Event 7: Learn More Study Less

00:00 So let's go ahead and get started because there's so much to cover and we're really excited. This is our learn more, study less.

00:08 Um, and if you haven't experienced Lecturio before, welcome to Lecturio nursing.

00:14 We're really pleased to have you join us.

00:17 We know there's, um, a lot of things you have to get done.

00:20 So just to take a little bit of time to learn more and study less with us, we're really appreciative.

00:26 So my name is Nicole Shinn, and I will be your host today.

00:33 I am responsible for student engagement Lecturio.

00:35 So I love students are my favorite people, and so I really enjoy working with students and helping you all through this process.

00:43 We, um, really appreciate you've chosen this career, and it's a really exciting one.

00:49 And so we are very happy that you are considering Lecturio and seeing what we have to offer. Um, and then we also have, um, Prof.

00:58 Laws here, which is our awesome.

01:01 Awesome. If you have not experienced Prof.

01:05 Lawes, you're going to really enjoy what she has to offer today because she really gets you thinking about how to think differently.

01:13 And of course our topic today.

01:16 So let's go ahead. First I want to take a poll.

01:22 And so we want to see first how many of you are familiar with Lecturio.

01:26 So we do have um, our Nsna members.

01:30 A lot of Nysna members to the in the room today.

01:33 So welcome. We're really excited to partner with Nsna.

01:38 And so if you all are from Nsna, let us know.

01:42 Give us a shout out in the chat.

01:44 Um, if not, it's okay.

01:46 But if you are a nursing student, you should consider becoming a member.

01:50 It's a really great for networking and, um, just learning more about your profession and industry. So let's see, how familiar are you with Lecturio and we have a few that have premium memberships.

02:02 A few free versions. Um, used it, but not anymore.

02:07 You have to come back.

02:09 Watch this on YouTube.

02:11 I always say we're more than YouTube.

02:13 Um, and you're new to Lecturio.

02:16 So welcome. If you're new, welcome.

02:18 Um, I'm going to quickly show you some things, some features that we have on our resources so that when Prof Lawes comes in with her exciting presentation, it'll make sense and it'll connect a little bit. And you can see how Lecturio really can help you.

02:33 So let's go ahead and move over.

02:46 I'm going to show you a couple things. Alrighty.

02:50 Um. Prof Lawes. Can we see my screen? No. We cannot. Not yet.

02:55 There we go. Now we can.

02:57 There we go. Thank you, thank you.

02:59 So, for those of you who maybe you have a premium membership and our premium membership, um, is a great way to go.

03:06 Uh, so you may have our premium membership or you may have a free account.

03:09 The difference is obviously the access.

03:11 And if you're new to Lecturio, of course, this is the first time you've seen this dashboard. A couple things that we want to point out.

03:17 First of all, we don't want you to be overwhelmed, um, with all your resources.

03:22 So we have a lot of ways to help you to stay organized.

03:26 Um, so you can, you know, really take in the information and the knowledge. One of the first things that, um, most students really love is our bio library.

03:35 So for those of you who have experienced us through YouTube, you'll see that we are more than just videos.

03:43 But I want to show you these video lessons, because what we want to do with the video library is to show you how it's just not another boring textbook, right? So when you're going through and you're reading that textbook, how are you retaining or when you're reading a textbook? Are you reading the same paragraph over and over again? Those are things obviously you have to consider because your time is valuable. We want to make sure that you're getting the most out of your time.

04:06 So textbooks, of course, you know, I don't think they're going away all the way, but our video lessons and our video library are fantastic.

04:14 And so our lessons are, um, really, they're short and engaging.

04:19 And what we do is we help you to master those hard concepts and small snippets, and that's really important.

04:26 So our videos are no more than 12 minutes in length.

04:30 So due to retention. So we want to make sure you're retaining so you don't have to worry about 45 minute videos or anything of that nature.

04:37 Because we're going to make sure that you can take in that information quickly.

04:41 Um, and to be able to absorb it.

