Nursing Documentation Examples Pdf: Fill & Download for Free

It is quite possible that a Canadian nursing degree may require additional documentation to qualify to sit for the NCLEX examination. For example, download file named, “edp-i-35.pdf”. Copy this file name and you will be directed to the site for “CA RN Licensure Qualifications for Graduates of International Nursing”Another way to submit your education for review is a certification by the Commission on Graduates of Foreign Nursing Schools (CGFNS) that your RN program is equivalent to a US RN program.In summary, each state in the US may have different regulations and you might need to consult the state you want to practice.

#Question: Do all the resume writing tips you hear about writing resumes in the modern business world also apply to nurse resumes. Tips and tricks to answer the question: #Do all the resume writing tips you hear about writing resumes in the modern business world also apply to nurse resumes.7 SECRETS TO WRITE A KILLER RESUME=>1. THINK OF YOUR RESUME AS A MARKETING TOOLIt’s easy to think of your resume as a summary of your work experience. But a resume isn’t just about listing your professional history. Rather, it’s a strategic tool for marketing your individual brand.Consider the perspective of a recruiter. The recruiter is seeking a candidate who fits a job description and can bring value to an organization. They don’t have time to delve into your resume and figure out who you are, so you need to connect the dots for them.As you build a resume, think strategically. Consider what you’ve accomplished in the past and what you can offer in the future. Make sure your resume tells a clear story about who you are as a professional.—→Related post: Free ebook 395 interview questions with answers pdfDownload link: resume123. org/2018/06/free-book-395-interview-questions-with-answers-pdf.html=>2. IDENTIFY ACCOMPLISHMENTS NOT JUST JOB DESCRIPTIONSHiring managers, especially in technical fields like engineering, seek candidates that can help them solve a problem or satisfy a need within their company. Consequently, you can’t be a solution to their problems without stating how you solved similar problems in other companies and situations.*Focus on what you did in the job, NOT what your job was there’s a difference*Include a one or two top line job description first, then list your accomplishments*For each point ask yourself, What was the benefit of having done what I did?*Accomplishments should be unique to you, not just a list of what someone else did*Avoid using the generic descriptions of the jobs you originally applied for or held—→Related post: free 32 resume templatesDownload link: 32ResumeTemplates.blogspot .com=>3. TAILOR YOUR RESUME TO EACH NEW JOBAlong similar lines, you won’t have much luck sending off dozens of the same resume to lots of different employers. Instead of treating your resume like a form letter, tailor it to each new role.“One of the most common resume mistakes … is creating one single resume and sending it out to every hiring company they can find,” said career expert Jason Hill, founder of Sound Advice. “I call this the ‘shotgun approach.’ Do not do this.”Instead, research the company and read the job description closely. Figure out exactly what the organization is looking for, then reflect those qualifications in your resume.—→Related post: 35 tips to prepare for your job interviewsLink: 35JobInterviewTips.blogspot. com=>4. QUANTIFY YOUR ACCOMPLISHMENTSQ: What’s the most common resume mistake?A: Making too many general claims and using too much industry jargon that does not market the candidate. A resume is a marketing document designed to sell your skills and strengths rather than just portray a bio of the candidate.*Include and highlight specific achievements that present a comprehensive picture of your marketability*Quantify your achievements to ensure greater confidence in the hiring manager and thereby generate interest percentages, dollars, number of employees, etc.*Work backwards to quantify your accomplishments by asking, If I had not done X, what could have happened?=>5. REPLACE YOUR OBJECTIVE” WITH A “CAREER SUMMARY”A Career Summary is designed to give a brief overview of who you are and what you do. Most Objectives sound similar: Seeking a challenging, interesting position in X where I can use my skills of X, Y, and Z to contribute to the bottom line. Not telling at all.*Grab a hiring manager’s attention right from the beginning, remembering you*Have only 25 few seconds to make a good impression*Spend time developing a summary that immediately gets their attention, and accurately and powerfully describes you as a solution to their problems=>6. NETWORK. NETWORK. NETWORK.For unemployed candidates, handing out resumes should be a full-time job. The majority of mid*to senior-level positions are filled through networking, so contact absolutely everyone you know in addition to recruiters who are in a position to hire you or share insights.=>7. RESUME KEYWORDS:Many recruitment agencies (and indeed, some larger companies) use special software to scan applications for certain words and phrases, which are called ‘keywords’. To maximise your resume’s chances of being found, it’s a good idea to make sure your resume contains key words from the job description, or from your role and industry, to ensure it passes the first round of checks. Common keyword examples include ‘project management’, ‘business development’, ‘customer service’, ‘account manager’, ‘software development’ and ‘leadership’, amongst many others. Look closely at relevant job listings to see which words are repeated, and weave them into your resume and cover letters.

