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Conducting clinical post-conference in clinical teaching: a qualitative study. - PubMed - NCBI

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Deal with data? No doubt you've come across the time-based variety. The visualization you use to explore and display that data changes depending on what you're after and data types. Maybe you're looking for increases and decreases, or maybe seasonal patterns.

This is a guide to help you figure out what type of visualization to use to see that stuff.

Let's start with the basics: the line graph. This will work for most of your time series data. Use it when you have a lot of a points or just a few. Place multiple time series on one graph or place one. Mark the data points with squares, circles, or none at all. Basically, if you're not sure what to use, the line graph will usually do the trick.

Scatterplots work well if you have a lot of data points. Because the dots are small, it doesn't work well if you only have a few points. Scatterplots also work well when your measurements aren't nicely structured. For example, if your measurements aren't equally spaced, a line graph probably wouldn't work.

Bar charts work best for time series when you're dealing with distinct points in time (as opposed to more continuous data). They tend to work better when you have data points that are evenly spaced in time.

Use this the same way you would a bar chart when you have multiple categories (hence the stacking). The stacks represent a significance in the sum of the parts. Don't stack if the parts don't go together though.

The stacked area is the stacked bar's more versatile sibling. Use this if you've got a lot of data points in time and there isn't enough room for a bunch of bars.

The bubble plot is like a scatterplot, but instead of small dots, you size circles by some other metric. This way you can show two measurements at once over time. Hans Rosling's TED talks made this visualization method especially popular in the past couple of years.

An example: Income per Person and GDP by Gapminder

Color to show changes tends to be underutilized. It's easier to see differences in height than it is to see differences in shades of gray, but if you're limited by space or need to show a lot at once, color can be a good solution. The main challenges with color, that should play a role in the design process, are choosing color scale and dealing with the small portion of the population who is colorblind.

An example: Congestion in the Sky

Timelines work for events i.e. you're most interested in time of occurrence. While they don't work well if you have a lot of data, you can combine the timeline with any of the above to pretty good effect.

Again, like the guide to proportions, showing every single data point can work well when you're interested in the details of every event. This obviously takes up a lot of space, but is sometimes effective when you need to humanize the data.

Animation opens up a whole other bag of worms, and it can tricky if you don't know what you're doing. It can, however, work really well if you do know what you're doing. With animation, you can basically take any static graphic, create one for every point in time, and then string them together like a video.

Finally, if all else fails, you can always show your data in a basic table. If there aren't that many data points, a table usually works just fine. Many of the above options will also fit together nicely.

Ready for more? Join as a FlowingData member for access to tutorials on how to do this stuff.

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11 Ways to Visualize Changes Over Time - A Guide

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Deal with data? No doubt you've come across the time-based variety. The visualization you use to explore and display that data changes depending on what you're after and data types. Maybe you're looking for increases and decreases, or maybe seasonal patterns.

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Note: This site is moving to KnowledgeJump.com. Please reset your bookmark.

Bloom's Taxonomy was created in 1956 under the leadership of educational psychologist Dr Benjamin Bloom in order to promote higher forms of thinking in education, such as analyzing and evaluating concepts, processes, procedures, and principles, rather than just remembering facts (rote learning). It is most often used when designing educational, training, and learning processes.

The Three Domains of Learning

The committee identified three domains of educational activities or learning (Bloom, et al. 1956):

Since the work was produced by higher education, the words tend to be a little bigger than we normally use. Domains may be thought of as categories. Instructional designers, trainers, and educators often refer to these three categories as KSA ( Knowledge [cognitive], Skills [psychomotor], and Attitudes [affective]). This taxonomy of learning behaviors may be thought of as "the goals of the learning process." That is, after a learning episode, the learner should have acquired a new skill, knowledge, and/or attitude.

While the committee produced an elaborate compilation for the cognitive and affective domains, they omitted the psychomotor domain. Their explanation for this oversight was that they have little experience in teaching manual skills within the college level. However, there have been at least three psychomotor models created by other researchers.

Their compilation divides the three domains into subdivisions, starting from the simplest cognitive process or behavior to the most complex. The divisions outlined are not absolutes and there are other systems or hierarchies that have been devised, such as the Structure of Observed Learning Outcome (SOLO). However, Bloom's taxonomy is easily understood and is probably the most widely applied one in use today.

Cognitive Domain

The cognitive domain involves knowledge and the development of intellectual skills (Bloom, 1956). This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills. There are six major categories of cognitive an processes, starting from the simplest to the most complex (see the table below for an in-depth coverage of each category):

The categories can be thought of as degrees of difficulties. That is, the first ones must normally be mastered before the next one can take place.

Bloom's Revised Taxonomy

Lorin Anderson, a former student of Bloom, and David Krathwohl revisited the cognitive domain in the mid-nineties and made some changes, with perhaps the three most prominent ones being (Anderson, Krathwohl, Airasian, Cruikshank, Mayer, Pintrich, Raths, Wittrock, 2000):

The chart shown below compares the original taxonomy with the revised one:

This new taxonomy reflects a more active form of thinking and is perhaps more accurate. The new version of Bloom's Taxonomy, with examples and keywords is shown below, while the old version may be found here

Table of the Revised Cognitive Domain

Cognitive Processes and Levels of Knowledge Matrix

Bloom's Revised Taxonomy not only improved the usability of it by using action words, but added a cognitive and knowledge matrix.