04:44 So you can see here I just went into our, um, fundamentals course. And as you go through, you'll see how many video lessons we have and how much time you'll have to, um, to how much time each video is time for.

04:59 So if we go through and I'm just going to pick this one right here.

05:05 It's a couple of things I want to point out because again this is how we help, where you're not going to be overwhelmed and you're really going to be able to master what you need. Again, hard concepts and very short snippets.

05:17 So I should have probably started the video a little bit.

05:22 Let's just stop it here.

05:23 So this is what our video lessons look like.

05:26 You can see this one's about a little bit almost five minutes long.

05:29 And so one of the things is that once you watch one of our video lessons, after you watch the video lessons, how do you know that you have, um, retained the information, you've learned the information.

05:41 And that's done with our space repetition.

05:45 Okay. And so with our space repetition, you'll see that once you watch a video, you'll be able to go over to this quiz right here, this quiz block. And what you'll see is you see there's only three questions, right. So you think okay, that's not, you know, a lot of questions. Well that's just for this one video.

06:04 So we have thousands of questions that are connected to our space repetition.

06:09 And first how to get your space repetition started so that you can be organized.

06:14 And so that you can study every day is to start by watching the video lessons.

06:19 So you'll see here this quiz has three questions I'm going to start the quiz.

06:23 So this is as if I have watched the um video lesson.

06:26 And now I'm going to review for retention.

06:29 Now you'll notice that there's three things here we have on the bottom.

06:32 Instead of an enter button.

06:35 We have a um red which is not so confident blue neutral and green confident.

06:43 And what you're going to do is as you go through and answer questions and make your selection, you're going to decide your confidence level.

06:50 And this is really important because we want to make sure that you're studying every day.

06:55 And so these questions, these quiz questions will actually go into your space repetition.

06:59 And I'm going to explain that and show you what that looks like. But these are the questions that you're going to encounter when you want to watch a video lesson.

07:10 So space repetition where is it at and where is it and what does it look like.

07:14 So you can see space. Repetition is right here in our quick start.

07:18 And the reason why space repetition is important is because we want you to study a little bit every day, and that's going to go in sync with our space repetition and the study planner.

07:29 And so in order to be able to monitor your progress as you go through the space repetition, what you'll notice is that the space repetition questions are going to be given to you based on how you answer those questions.

07:41 Previously, if you answer questions correctly and you were at your high confidence level, then you will see those questions less often because you're mastering those questions.

07:52 If you have, um, any questions that you previously previously encountered, but you didn't get them correct or your confidence level is low, you will see those more often.

08:02 And this is really important in order to monitor your progress and also just to keep you motivated to study.

08:09 Um, so you can see I'm a little behind because I have 31, but the idea is that you're going to constantly, um, go into your space repetition and master those questions, but just a handful at a time.

08:21 And one more thing I want to point out in our resources, we have a lot. So we're not going to go through everything because we want to have a lot of time for Prof.

08:28 Lawes to, uh, present.

08:30 So the study planner, this is another way that you're going to be able to plan and study every day.

08:36 And the study planner is great because this is personalized based on what you want to study and what you need to study.

08:43 So, um, this is not based on an overall, um, all across the board curriculum.

08:51 But you're going to actually add in what you would like to see in your study planner so you can keep track. And again, because you're you want to study something every day, you'll notice that we have a balanced study coach.

09:03 And this is just to help you stay on track again so that, you know, you're more you're motivated to study when you know that you have a plan.

09:11 And very quickly, I'll just highlight some of the advantages is one you can at any time, you can edit your, um, due date.

09:21 And a due date can be either from a perspective of this is the date I'm going to complete the assignment, or it can be based on.

09:28 This is the date that I want to complete the assignment by.

09:31 So just whatever perspective you would like to look at, you'll also see the progress.

09:37 And you'll also see if you're um, what dates you've selected.

09:40 And you don't necessarily have to select a date. You can see here with the balanced study coach will actually tell you how much time you need to allocate to these particular tasks in order to stay on track, and this is really helpful again.