The current/traditional system of higher education could well be described as an expensive, on-campus, classroom styled, cohort organised, professor centric, seat-time structured and curriculum based learning system. This system requires the student to learn and understand a specialised core canon of information from generally paper-based textbooks. Understanding must then be demonstrated via the production of mostly text-based assessments to a standard that satisfies the requirement of a particular educational institution. In meeting this standard, the student secures the institution's academic award.If we look at the impact that technology could play on each aspect of this definition, we may well discover an effective alternative. But first ...Let it be said right at the start, that the current/traditional system of higher education has served well the needs of an industrial age, where graduates acquired “know what" knowledge to carry out specialist roles and functions that were logical, controlled and cumulatively sequenced.So education institutions became the learning factories of the industrial age and synced their output to the specialised needs of that age. In doing so they also imbibed the industrial age's efficiency mantra and organised students into age-related cohorts where knowledge was taught to students collectively, following the same sequence and delivered from the same geographic place. This bureaucratic, one-size-fits-all industrial age product became primarily focused on the industrial age's 'efficiency of production' mantra, which generally took precedence over the individual student's needs.But the world has changed .... and it has changed fundamentally in a way that many describe as a new age.In today's age, 'change and innovation' rather than 'stability and structure' is the new norm, making many of our industrial age skills now redundant. This matrix below shows the progress of our changing human society and the significant change that is now taking place as our society transitions from the Industrial Age to the current Information/Conceptual age.In this ever-changing 21st century Knowledge/Conceptual age, students need far more than to ‘know what’ to do in specialist roles and functions. They need to be able to use knowledge as a resource to build something new, rather than see acquired knowledge/understanding as an end in itself. Students need to be able to create new knowledge with their 'know-what' knowledge and so be able to use higher-order thinking to apply, analyse, synthase, evaluate and create.In the Information/Conceptual age, students need to master the Internet/mobile technologies to then creatively use knowledge to build new knowledge that is shared and enhanced by their engagement with global/virtual networks.There is no doubt in my mind that the advent of the Internet, coupled with mobile technologies, has fundamentally changed the way we learn in the same way that microwave ovens changed the way we cooked, TVs changed the way we entertained ourselves, ATMs changed the way we engaged with banks and how MP3's playing digital recordings changed the way we listened to music.So looking once more at each of the aspects of the current/traditional system of higher education described previously, I will look at how technology could be used to create an effective alternative:Technology could provide an alternative to expensive learning with the conversion of on-campus learning into digital learning products. This would involve, video lectures, online tests, pdf's of text documents, digitizing presentations like Powerpoint and then scaffolding these digital learning products into an online Learner Management System. Classroom courses could be filmed with multiple cameras and a sound mixer and uploaded to allow students to review any topic from an online index that charts the content of the entire class. Web applications and freeware such as Google docs can improve efficiency and reduce costs. e.g. InklingTechnology could provide an alternative to on-campus learning by employing the mobility of smartphones and tablets coupled with mobile apps,[1] allowing students to carry a 24/7 access to learning “in their pockets” ... from anywhere, in any place.Technology could provide an alternative to classroom styled learning by leveraging the power of cloud computing to engage a online community of peer learners and provide access to the information they need. The connectivity of mobile devices with their ability to monitor our coordinates creates the potential for “learning locations”."Increasingly we’ll see location-based services utilised as a key learning tool in higher education. We’ll see the management student in a case-study location, the social worker in the community, the