新生兒護(hù)士崗位英文簡(jiǎn)歷模板
為了能增加自己應(yīng)聘成功的機(jī)率，寫(xiě)好一份英文簡(jiǎn)歷也是很有必要的。以下是新生兒護(hù)士崗位英文簡(jiǎn)歷模板，歡迎閱覽！
新生兒護(hù)士崗位英文簡(jiǎn)歷模板
No.67,Lane123,Job Road, JobDistrinct,Shangha,China, 200070
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University of Pennsylvania
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Philadelphia, PA
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Bachelor of Science in Nursing (Accelerated Second Degree Program)
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expected Dec. 2014
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Cumulative G.P.A.:
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3.88/4.00
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Honors:
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Student Nurses’ Association of Pennsylvania Scholarship Recipient 2009
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Tufts University
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Medford, MA
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Bachelor of Arts in Child Development
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May 2010
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Cumulative G.P.A.:
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3.36/4.00
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HEALTH-RELATED EXPERIENCE
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Assistant to Diane Spatz, PhD, RN
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Philadelphia, PA
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2013-Present
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Administrative and Research Assistant
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Collect data regarding hospital-wide breast milk management and “Kangaroo Care” in the NICU at theChildren’s Hospital of Philadelphia (CHOP).
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Assist with pump rental station at CHOP.
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Research; spreadsheet development; publication assistance; survey data management; clerical duties as assigned.
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Healthy Families Evaluation
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Medford, MA
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Summer 2009, 2008
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Research Assistant Intern
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Coded data collected from client interviews for a comprehensive evaluation of an educational program for first-time teen mothers.
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Philadelphia Nanny Network
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Ardmore, PA
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2011-2012
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Provided childcare for various families.
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For five months, cared for a six week old newborn infant, primarily during daytime hours.
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Elite Educational Institute
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Seoul, Korea
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2010-2011
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Instructed Korean students, 2nd through 8th graders, in English vocabulary, reading, writing, speaking and conversation.
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Peabody Terrace Children's Center
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Cambridge, MA
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2008-2010
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Infant Room Teacher (Jan. 2010-Aug. 2010)
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Provided individualized care, developed curriculum, documented and assessed development, andcultivated open relationships with families at a Harvard University affiliated childcare center and preschool.
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Collaborated on a teaching team of three teachers and one assistant teacher.
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Floating Teacher (Sept. 2008-Jan. 2010)
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Worked full-time with infants through preschoolers on five different teaching teams.
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COMMUNITY INVOLVEMENT AND ACTIVITIES
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Student Nurses’ At Penn: Co-chair of Second-Degree Peer Advising Committee (2012-present)
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National Nurses’ Association of Pennsylvania: Member (2012-present)
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Hwasang Baby Orphanage, Seoul, Korea: Volunteer (2010-2011)
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Boston Cares: Project Leader, Summer Intern, Volunteer (2007-2010)
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Volunteer Vacations @ Tufts University: Program Co-Coordinator, Group Leader, Volunteer (2007-2008)
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面試幾個(gè)回答問(wèn)題
遇到不清楚的問(wèn)題及對(duì)策
有時(shí)，主試人提出的問(wèn)題，應(yīng)試者聽(tīng)后會(huì)不知怎么答，在要求再講一遍題目后，應(yīng)試人仍無(wú)法回答。這種情況，盡管不多見(jiàn)，但一旦發(fā)生了，你可以婉轉(zhuǎn)地問(wèn)主試人是否指某方面的問(wèn)題。此時(shí)，重要的是態(tài)度要坦誠(chéng)，不可胡亂猜測(cè)，信口開(kāi)河。若果真是一點(diǎn)也不清楚怎么去回答，就應(yīng)實(shí)事求是地告訴主試人，這個(gè)方面的知識(shí)未接觸過(guò)。作為主試人他可以理解你的回答，因?yàn)槭澜缟蠜](méi)有人什么都懂，況且，這樣的問(wèn)題該不該提出來(lái)還是個(gè)疑問(wèn)呢?
把緊自己的嘴巴，三思而后答
面試場(chǎng)上，考官們經(jīng)常采用的一個(gè)基本策略就是盡量讓?xiě)?yīng)試者多講話(huà)，目的'在于多了解一些應(yīng)試者在書(shū)面材料中沒(méi)有反映的情況。
你在面試時(shí)一定要注意把緊自己的嘴巴，如果認(rèn)為已經(jīng)回答完了，就不要再講。最好不要為了自我推銷(xiāo)而試圖采用多講話(huà)的策略來(lái)謀求在較短的時(shí)間內(nèi)讓招聘方多了解自己，事實(shí)上這種方式對(duì)大多數(shù)人來(lái)講并不可取。該講的講，不該講的決不要多講，更不要采取主動(dòng)出擊的辦法，以免畫(huà)蛇添足、無(wú)事生非。
擺平自己的心氣，委婉而機(jī)敏
應(yīng)試場(chǎng)上，考官往往會(huì)針對(duì)求職者的薄弱點(diǎn)提出一些帶有挑戰(zhàn)性的問(wèn)題。比如，對(duì)年輕的求職者會(huì)設(shè)問(wèn):"從你的年齡看，我們認(rèn)為你擔(dān)任經(jīng)理這個(gè)職務(wù)太年輕了，你怎么看?"對(duì)年齡稍大的求職者又會(huì)設(shè)問(wèn):"我們覺(jué)得你的年齡稍大了點(diǎn)，恐怕在精力方面不如年輕人，你怎么看?"等等，面對(duì)這樣的考題，如果回答"不對(duì)"、"不會(huì)"、"不見(jiàn)得吧"、"我看未必"、"完全不是這么回事"，等等，雖然也能表達(dá)出自己的想法，但由于語(yǔ)氣過(guò)于生硬，否定過(guò)于直接往往會(huì)引起考官的不悅。
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