Event 11: How to Survive Nursing School with Nurse Liz (2022)

00:00 So welcome to How to Survive Nursing School with Nurse Liz.

00:05 And we're going to start off with a couple of things just to get you familiar, um, with what we do and how we do it.

00:13 And if you haven't been here before, then, um, this will be new. But if you've been here before, then you kind of know the routine.

00:21 So I am Nicole Shinn. I am responsible responsible for student engagement at Lecturio. And always a pleasure.

00:28 I love you all so much.

00:30 You make my heart sing.

00:33 And so. And then we have, of course, nurse Liz.

00:36 Who? Nurse Liz rocks. If you have not seen Nurse Liz in action, she is excellent. So Nurse Liz will be our speaker today.

00:44 Our presenter is going to help you how to survive nursing school.

00:48 And just one thing you know, because if you're graduating in the spring and you're here, we love that you're here because you know you have made it this far, right? You might only have one semester left a couple things left to do, but it's always good to get a refresher.

01:03 On you know, how you can do things better or just see if you're on the right track.

01:08 And so if you're new in your nursing program or your pre-nursing, you're starting your nursing program. This is an excellent way to get some tips and to see how you can survive, because it's all about survival nowadays, right? Right. Nurses. Yes, we're surviving and thriving.

01:26 We're thriving because we do need you all.

01:28 We do need you all. So let's go ahead and get started.

01:32 So just in case, if you're not already a Lecturio premium member, we always offer a discounted price if you attend.

01:41 And so you there's a link there to our special pricing page for any attendees.

01:46 And this what I want to, you know, make sure that everyone is clear about is that Lecturio hour I'm going to show you the resources, but I want to explain that we are great for wherever you are in your nursing career.

02:00 So if you're pre-nursing, you're like, well, I don't have a nursing career. Yes, you do, because you're pre-nursing. So you have a career. So.

02:05 Um, and even if you're practicing, you know, a lot of professionals will use this for reference.

02:10 So keep that in mind if you, um, just need this for a short little bit of time. You just want to use this for a couple subjects.

02:18 You could do the one month plan.

02:20 Um, or if you want to use this for the long haul, we do have a 12 month plan.

02:25 And so we have special pricing for that there.

02:27 So make sure you click on the link.

02:29 So we just want to make sure that we get to that just in case.

02:32 Because what I'm about to show you um is really something that, you know, if I didn't say, um, what the pricing is ahead of time, you might say, well, I did not realize that I get that much, um, for that price. So, um, so I always like to preface with that because we offer everything.

02:55 Now, one of the things I love to, that I love about what we do at Lecturio is if we add any additional resources, you're going to have full access to that.

03:05 So once you become a premium member, you have access to everything.

03:11 So we don't do a la carte pricing.

03:13 Once you become a member you get access.

03:15 And that's great because you'll notice if you've been a member for a while with us, you'll see we're always making changes, taking feedback from students and faculty and making sure that we put that in our platform so that it's useful because we want to make sure it's something that everyone can use and it makes sense.

03:31 So anything we add in, you'll be able to have full access.

03:34 Now, for those of you that you know you're starting you're starting a semester.

03:39 Of course, now you got your roadmap.

03:42 You kind of, you know, you've kind of been to class, maybe just starting class, and you're like, okay, well, how would I use my Lecturio resources? So just to give you a brief overview, the main, you know, cornerstone of our program are video lectures.

03:56 So whenever you want to, you know, dig in and start.

04:00 You can start with the video lectures.

04:02 And that's the main core.

04:04 Now one of the great things is because of where you are in the semester, you can take any of our courses, and whether you take the entire course or you drill it down and you can make a study plan specifically for what you need for what you're studying in your program.

04:22 And so although we have so many resources, we do that because we want you to be able to have access to what you need academically and not what you need based on finances.

04:35 So we give you access to all of these resources so that you can pick specifically what you need to be successful because you're all in, you know, a class in a cohort and you're all in the same class.

04:48 But everyone has different needs, you know? So everyone has different strengths, and weaknesses.

04:53 And so that's what we focus on is making sure that each one individually.

04:58 Um, can, you know, hone in on exactly what you need.

05:02 So let's just look at our med surge because I know that's your favorite after pharm, right. And so you see this is our course.

05:11 And as you can see as we dig in, once you go through and you click through a course, we drill down even further.

05:18 Now anytime that you want to add a course or, um, the subtopic topic of a course or even a video, you just simply click Add to Planner wherever you are in that course, that that is what is going to be added to your personal Lecturio planner.

05:35 So right here, if I added, um, this subtopic here, I would just click Add to Planner.

05:42 And now I'll go into my study planner.

05:44 So as you go through and you look at what you need to study, as you're going through your courses, you can go through and just pick the whole respiratory disorders, or just specifically if you wanted to look at a particular disorder. So if we look at lung disorders, we can see there's 22 video lessons here.

06:03 So you can see that's why we really drill down.

06:05 So we don't want this to feel overwhelming.

06:08 The idea again is that you can really drill down to what you need.

06:12 And this is what's important.

06:14 So we go through and we click on a video.

06:17 So now we're at that point okay.

06:20 And what you're going to notice and you're going to see is that our videos are no more than 12 minutes in length for retention.

06:26 And this is important because as you go through, I know when you're reading Saunders, right, you've read that page over and over and over again and you're like, I just it's not sticking.

06:37 It's not. I'm not retaining it.

06:39 And so that's why our videos are so short and sweet and to the point and concise, so that you really can get down and you can drill down to exactly what you need to know.

06:49 Oops. Sorry about that. So down here you can see again.

06:53 We can add to planner.

06:55 We can, um, add our notes.

06:59 Um, and we can I'm going to show you what that looks like. I was trying not to do that again. Here we go. Um, we can add our notes, which the notes are really cool because whenever you add anything in in the notes, these are your personal notes.

07:16 So if I put it in personal notes or whatever I want to add, these notes are going to be saved and they're going to be saved based on where I am in the video. Lecture. And that's important because when you go back, if you need to watch this video again, you'll be able to see exactly what notes that, um, you put in, you know, and put in to typed in during that exact minute and second during that video.

07:41 So you can go back and reference exactly what you were looking at, what Prof. Laws or um, some of our other lecturers were talking about during that lecture.

07:49 And that's really important because you can go back and connect the dots of what you were thinking and why you wrote those notes.

07:54 And you can go back to on the homepage and you'll be able to see exactly where all those notes are housed. If you just want to go back and search for everything is made where it's quick reference. Another thing I love are the materials.

08:08 The materials are great because a lot of times you don't necessarily get any additional resources. So this is usually a PDF that you're going to be able to download.

08:18 You can I'm sure you're saving trees so you're not printing, but you can add it to any of your devices.

08:24 Um, and you can use it any way you like to help you study and, you know, maybe make notes or whatever it is you like to do.

08:32 Again, the transcript is important because if you're like some learners where you like to follow along, you'll be able to follow along with the video, whatever the video, um, the lecturer is speaking about.