While Bloom's original cognitive taxonomy did mention three levels of knowledge or products that could be processed, they were not discussed very much and remained one-dimensional:

Factual - The basic elements students must know to be acquainted with a discipline or solve problems.

Conceptual - The interrelationships among the basic elements within a larger structure that enable them to function together.

Procedural - How to do something, methods of inquiry, and criteria for using skills, algorithms, techniques, and methods.

In Krathwohl and Anderson's revised version, the authors combine the cognitive processes with the above three levels of knowledge to form a matrix. In addition, they added another level of knowledge - metacognition:

Metacognitive - Knowledge of cognition in general, as well as awareness and knowledge of one's own cognition.

When the cognitive and knowledge dimensions are arranged in a matrix, as shown below, it makes a nice performance aid for creating performance objectives:

The Cognitive Dimension

However, others have identified five contents or artifacts (Clark, Chopeta, 2004; Clark, Mayer, 2007):

Facts - Specific and unique data or instance.

Concepts - A class of items, words, or ideas that are known by a common name, includes multiple specific examples, shares common features. There are two types of concepts: concrete and abstract.

Processes - A flow of events or activities that describe how things work rather than how to do things. There are normally two types: business processes that describe work flows and technical processes that describe how things work in equipment or nature. They may be thought of as the big picture, of how something works.

Procedures - A series of step-by-step actions and decisions that result in the achievement of a task. There are two types of actions: linear and branched.

Principles - Guidelines, rules, and parameters that govern. It includes not only what should be done, but also what should not be done. Principles allow one to make predictions and draw implications. Given an effect, one can infer the cause of a phenomena. Principles are the basic building blocks of causal models or theoretical models (theories).

Thus, the new matrix would look similar to this:

The Cognitive Dimension

An example matrix that has been filled in might look something like this:

Next Steps

Review

Useful Links

References

Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., Wittrock, M.C. (2001). A Taxonomy for Learning, Teaching, and Assessing: A revision of Bloom's Taxonomy of Educational Objectives. New York: Pearson, Allyn & Bacon.

Bloom, B.S. (Ed.). Engelhart, M.D., Furst, E.J., Hill, W.H., Krathwohl, D.R. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc.

Clark, R., Chopeta, L. (2004). Graphics for Learning : Proven Guidelines for Planning, Designing, and Evaluating Visuals in Training Materials . San Francisco: Jossey-Bass/Pfeiffer.

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Bloom's Taxonomy was created under the leadership of Benjamin Bloom in order to promote higher forms of thinking in learning and education, such as analyzing and evaluating, rather than just remembering facts.

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Cite this guide: Armstrong, P. (2010). Bloom's Taxonomy. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/.

Background Information | The Original Taxonomy | The Revised Taxonomy | Why Use Bloom's Taxonomy? | Further Information

The above graphic is released under a Creative Commons Attribution license. You're free to share, reproduce, or otherwise use it, as long as you attribute it to the Vanderbilt University Center for Teaching. For a higher resolution version, visit our Flickr account and look for the "Download this photo" icon.

Background Information

In 1956, Benjamin Bloom with collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a framework for categorizing educational goals: Taxonomy of Educational Objectives. Familiarly known as Bloom's Taxonomy, this framework has been applied by generations of K-12 teachers and college instructors in their teaching.

The framework elaborated by Bloom and his collaborators consisted of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after Knowledge were presented as "skills and abilities," with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice.

While each category contained subcategories, all lying along a continuum from simple to complex and concrete to abstract, the taxonomy is popularly remembered according to the six main categories.

The Original Taxonomy (1956)

Here are the authors' brief explanations of these main categories in from the appendix of Taxonomy of Educational Objectives ( Handbook One, pp. 201-207):

Knowledge "involves the recall of specifics and universals, the recall of methods and processes, or the recall of a pattern, structure, or setting."

Comprehension "refers to a type of understanding or apprehension such that the individual knows what is being communicated and can make use of the material or idea being communicated without necessarily relating it to other material or seeing its fullest implications."

Application refers to the "use of abstractions in particular and concrete situations."

Analysis represents the "breakdown of a communication into its constituent elements or parts such that the relative hierarchy of ideas is made clear and/or the relations between ideas expressed are made explicit."

Synthesis involves the "putting together of elements and parts so as to form a whole."

Evaluation engenders "judgments about the value of material and methods for given purposes."

The 1984 edition of Handbook One is available in the CFT Library in Calhoun 116. See its ACORN record for call number and availability.

Barbara Gross Davis, in the "Asking Questions" chapter of Tools for Teaching, also provides examples of questions corresponding to the six categories. This chapter is not available in the online version of the book, but Tools for Teaching is available in the CFT Library. See its ACORN record for call number and availability.

