision made throughout the case, citing standard veterinary references and demonstrating understanding of scope-of-practice boundaries for veterinary assistants and veterinary technicians.
Demonstrate correct execution or simulation of at least four technical skills — such as vital-sign assessment, venipuncture, IV catheter placement, anesthesia monitoring, radiograph positioning, or wound care — with documentation and instructor sign-off for each skill.
Compile and organize a professional evidence portfolio containing annotated artifacts from Courses 1 through 9 that collectively demonstrate program-wide competency growth.
Deliver a structured 20-minute oral defense of the case study and portfolio to a faculty panel, responding accurately to follow-up questions about clinical rationale, patient safety, and legal-ethical scope-of-practice issues.
Identify which NAVTA competency domains and VTNE content areas are addressed by the case, and articulate how the clinical decisions made align with those credentialing standards.

Course text

How the course runs. 4 blocks: Case Selection, Patient Record Construction, and Clinical Reasoning Framework; Technical Skill Execution, Documentation, and Integration of Lab, Radiology, Anesthesia, and Pharmacology; Portfolio Assembly, Program-Wide Reflection, and Credential Mapping; Case Report Finalization and Oral Defense Preparation and Delivery.

What competent looks like. Select a real or high-fidelity simulated clinical case and produce a fully documented patient record including signalment, history, physical examination findings, problem list, diagnostics selected, and care plan using professional veterinary medical record standards. Apply accurate anatomical, pharmacological, and nursing knowledge to justify every clinical decision made throughout the case, citing standard veterinary references and demonstrating understanding of scope-of-practice boundaries for veterinary assistants and veterinary technicians. Demonstrate correct execution or simulation of at least four technical skills — such as vital-sign assessment, venipuncture, IV catheter placement, anesthesia monitoring, radiograph positioning, or wound care — with documentation and instructor sign-off for each skill. Compile and organize a professional evidence portfolio containing annotated artifacts from Courses 1 through 9 that collectively demonstrate program-wide competency growth. Deliver a structured 20-minute oral defense of the case study and portfolio to a faculty panel, responding accurately to follow-up questions about clinical rationale, patient safety, and legal-ethical scope-of-practice issues. Identify which NAVTA competency domains and VTNE content areas are addressed by the case, and articulate how the clinical decisions made align with those credentialing standards.