08:45 You'll see it's following along.

08:46 I can even put keywords in so I can find those keywords.

08:49 And one thing too that you can also add subtitles.

08:53 So in many languages. So if I wanted to add English subtitles I can if English is not my first language and I would like to have it in my native language.

09:03 And I can certainly do that.

09:06 And that helps, of course, to connect the dots.

09:08 Right. Because there's idioms and things in the English language that don't always translate. Um, so although more than likely at your, um, nursing program, everything is going to be in English, of course, or whatever.

09:20 When you take your NCLEX, it will be in English, but sometimes it's just a way to bridge the gap and you'll find it's truly amazing when you have that extra resource to help you through.

09:31 And as you get better and better and you're getting, you know, going, progressing your program, you'll be able to make that bridge that gap even better. Now, one of the things that really, um, separates us from everyone else, which I love.

09:46 Ah, our quiz questions.

09:48 Now, we don't want to confuse our quiz questions with, um, licensure prep, NCLEX questions.

09:55 These are questions to simply make sure that what you learned in that video, that you really did learn it.

10:01 And this is so important because as you go through, you're going to build a foundation on your content knowledge.

10:08 And so the best way, of course, is to make sure that every time you watch a video lesson that you grasp the information.

10:17 And so we're going to do that this question this video has three questions I know it doesn't seem like a lot, but you'll see as you build onto your library of what you've been watching as far as the videos, then you're going to see that your space repetition questions, which are your quiz questions? They're going to they're going to, um, grow as you go along.

10:37 Because every time you watch a video lesson, all of those quiz questions are going to go into space repetition.

10:43 And we're going to continuously make sure that you understand what you're learning, because we're going to go back and we're going to we're going to keep throwing those questions at you based on how you answer them before.

10:54 So in this case right here and I just take guess we're going to look at our confidence level. So green is confident Blues neutral not so sure.

11:03 Red I'm not confident once I make that choice and I decide if I'm confident or not.

11:09 It's going to let me know if I got it right, which I did.

11:13 I've been doing quite well today, I will say.

11:15 And also it's going to tell me when I'm going to see this question again in my space repetition. So the next time I see this question in my space, repetition, if I get it correct again and I'm confident in my answer choice, I'm going to see this question less and less because I've got it.

11:33 I can work, I can move on to the next thing that I need to focus on.

11:37 So just think about it as you really want to take your weaknesses and bring them up to strengths, and that's the idea.

11:44 So as we go through, you'll see.

11:46 So we have three questions.

11:48 If I go through, if I don't get a question right or I don't have the confidence level, then I will retake this question again.

11:54 And that's going to go into our space repetition.

11:57 So again, this is all about making sure that what you learned in that video lesson that you did actually learn it.

12:04 And so this is the best way to do it.

12:06 So when you go into the space repetition you'll see if you've been a member.

12:11 You'll see we change things up.

12:14 And so because I'm a med student too, I'm in nursing school.

12:16 And med school great for me.

12:20 So, um, so while I'm in nursing school right here, you'll see, I have the questions that are due my space, repetition, the overdue and the long overdue.

12:30 And this is really important because nursing school is a steady race.

12:35 And so what we don't want to do is get caught up in cramming.

12:39 We want to make sure that we're actually learning everything. And that's what the space repetition will do.

12:43 So every other day or so at least you should go in and you should answer your due questions. And this is just a way to stay on track without you even have to think about it. Um, so think of like, personalized flashcards that you don't even have to worry about creating and making and make all cute and everything you could just go through, answer your questions, and answer your questions every day.

13:05 So you want to do that so that you can stay on top of what you're what you're learning.

13:11 Um, and that you don't fall behind.

13:13 Now, another thing is, if you have questions that let's say you just want to go back and you want to just focus on farm, you can do that just by clicking on that course.

13:24 And then we'll go back into and we'll focus on just those questions.

13:28 So you can see there's so many different ways that you can use these resources, especially when you're just coming into the beginning of a semester because you can really tackle it head on, um, in a very organized manner.

13:41 And so your study plan, you'll see here, this is really important because this will help you stay on track.

13:47 And what we do if you haven't seen we have the balance study coach, which is going to let you know what you should be working on and when.

13:54 Um, and so this is important again because we're starting fresh technically.

13:58 Right. Even if we're, you know, this new semester, we can learn some study habits that are going to help to make us successful as we go throughout. And we get to, you know, even when we're practicing, we can go back and use these for reference.

14:11 So if you have any questions, feel free to, um, put them in a chat and we'll try to answer them.

14:18 But that's just a quick overview of what the resources look like.

14:21 And we want to just make sure that you have a good understanding so that when, um, Nurse Liz comes in and really tells you how you're going to survive, you're going to know Exactly what to do to survive.

14:34 So with that being said, I'm going to turn it over to Nurse Liz.

14:41 You have the floor. Hello, everybody.

14:46 So I am Liz. I have a mild cold, so if my voice gets weird, we're just gonna move on from it and everyone just ignore it, okay? Perfect. I'm Liz.

14:54 I am a family nurse practitioner.

14:56 I was a nurse for six years before I became an NP.

15:00 I worked in primary care, um, as an NP, and when I was a nurse, I did pediatric cardiology and med surg.

15:06 So I got to see both. The things I loved the most about both of those jobs was patient education, and I was not a good student.

15:14 I'm not like that person, you know? I feel like everyone on Instagram is like, look at my 4.0.

15:18 I was like, my GPA might have had a four in it, but was not in the front.

15:22 Um, so I then now get to work with Lecturio, which is like the best of both worlds because I get to do my education, I get to talk with like students and do all of this, and I just get to chalk talk all day.

15:33 It's great. Um, so today we are going to be discussing the how to take a test essentially, and then working backwards and going through how to take, obviously how to take the exam, because that's what you need to do to get the good grades. And then going back and seeing how do you even study to prepare you for the test, and then going back one more step and saying, how do I even prepare to study? Because it's a mess and I don't know how you are, but I feel like at this point in most of my semester, you can let me know in the chat.

16:02 At this point in the semester, I usually was panicking because in the beginning I was just, you know, overwhelmed.

16:08 But you're starting and you're like, oh, look at there's all this stuff to do.

16:10 It's kind of fun. You get a new planner, you get new highlighters, and now we're hitting like week 3 or 4 and you're like, oh, I have tests next week.

16:16 And I'm going to I, I, I'm not good.

16:19 Um, and so that's where like the overwhelm started to come in.

16:22 And this is going to hopefully help you to decrease all of that overwhelm by having a strategy of how to attack Back everything, and it's the exact same strategy that you will implement on every single exam you take on every single how you study, literally everything. It's going to kind of take everything apart and give you a one, two, three, four step program to attack all of it and you're going to be just fine.

16:46 So that's what we're going to be doing here today. Let me know if, um, you face exams. So if you've had a nursing school exam, you've probably had a question like this.