The Revised Taxonomy (2001)

A group of cognitive psychologists, curriculum theorists and instructional researchers, and testing and assessment specialists published in 2001 a revision of Bloom's Taxonomy with the title A Taxonomy for Teaching, Learning, and Assessment. This title draws attention away from the somewhat static notion of "educational objectives" (in Bloom's original title) and points to a more dynamic conception of classification.

The authors of the revised taxonomy underscore this dynamism, using verbs and gerunds to label their categories and subcategories (rather than the nouns of the original taxonomy). These "action words" describe the cognitive processes by which thinkers encounter and work with knowledge:

Remember

Understand

Interpreting

Exemplifying

Classifying

Summarizing

Inferring

Comparing

Explaining

Apply

Analyze

Differentiating

Organizing

Attributing

Evaluate

Create

In the revised taxonomy, knowledge is at the basis of these six cognitive processes, but its authors created a separate taxonomy of the types of knowledge used in cognition:

Factual Knowledge

Knowledge of terminology

Knowledge of specific details and elements

Conceptual Knowledge

Knowledge of classifications and categories

Knowledge of principles and generalizations

Knowledge of theories, models, and structures

Procedural Knowledge

Knowledge of subject-specific skills and algorithms

Knowledge of subject-specific techniques and methods

Knowledge of criteria for determining when to use appropriate procedures

Metacognitive Knowledge

Strategic Knowledge

Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge

Self-knowledge

Mary Forehand from the University of Georgia provides a guide to the revised version giving a brief summary of the revised taxonomy and a helpful table of the six cognitive processes and four types of knowledge.

Why Use Bloom's Taxonomy?

The authors of the revised taxonomy suggest a multi-layered answer to this question, to which the author of this teaching guide has added some clarifying points:

1. Objectives (learning goals) are important to establish in a pedagogical interchange so that teachers and students alike understand the purpose of that interchange.

2. Organizing objectives helps to clarify objectives for themselves and for students.

3. Having an organized set of objectives helps teachers to:

"plan and deliver appropriate instruction";

"design valid assessment tasks and strategies";and

"ensure that instruction and assessment are aligned with the objectives."

Citations are from A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives.

Further Information

Section III of A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives, entitled "The Taxonomy in Use," provides over 150 pages of examples of applications of the taxonomy. Although these examples are from the K-12 setting, they are easily adaptable to the university setting.

Section IV, "The Taxonomy in Perspective," provides information about 19 alternative frameworks to Bloom's Taxonomy, and discusses the relationship of these alternative frameworks to the revised Bloom's Taxonomy.

This teaching guide is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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by Patricia Armstrong Print Version Cite this guide: Armstrong, P. (2010). Bloom's Taxonomy. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/. Background Information | The Original Taxonomy | The Revised Taxonomy | Why Use Bloom's Taxonomy? | Further Information The above graphic is released under a Creative Commons Attribution license.

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Use the ASU Online Objectives Builder tool below to write measurable course outcomes and learning objectives.

About Learning Objectives

Learning Objectives are statements that describe the specific knowledge, skills, or abilities student will be able to demonstrate in the real world as a result of completing a lesson. Learning objectives should not be assignment-specific, however, an assignment should allow students to demonstrate they have achieved the lesson objective(s). All of the learning objectives should support the course outcomes.

Examples of Learning Objectives

Describe individual, behavioral, and social factors positively influencing health in the Blue Zones.

Calculate the median of a set of values using Excel.

Create a needs analysis using Gilbert's Performance Matrix.

Revise a company operations manual to reduce energy consumption.

Diagram the main constructs of social cognitive theory.

Summarize the scope and source of food waste in the United States.

Objectives Builder Tool

Use the below objectives builder tool to begin designing objectives. If it's your first time click "Start Project". If this is a return visit, click "Resume" to pick up where you left off or "Restart" to start the tutorial over. Follow the on-screen instructions to build your learning objective(s)!

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Learning Objectives Builder - Teach Online

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Use the ASU Online Objectives Builder tool below to write measurable course outcomes and learning objectives. About Learning Objectives Learning Objectives are statements that describe the specific knowledge, skills, or abilities student will be able to demonstrate in the real world as a result of completing a lesson.

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3 Steps for Creating Effective Learning Objectives

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3 Steps for Creating Effective Learning Objectives

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A learning objective is a statement, in specific and measurable terms that describes what the learner will know, or be able to do after the completion of the course. Here are a few steps for creating effective learning objectives:

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3 Steps for Creating Effective Learning Objectives - INFOGRAPHIC

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A learning objective is a statement, in specific and measurable terms that describes what the learner will know, or be able to do after the completion of the course. Here are a few steps for creating effective learning objectives:

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Writing a new-grad nursing resume is a daunting task for most new-grads. The fear of having no experience and being unqualified leaves many wondering what details to include. Moreover, many new-grads wonder how to structure their nursing resume in a way that best conveys their current skill-set and value to prospective employers. As former recruiters, we reviewed thousands of new-grad resumes. In this blog post, we'll draw on that experience to provide a comprehensive guide to creating an amazing nursing resume for new-grads.

How to Structure Your New-Grad Nursing Resume

How you structure your resume has an impact on its effectiveness. Let's first consider which headings to include on your resume. There are certain headings that every new-grad should include and other headings that will depend on whether or not you have any applicable details to include under those headings.