Lessons · 4 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Case Selection, Patient Record Construction, and Clinical Reasoning Framework	108	practice	Given faculty-approved case parameters, the student will build a complete, SOAP-formatted patient medical record and a written clinical reasoning narrative that correctly applies anatomical, nursing, and diagnostic knowledge without exceeding veterinary assistant or veterinary technician scope of practice.	Students select a case (from a provided bank of anonymized real clinical scenarios covering companion animal, exotic, or large-animal species) and submit a one-page case justification memo explaining why the case addresses multiple program competency areas; faculty approve or redirect before work continues. Students draft the full SOAP record — Subjective (signalment, history, chief complaint), Objective (simulated or real physical exam findings and vital signs recorded on standard forms), Assessment (problem list with anatomical and physiological rationale), and Plan (diagnostic and treatment plan with scope-of-practice annotations distinguishing assistant tasks from technician tasks from veterinarian tasks) — using the clinic's electronic or paper medical record template. Students participate in a structured peer-review workshop where two classmates and one instructor critique each draft SOAP record against a scoring rubric for completeness, accuracy, and professional language; students revise and resubmit with a reflective cover note addressing each critique.	SOAP medical record forms (paper and electronic), Merck Veterinary Manual (current edition), program anatomy and nursing course notes, species-specific normal vital-sign reference cards, scope-of-practice handout aligned to state veterinary practice act summary, faculty-developed case bank, peer-review rubric	Faculty score the revised SOAP record using a 50-point rubric covering signalment completeness (10 pts), physical exam accuracy (10 pts), problem list anatomical accuracy (10 pts), plan feasibility and scope-of-practice correctness (10 pts), and professional language (10 pts); passing score is 40/50 (80%). Scope-of-practice errors that assign a veterinarian-only task to an assistant or technician are automatic revision flags regardless of total score.
2	Technical Skill Execution, Documentation, and Integration of Lab, Radiology, Anesthesia, and Pharmacology	144	lab	The student will perform or accurately simulate at least four technical skills directly relevant to the chosen case, complete a skill-specific documentation form for each, and produce a written section of the case report that correctly integrates laboratory results, radiograph interpretation, anesthesia monitoring data, and pharmacology rationale.	In the skills lab, students rotate through four required stations — (1) venipuncture and sample labeling on a model or supervised live animal, (2) radiograph positioning and technique-chart selection for a body region relevant to the case, (3) anesthesia monitoring parameter recording (heart rate, respiratory rate, SpO2, end-tidal CO2, temperature, plane of anesthesia assessment) on a low-fidelity mannequin or simulator, and (4) wound assessment and bandage application or IV catheter placement — with an instructor sign-off checklist completed at each station. Students write a 'Diagnostics and Therapeutics' section of their case report that presents the selected laboratory tests (e.g., CBC, chemistry panel, urinalysis, fecal float) with normal reference ranges compared to case values, interprets one radiograph image relevant to the case using correct anatomical and radiographic terminology, and documents the anesthesia protocol used (induction agent class, maintenance agent class, monitoring frequency) with a rationale paragraph — all without inventing specific drug doses; instead, students state drug class and note that dosing is always calculated by and confirmed with the supervising veterinarian. Students calculate fluid therapy drip rates and medication dose ranges using weight-based formulas (ml/kg/hr and mg/kg) with faculty-provided case weights, show all arithmetic work, confirm reasonableness by comparing to published ranges in a standard reference, and flag calculations for veterinarian verification — directly practicing the trade math and patient-safety habits introduced in Course 1.	Venipuncture practice arm or supervised clinic animal, vacutainer tubes, sample labels, radiograph positioning aids and technique chart, digital or computed radiography system (or film-analog substitute), anesthesia monitoring simulator or low-fidelity mannequin, anesthesia monitoring data sheet, bandage materials (cast padding, cohesive bandage, tape), IV catheter supplies, laboratory reference range handout, Plumb's Veterinary Drug Handbook (current edition) for drug class reference only, calculator, fluid therapy calculation worksheet	Each skill station uses a binary pass/fail checklist (all critical safety steps must be marked pass; any critical error — e.g., failure to confirm patient ID before venipuncture, incorrect radiation safety positioning — requires a repeat attempt on a different day). The Diagnostics and Therapeutics written section is scored on a 40-point rubric: laboratory interpretation accuracy (10 pts), radiograph terminology and anatomical accuracy (10 pts), anesthesia documentation completeness (10 pts), calculation accuracy with verification notation (10 pts); passing score is 32/40 (80%). All four skill-station sign-offs must be completed before the student advances to Lesson 3.
3	Portfolio Assembly, Program-Wide Reflection, and Credential Mapping	90	practice	The student will compile a structured professional evidence portfolio containing annotated artifacts from Courses 1 through 9, write a reflective narrative for each course section, and produce a credential-mapping matrix that explicitly links each portfolio artifact to a NAVTA Approved Veterinary Assistant competency domain or a VTNE content area.	Using a provided portfolio template, students select a minimum of two artifacts per completed course (e.g., a scored lab practical sheet from Course 4, an anesthesia monitoring log from Course 5, a surgical-assist skills checklist from Course 6, a pharmacology case study from Course 7, a clinical evaluator form from Course 8 or 9) and write a 150–200-word annotation for each artifact explaining what skill or knowledge it demonstrates, what they would do differently now, and how it connects to professional veterinary practice. Students complete a credential-mapping matrix using a faculty-provided table that lists the NAVTA Approved Veterinary Assistant competency domains (such as animal care and husbandry, exam-room assistance, laboratory procedures, pharmacy assistance, and office and client communication) and the major VTNE content areas (such as pharmacy and pharmacology, surgical nursing, dentistry, laboratory procedures, diagnostic imaging, anesthesia, emergency and critical care, and pain management and analgesia); for each row, students identify at least one portfolio artifact and write one sentence describing the connection. Students draft a two-page professional growth narrative that opens with their starting competency level at program entry, traces three specific skill or knowledge gains supported by artifact evidence, and closes with a career goal statement including which credential they plan to sit first (NAVTA AVA or VTNE) and the rationale.	