16:55 And you know that nursing school exams are very different. I feel like in most exams they ask you like, hey, they'll be like, um, what color is this fruit? And you'd be like, it's orange. Um, and in nursing school they're like, okay, but which one is the most orange? And you're like, come again? What? And that it's just a very different style of question.

17:15 Nursing isn't going to ask you directly about the question or about the data that it has.

17:19 It's going to ask you to like go three steps further, and you are almost always going to be sitting there and you're like, I have two questions. I have two answers.

17:27 Like, what on earth am I? I've narrowed it down to these two. And what am I going to do? And nursing will be like. Well, I mean, you have to pick the most correct one. And today we're going to be learning about how to pick the most correct one, because I don't know about you, but I always got to the point where I was like, okay, I kind of can weed this down.

17:46 And now I have two and they're both correct and spoiler.

17:49 Um, there will usually be more than two correct, at least two correct answers because they want the most correct, they want the most safe.

17:57 So here is kind of a little list.

17:59 And I thought we could put up.

18:00 I think we have a poll for this one. We might not. And if we don't then we'll just put it as a comment in the chat.

18:06 Which one of these are you an, A, B, C, D or an E.

18:08 Oh good. We do have a poll.

18:10 So if you go over next to your chat there's a poll.

18:12 And if you are feeling any of these let us know. Because I really do think there is.

18:17 It's something comforting knowing other people are feeling the feelings that you're feeling. So whether you are a all or nothing like if I don't get an A plus, I might as well have just failed the exam.

18:27 Or if you're B where you're like, if I don't do it perfectly, then I'm just like super disappointed in myself and you can't see the value in everything else you've done. Are you a magical thinker who's kind of like, this would be more when you're at clinical and you're like, I know my clinical instructor hates me. You haven't gotten that feedback, but you are. You have created an entire narrative of how this other person thinks you're the worst person ever.

18:47 Um, d I'm a d I catastrophize.

18:50 Um, if I don't do well on this test, I am going to fail everything.

18:54 I'm going to get kicked out of nursing school and I am going.

18:56 I'm never going to have a job, ever.

18:58 I'm. Nope. Just like, it'll never work out.

19:01 And then E, I'm also an e.

19:02 I'm a fun human. Um. I'm pessimistic.

19:05 If I'm like, given an option, I'm like, I won't pass this.

19:07 It's harder for like, this is no one else is having as hard of a time as me. And so on.

19:12 And this the goal of today is to help you realize, you know, you are probably having these thoughts. And from the pole, it looks like a lot of you are and that it's okay.

19:22 And this is going to help you get over these, because these are literally just constructs you have in your mind. And hopefully by the end of this, you will have a little bit more confidence to be able to squash this. You can recognize it, you can have the feeling show up and you can just. But then you'll also be able to be like you are just a feeling.

19:36 I'm choosing to move on because I know I can do better.

19:40 So our main problem you can always get it to two pick answers.

19:44 And this is me projecting to all of you because I always pick the wrong one.

19:48 I did the thing where I walked out into the hallway and then everyone's like, oh my gosh, that one question. Yeah, I weeded it down to two and I'm like, I know. And I picked C and they're like, oh no, I picked D no every time.

19:58 So here's how we're going to help you work through that.

20:02 The big thing it's always going to be focused around safety first.

20:07 So you may have heard this in people talking about nursing exams anything but nursing questions are always always always coming back to safety.

20:16 What is the safest option? There's probably going to be more than one correct option, but one is going to be the safest.

20:24 Exactly, Angela. The safest.

20:25 And she said less invasive, which is often very, very true. Like, what's the, you know, most reasonable.

20:31 So in order to when we're reading a text question, we're going to split it up into four sections, okay. And the very first one we're going to work on is prioritizing and picking our particular. Okay. We'll see the other three in a minute.

20:48 But this one takes a little bit of parsing. So I put it first.

20:51 So whenever you sit down and you're looking at a nursing exam question I want you to first look for the particulars and we'll go over what that means.

20:59 And this is the same strategy you are going to use to apply to every single test question you ever interact with.

21:04 In the beginning, it's going to take you a little bit longer because it's going you have like a lot of things you have to work through. But as you keep doing this, your brain's going to automatically do it and it'll be so much quicker and so much more effective because you are not going to get to the end where you like, don't know if it's between two. So our very first thing when we're reading a question is going to be finding the safest thing for this particular patient and the particular setting.

21:28 But we're not even looking at the answers yet. Okay, friends, we're I'm in this beginning part. We're just breaking down.

21:34 How do you literally read the question and make it into something that you're not staring at it 16 times I would sit there and just read it like over and over, and I was like, none of this, none of this is making sense.

21:45 Like, I can't even figure out what it says. So let's look at the particulars in our question. We're going to have particulars about our patient.

21:52 That's going to be things like their age, their gender, what their diagnosis is, what medications they're having, signs or symptoms that they're having.

22:00 We're also going to be having particulars about the setting.

22:04 Where is this happening? Is it on an elementary school field trip? Is this in the emergency room? Is this on a med surg unit.

22:12 And these are important because safe is not safe across the board.

22:16 Safe is going to be applied to the setting and the person.

22:20 So the safest action for me might not be the safest action for you because you are a totally different human.

22:27 The safest action in an elementary school field trip is going to be very different than if you are in the emergency room, where you have all of these different resources. Okay, so the first thing we're going to do, we identify both of those.

22:41 And we're always considering, um, what do we actually like? What resources do we have to be like to what resources do we have that are going to help me provide the safety? Is there imminent danger nearby.

22:52 And then airway, breathing, circulation? You know, those are our big how we prioritize safety. So that's kind of floating in the back of our mind.

22:59 So our first step when we are approaching questions is we're going to be very particular. We're going to look at the particular people, the particular situation, and understand that our right answer has to apply to those particulars.

23:13 And we cannot think of like everything we think of, has to go through this funnel of who and where.

23:20 So let's just practice in this one.

23:23 In the comments, let me know.

23:25 Just reading this, this doesn't even have an answer that we're going to go through. We're literally just trying to identify the particulars of this.

23:31 What are the particular patient identifiers.

23:35 And then what are the particular setting identifiers that are going to help us really understand what is our patient doing in this setting.

23:45 Let's see if any of you can work through it. So we have good 56 year old female.

23:50 Good. So those are all of our people into the JC.

23:55 Okay, good. Kathy said diabetes.

23:57 Exactly. Angela. No insulin this morning.

23:59 Perfect. Perfect. No insulin taken.

24:02 Awesome. And we can also include in with the particular person.

24:06 Chat. Oh. Good job. Chest tightness.

24:08 Kathy. So she. We've hit all of them.

24:11 It's a 56 year old female that they did not take their insulin this morning.

24:16 They're feeling nauseous and tightness in their chest for the last 4 or 5 hours.

24:20 So that is what we are looking at when we see particular of the patient.

24:23 Good. You guys got so much of that right.

24:25 And now we're looking at the setting and the setting, like all of you said is the emergency room. And we are going to be able to sit here.

24:32 I depending on the type of learner you are, if this was me, I would write off to the side this little gray box and I would just write in the briefest notes, however you like.