09:54 And you have obviously, you have a graph here that shows you what you need to do and how much time you need to spend in order to stay on track.

10:04 Now, one quick thing I want to show you and then I'm going to turn it over to Prof. Laws is how to add assignments to your study planner.

10:11 So anytime when you're, um, anytime when you're in the video library, what you're simply going to be able to do is once you click on the course, you can either click Add to Planner here.

10:24 This is going to add all these video lessons here.

10:27 So there's 96 video lessons here.

10:29 Um so that's going to add all these video lessons.

10:32 If you drill down a little bit further then again add to planner.

10:37 And it's only going to add this management of care these video lessons.

10:41 And if you drill down even further to the video lesson itself.

10:48 You'll see, um, that there's adds a planner here at any level you want.

10:55 Okay. So now I'm going to turn it over to Prof.

11:02 Laws, and she's going to help you understand how you want to use Lecturio and and to study. So Prof. Laws, please take it away.

11:13 Thank you. Okay. If you can hear me.

11:16 Okay. Would you write that in the chat? So let me know that you can hear me.

11:21 Ah, alright. Oh come on, we have more people there. There we go.

11:25 Well, you might hear a little buzzing in the background.

11:27 Of course, my neighbor's having some lawn care done, but fabulous. Listen, what we're going to talk about in this session are these three things.

11:36 How you can succeed in the mental game of nursing school, how to respect your unique brain and access your full potential and how to study with a purpose. Okay, because I want you to be able to learn more and study less.

11:51 Okay, let's get rolling.

11:53 So these are my three favorite brain hacks.

11:56 Okay, so three brain hacks.

11:59 So what I want you to know is that every one of you on this call can do it.

12:03 And here's a reason I'm starting with the mental game of nursing.

12:07 Those of you that are getting ready to take the NCLEX.

12:11 Wow, you're in the master head game, right? I've taught NCLEX reviews for 16 years.

12:17 I think the last count I had like over 5000 students.

12:20 I helped with NCLEX, but whether you're in nursing school or just getting ready to take the NCLEX, we've got resources that can help you.

12:29 But let's talk about the mental game.

12:31 Whether I'm talking to a student about a unit exam or about their NCLEX exam, or yes, about their licensure exam.

12:39 Um, I just wanted to let you know that we have a mental game.

12:45 That is what you're dealing with.

12:46 So we'll talk about the licensing exam.

12:49 Um, that's a mental game, but it's a really big mental game in your actual school. So how many of you have felt like nursing school is impossible? So tell me in. Yes. Okay.

13:04 All right. Now I want to hear.

13:06 Oh, I love it that you don't have to raise a hand.

13:08 I want to hear, um. Which course is it that's been the most difficult for you? Which is the one that's made you feel, uh, the worst.

13:17 Depends on the day. I love it farm.

13:20 Oh, that hurts my heart that it's farm.

13:21 Psych farm. I hear that a lot.

13:23 Health. Pharmacology. Wow.

13:25 Okay. Alright. Well, I want to teach you the power of.

13:29 Yet instead of telling yourself I will never get this.

13:33 I'm not the smart kid.

13:35 I want you to start saying to yourself.

13:37 I just haven't got it yet.

13:40 Okay, so. So that I know that you are with me.

13:43 Trust me, we're going to get really practical.

13:45 But I would like you to write in the chat right now.

13:49 Would you write your first and last name and the letters R? Okay, so I need to see a lot of names and R in after it, so I'll wait. Charlene.

14:01 Good good good. Go go go.

14:04 Yes. That's awesome. Oh, you're giving me goosebumps.

14:10 Okay, cool. That's what we're going to help you achieve, right? We're going to help you get there so you can pass your license and your exam and be a practicing nurse.

14:20 Now, I know, didn't you think it was weird when we said that downtime can really raise your exam scores? It can.

14:28 And I'm going to explain to you why.