Portfolio template binder or digital folder structure, artifacts collected from Courses 1–9 (student-retained copies), NAVTA Approved Veterinary Assistant competency domain list (from NAVTA official documentation), VTNE content outline (from AAVSB official candidate guide, current version), credential-mapping matrix template, word-processing software, faculty annotation rubric	Faculty evaluate the complete portfolio using a 60-point rubric: artifact completeness — minimum two per course, all nine courses represented (18 pts); annotation quality — accuracy and reflection depth (18 pts); credential-mapping matrix — correct and specific linkages with no blank rows (12 pts); professional growth narrative — coherent, evidence-supported, professionally written (12 pts). Passing score is 48/60 (80%). A portfolio that omits any course or that maps zero artifacts to the NAVTA domains and zero to the VTNE areas fails and must be revised within one week.
4	Case Report Finalization and Oral Defense Preparation and Delivery	90	field	The student will submit a complete, professionally formatted written case report integrating all prior lessons, then deliver a 20-minute oral defense to a faculty panel, accurately answering follow-up questions about clinical rationale, patient safety, legal-ethical scope of practice, and credential relevance.	Students finalize the written case report by assembling the SOAP record (from Lesson 1), the Diagnostics and Therapeutics section with calculations (from Lesson 2), and a two-page 'Reflection and Credential Connection' section (drawing from Lesson 3 portfolio work) into a single document with a title page, table of contents, numbered sections, and a reference list formatted in a standard citation style; the draft is submitted to faculty for a final pre-defense review, and students have 48 hours to incorporate any flagged corrections. Students attend a mandatory mock-defense workshop where they practice delivering a 5-minute case summary to a peer group, respond to sample panel questions (provided in advance as a study guide covering topics such as 'Why did you select this diagnostic test?', 'What would you do if the animal became bradycardic under anesthesia?', 'Which part of this plan requires a veterinarian order?', and 'How does this case connect to the VTNE content area of anesthesia?'), and receive timed verbal feedback from a faculty observer on clarity, accuracy, and professional composure. Students deliver the formal oral defense before a two- or three-person faculty panel: a 20-minute structured presentation using visual aids (poster, slide deck, or whiteboard diagram), followed by a 10-minute question-and-answer period during which panel members ask at least one question per major case section (patient record, technical skills, diagnostics, pharmacology, and scope of practice); each panel member scores independently using the defense rubric, and scores are averaged.	Word-processing and slide or poster design software, faculty pre-defense review checklist, mock-defense sample question guide, Merck Veterinary Manual and Plumb's Veterinary Drug Handbook available at defense for reference (open-book during Q&A), oral defense scoring rubric, projection equipment or poster boards, timer	The written case report is scored on a 50-point rubric: SOAP completeness and accuracy (15 pts), Diagnostics and Therapeutics section accuracy (15 pts), Reflection and Credential Connection section (10 pts), professional formatting and references (10 pts); passing score is 40/50 (80%). The oral defense is scored by each panelist on a 50-point rubric: presentation clarity and organization (10 pts), clinical accuracy of case content (15 pts), accuracy of Q&A responses including scope-of-practice answers (15 pts), professional demeanor and communication (10 pts); passing score is 40/50 (80%) averaged across panelists. A student who passes the written report but fails the oral defense (or vice versa) must remediate the failed component only, within two weeks, before the capstone grade is awarded.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Integrated Capstone Case Report (Project)	Project	60%	80% (40/50 points) on the written case report rubric, plus all four technical skill-station sign-offs completed with no unresolved critical errors	The student submits a complete, multi-section written case report documenting a full patient case from signalment through clinical reasoning, technical skill documentation, diagnostic and pharmacological integration, and a reflective credential-connection section. The report is evaluated by faculty for clinical accuracy, professional formatting, scope-of-practice correctness, and evidence that program-wide knowledge has been applied as an integrated whole rather than as isolated course content. Meets specification · Within estimate · Workmanship · Safety · Documentation
Professional Evidence Portfolio (Portfolio)	Portfolio	20%	80% (48/60 points) on the portfolio rubric, with no course omitted and at least one artifact correctly mapped to a NAVTA AVA competency domain and at least one to a VTNE content area	The student assembles a structured portfolio of annotated artifacts drawn from all nine preceding courses, each artifact accompanied by a reflective annotation and linked to a specific NAVTA Approved Veterinary Assistant competency domain or VTNE content area using a credential-mapping matrix. The portfolio is evaluated for completeness, depth of reflection, accuracy of credential mapping, and the coherence of the professional growth narrative that ties the collection together. Completeness · Organization · Evidence quality
Oral Case Defense (Oral)	Oral / panel	20%	80% (40/50 points) averaged across all panel members' independent scores; scope-of-practice errors that assign a veterinarian-only task to an assistant or technician during Q&A require mandatory remediation regardless of overall score	The student presents the capstone case in a formal 20-minute defense before a faculty panel, then responds to a 10-minute panel question session covering clinical rationale, patient safety, pharmacological decision-making, anesthesia monitoring, legal-ethical scope of practice, and connections to the NAVTA AVA and VTNE credentialing frameworks. The defense evaluates the student's ability to synthesize and communicate integrated veterinary knowledge under structured professional conditions, mirroring the oral or practical competency verification expected in credentialed veterinary practice. Explains decisions · Answers technical questions · Professional communication

