tabrojajo
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Will you rub powder on my testicles? They're sweaty and sticking together!
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As an instructor, I've shared several tips for my students that have been very successful in breaking apart the lengthy chapters and making sense of what's important to know. FIRST read the syllabus to identify the key areas the instructors are seeking. Review the chapter index in the beginning of the book. Pencil an outline on paper with the key points. Using the syllabus outline and book outline are how I develop my lectures. Always leave a large space between the topics because you will continue to add content. Go to the chapter and read the first sentence or two of each paragraph that discusses a new disease, procedure, etc. Make a few notes on your outline of the important highlights. Review the outline you've been making. Go back to the chapters and review the information, adding to your notes a bit more. Keep it brief, you do not want to rewrite the paragraph/chapter. By keeping room between each item on the outline, bring it to lecture to add to. By competing this step in advance of the lecture makes you aware of the content that will be discussed and continues to break down the content. Pull out the old index cards and create one for each disease, etc. These should contain the highlights: disease, cause, s/s, treatments. The benefit of the index cards is their portable and can be reviewed anywhere at anytime. Learn five items at a time, get them down solid and add an additional one or two at a time. Don't forget to review them all and keep building. This technique has helped my students with ADHD, comprehension problems and the feelings of being overwhelmed and thinking you have to remember every aspect of the chapter. Good luck!
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As a manager who does a lot of interviews, a couple of items that I look at on an application/resume that turn me off from meeting with the applicant are: Length of time worked at each facility - short durations and job hopping are a turn off Reasons for leaving jobs - "personal reasons", too much work, etc are turn offs Quality of the grammar/punctuation indicate the quality of documentation and are important parts of the application Lastly, there is absolutely no way to identify ageism on an application or resume as ages/DOB are not permitted to be asked. The only way to deduce age is the length of job experiences i.e. worked at XYZ for 40 years. For a nurse with 21 years experience, that would lead me to believe they're not too old. Good luck, NY is in great need for nurses, including critical care.