Headings that every new-grad nursing resume should include (Required)

Every new-grad resume should include the following headings (we'll discuss why we recommend these headings and provide tips for each below):

1. Summary

2. Licenses and Certifications

3. Education

4. Clinical Rotations

Optional headings for your new-grad nursing resume

Each of the following headings should be considered and included based on whether or not you have relevant details to include:

1. Work History

2. Affiliations

3. Volunteer Activities

4. Honors and Awards

5. Skills Summary

6. Languages

How to order the headings

Now let's take a look at the ordering of the headings. Of course, your contact information should be at the top of your resume. As usual, you should place the Summary as first heading on your resume. Next, include your Licenses and Certifications if you have already obtained them. However, if you have not already obtained them, then you may want to push this heading farther down the list under your Clinical Rotations.

Next, include your Education followed by your Clinical Rotations. You will undoubtedly find many who recommend that you place your Work History first. Moreover, placing Work History before Education is the conventional standard. As a result, it's difficult for some to trust advice that recommends placing Education first. So, here's our supporting argument...

As a new-grad, you may not even have work experience. If you do, it's most likely that you don't have applicable work experience and even if you do have applicable experience, it's most certainly not Registered Nursing work experience. You can't obtain RN work experience without an RN license and you can't get an RN license without first graduating from an accredited nursing program and passing the NCLEX.

Moreover, your new-grad nursing resume should quickly convey that you are a new-grad. There is no point in trying to hide this fact. If employers are considering new-grads for an open position, then recruiters and hiring managers are going to be receptive to your situation. If they're not considering new-grads for the opening and are instead requiring experience for the position, then they're not going to be receptive to your situation. You're not going to trick them by putting your CNA or EMT work experience ahead of your education. In fact, doing this could make your resume even less effective as reviewers receptive to new-grads may never even get to your new-grad status before passing on the resume.

Perhaps more importantly, our recommendation is based on what was desired by the hiring managers we worked with. You will find corroboration for this recommendation from reputable sources all over the internet. For example, the sample new-grad resumes from California State University Chico and University of Texas San Antonio both have the headings listed in the order we recommend. Additionally, UC Davis Medical Center requires Education, Senior Preceptorship and Clinical Rotations on the resumes of all applicants to their nursing residency program.

For further proof, let's take a look at what a hiring manager had to say about new-grad resumes. As the Director of Workforce Development for Orange County Memorial Care University and a Board Member of the Association of California Nurse Leaders, Maria-Jean Caterinicchio, RN, MS said, "It (your resume) should state where you have done your clinicals and any certifications such as EKG and ACLS. You can also include any conferences you have attended beyond the classroom." Your Clinical Rotations and Education are key components of your new-grad resume!

That takes care of the 4 required headings. The 6 optional headings can be ranked as you see fit. Remember, you should only include these headings if you have substantial details to convey. And you may want to rank them in order of strength as they relate to the job in question. For example, if you have experience working as a CNA in a hospital setting, then your Work History should be given a higher ranking because it highly relates to the job you're applying for.

Specific Details to Include on Your New-grad Nursing Resume

Summary

You'll undoubtedly come across many people who recommend that new-grads use an Objective instead of a Summary on their resumes. The argument is that you really have nothing to summarize as a new-grad. However, we think that Objectives are an outdated resume heading that do nothing to advance your main objective of conveying why you're the right person for the job. Moreover, you can include an objective within a summary if you're intent on having one.

Here are three articles from major publications that support summaries over objectives:

Now, you may have heard that recruiters spend 6 seconds reviewing your resume. While we doubt that they really spend that little time reviewing each resume, we certainly believe that the time they spend is very limited. Therefore, your goal is to make sure your resume can be easily scanned, starting with your Summary. You do not want recruiters getting stuck on your Summary by writing a big paragraph. Instead, use bullet points and try to keep each point at 1 to 2 lines.

As for what to include in your Summary ...It's a good idea to state that you're a new-grad. You might summarize your clinical rotations. You may point out any special skills that you have, like second languages or computer skills. And, as mentioned previously, you may include an objective.

Licenses and Certifications

We recommend listing each license and certification with the following information:

Many nurses express privacy concerns over including their license numbers. Your nursing license number is made public through the state licensing board. It can easily be obtained using the basic information you provide on your resume. Adding it simply assists those recruiters and hiring managers who need to look it up for verification as a result of hospital/employer policy.
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Education for Your New-Grad Nursing Resume

You should display all of your relevant college education. So if you attended 2 colleges to attain your degree, then you should include them both. Please do not include your high school education. We recommend including the following information for each pertinent education institution you attended:

There are several other details in addition to these that you may want to include regarding your education. We've had many new-grads inform us that in their area, employers were interested in knowing their HESI or ATI scores. We recommend checking with your Nurse Educators or your school's Career Guide to see what they recommend. You may also wish to include relevant coursework and corresponding grades if you got an A. However, keep this brief and relevant to the job you're applying for. Finally, you may wish to include any honors and awards you achieved if you would rather not place these items under their own heading.