HLT-VET42-11 Externship / clinical

Clinical Practicum: Supervised Veterinary Practice Externship

648 hr · ~~$2,590~~ COMPLIMENTARY

Students complete 648 supervised hours at an approved veterinary practice site, applying classroom knowledge in real clinical settings under the direct oversight of a licensed veterinarian or credentialed veterinary technician. Competencies span patient handling, nursing care, surgical assistance, laboratory procedures, anesthesia monitoring, pharmacology support, client communication, and practice management. Performance is evaluated continuously by the site supervisor using a structured employer rubric aligned to NAVTA Approved Veterinary Assistant competency areas and VTNE domain skills.

Outcomes

Perform safe and humane animal restraint and handling for dogs, cats, and common exotic species in a live clinical environment without prompting.
Carry out assigned nursing care tasks—including vital sign monitoring, wound care, catheter maintenance, and patient feeding—accurately and within the veterinary assistant or technician scope of practice defined by the supervising state and site.
Assist with anesthesia induction, maintenance monitoring, and recovery under direct licensed supervision, documenting all monitored parameters on the anesthesia record.
Collect, process, and record diagnostic samples including blood, urine, fecal, and cytology specimens using correct technique and maintain chain of custody through the in-house laboratory.
Communicate professionally with clients and team members using accurate terminology, demonstrating active listening and appropriate documentation in the practice management system.
Complete all externship hours and supervisor evaluations at a passing standard, demonstrating readiness to sit the NAVTA Approved Veterinary Assistant credential examination and, for the 24-month pathway, to meet eligibility requirements for the VTNE.

Course text

How the course runs. 4 blocks: Externship Orientation and Site Integration; Patient Care and Nursing Skills in Practice; Diagnostic, Anesthesia, and Surgical Assistance in Practice; Professional Practice and Final Evaluation.

What competent looks like. Perform safe and humane animal restraint and handling for dogs, cats, and common exotic species in a live clinical environment without prompting. Carry out assigned nursing care tasks—including vital sign monitoring, wound care, catheter maintenance, and patient feeding—accurately and within the veterinary assistant or technician scope of practice defined by the supervising state and site. Assist with anesthesia induction, maintenance monitoring, and recovery under direct licensed supervision, documenting all monitored parameters on the anesthesia record. Collect, process, and record diagnostic samples including blood, urine, fecal, and cytology specimens using correct technique and maintain chain of custody through the in-house laboratory. Communicate professionally with clients and team members using accurate terminology, demonstrating active listening and appropriate documentation in the practice management system. Complete all externship hours and supervisor evaluations at a passing standard, demonstrating readiness to sit the NAVTA Approved Veterinary Assistant credential examination and, for the 24-month pathway, to meet eligibility requirements for the VTNE.