24:40 Learn the best. I would write 56 year old female, um, diabetes, no insulin and then her like her symptoms are chest tightness and nausea.

24:48 And she's in the emergency room so I can look at that and not have to look at the wording of the entire text, because to me, the text is overwhelming and I'm much better at a bullet list when I'm just fact checking if you're really fine.

25:02 Like if the text doesn't overwhelm you, just underline it so you know what your particulars are. I do best if you're like an overwhelmed human like I am, just write it in shorthand, like however you want to jot it down to the left so that you're really, really focused. Okay, so now we know we have the context.

25:19 Okay. So we know when we're going on into it.

25:22 We are in the setting where we have our patient. She's 56.

25:25 We've identified all of that.

25:26 And now we are going to be able to target everything through that. We're going to reword it in a way that we understand, whether that's underlining it, whether it's writing it to the side, just making it very clear to yourself and very easy to reference back to that.

25:38 This is who we have and where they are now.

25:42 We are going to proceed to the rest of the steps two, three and four. And we put in here with the precision of a cardiac thoracic surgeon because they are very like stepwise cardiac surgery is very like you follow the same exact steps pretty much every single time.

25:58 Um, it's fairly straightforward, but it's very, very like you have to follow the right steps in the right order.

26:03 And when you do, it goes well.

26:05 And when you don't it doesn't go well.

26:06 So and when you practice, obviously it gets much, much easier. So we're just going to do this and we're going to approach it the same way.

26:13 And with time it's going to get so much easier.

26:16 And it's going to really narrow down.

26:18 And give us the wrong answer for us without us having to sit there and agonize.

26:21 So these are the four steps.

26:24 Number one, we already did.

26:25 You already did the particular context.

26:27 And you're going to go through all of these every single time for every single question.

26:32 You already have the particular context.

26:34 After you have that you're going to do two, which is the diagnosis or the procedure.

26:38 What thing in the question do we have.

26:40 So in that one it would have been like um, they have diabetes in three.

26:44 Um, what are the assessment numbers.

26:46 So if they give you blood pressure, if they give you, um, any kind of like heart rate, anything like that, a lab value, you're going to want to look at it and you're going to want to say, is this high, low or normal? Oh, and for the diagnosis and procedure, I forgot that one. You need to put on like your, your persona and you need to think for this procedure or this diagnosis, what is the worst thing that could happen.

27:09 Okay, we need to go back to catastrophizing and be like, in a terrible world, what is the worst thing that can happen with diabetes? Okay, so then we're thinking, okay, you could either your blood sugar is super, super high or it's super, super low.

27:22 Um, either one of those at the extremes, except Rachel.

27:26 Exactly. She dies. Um, so we have the extremes because of high blood sugar. Low blood sugar, DKA.

27:31 Exactly. Um, then we look at the assessment numbers, and then we look at the assessment data. So if you're looking at the patient, are they pale? Are they diaphoretic.

27:40 Are they you know, are their pupils fixed.

27:42 What is the question giving us.

27:44 And for each one of those you look at it and you say is this normal or is this abnormal.

27:49 You can even circle it.

27:50 I would circle it on your test paper and write like normal n or abnormal A, so that when you're reading it back again, you don't have to think about it every time, you know what I mean? You're literally breaking down the entire thing so that you do not have to analyze anything.

28:06 You're just looking at raw data.

28:08 This is the person. This is the worst case scenario that could happen.

28:12 This is. Are her vitals normal and what was the assessment? So that's what we will go through every single time when we look at a question.

28:19 So here is a practice question.

28:22 We're going to break this down.

28:23 And in the middle of it we're also going to take a step back. And I'm going to show you a good way to study in order to really wrap your mind about it.

28:30 But first let's go through the question and you can help me break it down. So what are our particulars about this patient? A patient has been diagnosed with Addison's disease ten years ago, and they're being admitted to the medical surgical unit.

28:42 What symptoms might the nurse expect for this client when experiencing extreme stress? So what are our particulars? We need particular people.

28:52 So something about the patient particulars to the patient and then particulars about the place. Um so anything that's describing her good Kirsten said Addison's disease for ten years. So chronic Addison's disease.

29:06 Increased stress. Okay.

29:07 So good. So we have a stressful situation there in a medical setting.

29:11 Exactly. So they're in a med surg unit.

29:14 Perfect. You guys are getting it. Um, so our particulars, like you said, chronic Addison's disease.

29:20 We have a med surg and experiencing extreme stress.

29:23 Okay. And now we are going to put on our, um, overwhelm, er, hats. Okay.

29:30 So where is the diagnosis in this? What diagnosis have they given us.

29:34 Is anything that's underlined that we just saw as descriptors.

29:38 Is any of that a diagnosis that we have to work with? Mimi. Exactly. Addison's okay.

29:44 So our second bubble, remember, is our diagnosis or our procedure.

29:48 What is the worst case scenario for Addison's disease that immediately comes to the top of your mind? What are you thinking? If you have Addison's disease, I am worried about you going.

30:00 Exactly. Cheyenne. I am worried about you going into an addisonian crisis.

30:04 And then we have to think, okay, what what happens during an addisonian crisis. And this is going to tie back into in a minute, we're going to talk about how to study this so that you would be able to recall this.

30:15 It's going to be like nicely bundled in your brain.

30:17 But exactly okay. So we have an addisonian crisis, which would be the worst case scenario.

30:22 And in an addisonian crisis, does anyone remember what happens with that? So with an addisonian crisis you are not you don't have enough.

30:31 Um, you're not producing enough cortisol.

30:33 You're not producing enough aldosterone epi.

30:37 So epi is actually usually low.

30:39 Aldosterone is low. Um, in a an addisonian crisis you are low.

30:46 So you do not have enough cortisol.

30:47 You do not have enough of any of these things.

30:50 And so what are our symptoms next going to be.

30:54 So then we're looking at we'll come back to that one in just a second.

30:58 Our assessment numbers.

30:59 So we kind of all just have that in the back of our mind. What is our assessment? Did they give us any numbers in this question that we have to analyze and decide, is this high or is this low? And Kimberly, yes, low blood glucose is one of the things that you should be thinking of when you're thinking worst case scenario, because with an addisonian crisis you have, you would expect, oh, let's do this.

31:20 What would you expect? They didn't give us numbers so we can just put no, because this question doesn't involve those.

31:25 But what what vital signs would you expect if you were looking at someone with an addisonian crisis? Kathleen said low blood pressure and respiratory.

31:34 Good, good. And a lot of you said, yep.

31:37 And glucose is low. Perfect you guys.

31:39 So you have low blood.

31:41 Um, you have low blood pressure.

31:43 You have low glucose because you don't have a lot of cortisol.

31:46 Right. So cortisol is the thing that's going to pump into your body and make you feel like you can fight a bear. Um, so it's going to raise your blood sugar up crazy high to make, make you pumped.

31:55 It's going to your blood sugar.