Clinical Rotations on Your New-Grad Nursing Resume

Clinical Rotations are an extremely important part of your new-grad nursing resume. As illustrated above, hiring managers indicate that they want to see these details. Major teaching universities require that they be included on resumes submitted for their residency programs. We consider them the crux of your new-grad resume. At a minimum, you should include the following:

Details to include about your clinical rotations

1. Type of experience (Clinical Rotation, Senior Preceptorship, other).

2. Start and end dates.

3. Total number of hours worked.

4. Name of the hospital or institution.

5. City and State.

6. Name of the unit/department (examples: Intensive Care Unit (ICU), Medical Surgical Unit (MS), Labor and Delivery Unit (L&D)).

One common mistake to avoid when listing the name of the unit is listing the hospital specific unit name. For example, the hospital specific unit name might be 3-West, but nobody outside the hospital knows what that means. Instead, list the type of unit it was as designated by the type of patients the unit took.

In addition to the details above, we also recommend including the following information:

Optional details to include about your clinical rotations

1. Facility type: Every facility has a technical designation. For example, most hospitals are "Acute Care Hospitals". Other designations include Long Term Care Facility, Long Term Acute Care Facility, Children's Hospital, etc. Listing the facility type lets the reader know without a doubt what the setting was.

2. Number of beds in the facility.

3. List the facility's trauma designation if applicable.

4. If the facility was a teaching hospital, then include that information.

5. Number of beds on the unit you were assigned to.

6. Trauma designation of the unit you were assigned to if applicable.

7. Age range of the patients the unit cared for if applicable.

8. Nurse to patient ratio on the unit.

9. Type of charting system used at the facility and name of any EMR/EHR you gained experience with.

10. The grade you received if it was an A.

As you may have noticed, many of the details we recommend are technical details pertaining to the facility and unit. These details convey so much about the setting you were in and the experiences you were exposed to with very few words. So including them provides the reader with a ton of useful information. Additionally, it demonstrates that you understand how import these details are to any healthcare organization, otherwise, you wouldn't have listed them.

Additional options for highlighting your clinical rotations

Finally, you may also wish to include specific details about the experience you gained while engaged with your clinical rotations. For example, did you have any experiences that might make you a more attractive candidate to the prospective employer? Did you learn anything specific about compassion for patients, team work, the importance of learning and growth as a new-grad RN? If you did, then try to offer the specifics to illustrate exactly what happened.

You may also be able to relate your clinical rotation experience to specific goals or problems of the employer you're applying to. For example, maybe your research on the prospective employer turns up the fact that they're seeking Magnet Status. If one of the facilities that you worked at during your rotations was seeking to achieve the same goal, then you may be able to find some way to relate your experience to it. Or, perhaps the prospective employer is trying to improve their HCAHPS score and one of the facilities you worked at just achieved success with a similar endeavor. There are limitless possibilities with this option. The main idea is to try and relate your experience during clinical rotations to a real problem or goal faced by the prospective employer.

At this point, we've covered each of our recommended required headings. As you may have noticed, we've offered tons of options. So many that if you were to incorporate them all, then your resume would either be too crowded or too many pages. However, many of the details we offer are simply for your consideration. It's not required to include them all. So pick and choose the ones that work best for you by researching the job in question and determining which details will be of most value to the prospective employer.

Optional Details for Your New-grad Nursing Resume

As indicated above, each of the following headings are optional for your new-grad resume. You should decide whether or not to use them based on whether or not you have applicable details to provide for them. Let's take a brief look at each of them

Work History

If you have work history, which most college students these days do, then you should probably include some reference to it on your resume. Try your best to convey how the experience relates to nursing. This will be a lot easier to do if the experience was healthcare related. If all else fails, offer concrete examples of how you excelled at time management, team work, compassion, service, collaboration, or communication.

One important issue to consider regarding work history is stability. Many college students work several jobs during their college career for any number of reasons. Too many short term stints may exhibit instability to prospective employers who are about to devote a large amount of resources to you. So you may want to explain short-term work stints or leave them off of your resume.

Affiliations

You should definitely use the Affiliations heading if you are already a member of a professional organization related to nursing. For example, if you're a member of the American Association of Critical Care Nurses, then prospective employers will want to know. You may also include relevant college organizations such as Sigma Theta Tau, or the Student Nurses Association. Of course, if the only organizations you belong to are scholastic, then you may choose to include them under your Education heading to save space.

When listing your affiliations, consider including the following details:

Volunteer Activities

Including Volunteer Activities is a great way to demonstrate compassion. You may have volunteered for charity or at a healthcare facility. Consider including the following details:

Honors and Awards

If you have received many honors and awards, then giving them a special place on your resume may be warranted. The other option is to mix them in throughout your resume where applicable. Consider including the following details:

1. Name or title of the award.

2. Date received.

3. Organization received from.

4. Significance of the award, or reason it was received.

Skills Summary

For most new-grads, a Skills Summary heading may not be warranted. Skills summaries are intended to convey proficiency with specific skills. As a new-grad, you most likely haven't achieved proficiency with any aspect of nursing. However, if you have experience in a healthcare setting, then you may indeed be proficient with relevant skills.