14:30 Did you know that your brain is working all the time? That's why I'm wearing my Lecturio brain.

14:36 Because your brain is working all the time in the background.

14:40 Have you ever been in the shower and all of a sudden, oh, you remember an answer to a question? Or you wake up in the middle of the night and you remember something that you needed to do? Yeah. Well, that's because your brain is processing all the time.

14:53 But when you're sitting down and you're studying and you are just frustrated, that's not great processing time.

15:01 So the first thing I want you to start thinking about is we need to spread your studying out over a number of days instead of trying to cram it all into a couple.

15:12 Now, I know before you even start, like nursing school is really busy, I get it, but so is adulting.

15:19 Anyone else think adulting is hard? Because I think it is really, really hard.

15:24 Yeah, some days I wake up and go, I do not want to do that any more.

15:29 But what I want you to do before I go on is look on the left.

15:33 Yeah, my brain felt like that in multivariate statistics.

15:36 But we're going to show you how to unknot the mess that is your brain and put it in a beautiful spiral where you can recall things and remember them.

15:44 But you have to know that studying takes time.

15:49 So you need to make sure that you give yourself the time that you need.

15:53 And I want to just say very gently to you guys that, um, worrying about studying is not the same thing as studying.

16:02 Okay. So sometimes you think if you're just thinking about school or you're surrounded by your books, that's studying, that's not what we're talking about.

16:09 So I realize some of you just realized that Nurse Liz is in the chat.

16:12 Yes. We are all friends with Nurse Liz.

16:15 We love her too. So I snapped some of her slides because I think she has some great information, but she is a huge support of nursing students, so we're excited that she is on our team with us too.

16:29 But I want you to start rethinking how you're going to study and where you can set aside time in your life that will allow you to study.

16:39 And you got to be willing to change some of the things that you're doing.

16:42 I can't tell you how many students I've had in pharmacology that they've come to me after the first exam, and we've talked about all the study strategies, and they come back to me, the second exam with no better results.

16:53 And I ask them one question.

16:55 Did you put any of those ideas into practice? And the answer was no.

17:00 It's like, that doesn't even make sense.

17:02 Well, they're like, I don't want to change my strategy. Sometimes you have to Elsa that.

17:06 You know what I'm saying? Let it go.

17:09 If your strategy is not working, then you need to look at doing something else. And I promise you having a plan.

17:17 So you do non nursing school activities.

17:20 All right. So nothing to do with studying.

17:23 Nothing to do with nothing to do with nursing school.

17:26 Now for everyone that's going to be a different thing. So tell me what relaxes you.

17:31 So write in the chat for me.

17:32 What what what relaxes you? Oh, let's go hang out with Munich.

17:36 Yeah. Drawing dance. A nap? Yeah, we can hang Stacy.

17:40 Good working. Oh. Working out okay.

17:43 Good, good. Oh, yoga. Walking at the ocean.

17:46 Yes. I'm landlocked in Oklahoma.

17:48 Zumba, exercising. Hey, all you show us with the exercising.

17:52 Let me tell you how good that is for your brain.

17:54 It actually helps you think better when you exercise, not just because you're worn out. You're really charges up your brain to get information. Perfect. Okay, so all of those things, if you guys have a piece of paper next to you right now, I want you to write down a date and time that you're going to do that next.

18:13 Right. So do me a favor.

18:14 Write down I am going to bike this afternoon.

18:19 Tomorrow morning I'm going to paint something this evening.

18:22 But I want you to commit to it.

18:24 Okay. All right. Good.

18:26 What's going on when you're exercising, when you're Zumba ING, when you're cooking, when you're walking by the ocean, when you're working out, what's going on is your brain is processing all those things you've been putting into it.

18:40 And if you give your brain time to process, think of it more of like a crockpot, things need to really simmer in there so it gets delicious and juicy.

18:51 Then you're going to have a much better experience when you hit your exams.

18:54 Okay? I can guarantee you you are smarter than you feel.