31:56 Your blood pressure is going to lower because aldosterone is low and aldosterone is the thing that is going to help you retain water to keep your blood pressure up.

32:06 So you're peeing like crazy.

32:07 You have no fluid and your blood pressure is low.

32:10 So that's kind of the picture of this poor person.

32:12 Okay. So we don't have assessment numbers, but if we did we would be able to see is this high low or normal. And then same thing assessment data.

32:20 We don't know anything about this patient. This is actually what they're asking us. They are asking us what assessment findings would you expect in this person.

32:30 So we are actually being asked to provide this.

32:32 So no, there is no data that we have to look at and say is this normal or abnormal? So once we have had all of this, let's take a step back and see.

32:41 So we filled out all four of our questions.

32:42 We've sat there. We've looked at the whole question. Um, let's take a step back and see how would I study for this.

32:48 Like how I don't even know what an you know, if you're sitting there and you're like, I don't know what an addisonian crisis is like. I didn't even know that was associated with this. That's okay, because we're going to I'm going to show you a way to implement a studying method. Um, I stole this directly, um, from Prof. Laws. And so she gets all the credit for this.

33:05 Um, io is worst case scenario.

33:09 Um, so in when you're studying, I want you to look at this and say, instead of looking at, um, Addison's disease and thinking, okay, here's a list of all the different, you know, millions of things, not millions.

33:23 That's exaggerating the many things that can go wrong with Addison's disease.

33:28 It's very difficult to remember that list. And it's not incorporating it well, and it's not working with your brain because your brain likes when everything is interconnected and is telling a story.

33:36 Right. I remember stories fairly well, but I don't remember lists very well.

33:40 And it's because your brain is wired to make a bunch of little connections that all mesh together, and a list is like this weird.

33:48 It doesn't fit well the way your brain actually works.

33:51 So when you're going through and you're learning a topic in school, you're going to want to look at you.

33:56 Okay. What's your diagnosis? What is the worst case scenario? How would I recognize it? And what would I do if I encountered this in the wild? Okay. And you're going to do that for everything you encounter, for all the topics. You're going to create this different schema around it.

34:13 Instead of thinking like, oh, let me list out all the facts, it's going to be a whole topic.

34:19 So first, you know, when we're learning about Addison's disease, like you guys have already said, I want you to think of Addison's disease, okay? And then worst case scenario, like, let's just think terrible.

34:29 We're in an addisonian crisis.

34:31 We've already talked about your cortisol, your aldosterone, your epinephrine there.

34:35 Your body is not producing enough of it.

34:37 And you guys gave the symptoms.

34:38 We have low blood pressure. We have low blood sugar.

34:41 We're not feeling good.

34:43 How would you recognize it? There would be a vital sign change.

34:46 There would be a low blood pressure.

34:48 There would be. You would be peeing like no other.

34:51 You would have. You would be tired.

34:53 Your blood sugar would be low.

34:55 That's what you would expect to see in someone who looked like this. And then what would you do? You would replace their steroids because the steroids are the cortisol. Okay. You can think of those as the same thing you're going to replace it with give them some steroids.

35:08 You're going to let them rest and you're going to replace their fluids by meeting all of those things. And that's how I want you to try to, like wrap it up. Instead of thinking in a list, I want you to just catastrophize.

35:22 Okay. And just think, okay.

35:25 Addison's disease. Worst case scenario, this is what the patient looks like. This is what I would expect, and this is how I fix them.

35:31 And that way when you run into it on a test and the test says Addison's disease, immediately, what comes to your mind is worst case scenario, addisonian crisis. These are the vitals.

35:41 And then when it gives you vitals or when it gives you assessment findings, you are able to say, oh no. Like it shouldn't say high blood pressure.

35:48 It should say low blood pressure.

35:50 And you're going to have such a better just concept around it and it'll you'll be able to think of it as a whole versus in pieces, I guess.

36:00 Um, it could be considered someone else if this could be called a nursing care plan.

36:05 Kind of. It's more of just like a concept, like of a way to study it.

36:09 A care plan would be much more detailed, and you don't need to get into the nitty gritty of everything in that care plan.

36:16 Um, so once you are at this point, let's just look at kind of how your information sticks going back.

36:23 Remember, we're working backwards. We did the we'll come back and we'll do the whole example of the test question, but I just want to touch on like how your brain kind of works and how to study effectively essentially.

36:34 So when you are thinking of this you are going to want to first go back, recognize fact from fiction, debunk learning myth.

36:43 And this goes all the way back to the very beginning with all those lies we told ourselves. Remember when we were like, oh, you know, I catastrophize or I can't do anything.

36:51 We just need to, like, reframe it and say, I feel like this, but this is not like just acknowledge that that is literally not reality.

36:57 That like, you can make it a different situation and world.

37:01 The world is not all or nothing.

37:02 Okay, so the first thing is just doing that understanding how your memory works by clumping information. And we'll talk about that in a second.

37:09 And so since we know your brain clumps information instead of making lists, we're going to want to input the information in our brain in a clumped way together in a pretty little bundle so that it's not trying to like, um, nursing school questions are going to require you to give information in a bundle, much like your brain prefers it, honestly.

37:28 But it's going. You're learning.

37:30 You know, you have to match your learning style to that. So if you memorize lists, it's just going to be really hard with nursing school style questions because they are not asking you, what is Addison's disease? It's like asking you two steps further, if that makes sense.

37:42 So your brain, like we said, does chunking.

37:45 It takes individual pieces of information and groups them into larger units.

37:48 So it's taking like the lists and kind of stacking them into building blocks.

37:52 It groups information into a whole.

37:54 Um, and that's going to allow you to incorporate it better into other things.

37:58 So for example, if you have this and you're like, okay, I know that with the cortisol, you know, if we're not putting enough cortisol out, your blood sugar is going to be really low.

38:10 Okay. So we've already had those comparisons. We know that because we studied Addisonian crisis. And then what happens when you encounter something else.

38:18 And that also has low cortisol or high cortisol.

38:23 And then you're looking at the question you're like, okay, well if low cortisol gives me low blood sugar, high cortisol is going to give me high blood sugar okay.

38:33 So you're going to be able to incorporate it and cross-reference it. And it's just going to be so much easier for your brain to if you initially learn about the concept going into worst case scenario and how to fix it, it should hopefully help.

38:43 Because this list thing, This listing is not very helpful.

38:48 It won't work very well.

38:49 Instead, we'll chunk it. We'll look at the person as a whole. What would a person with low or high cortisol in this case look like? They would look like this as a whole bundle.

38:59 If you think of it all together and you learn it all together, it is going to incorporate into your brain so, so, so much easier rather than a million little puzzle pieces.

39:09 Okay, I think I've beat this over the head and I think you get it.

39:12 Next, how are you going to actually incorporate this and like have time essentially because one of the things I remember feeling and I've read a lot in the chat, like you guys are just you're feeling overwhelmed and just like you don't even know where to start. And a plan.

39:26 Okay, a planner, if you do not have a planner, I'm going to need you to immediately after this ends, go and, um, go get a planner.