For example, you may be certified in phlebotomy or Crisis Prevention. In any case, if you haven't achieved proficiency, then you may be better served by listing skills as details under the heading that pertains to where the skills were practiced.

Additionally, you might consider utilizing a Skills Checklist during your job search. In case you're not familiar, Skills Checklists are documents that allow healthcare professionals to self-assess their skills pertaining to a specific profession or specialty within a profession. They are commonly used by healthcare employers of all types to gauge their employees' skill sets.

BluePipes has over 100 comprehensive skills checklists that you can complete, save and download at your convenience. You can print them out and take them to job interviews in order to easily convey your level of expertise with hundreds of skills.

Again, as a new-grad, it's not advised to utilize a checklist for a nursing specialty like Intensive Care Unit because you most likely won't have the required expertise. However, if you have experience as a CNA, Phlebotomist, or LPN, then you could use one of those checklists as a way to stand out from the crowd.

These checklists are free to use on BluePipes. So, join today to take advantage!

Languages

A recent study by Wanted Analytics found that "bilingual" was the second most common skill listed on nursing job postings in the United States. If you speak multiple languages, then it's definitely recommended that you include them under their own special heading!

What Hiring Managers and Job Postings are Looking for in New-Grad RNs

It's important to remember that experience, temperament, talents, and convictions vary from person to person. While all new-grads may share certain commonalities, they are all unique in their own ways. Similarly, it's fine for new-grad resumes to share certain commonalities, but each should be unique in it's own way.

As you've seen, we have strong opinions on the structure of your resume and we provide many recommendations on various details to include. However, we're not writing the resume for you. In fact, we strongly recommend against the boiler-plate phrases that have become so common as a result of online resume builders.

So, when it comes to the meat of your resume, let the words of hiring managers and job postings guide your efforts. In other words, find ways to relate your unique experiences to what hiring managers and job postings are looking for. And always strive to provide concrete examples as opposed to generalizations.

Assuming that you're applying for a job through a job posting (as opposed to networking for a job), you should do your best to optimize your resume for the Applicant Tracking System (ATS). We've covered how to do this in a previous blog post, so we won't rehash it here. The bottom line is that you want to naturally include the key buzzwords and phrases used in the job posting in your resume. This way, you're ranked higher by the ATS.

Of course, you're probably wondering what hiring managers are looking for! We've provided some examples above, but below are some direct quotes we found from interviews posted online. These quotes validate what our own experience as recruiters taught us.

"Knowing that new nurses are very green in regards to their technical skills, we look to whether a nurse is really ready to step into the profession. We are looking for those who are really interested in making life better for people who are suffering." Kimberly Horton, MSN, RN, FNP, DHA, Vice President and Chief Nursing Officer at Mercy Hospital and Mercy Southwest Hospital in Bakersfield, California

"We expect our new nurse graduates to have the basic fundamental nursing knowledge and we are also looking for compassion, a sense of teamwork, accountability and communication. We look for an attitude of collaboration and communication." Maria-Jean Caterinicchio, RN, MS, Director of Workforce Development for Orange County Memorial Care University and Board Member of the Association of California Nurse Leaders (ACNL)

Always side on patient safety first. Be open to feedback. Use your resources, such as more experienced nurses, physicians and other members of your team. This will also help you build a support system. Always ask questions when you are unsure or don't know something. Discuss your feelings and/or concerns with your unit leadership. From the first day on the job, be a team player. Greg Kingsley, RN, New Grad Nurse Recruiter, Emory Healthcare

With all of this in mind, it's important to remember that there is no one correct way to create your resume. We certainly hope this guide provides an idea of best practices as well as an idea of what you shouldn't do.

Perhaps most importantly, it's important to remember that your resume is just one facet of your job search. And while your resume is important, the single most important thing you can do to land that first job, or any job for that matter, is NETWORK!

Estimates indicate 70% to 80% of all jobs are filled through networking. And it's always best to operate with the "80-20 rule" in mind. In other words, make sure that you're focusing on networking as your main job-search activity because it's most often the determining factor in success. That's why we created BluePipes in the first place...to give healthcare professionals a professional networking platform capable of providing unique career management tools designed to help them solve their unique career challenges. Join today, it's free and easy!

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How to Write an Exceptional New-Grad Nursing Resume

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Writing a new-grad nursing resume is a daunting task for most new-grads. The fear of having no experience and being unqualified leaves many wondering what details to include. Moreover, many new-grads wonder how to structure their nursing resume in a way that best conveys their current skill-set and value to prospective employers.

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Here are 156 free nursing games with some 6,000 questions designed to make your nurse learning / education more interesting, engaging and fun! In this section we have developed, and are experimenting with, different kinds of educational nursing games. Online games are very popular, so why not apply them to your nursing education?

The Super Nurse and Word Guess games have been developed in HTML5. Therefore, the latest browser versions of Internet Explorer (IE10/11), Firefox, Chrome or Safari need to be used. These games can also be played on most mobile devices.

We have enhanced the games software to produce a Report that you can print out and keep for your records, or to hand in for assignments. For statistical and research purposes, the game results are now being tracked and recorded.