Lessons · 4 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Externship Orientation and Site Integration	48	field	The student will orient to the externship site by demonstrating correct use of site-specific safety protocols, practice management software, and daily workflow expectations without supervisor correction by the end of the first 48 hours.	Complete the site's onboarding checklist with the supervisor: tour all areas (treatment room, surgery suite, isolation ward, pharmacy, laboratory, reception), locate emergency equipment (fire extinguisher, oxygen, crash cart), and sign required site agreements. Shadow at least two different team members across two shifts, recording observations about role delineation, patient flow, and communication patterns in a daily field journal entry of at least 300 words per shift. Log into the practice management software under supervised credentials, locate a mock patient record, enter a sample vital sign entry, and print a sample invoice, then discuss the workflow with the supervisor.	Site onboarding packet, practice management software (site-provided, e.g., Avimark, Cornerstone, or equivalent), personal protective equipment (exam gloves, scrubs, closed-toe shoes), student field journal, site emergency procedure manual	Supervisor completes the Site Orientation Competency Checklist (all 12 items marked Satisfactory); student's first field journal entries demonstrate accurate observation of at least five specific clinical or administrative tasks; pass = 100% of checklist items Satisfactory within the 48-hour window.
2	Patient Care and Nursing Skills in Practice	240	field	The student will independently perform assigned patient care tasks—including restraint, vital sign measurement, catheter and wound care, medication administration support, and patient feeding—at the skill level expected of a veterinary assistant, as rated Satisfactory or above on the Midpoint Supervisor Evaluation by the end of this lesson block.	Perform and document morning and evening rounds for all hospitalized patients each shift: record temperature, pulse, respiration, pain score (using a standardized scale such as the Colorado State University Pain Scale), mucous membrane color, and capillary refill time in the patient record; flag any abnormal findings to the supervising technician or veterinarian immediately. Assist with or perform (per site scope assignment) a minimum of 15 documented venipuncture or IV catheter placement attempts across the block, completing a competency log entry for each that includes species, site used, gauge, success or failure, and supervising staff signature. Participate in at least four surgical prep assignments: clip and surgically scrub the patient, position the patient on the table, and assist with draping under supervision; debrief with the supervisor after each case to identify one area of improvement.	Patient care supplies (thermometers, stethoscopes, syringes, catheters, bandage material, clippers, surgical scrub solution), Colorado State University Acute Pain Scale reference card, student competency log binder, Mosby's Veterinary PDQ or equivalent quick-reference handbook	Midpoint Supervisor Evaluation form (scored 1–4 on each of 20 competency items, minimum score of 3 required on each item and overall mean ≥ 3.0); competency log shows at least 15 venipuncture or catheter entries with supervisor signatures; pass = both standards met.
3	Diagnostic, Anesthesia, and Surgical Assistance in Practice	240	field	The student will accurately collect diagnostic specimens, operate in-house laboratory equipment, monitor anesthetized patients, and assist in surgery under licensed supervision, documenting all findings correctly in the patient record on at least 80% of observed cases as rated by the supervisor.	Collect, prepare, and run a minimum of 20 in-house laboratory samples across this block (including fecal flotation, urinalysis with sediment, blood smear, packed cell volume/total protein, and point-of-care chemistry panel); record results, note reference ranges, and report results to the supervising technician; compile all cases in the competency log with supervisor initials. Monitor a minimum of eight anesthesia cases from induction through recovery: record heart rate, respiratory rate, end-tidal CO₂ or SpO₂ (as equipment allows), blood pressure, mucous membrane color, and plane of anesthesia on the anesthesia record every five minutes; verbally report any parameter outside acceptable range to the supervising technician immediately; retain photocopies or photographs of completed records in the competency log. Assist in a minimum of six surgical cases as the scrubbed or circulating assistant: maintain aseptic technique throughout, pass instruments correctly on request, count sponges with the surgeon, and assist with patient recovery in the post-anesthesia area; after each case write a brief case note in the field journal describing the procedure, the student's role, and one learning point.	In-house laboratory equipment (centrifuge, refractometer, microscope, point-of-care analyzers as available at site), anesthesia monitoring equipment (pulse oximeter, capnograph, blood pressure monitor as available), surgical instrument sets, sterile gloves, anesthesia record forms, competency log binder, Anesthesia and Analgesia for Veterinary Technicians (McKelvey & Hollingshead) as reference	Competency log contains minimum required case counts with supervisor signatures; anesthesia records retained show complete entries; supervisor rates student Satisfactory (≥ 3 of 4) on the Diagnostic and Surgical Assistance section of the Final Supervisor Evaluation; pass = all case minimums met and all rated items ≥ 3.
4	Professional Practice and Final Evaluation	120	field	The student will demonstrate consistent professional conduct, client communication, and team contribution across the final externship weeks, earning a Satisfactory or above rating on all professionalism and communication items of the Final Supervisor Evaluation and completing all required documentation for program completion.	Lead at least three client discharge or check-in interactions under supervisor observation: greet the client, verify patient identity and appointment purpose, relay discharge instructions clearly using plain language, answer questions within scope, and document the interaction in the patient record; supervisor completes a brief observation note after each interaction. Complete and submit the full student competency log binder to the program coordinator, including all signed case entries, photocopied anesthesia records, field journal entries (minimum one per shift throughout all four lesson blocks), and the student's own self-evaluation form rating personal growth in each NAVTA competency area. Participate in a final debrief meeting with the site supervisor and, when possible, the program externship coordinator: present a 10-minute verbal summary of two clinical cases encountered during the externship, one challenge overcome, and one area for continued professional development; respond to at least three questions from the supervisor or coordinator.	Client communication scripts (program-developed reference), student self-evaluation form, complete competency log binder, Final Supervisor Evaluation form, NAVTA Approved Veterinary Assistant competency checklist (NAVTA official document), externship completion certificate form	Final Supervisor Evaluation: all 30 items rated ≥ 3 of 4, overall mean ≥ 3.2; client communication observation notes show Satisfactory on all three interactions; competency log binder complete with all required signatures; final debrief completed; pass = all four criteria met.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Clinical Employer Evaluation	Clinical evaluation	70%	Overall mean score of 3.0 or higher (on a 4-point scale) across all competency items on both the Midpoint and Final Supervisor Evaluation forms, with no individual item rated below 2 on the Final Evaluation and 100% of required case minimums documented in the competency log.	The site supervisor completes a structured evaluation form at the midpoint and end of the externship, rating the student on competency domains that mirror NAVTA Approved Veterinary Assistant skill areas and VTNE practice domains: patient handling and restraint, nursing care, diagnostic sample collection and processing, anesthesia monitoring assistance, surgical assistance, pharmacy support tasks, client and team communication, record keeping, and professional conduct. Scores from both evaluations are reviewed by the program coordinator; a student who receives a below-passing midpoint score is placed on a written remediation plan and must achieve passing scores by the final evaluation to receive externship credit. Competency · Safety · Attendance · Conduct · Initiative
Externship Field Journal and Competency Log	Log	30%	All required case minimums met (as specified per lesson block), every entry initialed by a supervising licensed veterinarian or credentialed veterinary technician, field journal contains a minimum of one reflective entry per shift, and the student self-evaluation form is complete; reviewed by the program coordinator within two weeks of externship completion.	The student maintains a bound competency log and daily field journal throughout all 648 externship hours, documenting every hands-on procedure by case type, species, outcome, and supervising staff signature; the log serves as the primary evidence portfolio for NAVTA Approved Veterinary Assistant credentialing and, for students on the 24-month pathway, as supplemental documentation of clinical hours toward VTNE eligibility requirements set by their state veterinary licensing board. The program coordinator reviews the complete binder for accuracy, completeness, and professional quality of entries before issuing the externship completion certificate. Complete · Verified