19:00 Okay. It's sometimes in nursing school.

19:03 How many of you thought that you had this school thing all down? But after your first round of nursing school exams, you thought, what happened? What just happened to me? Right. You're like. I felt like it was a fairly intelligent individual until nursing school. And then I feel like I can't even dress myself.

19:23 Right. Here's what I'm going to tell you.

19:25 That is not true. And what you think about yourself or what you've allowed someone to tell you that you are.

19:32 It's really getting in your way. You are smarter than you feel.

19:36 Sometimes you feel like I'm the slow kid.

19:39 I'm here to tell you you're not.

19:41 I want you to respect your unique brain.

19:45 Now, if anyone feels comfortable, um.

19:48 Do you anyone here have ADHD? Okay, good. All right.

19:57 Yeah. It's okay. I mean, just saying.

19:59 All of us have a unique brain.

20:01 Adhd brains can do some cool things, but you need to have some different types of tools. Neurotypical brains work another way, but they're both valid, and they're both good.

20:11 Here's the deal. Your brain is excellent.

20:16 Okay. You are not the slow kid.

20:19 You are enough in what you have.

20:21 We just want to help you kind of look for some tools that will make you more successful. So if you've ever sat in a class and thought, I think everyone else gets this except me, it's not true.

20:33 It's not true. You're not the slow kid.

20:35 And let me tell you, there's really two times two types of learners, right? The brains. There's the hikers.

20:43 And they have to look at things from all different angles, and it takes them a little longer, much like if I was going on a hike.

20:51 But what's the speed that I go on a hike, right.

20:53 It's much slower than a race car.

20:56 Now you know who the race car drivers are.

20:59 They sit in the front row.

21:00 They ask if there's more homework they can do.

21:03 They always do excellent on the exams.

21:05 And then they ask other people what score they got.

21:07 Anyone have somebody like that in your program? Anyone have somebody like that in their program? Yeah. Now if you are that person, stop it.

21:16 That is not nice. That's right.

21:18 It's not nice. But whether your brain works like this or whether your brain works slow and steady, they're both excellent for learning new things.

21:28 And honestly, the slower you go, the more thorough you are, the better you're going to retain that information and be able to use it when you need it. Okay, so here's the next thing I want you.

21:40 If you're writing anything down today, I know we're going to send this out, but I would like you to re-emphasize with yourself.

21:47 Feelings are not facts, okay.

21:49 That is an amygdala gone wild.

21:51 And I have never seen so many amygdala stimulated than in working with nursing students in nursing school.

21:58 Okay. That's the part of our brain that's responsible for emotions and fear.

22:02 And this is usually lighting up like a Christmas tree when we start talking about practicum exams or final exams or unit exams.

22:09 There we go. I love it, Carrie.

22:11 Don't trust everything your brain tells you, right? Especially the amygdala for sure.

22:19 So I want you to think, what are these guys? Well, these are little ants right? Now, here's a way that we call them automatic negative thoughts.

22:28 Now we're going to put up a poll.

22:29 And I'm going to show you some different examples of automatic negative thoughts.

22:33 These are things that pop into your head whether you're trying them or not.

22:37 Whether you know they're coming just pop into your head. So all or nothing, black or white, thinking, hey, if I don't do it perfectly, then I'm like, rubbish. If I don't get an A, then I'm clearly not learning over control and perfectionism again, same type of thing.

22:51 I'm so disappointed in myself, I suck.

22:54 What about magical thinking or fortune telling? You start seeing things that aren't there.

22:59 Why is she doing that? Why is he doing that? I know why they're doing that.

23:02 Catastrophizing. Oh, this is mine.

23:05 Oh my gosh. If I don't do well in the next exam, I'm going to fail everything. I'm going to get kicked out of the nursing program. I'm going to be a failure for the rest of my life. Yeah, I've done that.

23:13 I felt that way in my licensing exam like, that's me.

23:16 I'm going to be the one that blows our whole pass rate.