Click on a Title below to open up a specific nursing educational game in a new window. If you find the audio annoying or distracting, click the Mute button on your computer. Enjoy!

1. Nursing Games - Super Nurse Series

1.27 Drug Dosage Calculations I - This game tests your knowledge of the metric system and how to accurately make conversions between the various units. ( 15 items selected from 50 questions).

1.28 Drug Dosage Calculations II - Test and refresh you knowledge and skills about how to calculate the correct tablet medication dosages. ( 15 items selected from 50 questions).

1.29 Drug Dosage Calculations III- This game is designed to assess and review your knowledge and skills in calculating the correct fluid medication dosages. ( 15 items selected from 50 questions).

1.30 Drug Dosage Calculations IV - Test and refresh your knowledge and skills in calculating the correct dosages for medication administration by injection. ( 15 items selected from 50 questions).

1.31 Drug Dosage Calculations V - This game assesses your knowledge and skills in calculating the correct intravenous (IV) dosages, flow rates and administration times. ( 15 items selected from 50 questions).

2. Nursing Games - Word Guess Series

2.45 Pediatric Disorders I - Test your knowledge of the names of disorders related to child development, vision, hearing, blood, respiratory system and nervous system in pediatric patients. (1 5 items drawn from a pool of 45 questions).

These Drag and Drop games were developed using Articulate's StoryLine 3 software. For best viewing of these SL3 games on Apple's iPhone and iPad, download and install the FREE Articulate from the iTunes Store. If you are using an Android tablet or phone, download and install the FREE Articulate Android Player App from Google Play.

3.2 Blood Tests I - See how well you know the indications / applications of 60 blood tests used to diagnose and monitor various body disorders and diseases. ( 15 questions selected from 60).

3.3 Blood Tests II - Test and refresh your knowledge of the indications / applications of another 60 blood tests used to diagnose and monitor various body disorders and diseases. ( 15 questions selected from 60).

3.4 Cancer Symptoms - Try this funky nursing game to see how well you know the signs and symptoms of 12 different types of common cancers. ( 24 questions).

3.5 Diagnostic Tests I - Try this game to see how well you know the indications / applications of 45 electrodiagnostic, endoscopic and nuclear diagnostic technologies, tools and procedures used to identify, monitor and evaluate body disorders and diseases. ( 15 questions from 45).

3.6 Diagnostic Tests II - Another game to see how well you know the indications / applications of 45 manometric, ultrasound and x-ray diagnostic technologies, tools and procedures used to identify, monitor and evaluate body disorders and diseases. ( 15 questions from 45).

3.10 Infectious Diseases - See how well you know the causes (bacteria, virus, fungi, parasites or protozoa) of these infectious diseases. ( 48 questions).

3.18 Oral Dosages - Another game about calculating the correct dosages for medications administered orally using solutions, suspensions, mixtures and syrups. ( 15 questions randomly selected from 35 items).

3.21 Pressure Ulcer Terms II - Another game to review the terminology used in the assessment, prevention and treatment of pressure ulcers / bedsores. ( 20 questions chosen from 70 items).

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Here are 156 free nursing games with some 6,000 questions designed to make your nurse learning / education more interesting, engaging and fun! In this section we have developed, and are experimenting with, different kinds of educational nursing games. Online games are very popular, so why not apply them to your nursing education?

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Fantastic, Fun, Formative Assessment Tools

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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Create handout and classnotes on a shareable platform. This gets rid of handouts students may traditionally throwout  after use.

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For writing behavioral objectives -- suggested verbs for each domain

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Instructions for Developing a Test Blueprint Using the Test Blueprint Form

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General Guidelines with Writing Multiple Choice Questions | The Center for Teaching and Faculty Development

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Creating Effective Multiple Choice Exams Origins and Purposes of Multiple Choice Tests What Does the Research Tell Us?

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The P value is used all over statistics, from t-tests to regression analysis. Everyone knows that you use P values to determine statistical significance in a hypothesis test. In fact, P values often determine what studies get published and what projects get funding.

Despite being so important, the P value is a slippery concept that people often interpret incorrectly. How do you interpret P values?

In this post, I'll help you to understand P values in a more intuitive way and to avoid a very common misinterpretation that can cost you money and credibility.

What Is the Null Hypothesis in Hypothesis Testing?

In order to understand P values, you must first understand the null hypothesis.

In every experiment, there is an effect or difference between groups that the researchers are testing. It could be the effectiveness of a new drug, building material, or other intervention that has benefits. Unfortunately for the researchers, there is always the possibility that there is no effect, that is, that there is no difference between the groups. This lack of a difference is called the null hypothesis, which is essentially the position a devil's advocate would take when evaluating the results of an experiment.

To see why, let's imagine an experiment for a drug that we know is totally ineffective. The null hypothesis is true: there is no difference between the experimental groups at the population level.

Despite the null being true, it's entirely possible that there will be an effect in the sample data due to random sampling error. In fact, it is extremely unlikely that the sample groups will ever exactly equal the null hypothesis value. Consequently, the devil's advocate position is that the observed difference in the sample does not reflect a true difference between populations.

What Are P Values?