39:34 Okay. So you're going to plan, and in order to, you have to maximize your time.

39:38 So you need to like schedule it all out so you're not waiting to the last minute. Do a little bit every day even though it's not fun a little bit every day really will help.

39:46 Um, and then work it out so that you're actually maximizing your time versus and you're going to do that by studying effectively by clumping versus memorizing lists. Right. So some people, it's helpful to create a list of list of tasks, um, tasks to go through.

40:03 Um, some people really like things like the Pomodoro technique where you work for like 25 minutes, and then you take a five minute break and then you repeat it three times.

40:11 Some people just like to go lock themselves into a room. Some people like the library, like whatever floats your boat.

40:16 It doesn't matter. Pomodoro worked amazing for me.

40:19 You can go on YouTube and just put on Pomodoro and there are people who like do it with you. It's kind of weird and kind of fun.

40:26 Um, and if you're the type of person who, like, I procrastinate like no other.

40:30 Um, it's usually out of kind of look into the root of that, you know, look and see, hey, is this because I feel out of control and stressed and hopeless because.

40:40 Hi, that was me. I was like, I have so much to do.

40:44 And to this day, I have this.

40:45 It's like paralysis by overwhelm.

40:48 Um, and why is it. Oh, it's it's because I feel like I have no control. Okay, good. I've identified with step one.

40:53 Step two choose where you will invest your mental energy.

40:57 Um, so kind of deciding, like, hey, I can do this.

40:59 I'm not going to go study everything.

41:01 I'm going to go study this one thing so it's more focused.

41:04 Take a step forward, guys. Just do one step.

41:06 This is always the thing that gets me going. It's just literally do one task. I make my list, I do one, and then I'm like, oh, okay, I actually can't do this.

41:13 Like I get the ball rolling and then reframe the change of your focus.

41:17 So just focus on one thing instead of everything, okay? Because everything is overwhelming, but one thing you can totally do.

41:26 And so when you are planning your semester, here's how you pick your one thing I want you to. I mean, we're kind of into the semester already, but have a day ideally before the semester starts, but if we're already there, it's totally fine. We can work with it. I want you to pull out your syllabus, and this is how we're going to get you to not procrastinate, by the way. We're going to plan everything out. Okay. So we have our entire semester I want you to pull out all the due dates, everything you need to see like see or do this semester.

41:55 You're going to put it in your planner. It's going to be a rough day. I call it my day of sadness, your day of overwhelm.

41:59 Whatever it is, warn your roommates, be like, I'm going to be in a bad way, and you're going to plan everything out. It's all going to be in your planner. But that's the only time for the rest of the semester. I want you to look at all of it, okay? Because nursing school on its own is way, way too overwhelming to tackle all at once.

42:15 So we're just going to tackle like, little bitty bites.

42:18 Okay, so you lay it all out for the entire semester.

42:21 And then at the beginning of every week, you look 2 or 3 weeks ahead, whatever kind of works for you and you plan out every day until how much are you going to be able to do on that project or on that exam, or studying for that test so that you have enough time to be done and you're only looking 2 or 3 weeks ahead.

42:39 So yes, there's a lot still in those 2 or 3 weeks, but it's not like an endless amount.

42:44 You can break it all up and then you can just make lists.

42:47 Reasonable lists don't make things where you're going to be like, I'm going to sit down for eight hours and study, friend, are you really? Because I would not be sitting there planning it all out and actually crossing things off.

42:58 And when you are done, you are done, okay.

43:00 And that's a huge, beautiful thing about planning things out, is being able to take a step back when you're done and being like, okay, like I did my tasks for the day, I'm going to go do something enjoyable so that I actually have enjoyment in my life and feel like peace and oh, perfect. Okay, now, so that's how we study.

43:21 That's how we take a step further back and plan.

43:24 Let's go back into study mode okay.

43:26 We're going back into study mode.

43:28 And how are we going to actually answer this test question? Okay. We know that more than one is probably technically going to be right, but how are we going to find the most right for this situation? We're going to do it by eliminating all of the questions that are wrong.

43:44 And we're going to say why.

43:46 Okay. So for every single one, we're not just going to cross it off. We're going to leave a little note either in your head if you have a great memory or next to it of like, why this is wrong.

43:54 Okay. And this is, by the way, the first time we've actually looked at the answers, because so far all we have done on the exam test questions is looked at the actual question. And now we're going to look at because before that they're just distractors and they just stress you out and confuse you.

44:08 Okay. So we are going to go back to our patient with Addison's disease.

44:12 And these are our answers.

44:13 Um, we're going to go one by one.

44:15 And you can help me decide does this work or does this not.

44:18 So we've done this. We have gone through our four questions.

44:21 We have everything underlined. We know who the patient is, where they are, what the worst case scenario is, and they don't have any vitals or assessment findings for us to look at.

44:30 Would we expect in this patient? Would they we would would we expect them to have increased inflammatory responses and a high blood sugar level? Nope. Okay, good. Perfect.

44:42 So we're going to go. Yep.

44:44 One by one. And I see some of you putting the correct answer in there.

44:47 Um, and I'm going to temporarily not look at that with you because we're just going to go one by one how this is like, if we were taking a test together, we would go through one and we would say, no, because you guys are right. No, it is not because your your inflammatory response would actually be down.

45:03 Right? Because less cortisol, less immune response.

45:07 You're not fighting a bear.

45:08 You're doing the opposite. You're like laying there waiting for the bear to eat you. Okay.

45:12 And you would have low blood sugar.

45:14 Okay. So we're saying no.

45:15 And this is why. Perfect.

45:18 Now we look at number two.

45:19 Oh, I spoiled that one for you, didn't I? Um, why is number two wrong? Let's see. Because we have.

45:27 Yep. Because we have low blood pressure and an eosinophil.

45:31 Even if you did, I mean, even with just low blood pressure, you would know, hey, it doesn't matter if you don't know what an eosinophil is.

45:37 Um, because, you know, the blood pressure is wrong, and eosinophil is a type of white blood cell, so you would actually have lower eosinophils.

45:44 But this is a good example of even if you don't know all the words in the sentence, it doesn't matter because the first part makes it wrong. Number three, would you expect them to have extreme fatigue and increased blood glucose levels? Exactly, exactly. So you would expect them to have extreme fatigue.

46:02 However, you would expect them to have low blood glucose levels.

46:05 So you cross it out and you write low blood glucose levels.

46:09 Now, which one is our answer? Now that we've eliminated all the other ones and still go through and see if this one, if you would decide that it's true.

46:19 And yes, we would say we do expect because we went back to how would we recognize it? See our little box in the corner in our mental thinking through things we would say, how would we recognize this? Oh yeah, we would see low blood pressure and low blood glucose. So not only have we eliminated the other ones and explained why, we have decided that four is true, and this is why as well.

46:40 So there's no going back, there's no narrowing it down to two.

46:43 And you do not have to go back and be wishy washy about any of your answers, because you have literally worked through the entire thing and you're like, oh, okay, perfect. Like, I am confident in this answer because I really was able to think it through.