23:18 That's going to be me.

23:19 I thought that the whole time last.

23:22 It's a you say these things to yourself like, I'm not going to pass this class. Things are harder for me than anyone else, and I'm the only one that doesn't understand what we're studying. Okay, so look at our poll.

23:35 We're going to release it for you. But I can tell you right now, every one of those some of us struggle with. So the idea is that you want to be aware of those thoughts and call them what they are. Oh, so when I find myself doing that, and here's my two that are my defaults catastrophizing and sometimes a negative bias, I have a hard time with that.

23:55 Then I remind myself, oh, that's just an automatic negative thought. That's not real.

24:00 That's not true, and that's not accurate.

24:04 Okay, so when I have this thought, that's what I want you to start doing.

24:07 So how do you learn more and study less.

24:11 Stop letting these run have free rent in your brain okay.

24:15 So first thing you've got to control your mind.

24:18 We talked about it being a mental game, but I really want you to know that you have to be aware of what you're thinking.

24:24 Because when your mind is worried and distracted, your brain can't process the type of information that you need to have in order to be safe when you're taking care of patients.

24:34 Now, what about this one? How many people have thought this? How many times have you said this? Has anyone said I can always get it down to two? Every single exam. Okay.

24:50 I'm going to tell you that this is another automatic negative thought, okay. And I can show you the research.

24:56 What we feel is we always get it down to two answers and we pick the right one.

25:01 That's not true. Anytime you hear your mind saying, I can always. And then I always, that is an automatic negative thought.

25:10 So stop saying it. Hey, I get it down to two answers.

25:13 Sometimes I have a hard time picking between one.

25:16 That's okay to say, but I want you to know that this is an automatic negative thought, and you need to stop saying it, okay? Because you are sharp, you are thoughtful, you are working hard, and we can show you how to leverage that.

25:31 So it's even better for you.

25:32 Now who are my answer changers? Who are the who? Who are the people that change their answers? Oh, if I could just hug you, I would.

25:42 You are my people. I'm the worst.

25:45 So I'm going to teach you a strategy to stop that.

25:48 That is the worst thing you can do for yourself.

25:50 Okay, so I'm going to show you how you can do much better on that.

25:53 Now this is my favorite nursing school meme.

25:56 Isn't this awesome? Yeah, nursing school exams be like, which one is the most orange? Well, here's the next thing you need to Elsa. That right.

26:04 Let it go. There's always going to be more than one correct answer on most nursing questions. So you can rage at the machine or be frustrated with that, but know that it's a waste of your brain energy.

26:17 Know that they're looking for you to prioritize.

26:19 Find the most important, the most dangerous, whatever it is. That's how the game is played.

26:25 So it's not like before nursing school usually.

26:28 There was clearly one right answer in some of your prereq courses.

26:31 It won't be that way in nursing school.

26:33 And do you know that you could have all of the answer choices be correct depending on which course you're in? All of the answer choices could be correct, and you have to pick out which one is the highest priority. So Kathy, I feel your pain.

26:47 But don't worry, we're going to help you. That's what we're here. Here's the number one concept I want you to keep in mind.

26:54 It's all about safety for this particular patient in this particular setting.

26:59 What keeps them the safest.

27:01 Now we are going to go through a question here.

27:05 But we also do another sessions on test taking strategies and how to break down questions. And we go specifically at that.

27:12 But if you'll just think if you take this one piece away with you today, like I'm going to get over that.

27:18 There's more than one right answer.

27:20 I'm not going to allow automatic negative thoughts in my head.

27:24 I'm going to tell myself, oh, that's an automatic negative thought, and I'm going to let it go.

27:28 And then I'm going to remember what in this question would keep this patient the safest.

27:34 So these are the strategies that we teach how to be particular, how to use your own words and how to eliminate and not gravitate.

27:41 We're not going to go so much into detail those here, but those would be the strategies I'll teach you in a test taking strategy.

27:47 So again, Nurse Liz, this is wisdom from Nurse Liz.