P values evaluate how well the sample data support the devil's advocate argument that the null hypothesis is true. It measures how compatible your data are with the null hypothesis. How likely is the effect observed in your sample data if the null hypothesis is true?

High P values: your data are likely with a true null.

Low P values: your data are unlikely with a true null.

A low P value suggests that your sample provides enough evidence that you can reject the null hypothesis for the entire population.

How Do You Interpret P Values?

In technical terms, a P value is the probability of obtaining an effect at least as extreme as the one in your sample data, assuming the truth of the null hypothesis.

For example, suppose that a vaccine study produced a P value of 0.04. This P value indicates that if the vaccine had no effect, you'd obtain the observed difference or more in 4% of studies due to random sampling error.

P values address only one question: how likely are your data, assuming a true null hypothesis? It does not measure support for the alternative hypothesis. This limitation leads us into the next section to cover a very common misinterpretation of P values.

P Values Are NOT the Probability of Making a Mistake

Incorrect interpretations of P values are very common. The most common mistake is to interpret a P value as the probability of making a mistake by rejecting a true null hypothesis (a Type I error).

There are several reasons why P values can't be the error rate.

First, P values are calculated based on the assumptions that the null is true for the population and that the difference in the sample is caused entirely by random chance. Consequently, P values can't tell you the probability that the null is true or false because it is 100% true from the perspective of the calculations.

Second, while a low P value indicates that your data are unlikely assuming a true null, it can't evaluate which of two competing cases is more likely:

The null is true but your sample was unusual.

The null is false.

Determining which case is more likely requires subject area knowledge and replicate studies.

Let's go back to the vaccine study and compare the correct and incorrect way to interpret the P value of 0.04:

Correct: Assuming that the vaccine had no effect, you'd obtain the observed difference or more in 4% of studies due to random sampling error.

Incorrect: If you reject the null hypothesis, there's a 4% chance that you're making a mistake.

To see a graphical representation of how hypothesis tests work, see my post: Understanding Hypothesis Tests: Significance Levels and P Values.

What Is the True Error Rate?

Think that this interpretation difference is simply a matter of semantics, and only important to picky statisticians? Think again. It's important to you.

If a P value is not the error rate, what the heck is the error rate? (Can you guess which way this is heading now?)

Sellke et al.* have estimated the error rates associated with different P values. While the precise error rate depends on various assumptions (which I discuss here), the table summarizes them for middle-of-the-road assumptions.

Do the higher error rates in this table surprise you? Unfortunately, the common misinterpretation of P values as the error rate creates the illusion of substantially more evidence against the null hypothesis than is justified. As you can see, if you base a decision on a single study with a P value near 0.05, the difference observed in the sample may not exist at the population level. That can be costly!

Now that you know how to interpret P values, read my five guidelines for how to use P values and avoid mistakes.

You can also read my rebuttal to an academic journal that actually banned P values!

An exciting study about the reproducibility of experimental results was published in August 2015. This study highlights the importance of understanding the true error rate. For more information, read my blog post: P Values and the Replication of Experiments.
The American Statistical Association speaks out on how to use p-values!
*Thomas SELLKE, M. J. BAYARRI, and James O. BERGER, Calibration of p Values for Testing Precise Null Hypotheses, The American Statistician, February 2001, Vol. 55, No. 1

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The P value is used all over statistics, from t-tests to regression analysis. Everyone knows that you use P values to determine statistical significance in a hypothesis test. In fact, P values often determine what studies get published and what projects get funding.

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Cleveland Clinic "If we could see inside each others hearts" video 

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Cleveland Clinic "If we could see inside each others hearts" video 

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Powerful message for student nurses

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A picture paints a thousand words, and this is especially true for the 20 funny nurse cartoons we've found on Pinterest this week. They may be funny, but some of them also show reality that only true nurses can understand. So fasten your seat belt as we list down 20 of the funniest nurse cartoons that truly speak louder than words.
Read More: 30 Hilarious Hospital Chart Bloopers (That Are Actually Real) Top 10 Funny Nursing Quotes To Brighten Up Your Day "Say What?" The 15 Funniest Medical Terms Used By Clueless Patients Top This: Top 10 Funniest Nursing Memes And Quotes To Complete Your Day

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20 Funniest Nurse Cartoons That Speak Louder Than Words - NurseBuff

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A picture paints a thousand words, and this is especially true for the 20 funny nurse cartoons we've found on Pinterest this week. They may be funny, but some of them also show reality that only true nurses can understand. So fasten your seat belt as we list down 20 of the funniest nurse cartoons ...

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How to Start an IV | Intravenous Insertion for Nurses

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Basic Dysrythmia Refresher for Didactic Course:  Practicum Teaching

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Basic Dysrythmia Refresher for Didactic Course:  Practicum Teaching

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ECG | EKG | Heart Sounds | Murmurs | Lung Sounds

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Free EKG and auscultation training, drills and reference guides. Taking blood pressure tutorial and drills.

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Suggestions for Writing Nursing Questions Stems1

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citation guidelines

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APA Citation Style Sheet JOURNALS: Authors* publication year Article title Logan, T. K., Walker, R., & Hunt, G. (2009). Understanding human trafficking in the ...