HLT-VET42-12 Exam prep

Certification Exam Preparation: NAVTA AVA and VTNE

180 hr · ~~$1,800~~ COMPLIMENTARY

This course prepares students to sit the NAVTA Approved Veterinary Assistant credential examination and the Veterinary Technician National Examination (VTNE) by systematically reviewing every tested content domain, identifying and remediating individual knowledge gaps, and building test-taking stamina through timed full-length mock exams. Emphasis is placed on applying foundational science, clinical skills, pharmacology, anesthesia, surgical assisting, and laboratory procedures in the question formats used by each credentialing body. Students leave with a structured study plan, demonstrated competency across all domains, and the confidence to sit for their chosen credential.

Outcomes

Accurately identify personal knowledge gaps across all NAVTA AVA and VTNE content domains using diagnostic practice assessments and a scored gap analysis chart.
Demonstrate command of core science content—anatomy and physiology, microbiology, parasitology, and nutrition—by answering domain-specific practice questions at or above the established passing benchmark.
Apply clinical and technical knowledge in pharmacology, anesthesia, surgical assisting, laboratory procedures, and diagnostic imaging to correctly interpret scenario-based exam questions.
Complete timed, full-length mock examinations that mirror the format and difficulty of the NAVTA AVA and VTNE, achieving passing benchmark scores on both final simulations.
Construct and follow a personalized, week-by-week study plan that allocates review time to low-scoring domains and incorporates spaced repetition and retrieval practice strategies.
Explain credential eligibility requirements, exam registration procedures, and scope-of-practice boundaries governing credentialed veterinary assistants and veterinary technicians under the supervision of a licensed veterinarian.

Course text

How the course runs. 4 blocks: Credential Landscape, Exam Blueprints, and Personalized Gap Analysis; Targeted Domain Review: Sciences, Nursing, and Clinical Procedures; Targeted Domain Review: Pharmacology, Anesthesia, Surgical Assisting, and Dentistry; Full-Length Mock Examinations and Remediation.

What competent looks like. Accurately identify personal knowledge gaps across all NAVTA AVA and VTNE content domains using diagnostic practice assessments and a scored gap analysis chart. Demonstrate command of core science content—anatomy and physiology, microbiology, parasitology, and nutrition—by answering domain-specific practice questions at or above the established passing benchmark. Apply clinical and technical knowledge in pharmacology, anesthesia, surgical assisting, laboratory procedures, and diagnostic imaging to correctly interpret scenario-based exam questions. Complete timed, full-length mock examinations that mirror the format and difficulty of the NAVTA AVA and VTNE, achieving passing benchmark scores on both final simulations. Construct and follow a personalized, week-by-week study plan that allocates review time to low-scoring domains and incorporates spaced repetition and retrieval practice strategies. Explain credential eligibility requirements, exam registration procedures, and scope-of-practice boundaries governing credentialed veterinary assistants and veterinary technicians under the supervision of a licensed veterinarian.

