Finding That First Job

CHAPTER 38

Finding That First Job

RESOURCE LIBRARY

CD-ROM

COMPANION WEBSITE

Case Study: Job Interview

Résumé Writing

IMAGE LIBRARY

Figure 38.1Sample résumé.

Figure 38.2Nursing career ladder.

Box 38.1Sample Cover Letter

Box 38.2Action Words

Box 38.3Examples of Interview Questions

Box 38.4Interview Rubric

Box 38.5Professional Characteristics and Behaviors

Box 38.6Thriving During the First Year on the Job

Learning Outcome 1

Describe the components of a portfolio.

Concepts for Lecture

1.Prior to preparing a portfolio, students need to decide where they want to work and have all documents as well as a timeline prepared.

2.A portfolio is an account of the student’s skills as they relate to a position. It is developed over time and prepares the job candidate for the interview process by emphasizing strengths, education, and experience. The portfolio includes a title page, table of contents, cover/introduction letter, application, résumé, work samples, writing samples, student reflection, awards, achievements, community service, clinical evaluations, recommendation letters, sample thank you and resignation letters, licenses, CPR cards, any other certifications, and a prepared reference list.

PowerPoint Lecture Slides

(NOTE:The number on each PPT Lecture Slide directly corresponds with the Concepts for Lecture.)

1Preparation

•Decide where to work

•Assemble documents

•Prepare a timeline

2The Portfolio

•Title page

•Table of contents

•Cover letter

•Application

•Résumé

•Work samples and writing samples

•Student reflection

2aThe Portfolio (continued)

•Awards and achievements

•Community service

•Clinical evaluations

•Recommendation letters

•Thank you and resignation letters

•Licenses, CPR cards, certifications

•Reference list

Suggestions for Classroom Activities

• Have students identify job opportunities in the area where they live, their priorities in selecting a job, and three clinical areas in which they would like to work when they leave school. Have them list the pros and cons for each clinical area.

• Assign students a project for the entire semester that includes the development of a portfolio with all components.

• Pair students and have them identify activities in nursing school that would present them positively as future employees.

Suggestions for Clinical Activities

• Continue to develop the portfolio in the clinical area. Ask students to identify clinical experiences that should be included, such as how many clinical hours they completed and in what areas.

• Have students contact the three clinical areas in which they would like to work when graduated and arrange to shadow a nurse in those areas. Have them submit a written summary of the experience.

• Have students identify ways to learn more about a work environment other than shadowing a nurse, such as talking with employees in that area.

Learning Outcome 2

Develop a cover letter for an entry-level job.

Concepts for Lecture

1.The cover letter communicates essential professional and educational qualifications that in turn motivate the employer to learn more about the student’s qualifications.

Address the cover letter to the correct person—make sure the name is spelled correctly. This is a first impression.

The introduction explains the intent to apply for a specific position, with details of the ad or job listing. New graduates should include the name of their school and date of graduation.

The body of the letter contains the qualifications. It should communicate to the employer why the student should be hired instead of someone else. Include educational experience, strengths, skills, clinical experiences, and awards or accomplishments. The closing paragraph restates interest in the position and requests an interview.

The letter should be structurally correct. Spell out all terms (refer to Box 38-1 in the student textbook).

PowerPoint Lecture Slides

(NOTE:The number on each PPT Lecture Slide directly corresponds with the Concepts for Lecture.)

1Cover Letter

•Identifies intent

•Presents professional qualifications

•Lists educational qualifications

•Emphasizes interest

•Requests interview

•Is professionally presented

Suggestions for Classroom Activities

• Instruct students to draft a cover letter outside of class. In the next class, have students pair up and review each other’s letter, offering suggestions for improvement.

• Invite the human resource manager from a clinical agency to speak with the class regarding the job search and interview process.

Suggestions for Clinical Activities

• During post conference, have students identify clinical activities that could be included in a cover letter to a potential employer.

Learning Outcome 3

Prepare a résumé.

Concepts for Lecture

1.The résumé is a clear, concise summary that is planned, informative, organized, and depicts the student’s professional experiences and educational background.

2.There are three résumé formats: chronological, functional, and combination. The résumé should be professionally presented, structurally and grammatically correct, and written on high-quality paper with appropriate contact information.

3.The components of the résumé include the heading, job objective, summary of qualifications, educational history, experience, and achievements (refer to Box 38-2 in the student textbook) (Figure 38-1). References, both professional and personal, are available on request. The reference list is prepared in advance and placed in the portfolio.

4.Job applications should be completely and accurately filled out.

5.Job applicants use an interview to “sell” themselves to the employer. Be sure to make a good first impression. Think ahead and prepare for the interview by imagining the types of questions that may be asked (refer to Box 38-3 in the student textbook), the purpose of the interview, and the job requirements.

A professional appearance is necessary for an interview. Wear conservative business clothing that is ironed, closed toed shoes with hose, a conservative hairstyle, and limited jewelry.

Arrive at least 15 minutes early for the interview. Be positive, polite, and confident. Show your enthusiasm for the position.

Use a firm handshake and state your name clearly. Remember to smile. Address interviewers by their courtesy titles. Answer questions completely but avoid rambling.

Ask at least two appropriate questions.

Following the interview, express appreciation for the interviewer’s time and the opportunity to interview. Write a thank you letter that also reminds the interviewer of interest in the position.

