TLynn89

For gtt/min, you set it up like this: ?gtt/min=X gtt/mL x Y mL/hr x 1 hr/60 min = Z gtt/min The first numerator should always be the unit that you're trying to get to (in this case, drops), the last denominator should be the other unit of measurement (in this case, time-min), and all other units in between should cancel out. Moving from left to right, I always make sure that the denominator from one part is the numerator in the next part or vice versa if that unit is meant to cancel out. That way, once you cancel out everything else, you're left with your original numerator (in this case, gtt) and a final denominator (min here) for the units for your answer. It looks like you already have the idea to multiply across the top, multiply across the bottom, and divide the result for your answer. Looks like homework, so I won't give the answer, but filling in the blanks should get you there :)

We wear navy scrubs with white shoes, white lab coat (which I think I wore two or three times?), and a BIG patch on the shoulder, along with embroidering below our names (also embroidered) identifying us as students. I have seen multiple other schools showing up to the same clinical sites as us that have to wear the white scrubs, I think that's pretty standard.

Do you print your PPTs? I've used mine as a study guide if the professor has them available. I just print them out and add to that during the lecture. Then, when you're reading the chapter, add notes from there that weren't in the lecture material to the corresponding slide. You could also add a few blank slides to the end of it before you print it.

Going into third semester, not much. It's hard for him to relate, and talking about my frustrations to someone else that I'm friends with in my program usually works better, because they know exactly how I'm feeling.

Hi! I'm 26, a mother of two younger children (8 and 4), and I'll be in orientation for my third semester on 8/19, and starting lecture on 8/25. Hopefully I'll be an RN by this time next year!

I got it all out of the way before I started nursing school, and I'm so glad I did. Having the understanding that I do now of A&P and microbiology has made this semester easier, I think. I already knew all of the physiology stuff they were trying to teach us, so that has left more time for me to spend studying actual nursing skills and doing charting, and all that other stuff.

Ours does not. You do not pick the time or the clinical site. It's like they draw them out of a hat, but everyone in the same semester has clinicals at the same time (so far), just the class/lab times vary.

I can't comment on the accuracy (not my patient), but the rest of it looks good. Our professors make us do the PES (problem, etiology, signs/symptoms), so the order looks right. As far as the nursing diagnoses, my professors require that we use only the NANDA nursing diagnoses, and all of yours are there, so I think that's it :)

I'm in the middle of my Fundamentals semester (1st semester, only six more weeks including this one!), so my schedule so far is different from some of the others you've seen. Right now, it goes like this: Monday: Day "off", the off is in quotation marks because even if you don't have to physically show up, there's probably something else you should be doing to get ready for your week in clinical/class, or the next exam, or a project, or something. Tuesday, Wednesday: Clinical, for 5 hours, bright and early. That means I'm up at 4:30 in the morning getting ready, because my clinical site is not close to my home. Thursday: -Lab - 2 or 3 hours, first thing in the morning, length of the lab depends on that week's content. -Lecture - 2 hours, immediately after lab. -Break, about an hour and a half. -Pharmacology, 1 hour. Friday: 2 hours of lecture. We have short clinicals, for now. I think they get longer next semester, and we've been at the same clinical site all semester, but that won't be the case next semester. Next semester, our site will change every few weeks, I've been told. All of this is not to mention the prep work we have to have done before we go to class, and the study time. I don't have a job, I take care of my kids though. As other replies have said, time for you is important. For me, that's time that I don't have to study or clean, but can hang out with my family for a while without suddenly remembering something else that needs done. A lot of people in my program work, and they're hanging in there. If you have concerns, you mostly need to focus on good time management, and discipline to keep you going, because studying is harder after a few straight hours of it.

When I study, I have a multi-step process. Before I get to lecture, I check the syllabus to see what we're going to be covering in that lecture. Then, I take my own notes from the book on that material. When I get to class, I go back to my notes and add the professor's remarks in and around mine with red pen (one professor gives us outlines for each chapter that we can use to take notes during lecture, which makes this part pretty easy). At this point, I'm reviewing the information that I've already read. Then within 24 hours of the lecture, I like to go back and make a 'nice' copy of my notes, in outline form in my notebook, to give me a more organized and easy to read version of what I have in my book/lecture notes. When exam time comes around, I study from the nice copy. This is where the bulk of my studying is done. Not all of it though, I love flash cards. When something comes up that I need to remember (for Psych classes, this might be a name and a study, or a date, or just a name of someone memorable), I pull out a flash card and make one right away and keep them in a little box that is made for storing flash cards, ready to pull out whenever I have a minute to review. This helps me to cement these finer points into my memory. I ask a lot of questions too, and talk to other students. I think talking out loud about it makes it easier to remember, and using it in conversation helps even more than reciting it alone. When I get stuck on something I resort to resources other than my professor and textbook. I bought the Barron's E-Z Anatomy and Physiology book when I took A&P I in the Fall. Reading the same information, phrased another way or explained by another author helps when I'm staring at something for a while without it "clicking." For A&P, I also have the Anatomy and Physiology coloring book, and this was a big help for me. When it's time to study, I pull out all of my notes and resources and review from my nicer sets of information. Hope this helps somebody.

It was very helpful, thanks! :)

If you don't get in this time and have another year to wait to re-apply, you could go back and take those classes that you had the low grades in again (Calc, A&P I, Nutrition). If you could bring those up to an A or a B, it would bring up your overall GPA.

I have a little under two weeks until my Spring semester starts, and I went to campus today to get my books and I was thinking through my supplies to make sure I had everything else I needed. That, and a post that I replied to got me thinking about my studying and time management habits (I'd like to work on my time management more this semester). So, for everyone here, what is your process for note taking/studying? I'll type mine out in a comment, but it might take me a little while.

Nursing applications at the school here go through an audit first, this is to weed out anyone who isn't eligible. Next, applicants are sorted by GPA, highest GPAs are accepted first, then at the bottom of the accepted GPA pool, say two people both have a 3.35 and they can only take one applicant, they will take the applicant that has more of the applicable science courses done (A&P I, A&P II, Microbio). I think they told us the lowest GPA that got accepted last year was a 3.4.

This too. I always have index cards in my bag, when a teacher gives me something like an equation I need to memorize (came in handy for chem), I put it on a card and in a little index card box in my bag, so I know where to find it.