Lessons · 4 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Credential Landscape, Exam Blueprints, and Personalized Gap Analysis	30	theory	Students will map the content domains published in the NAVTA AVA competency guidelines and the VTNE Content Outline to their own prior coursework, produce a scored gap analysis, and build a written study plan that prioritizes low-scoring domains.	Side-by-side comparison exercise: students place each of the 12 program courses against the published NAVTA AVA competency categories and the AAVSB VTNE domain weightings using a provided mapping worksheet, annotating which program lessons addressed each tested area. Timed 60-question diagnostic practice test (30 NAVTA-style, 30 VTNE-style questions drawn from anatomy, nursing, pharmacology, lab, anesthesia, and surgical content); students score their own results by domain and enter percentages into a color-coded gap matrix. Individual written study plan: each student drafts a six-week calendar allocating daily review blocks to domains scoring below 70%, selects two spaced-repetition resources (flashcard deck, question bank, or textbook chapter) per weak domain, and shares the plan with the instructor for written feedback.	AAVSB VTNE Candidate Information Bulletin (current edition); NAVTA Approved Veterinary Assistant program competency list (current edition); diagnostic practice question set (instructor-prepared, 60 questions); gap analysis matrix worksheet; Sirois: Principles and Practice of Veterinary Technology (current edition); Mosby's Veterinary PDQ (current edition); blank weekly calendar template; colored markers.	Instructor reviews completed gap matrix and study plan for accuracy of domain mapping and realistic time allocation; students must have identified at least one specific resource for every domain scored below 70% and received written instructor sign-off — pass requires a complete, approved plan submitted by end of lesson block.
2	Targeted Domain Review: Sciences, Nursing, and Clinical Procedures	60	practice	Students will correctly answer scenario-based practice questions at or above 75% accuracy across the science and clinical domains—anatomy and physiology, medical terminology, animal nursing, restraint, nutrition, parasitology, microbiology, diagnostic imaging, and laboratory procedures—after structured small-group review sessions.	Rotating domain stations (six 75-minute stations over multiple class sessions): each station presents 20 scenario-based multiple-choice questions on one domain cluster; students work in pairs, discuss rationale for each answer using the textbook or drug reference, and record domain sub-scores on their gap matrix to track progress. Case-file review drill: instructor presents six written clinical vignettes (e.g., a febrile canine patient requiring vital signs, blood draw, urinalysis, and radiograph positioning); students individually write out the correct procedure, normal reference range, and the NAVTA or VTNE domain tag for each task, then compare answers in a whole-class debrief. Flashcard sprint and retrieval quiz: students use pre-built anatomy/physiology and lab-values flashcard decks for 20-minute daily retrieval sessions at the start of each class meeting; at the end of the lesson block, a 40-question cumulative retrieval quiz is administered under timed conditions (40 minutes) to confirm retention across all stations.	Sirois: Principles and Practice of Veterinary Technology (current edition); Mosby's Veterinary PDQ; anatomy models (canine, feline, equine skeletal and organ sets); prepared microscope slides (blood smears, fecal floats, common bacteria); urinalysis reagent strips and refractometer; radiology positioning guides; domain-station question sets (instructor-prepared); flashcard decks (VTNE anatomy/physiology and laboratory values); gap matrix from Lesson 1.	Per-domain station sub-scores recorded on the gap matrix; 40-question cumulative timed quiz — pass standard is 75% overall with no single domain cluster below 65%; students below threshold in any domain are assigned targeted re-practice resources before Lesson 3.
3	Targeted Domain Review: Pharmacology, Anesthesia, Surgical Assisting, and Dentistry	50	practice	Students will correctly interpret pharmacology, anesthesia monitoring, surgical assisting, and veterinary dental examination questions at or above 75% accuracy by applying drug-category reasoning, anesthetic stage identification, and instrument/procedure recognition to practice scenarios.	Drug-category card sort and calculation practice: students sort a set of 60 drug-name cards into the correct pharmacological category (analgesics, antibiotics, anthelmintics, anesthetics, vaccines, etc.), then solve a set of 10 dose-calculation problems using dimensional analysis and a provided drug formulary — no calculators; answers are discussed and corrected as a class. Anesthesia monitoring simulation: using a tabletop anesthesia machine training model or a detailed diagram set, students rotate through a series of printed patient monitoring scenarios (vital signs, capnography values, vaporizer settings, breathing circuit identification) and write the correct nursing action or machine check for each; pairs critique each other's responses against the answer key. Surgical and dental instrument identification relay: instructor lays out 40 numbered instruments (scalpel handles, needle holders, hemostatic forceps, retractors, dental scalers, elevators, etc.); students individually write the name, category, and one correct use for each item within 30 minutes; the activity is immediately followed by a 30-question timed practice quiz covering pharmacology, anesthesia staging, surgical pack preparation, and basic dental charting.	