27:52 Your study priorities are going to change throughout the semester.

27:55 Beautiful. They are going to change and you constantly need to be reevaluating.

28:01 Like she says, I totally agree with her.

28:03 Don't stick to one thing because it should work or you used to do it.

28:07 Be open to change. Be flexible.

28:09 Play around with it. Pivot to focus on what the next important thing is.

28:13 Part of your job is constantly reprioritizing what should have your attention at this time, but you can't prioritize in the moment all the time.

28:22 You need to have kind of an overall plan.

28:26 So let me show you on how you do that.

28:28 So as we're moving on, I want you to start thinking about are you really willing to get rid of some old habits and exchange those for new habits that will give you stronger motivation and help you persevere, because you are the expert in yourself? When students come and talk to me in my office hours, I always tell them, you are the expert.

28:48 I will ask you questions, but I need you to think about how your brain is working, how you process information, how you answer questions, and then I can help you see what new habits might be most helpful for you.

29:00 Now when I get those negative thoughts, I often I start feeling like I can't do this, which is about every time I step on the StairMaster.

29:08 I hate the StairMaster.

29:10 Does anyone, anyone hate the StairMaster? Or is it just me? Yeah. Oh, yeah. And then what about burpees? Does anyone like burpees? Because we're going to ask you to leave. Just kidding. But they are horrible.

29:22 Every time I do those Karen, it's hard.

29:24 And like Karen said, she's trying to find the correct mentality.

29:28 It's a decision. Moment by moment.

29:30 Some days and other days, it's easy.

29:32 But just know that if you will think, okay, no, that's not true about me, I can do it.

29:38 I can handle this and I can push through it.

29:42 No matter what someone has said to you, no matter what your grade was on an exam, no matter what a faculty without knowing may have put in your brain that you're not measuring up. Remember, you just haven't gotten it yet.

29:57 There's always a way. There's always a way to figure it out.

30:00 That's what nurses are good for, right? We are excellent problem solvers and we figure out how to make it work.

30:07 Apply the same thing to your nursing school.

30:09 You just haven't got it yet.

30:12 When I work with elementary school kids, we tell them the power of the Yeti.

30:16 That means they just haven't got it yet.

30:19 So instead of telling yourself, I cannot do nursing school, I'm never going to pass farm.

30:24 I don't know how to do a health assessment.

30:26 You just say I'm not there yet.

30:29 But with effort, I can be.

30:32 Now that is going to sound really like cheesy to you, but who else is going to be your biggest cheerleader? We're going to support you, but we're not with you all the time.

30:40 You have to advocate for yourself, because someone who can advocate for themselves is going to be able to advocate for their patients, and that's really important.

30:50 Okay, so we had the first two brain hacks, right? The first one was anyone tell me it was a type of game.

30:58 What was the first brain hack.

31:02 Mental game. Oh, you guys are bright.

31:06 Now, what was the second brain hack? You are smarter than what you are.

31:12 Smarter than you feel.

31:14 Wow. You guys are right with it.

31:17 Yes. Okay. And those two are four truths, right? Those really happened.

31:21 Now let's get down to the how do we do this? How do we do things differently so that you can really feel like you are making some progress? Well, that's the key.

31:32 We're going to focus on daily progress, what you're doing every day.

31:37 Now I wish there was some big flashy thing we could do or some pill you could take, but really, what it is, is just being faithful every day, doing something every day.

31:48 And then at the end of the day, I want you to go through and say, what did I accomplish today to move me closer to my goal? So what did I accomplish today? To move me closer to my goal? Well, there's an easy answer for today. You can say I went to a session on how to study and learn more, and I'm going to pick something and apply it to my study habits.

32:08 That could be one thing, but just like a gratitude journal will help you if you will think every day, how did I make progress? It might be something small.

32:19 It might be you finally had a breakthrough in understanding something.

32:22 But write it down. Because when those automatic negative thoughts come up again, or someone says something unkind to you, maybe inadvertently, as a faculty, you need to remember.

