Cultivation of professional abilities has long been the goal of nursing education. School education must be closely related to professional practices. When a gap exists between school education and professional practices, students cannot apply what they have learned in a clinical setting. In Taiwan, instruction in perioperative nursing focuses on patient care during the preoperative, intraoperative, and postoperative phases of an operation. Novice scrub nurses can only learn relevant nursing practices—in particular how to pass surgical instruments to surgeons—according to their observations when working with an experienced nurse during operations; thus, they accumulate their experience in this manner. These nurses typically experience stress because they feel unprepared for procedures. Designing courses and assessing learning results are often considered core abilities of a nursing educator. A nursing educator should integrate information technology into perioperative nursing courses and help students develop the ability of self-directed learning, smoothly transition from a novice to an advanced learner. Therefore, this article elucidated the philosophy of perioperative nursing education; constructed a conceptual framework to provide a foundation for the course development and implementation of Operating Room Nursing and Practice; and put forward conclusions and recommendations.