Plumb's Veterinary Drug Handbook (current edition) or equivalent drug formulary; tabletop anesthesia machine training model or laminated circuit diagrams; printed anesthesia monitoring scenario cards; surgical instrument tray (real or high-quality photograph set of 40 instruments, numbered); dental model with charting form; domain-specific question sets (instructor-prepared); dimensional analysis worksheets.	Drug-category sort graded for accuracy (pass: 80% of cards correctly categorized); dose-calculation problems checked for correct setup and answer (pass: all 10 problems set up correctly using dimensional analysis, with 80% correct final answers); 30-question timed quiz — pass standard is 75%; students below threshold receive a supervised remediation session and a second 20-question quiz before sitting the mock exam.
4	Full-Length Mock Examinations and Remediation	40	lab	Students will complete a full-length timed mock examination modeled on the NAVTA AVA competency assessment and a full-length timed mock examination modeled on the VTNE, achieve passing benchmark scores, and complete targeted written remediation for any domain that falls below the benchmark.	NAVTA AVA mock examination: students sit a full-length, timed written simulation aligned to the NAVTA AVA competency categories under strict exam conditions (no notes, phones away, individual seating); immediately after submission, instructor returns scored results by domain and students complete a written reflection identifying the three domains with the most missed questions and the specific knowledge error in each. VTNE mock examination: students sit a full-length timed simulation aligned to the current VTNE domain weightings and question style under the same exam conditions; results are scored by domain and students update their gap matrix, noting domains that improved since Lesson 2 and domains still below benchmark. Remediation and celebration review: students who scored below benchmark on any domain complete a structured written remediation task (correcting each missed question with a cited rationale from an approved reference) before the final class session; the final session is a whole-class oral debrief in which the instructor addresses the most frequently missed question types across both exams, reinforces scope-of-practice boundaries, and reviews credential registration logistics.	NAVTA AVA full-length mock examination (instructor-prepared, aligned to current competency categories); VTNE full-length mock examination (instructor-prepared or from approved commercial question bank, aligned to current AAVSB domain blueprint); answer keys with cited rationales; updated gap matrix forms; Plumb's Veterinary Drug Handbook; Sirois textbook; AAVSB VTNE Candidate Information Bulletin; NAVTA AVA registration information sheet; individual exam result report forms.	NAVTA AVA mock: pass standard is 75% overall with no domain cluster below 65%. VTNE mock: pass standard is 75% overall with no domain cluster below 65%. Students who do not meet benchmark on a domain must submit completed written remediation for that domain before a passing grade is recorded for the course; remediation is reviewed by instructor for accuracy and completeness.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Dual Mock Certification Examination	Mock certification exam	100%	75% or higher overall on both the NAVTA AVA mock and the VTNE mock, with no individual domain cluster below 65%; written remediation required and accepted for any domain cluster between 50% and 64% before the course is considered complete; students scoring below 50% on any domain cluster must meet with the instructor to revise their study plan and sit an additional domain-specific quiz.	Students complete two separate full-length, timed simulations administered under authentic exam conditions: one aligned to the NAVTA Approved Veterinary Assistant competency categories and one aligned to the current VTNE domain blueprint published by the AAVSB. Each mock exam is scored by domain, results are recorded on the student's cumulative gap matrix, and a written domain-by-domain result report is placed in the student's portfolio as evidence of exam readiness alongside all completed remediation work. Score · Time management

Program completion

External credential: NAVTA Approved Veterinary Assistant; VTNE (Credentialed Vet Tech)

Students preparing for the veterinary assistant credential sit the NAVTA Approved Veterinary Assistant examination administered by the National Association of Veterinary Technicians in America; students pursuing credentialed veterinary technician status sit the Veterinary Technician National Examination (VTNE) administered by the American Association of Veterinary State Boards. Pass standard: Credential issued by the body.

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