46:56 Um, so we're going to eliminate we're not going to like, feel our way through it and go for it.

47:01 We're just going to eliminate them. And that is the synopsis of.

47:04 So we've learned how to study and plan, how to actually study and learn so that it's clumped, and then how to approach every exam question in the exact same way.

47:13 Those four questions ask the exact same way, because you went through every single one and you studied the same way.

47:21 So you're studying the same way, which means you can retrieve it the exact same way. Um, and now we're going to go back and look at one more thing.

47:31 And this one's just be careful when you're reading your question, because this is the other way that it really catches you up.

47:36 The last sentence of your, um, question is going to totally change how everything is going. And I will go back to let me know which diagram you want it, and I can go back, um, and then you'll be able to see it.

47:51 But we're also sending this out.

47:52 Actually, we'll probably we're just sending this out in an email afterwards.

47:56 So you can go through and screenshot whatever you want afterwards.

47:59 And it'll have all of the slides, everything like that that you can watch.

48:03 So that might just be easier. And then everyone can screenshot exactly what they want. But these last questions are going to like don't let them trip you up because I have let this trip me up more times than I can even imagine.

48:14 Um, if they are asking you which of these indicates needs for further education or which requires immediate follow up or intervention that is looking for an unsafe answer or a wrong answer? Okay, so when you're looking at it, I would even write that next to it be like, you know, searching for unsafe.

48:33 If your question says which statement indicates patient, understand it's looking for the right answer.

48:38 Okay. So just be really careful when you're looking at these to not mix those up because that can become disastrous.

48:46 And I've done that many times. I've read through and I'm like, oh that's that's obviously like, you know, if you're looking at addisonian and you're like low blood pressure, it's like perfect.

48:53 But if it's asking for something totally different, then, well, you get it wrong anyway.

48:58 All right. And so that is that concludes our presentation.

49:01 Nicole, are you coming back to me? We'll see. Thanks for hanging out with us, friends.

49:08 Let's see. I'm glad it was helpful.

49:10 You guys are going to be fine. I know it's overwhelming right now. Don't forget, you can sign up for 833 a month if you get the annual plan.

49:16 Or 14.990. Good. Nicole's here.

49:18 She's not going to be a salesperson, but it wasn't going fast enough.

49:24 That was so wonderful.

49:26 I hope you guys really enjoyed it.

49:28 Yes, if you're interested and being a premium member, this is the time to do it because this is great pricing and you're going to have access to everything. Um, another thing I wanted to add, because we do have a few questions, um, Nurse Liz, that we wanted to ask.

49:45 But another thing is there were a couple of attendees that were interested looking at med Surge is coming up and everything, and I just showed everyone our med surge course. But I'm going to put the link right now.

49:57 We actually have what we call a med surge learning path.

50:00 And, um, that is where we've already taken everything in med Surge.

50:06 We've put videos together, we've put, um, practice questions together, test exam prep questions together, and quiz questions.

50:14 So if you're about to encounter med surge, you're in med surge.

50:17 Now that's an additional resource. So I wanted to add that in.

50:20 But please if you do not have premium right now and you want to get premium.

50:26 Just simply click on the link that we have and we have a special offer right here.

50:29 Just click on that and you can get started.

50:32 There are a couple of questions about not being able to access.

50:35 You can always email support@lecturio.com.

50:37 And we're happy to help.

50:39 And I believe my colleague Seth also mentioned that we do have a great, um, communications center where we, um, basically answer any questions that you might have, um, if you need support there too.

50:50 And someone had asked I wrote it down about getting interaction with our lecturers.

50:57 I didn't show you. I didn't scroll down. But every video lesson has a discussion board and the discussion boards. Whatever you put in there, whatever questions you put or comments, they go straight to the lecturer, and the lecturer will answer your questions or any concerns or comments you have about that particular lesson.

51:14 So that gives you a little bit of one on one too. So let's quickly get to the questions that we have a few of them.

51:22 So because we have a few minutes left, I'm going to add in one real quick because Claire brought up a really good point. She said, is it the like what happens when it's an all that apply like a select all that apply question? And I thought that was excellent.

51:34 It's the exact same thing Claire. You go through every single option A, B, C, D, E or whatever and you say, yes, this is correct or no, it's not correct. And this and then give your why and this is why and this is not.

51:46 And then you can just mark it. Yes or no.

51:48 Um and again you won't have to go back.

51:50 You won't have to question it. You're just going through every single part and saying yes or no and then giving a reason.

51:56 So you're not confused. All right I love it.

51:58 Practice makes perfect what everyone is always afraid of.

52:01 Select all that apply. But really, like you said, merciless. Just having that strategy of going through, you're going to be an old pro at it.

52:09 So I love it. So we have one question coming up here.

52:14 Um, tips for online programs I don't have a lot of lectures, just a lot of reading.

52:20 That's a four letter word of nursing read, and I feel like I need to know everything and I'm getting super overwhelmed.

52:27 Oh my goodness Ashley.

52:28 Nurse Liz, what do you want to tell Ashley? So first, if you are if you're not a reading learner like I would highly encourage um in a very non-biased way, doing something like we have a book matcher where you can just take a picture of your textbook page that they assign you, and then it'll literally bring up all the videos on the topic, because it kind of scans the text and reads it, and it lets you, if you listen via video, like, I don't know about you, but I fall asleep immediately when I'm reading a textbook.

52:58 So doing something in a video format or just going through the course and listening to it, you can download them, you can take them with you. That was like how Lecturio didn't know nursing didn't exist when I was in school.

53:10 And so I just like looked up all a ton of videos, you know what I mean? And like, learned that way.

53:15 And then if I really didn't get it, then I would go to the book and the way to narrow down the amount of content is look in your syllabus and it's going to give you hopefully module objectives.

53:26 So it's going to say for module one you need to learn and it's going to give you the goals and then work backwards from there.

53:33 So don't read the entire chapter.

53:35 Or you might not have to watch every single video in this lecture because your class might not prioritize that particular learning point.

53:43 So just look at what you need to know though.

53:45 It'll be under your objectives.

53:47 And then work backwards and say, okay, like I need to learn about this topic in these areas and it will learn like focus all of your studying towards the objectives instead of just all of the pages and all the topics, because they should tell you what they actually want you to know. And then when you're able to look at the list and say, oh, okay, I do, I am able to describe all of these things to that level.

54:08 Then, you know, you're done. And that just gives you a more focused attack plan.

54:12 I love it. And you can also use your search and you're Lecture your resources and get right to it. Whatever you have in your syllabus for keywords. So.

54:20 So here's a great one. I think this is like it usually applies to most of us, right? Jc is asking any advice on balancing schooling and work.

54:29 And I just want to say congrats to JC because JC is getting back in there.

54:32 So congrats. You can do it.

54:34 Go ahead, nurse Liz. So this is definitely it's hard.

54:39 Um, I worked full time while I was in my nursing program and it was it was rough.

