chorkle 6,496 Views
Joined: Sep 13, '10;
Posts: 233 (28% Liked)
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Perpetual Student; from
Insert evil laugh.
I'll deal with it when I have the experience or knowledge to do so.
My take on this is likely different than most. I'll be happy to work anywhere I can be useful, and feel I'm doing smth. worthwhile.
Anywhere I can be useful, and feel I'm doing something worthwhile.
I've been hither and thither, and almost got to yon, once.
There's no difference in the test itself. The only differences are in how schools use the results.
All schools, s'far as I've ever heard, require some minimum score; and often, a fairly higher score is needed to get admitted.
It's common for an LPN program to require a given minimum score, and for an RN program (same school) to require a certain higher score.
One doesn't "pass" or "fail" the TEAS; one only earns the score needed, or doesn't. And what that score is, may vary among the schools one might be interested in applying to.
Can't address the McGraw, as I haven't seen it or used it. ATI's own Study Guide is an excellent base for the exam--provided, this isn't one's first exposure to A&P, Microbiology, & what's called College Algebra.
Use everything in the ATI Study Guide; read ALL of it--everything.
Check Barnes & Noble, if aval. in your area; likely to be cheaper than ATI.
Seems to me, to be an available warm breathing body (OK--RN, if you like), to float to a unit in need, does not equate to qualification as a permanent member of such a unit.
Or, maybe it's just me.
Agree with wish_me_luck (and elkpark's advice, suggestions, should never be overlooked) . . .
Organic chemistry on-line? No classroom interaction with instructor & other students? No office hours available? No lab?
Likely to be unproductive, I'm thinking. Well, you might get "credit" for the "course." I'd seriously question how much understanding of the subject you'd acquire. (Of course, if that's not your objective, well, then . . .)
College "credit" for smth one doesn't really understand--can explain any aspect of it, to someone who knows nothing about it--seems to me an abomination of the first rank, akin to the ever-present problem of grade inflation. But perhaps this may not apply to your situation.
Rather a long time ago, as a clerk in the Nursing Dept. Office (when such things existed) (largish university hospital); single, unattached to anything or anyone, no pets, etc.; I always volunteered to work holidays.
It was wonderful. Volunteering got me points, in itself; & a comp day of my choosing later.
Low census, zero walk-ins, not all that much to "do." Eager to do anything useful, I was often called to go do this, that, the other thing, whatever. More experience.
A well-remembered high point of my early healthcare experience.
In my experience, faced with the choice you pose, I'd say--It hardly matters, at all. Either choice is likely to turn out much the same.
But for the substance of things--A&P, properly approached & prepared for, does not really involve all that much memorization--UNLESS A&P is one's first exposure in life to its subject matter, AND unless, once exposed to a topic, one retains practically nothing of it.
I have long felt (even if few seem to care) that a thorough grounding in "Medical Terminology" will carry one almosty effortlessly through a lot of A, and a fair amount of P. Perhaps MT is no longer thought of as necessary preparation for much of anything. If that were true, then yes, one could be in for a lot of memorization (without understanding).
Best of luck.
CONGRATULATIONS upon outstanding!! results of your preparation & efforts. (Or, exemplary, if you prefer.)
And thank you, from (or for) all of us, for your mind-blowing super-analysis of the depth & breadth of the exam. If only all who query here would take thorough note of all you said, and apply it to their own preparations.
Concur with all that you said, from my experience.
English, & Math--96.7%! REALLY outstanding.
(I assume you have had, or soon will have, many requests to set up a tutoring school for TEAS prep in your area.)
BLS/CPR continues to be watered down by AHA. Perhaps simplification is a good thing, for the general public.
For nursing students, EMTs of all stripes, YMCA lifeguards . . wouldn't you want to know what they could teach you, in a day?
Oh--you don't have a day. Oh, well, in that case, just how much did you wish to know?
Just what they could expose you to, on-line, in 30 minutes or so?
And you get your cert., & you're "good to go"? Did you merely want the cert? or did you actually want to know smth about the subject?
OK, get what you can, in the time you have "available". Sure hope you don't need it, for real, And, I especially hope, your patient doesn't actually need it, when you are presented with the absolute need, for smth you may not really know all that much about.
Gen Psych--piece of cake, espec. b/c they made me take Developmental Psych. FIRST. (Who can explain this? Not the school. Quien sabe?)
A&P, not so much. Still, not bad at all. (But I'd had some exposure, 10 years before, to A&P.)
College algebra could be helpful, but it depends on where you are coming from--i.e., where you've been.
Algebra will expose you to several modes of conceptual abstract thinking, which could be broadly, but not necessarily specifically, useful.
As someone here has said, Will I need to know the quadratic equation for dosage calculations? Um, no.
Disclaimer--I have not yet been exposed to NS dosage calculations. But I do have some familiarity with dosage calculations, in one's head, on the ambulance. (No time to look at the protocols, and you're supposed to know this, off the top of your head, anyway.)
As Shorty said, ratio & proportions, 1- or 2-term algebraic equations, and dimensional analysis. DA is a fancy term for (originally) chemical equations; its essence is that if you account for all of the units (pints, quarts, liters, grams, mL, etc., & etc.) (yeah, pints & quarts was just to get into the subject--unlikely your pt. will be prescribed a pint of Old Pale Lager) . . OK--if you account for all of these units, canceling out where appropr., you cannot but help to come out with the correct answer. But, it is a subject requiring most of your attn. to understand (for some of us, of course, ALL of ourt attn.).
It depends entirely upon your (Nursing) school.
The logical school, for where I once worked, had as its only prereqs, certain required courses & GPA. They said they looked at nothing more, nothing else. And, from my observations about who was admitted, this must certainly have been true. (Qualities of an ideal nurse?--not important.)
At another school I know of, the criteria are smth. like, certain prereqs., 40% GPA, 40% TEAS score, 10% being a CNA in that state, 10% being a resident of that state.
Therefore, it varies all over the place. Any generalizations are likely to be false, or at best, inadequate.
My impression, from readings on AN, is that the transmission of Biomedical Ethics varies all over the lot.
It was a prereq, where I was doing prereqs, so I took it. Doesn't seem to be a prereq where NS starts next month.
Where, and when, I took the course, it seemed the assigned instructor might vary from one year to the next (just my impression). Took the course in (what some schools call) intermester--4-hour class, 4 afternoons a week, for 3 weeks. Intense, heavy course participation. Participation seemed to be the key--jump in, grab hold of the subject, be involved & outgoing--i.e., ALL of your conscious attn. & knowledge, up & out on the surface. (For me, this would be a great leap; I was excited about the course, I did it.)
One assigned reading, by individual choice--several hundred pages--& what could be called a book report--EXCEPT that if you excelled, you were absolutely fully engaged in that book, and conveyed this effortlessly to the class, in great, organized, depth.
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