nurse in the hospital, the archaeologist in the field, still connected with university resources and a community of peer learners." Professor Gilly Salmon [2][2][2][2]Technology could provide an alternative to cohort organised learning with an online virtual community of practice that help participants in an informal way to address issues and become better at what they do. These communities help participants to deal with a world that is increasingly complex, uncertain, volatile and uncertain. It has proven to be effective in the digital world, particularly for lifelong learning market dedicated to self-learning via collaborative learning which included the sharing of knowledge and experience with crowd-sourcing new ideas and development. Students' sense of audience is completely different. Blogging, online platforms and social media will change our notion of audience from the teacher + cohort ... to the world. e.g. Learning Management System | LMS | SchoologyTechnology could provide an alternative to professor centric learning with learning from a cloud of currently practising professionals working a business model that exchanges knowledge and skills for a subscription or fee ro for free like it's done here on Quora. e.g. Custom Elearning Development | LearnkitTechnology could provide an alternative to seat-time structured learning with a change in focus on competency based learning that assesses success based on the ability to perform a task regardless of the time taken to learn it. Competency based assessment is ideal for online games and simulations coupled with audio/visual/text based tests.Technology could provide an alternative to curriculum based learning with 'just in time' learning delivered over mobile devices and activated in response to the student's pressing need to solve some problem given to them as a learning process.Technology could provide an alternative to a student knowing a specialised core canon of information with a focus instead on how to source, access, validate and attribute existing crowd-sourced library published on the Internet and accessed via mobile devises. Technology ensures that we wil spend far less time finding information, so we can invest a significantly more amount of time digesting, thinking, and learning about new information.Technology could provide an alternative to paper-based textbooks with real-time digitally published online texts maintaining validated currency via a system of online peer review. e.g. Free Online Textbooks, Flashcards, Practice, Real World Examples, Simulations“The rise of online peer review may mean that some texts exist exclusively in virtual form, where they can be updated and refined in real time,” says Linda O’Brien, CIOof the University of Melbourne in Australia.[3][3][3][3]Technology could provide an alternative to text-based assessments with the outcomes from online gaming and simulation software applications being used to demonstrate the student's ability to apply their knowledge to relevant problems. e.g. Simformer - business simulations for online training, business games and educationTechnology could provide an alternative to educational institution standards with industries, organisations and businesses developing their own online assessments as a demonstration of competency.Technology could provide an alternative to institution's academic awards with badges earned for short courses taken online as taught by industry experts or organisations will take it upon themselves to accredit and award potential employees with competency tests. e.g. Udemy (company)Footnotes[1] Digital Collections on DukeMobile iPhone App[2] Tech for teaching: five trends changing higher education[2] Tech for teaching: five trends changing higher education[2] Tech for teaching: five trends changing higher education[2] Tech for teaching: five trends changing higher education[3] http://“The rise of online peer review may mean that some texts exist exclusively in virtual form, where they can be updated and refined in real time,” says Linda O’Brien, CIOof the University of Melbourne in Australia.[3] http://“The rise of online peer review may mean that some texts exist exclusively in virtual form, where they can be updated and refined in real time,” says Linda O’Brien, CIOof the University of Melbourne in Australia.[3] http://“The rise of online peer review may mean that some texts exist exclusively in virtual form, where they can be updated and refined in real time,” says Linda O’Brien, CIOof the University of Melbourne in Australia.[3] http://“The rise of online peer review may mean that some texts exist exclusively in virtual form, where they can be updated and refined in real time,” says Linda O’Brien, CIOof the University of Melbourne in Australia.