54:46 Um, but you can do it.

54:48 You just have to really lay, like, really, really plan it all out and also understand that right now, like, I won't.

54:56 I mean, I'm not going to lie, it's going to be hard. It's going to be hard, and it's going to be like, you're not going to have a lot of free time.

55:01 You are going to miss out on like fun things.

55:04 But it's I always reminded myself that it was so temporary, you know what I mean? And like when I would get in that rut of like, this, just this stinks. Like remembering kind of why I was doing it and that it wouldn't be like that forever. You know what I mean? I think a lot of people are like, oh, you know, like just find this perfect balance. And sometimes, like, depending on how much you're working and how long your program is like, it's just hard and you're just going to, like, have to grind for a minute and it won't be fun, but it'll be great when you're done and it'll be so rewarding.

55:32 And I mean, if you work part time, you have a lot more flexibility.

55:35 You can plan things out and you probably still will have free time. But either way, like just remembering that this is temporary and this is not forever, and like what you'll get out of it is, I think, the best way that I got through it, at least in grad school when I had like 8 million other things and I was like, oh, I like that, I like that. And just remember, if it's a new movie and everyone else is going, it'll be on streaming later, you can always go back.

55:59 There you go. So two more questions, um, that I'm actually going to combine just for the sake of time. So any tips for clinicals and any tips for test anxiety.

56:10 So we're just going to bunch those even though they're a little different.

56:13 But you know tips. So for both to reduce some anxiety sleep really well the night before, which sounds very boring, but you are going to be a much more level headed human in tests or in clinical.

56:25 If you sleep and you take the time before both to prepare in advance.

56:31 Okay, so a lot of this is like going away from cramming, which I know I crammed and I didn't do well on my tests.

56:37 You know, I didn't sleep, I stayed up until 2 a.m.

56:40 cramming, and I didn't do well on my tests.

56:42 So giving your body the space to, like, sleep, because sleep is going to be the best thing for your brain to make all of those connections is going to be huge.

56:50 Um, and knowing you're prepared, knowing you hit all those modules and you hit all of the objective objectives on the module, and you gave yourself plenty of time so that you can go into it being like, oh, you know, I had a fairly peaceful evening the night before.

57:02 I studied a little bit, and then I got a super good night's sleep.

57:05 And I'm not like sitting here on one hour of sleep hyped up on coffee, you know, like trying to do this and it's going to be the same for clinical. Clinical is naturally nerve wracking.

57:16 And the biggest tip for clinical is know what you need to learn and express that to the person you're working with, whatever nurse it is, or your clinical instructor. They don't.

57:24 We don't know when you came to the floor, like, I didn't know what you knew and what you didn't know and what your goal was and what like what you wanted to learn because you work with so many different students and like it's just chaos. So if you go in and you say, hey, I need I would really like to, you know, by the end of whatever, if you're with me for like two days, be able to go into a patient's room and assess them, like with you watching me, but fairly independently.

57:49 Great. We can make that happen. Or hey, I would like to hang an IV piggyback by myself. If we don't have a patient that does that, I can ask around and be like, does anyone have this that we can just like come in and do so really just advocating and communicating with the nurse you're working with of what you would really like to do, and that's going to help, especially since there's just a lot of like busyness, but it's going to help identify so that you can like get things done. You know what I mean? And actually gain something from an experience. Um, and then just be willing to help.

58:19 I think the biggest thing is just saying, like, hey, how can I like, how can I help? Because, you know, a lot of times nurses are cranky and you probably know that, but they always like help.

58:28 So yes, lean on that. And so just in the interest of time, but we have one more that I because I know this one is close to your heart because it's close to mine. So note taking.

58:38 So of course we have our Lecturio notes.

58:40 But the question from Lillian is I'm a huge note taker.

58:45 Let you know that's us.

58:46 Right? And I want to get away from that from having notes everywhere.

58:52 What are your suggestions.

58:53 And this will be the last one and we'll wrap it up.

58:57 So I would recommend and this didn't come out I sound old when I say this.

59:00 This didn't until I was like well into NP school was like digital note taking, but getting a note taking system that is going to show up.

59:08 It talks to your phone and your computer and your tablet.

59:11 I love Goodnotes notability does the same thing, and you can even use like notes in your phone.

59:16 And I know there's even like a free one that I think talks to everything, but that will show up on your phone, on your desktop and on your computer, and it syncs. So if you put all of your notes into that and like, organize it that way, it's always going to be at wherever you need it, you know, digitally on any device you have.

59:34 And it's not like everywhere.

59:35 And the cool thing about that is you can like take so you can download any of our lectures, like all of the slides, if you have premium and you can literally just take the picture out of it if you're like, oh, that's a pretty sweet graphic. Take the picture out of it and pull it into your notes.

59:49 Or if you're like, oh, hey, I like this from my textbook.

59:52 You probably have a digital version of your textbook, crop it out and pull it into your notes, and then you can pull it up wherever you need it.

59:58 But just make sure whatever note taking thing you're doing with that, that it talks to all of your devices so that you can pull it up on your phone when you're like at clinic and you're like, oh, dang it. Like, how on earth what's the process for this? And you can actually take notes on your tablet or your computer or whatever. Um, and that'll organize it a lot better than like your binder if it was like mine that has, like, it's like sprouting eight heads and you're like, oh, this looks like a fungus.

1:00:21 It's not good. Well, I think what's great about those apps, too, is that you can search so you can go through.

1:00:27 Yeah. Remember something you can search keyword and all those notes that come up. So I had to I had to pull that one in because I know that you're an avid note taker.

1:00:36 So. Yes. Thank you all for being here.

1:00:38 And, um, we really appreciate it.

1:00:41 We had a great time. I hope you did too.

1:00:43 It's great to be back and seeing you all.

1:00:46 We know you're all going to be successful.

1:00:47 Thank you so much for choosing this career. We we need you so badly right now.

1:00:51 And so we really appreciate it.

1:00:54 And we hope to see you again the next time we have our next event.

1:00:58 Don't miss it. Check your email.

1:00:59 Be on the lookout. If you need anything, please feel free to reach out to support at Lecturio. Com. We're happy to answer your questions and help you work through anything.

1:01:08 And please, if you have not explored even just having a free Lecturio account, just look and just see everything we have.

1:01:17 And we're always adding more.

1:01:18 So just look and see if it's something that you can implement into your everyday studies, because you're going to find that, um, we try to make everything as easy and simple and make it where again, it's personalized for you.

1:01:31 So, uh, Nurse Liz, thank you.

1:01:33 Great job as usual. Thanks for being here.

1:01:36 We love it. We love it.

1:01:38 And so we will see you all the next time.

1:01:40 Enjoy the rest of your day.

1:01:42 Stay safe and voila. Voila.

1:01:45 I don't know what I was going to say that. Walla Walla Walla.

1:01:49 I was doing some magic trick.

1:01:50 But. See you guys later.

1:01:52 We'll see you in the next time.

1:01:54 Thanks. Bye. Bye bye.