CNA Practise Test

As a student who has just passed and completed your CNA courses, you are now ready to take the official nursing assistant exam which will certify you to be employed as a bona fide nursing assistant. Taking such an important test can be nerve-wracking, however, and even if you have diligently studied, read and re-read your textbooks and other school materials, you may still feel like you are not quite ready to take the nursing exam. Luckily, there are online sources, such as study guides, that you can access in order to prepare better and feel less nervous when taking the test. A CNA practice test is also available online which is a fair representation of the real thing. Many students take advantage of the online CNA practice test, which allows you to examine and answer questions similar in format to the actual questions on the CNA test.

Since CNA certification tests are different according to the state they are regulated by, a site called Pearson VUE is very helpful in that it lists CNA test information according to what a state requires to be included in the test. For example, if you are taking the test in the state of California, then you can look for that state in the drop-down menu which will give you a CNA practice test comparable to the one you will receive in California. This website also has additional educational tools that will help you study for the exam.

The NNAAP Nurse Aide Practice Written Exam Packet is another online site that assists students in passing the certified nursing exam. You will be able to download a 13 page PDF practice exam, along with the answers, which you can take as many times as you want. It also serves as an excellent study guide for the actual test.

You might also search for those “free online classes” that are offered to the public which cover an assortment of subjects, and use the instructional videos they advertise as review for your CNA test. In addition, nursing homes and other long-term health care facilities will sometimes offer free CNA training classes which could further augment your knowledge and help you feel much more confident about being able to pass the CNA exam. Many students admit that it is only the clinical portion of the test which makes them nervous to think about. One way to alleviate this insecurity is to actually practice the fundamental concepts of care-giving on a family member or friend. Obtain a wheelchair somewhere and have your subject pretend to be incapacitated. Practice getting him or her out of the wheelchair properly, placing them correctly into a bed, checking their vital signs; you could even practice the correct procedure regarding bathing a patient (if you know the person well enough!).

Remember that although you might do great on the written part of a CNA practice test, it is the clinical aspects of nursing which the exam supervisors will be observing closely, so don’t neglect procedures of proper patient care. Imagine how you would like to be treated if you were the a patient who was unable to feed or clothe themselves, and show them the compassion and respect you would like to receive.

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No Stress Analytics Certification

UNDERSTANDING ANALYTICS

For companies, the question of how to maximize revenues can be answered using one word: analytics. Analytics involves going through previously accumulated data to analyze the results of certain decisions and events to gain key insights into improving existing business models and making better decisions. Companies are finally realizing the value of their accumulated customer data and are hiring data analytics professionals to tease out the trends in their data.

BASICS OF ANALYTICS

The raw data that is being generated every day is of no consequence as it is unintelligible and anyone with a moderate budget can acquire a large amount of data. What is important is the information hidden in the data. Data analytics is used to refine this collected raw data. However, there can be more than one type of analytics such as descriptive, diagnostic, predictive, explanatory, etc. All of these, have different objectives based on the type of solution required by the business.

PLANNING A CAREER

Is analytics the right choice for you? Over the last few years, there has been an exponential increase in the amount of data being generated. The rate at which it is being generated has outpaced the growth in the number of qualified individuals who can extract value from it. The high demand for analytical professionals and the lucrative salaries being offered have caused a number of young professionals and students to look at analytics as a possible career choice.

CHOOSING A PATH

Data analytics can mean a host of things to different people. The roles that come under the domain of Big Data often share blurry borders with data analytics, but the role of data analysts remains primarily to assist the company to make decisions that affect their revenue directly. A data analyst has the hard task of making decisions with enough impact to greatly increase the business revenue or lose existing revenue. Therefore, it is essential that they have a good grasp of the basics and the tools they will use. Data analytics also provides you the freedom to choose your industry since data analytics can be used in any field.

PRIORITIZED BY CERTIFICATE

This is the time to get yourself certified as a trained professional in data analytics. A good certificate from a reputable training institute will fast-track your career by letting you land your dream job. It shows that you know your way around the data analytics field and possess the practical knowledge that they are looking for among their candidates.

EVERY CERTIFICATE YOU ADD

In today’s fast-paced life, you often don’t get enough time to demonstrate your skills to the interviewer. Obviously, that person has to talk to roughly one hundred people a day and it is impossible for you to display your skills within the time constraints. At times like these, a certificate comes in handy. Being certified by a very reputable training institute will let the interviewer know that you have what it takes to be a contributing member of the company.

Everyone Can Tell You About A Teacher Who Was Caring, Knowledgeable, And Inspiring

Everyone can tell you about a teacher who was caring, knowledgeable, and inspiring. Most of us know from personal experience that being certified to teach is no guarantee that a teacher will do a good job with children, just as being licensed to practice medicine is not a complete assurance of quality patient care.