Interviewers should not ask questions regarding age, race, religion, marital status, or birthplace.

6.When a job offer is received, be sure to obtain all necessary information: salary, date and time of orientation, dress for orientation, and paperwork completion. The orientation program helps new employees take on the responsibilities of their new position.

PowerPoint Lecture Slides

(NOTE:The number on each PPT Lecture Slide directly corresponds with the Concepts for Lecture.)

1The Résumé

•Summary

°Educational background

°Professional experience

•Concise

•Informative

•Organized

2Résumé Formats

•Chronological

•Functional

•Combination

•Professionally presented

3Résumé Components

•Heading

•Objective

•Summary of qualifications

•Educational history

•Experience

•Achievements

•References

3aSample Résumé

•Figure 38-1

4Job Applications

•Complete and accurate

5The Interview

•Purpose

•Requirements

•Appearance

•Timing

•Attitude

•Introduction

•Questions

•Inappropriate questions

•Conclusion

6The Job Offer

•Necessary information

°Salary

°Date and time of orientation

°Dress for orientation

°Paperwork to complete

•Orientation

Suggestions for Classroom Activities

• Arrange a “fashion show” with other instructors to show students how not to dress for an interview. Introduce the sloppy and disheveled interviewee, the provocatively dressed interviewee, the “let’s have fun” interviewee, and an appropriately dressed interviewee.

• Discuss first impressions. Prearrange with students to attend class on a given day dressed for an interview. Pair them up and have them offer each other suggestions about the appropriateness of dress.

• Review examples of excellent to mediocre interviews (refer to Box 38-4 in the student textbook).

• Have students continue portfolio development by developing résumés and thank you letters outside of class. Have students pair up and review each other’s work, offering suggestions for improvement. Pay particular attention to the use of the action words (refer to Box 38-2 in the student textbook).

• Have students do an internet search to determine starting salaries in their geographical area.

Suggestions for Clinical Activities

• Discuss first impressions in the clinical setting. Have students identify impressions they have formed of nurses in the clinical area.

• Have students role play an interview.

• Have students obtain an application from a clinical agency to complete and bring back the following week for peer review.

Learning Outcome 4

Define professional behavior.

Concepts for Lecture

1.A profession requires specialized knowledge, skill, and preparation. Professionalism demonstrates those characteristics and behaviors that portray the profession positively (refer to Box 38-5 in the student textbook).

2.The probationary period is a block of time during which new employees adjust to the responsibilities and requirements of a job and the immediate supervisor evaluates their performance (refer to Box 38-6 in the student textbook). After the probationary period, most facilities evaluate employees on a yearly basis.

Continuing education is a responsibility of the professional nurse and must be pursued consistently.

PowerPoint Lecture Slides

(NOTE:The number on each PPT Lecture Slide directly corresponds with the Concepts for Lecture.)

1A Profession

•Specialized knowledge

•Skill

•Preparation

•Behaviors

2Probationary Period and Performance Evaluation

•Probationary period

°Time to adjust to job responsibilities and requirements

°Time for immediate supervisor to evaluate employee’s performance

•Continuing education

Suggestions for Classroom Activities

• Discuss the characteristics of a profession.

• Engage the class in a discussion of the characteristics and behaviors that demonstrate professionalism.

• Discuss the probationary period and performance evaluation.

• Have the class research opportunities for continuing education in their geographical area. Compile a list of providers and hand this out for use after graduation.

Suggestions for Clinical Activities

• Discuss with students behaviors of nurses in the clinical facility that were not professional and what changes could have been made.

• Discuss the benefits of the performance evaluation and the attitude the employee should maintain when receiving it.

• Have students identify the consequences of the nurse’s failure to stay abreast of changes by means of continuing education.

Learning Outcome 5

Describe a career ladder for the nursing profession.

Concepts for Lecture

1.The career ladder is a means by which a nurse can progress professionally through continued experience and education. Various options are available to the LPN/LVN who wishes to pursue an associate degree in nursing (Figure 38-2).

2.Professional nursing organizations were developed to advance the nursing profession.

3.Nurses frequently use networking to make connections with people for employment opportunities. It can be either formal or informal.

PowerPoint Lecture Slides

(NOTE:The number on each PPT Lecture Slide directly corresponds with the Concepts for Lecture.)

1The Career Ladder

•Progress through experience

•Progress through education

1aCareer Ladder

•Figure 38-2

2Professional Organizations

•National League of Nursing (NLN)

•American Nurses Association (ANA)

°Members must be RNs

•National Federation of Licensed Practical Nurses (NFLPN)

•National Association for Practical Nurse Education and Service (NAPNES)

3Networking and Collaboration

•Networking

°May increase employment opportunities

Suggestions for Classroom Activities

• Invite a nurse who started as an LPN/LVN and has progressed to a higher level to talk with the class about his or her progression in a career ladder program.

• Invite the director of a related or nearby associate-degree nursing program to talk with the class about requirements for admission to the program.

• Discuss the purposes of professional organizations and how they can benefit the LPN/LVN.

• Discuss the role of networking in the nursing profession and the necessity of collaborative nursing practice for ensuring continuity of care.

Suggestions for Clinical Activities

• Ask students to interview nurses in the clinical area about their experiences with a career ladder program and share this information with the class.

• Ask students to interview nurses in the clinical area about their own use of networking in nursing.

• Have students identify examples of collaborative nursing practice. Discuss them as a group.