And yet, being certified to teach means something. At a minimum, it guarantees that the individual has been responsible for her own classroom, even if only for a few months under the supervision of a more senior teacher. It means that a teacher recently certified has passed a series of state tests of academic skills, content knowledge, and understanding of how children learn. She also probably has had some experience in diagnosing and teaching children with learning disabilities. Changes in certification requirements mandate that newly certified teachers be more academically skilled than ever before. Some states increased the number of required hours of liberal arts coursework in mathematics and English for prospective teachers, mandated a 3.0 grade-point average for entry into and exit from a teacher education program, and raised the minimum passing scores on many certification tests with highest standards for teaching certification.

Our analysis of data indicates that 93 percent of the English teachers were certified to teach, as were 95 percent of the social studies teachers, 87 percent of the math teachers, and 83 percent of the science teachers. The great majority of the certified teachers were teaching in their field; that is, they were teaching a subject for which they had taken content-area courses and passed the state licensure test. Out-of-field teaching among certified teachers was most common in science, where, for example, a certified biology teacher might be called upon to teach a course in chemistry or physics.

Of more concern is the large number of emergency-certified teachers who may have little college preparation for the subject they are teaching. Since the emergency-certified test takers are a self-selected group, we do not know how their academic skills compare to those who left the district without taking the test. Nevertheless, the data make clear that students have not been able to count on getting a teacher who has mastered basic academic skills. In addition, the low pass rates of emergency-certified teachers have contributed to high staff turnover, since those who can not pass the exam within a few years lose their teaching positions in the district. Finding ways to retain good teachers is another important task in providing students with a quality education.

High Attrition, Unstable Staffing and Recurring Vacancies

Some turnover is often desirable in the workplace, since new hires can bring fresh energy and ideas. However, there are a number of reasons why any school district should pay attention to its teacher turnover rate. At the most basic level, there are costs to a school district associated with recruiting and hiring teachers. In addition, schools receive a reduced return on their investment in professional development when teachers leave the district. Teachers also take away with them vital information about the students in their classes, knowledge that could have helped students’ future teachers determine placement and solve behavior problems. We differentiate those who depart the profession entirely from those who remain in teaching but switch to a different school. With these two categories combined, high-poverty public schools nationally have higher annual rates of teacher turnover (15 percent) than low-poverty schools (8 percent).

Each year, some teachers leave the district entirely; we call this “district-level turnover.” In addition, many teachers remain in the district but transfer to a new school. High levels of turnover at individual schools impede the development of a coherent educational program, institutional memory, and staff cohesion.

In recent years, the US has relied on emergency-certified teachers to fill hiring gaps, virtually guaranteeing a high level of new teacher turnover. Historically, emergency-certified teachers have been allowed to enter the classrooms with no prior training, not even a short summer course, and with college majors that were not always related to the subjects they were assigned to teach. Our data show that departure rates for emergency-certified teachers have been higher than for certified teachers; 42 percent of the emergency certified newcomers hired remained in the district three years later, in contrast to 51 percent of the new certified teachers.

Although emergency-certified teachers are more likely to leave the district, there is clearly substantial attrition among the new teachers who are certified. Some new teachers discover that they are not cut out to be in a classroom and decide to leave the profession after a few months or years. Others leave for more appealing jobs in suburban schools. A certain amount of departure from teaching is to be expected, since not everyone has the temperament, commitment, or academic skills to be a good teacher. But the high attrition rates for new teachers across the country suggest that either enormous numbers of new teachers have seriously misjudged their occupational skills and interests – which is unlikely – or something else is driving them from their first jobs.

Research conducted nationally attributes the high attrition rate of new teachers to dissatisfaction with compensation, working conditions, student discipline, and the leadership in their school buildings. High-poverty urban schools are especially prone to these problems. Data show that among new teachers who leave the profession after just one year because they were dissatisfied, more than three-fourths (76 percent) cite “poor salary” as the reason.

From a recruiting standpoint, district-level turnover is more relevant than school level turnover. But individual schools are affected by both departures from the district and transfers within the district. School-level turnover rates are higher than system-wide rates because schools suffer losses from those who depart the profession, leave the school system, or transfer to another school in the same district.

It is important to keep in mind that almost every public school enrolls a high proportion of low-income students. More than 21 percent of the teachers at schools with 90 percent or more low-income students had left their schools by the following year. Fifty-six percent of the teachers at these schools remained three years later. National data show a similar pattern of higher teacher turnover at schools with more low-income students. The disproportionate number of new teachers in the highest-poverty schools contributes to the high turnover rate, since new teachers are more likely to leave than veterans.