32:33 Hey, that may have been true in the moment, but that is not true about me as a person.

32:37 I just haven't got there yet.

32:39 And here's how I'm making progress toward my goal.

32:42 Now, these are some of the study myths we try to tell ourselves. So just know that when students want to tell me I studied for 3000 hours, you know, that's really the overly dramatic ones.

32:52 But I will give you it is frustrating when you have honestly, legitimately put a lot of study hours on the clock, but it doesn't show up in your exam scores.

33:03 That can happen. So it's not about the amount of time that you study.

33:06 It's the strategies you use when you are studying.

33:10 Now, I've also had students say to me, you know, I think about this all the time.

33:14 Worrying about your grades is not helping you.

33:17 Now, I know that's a really tough, automatic, negative thought, but worrying about your grades is going to make things harder for you. So as much as you can say, yes, I'm concerned about my grades, but that's not going to help me. I'm going to focus on what I can control and that's my daily progress. Okay. So I'm going to say that one more time because I am the ultimate warrior. If I'm not worrying about something, I think of something that I should be worrying about because it just doesn't feel right. So what I'm looking for is that when you recognize your worrying, you tell yourself, yes, nursing school is hard, but I'm making progress today.

33:55 Look back through your journal and see what you have made progress on in the effort that you're putting into it.

34:01 That's what's going to help you combat that worry and that fear, because it jacks your brain and you cannot absorb information or process information.

34:10 Now I want to hit this point in the corner.

34:13 The students with the highest GPA are not going to be the best nurses.

34:16 I always say there's some 4.0 that scare me if they're actually on the unit.

34:22 Now, if you are a 4.0, I'm not I'm not dogging you.

34:26 But I'm just saying book knowledge doesn't immediately translate to being a good nurse in the unit on the setting taking care of patients.

34:36 So if there's people that need to validate themselves and brag about their grades, those are not your people.

34:41 Don't hang out with them.

34:43 And usually if I'm a nursing faculty, I have some people that if I woke up and I always say if one of those was taking care of me, they might have been really good in the books, but I'm just going to pull my own plug to facilitate the process, because I know they won't be able to make decisions in the moment.

34:58 Right? You need common sense to look in that upper right hand corner.

35:04 This is the reason. If I could convince you of anything today.

35:07 This is the reason that you're putting a lot of time in studying.

35:12 And then when you get to the test, you can't remember it and you're blanking on it. It takes time to get information from your working memory into your long term memory. So even though you had a study session with your group and you were teaching them, um, it wasn't in your long term memory.

35:29 And I'm going to show you the strategy to make sure that it's in your long term memory.

35:33 Now, does anyone have you heard of the Pomodoro Technique? We threw an extra hour in there, but it's just the Pomodoro technique.

35:41 Okay. So it doesn't matter if you have an ADHD lateral thinking brain, or if you have a neurotypical brain, it does not matter.

35:49 What this is, is like tonight, before you go to bed, I want you to make a list of of tasks that you need to do very clear things, not just study form. I want you to go with, hey, write down the group of drugs that you're going to look at or things that you're going to do. And then I want you to say I will work with focused attention on and you write in what the topic is and be specific.

36:11 Then you set the timer.

36:12 That's why it's called the Pomodoro technique.

36:14 It's just the Italian word for tomato.

36:17 We have a little tomato timer there for you.

36:19 You set the timer for 25 minutes.

36:21 No notifications on your computer, no access to your phone.

36:25 And you just focus in hard for 25 minutes.

36:28 Then give yourself a five minute break. Go back and do another 25 minutes.

36:33 Hardcore. All right. And then go back.

36:35 I want you to do that for two hours.

36:38 If you will do that in stay focused.

36:41 I promise you, you will learn more with studying less.

36:46 Because. What are we doing? I'm getting all the clutter out of my head.

36:50 I'm not allowing automatic negative thoughts in there.

36:53 I am focusing on the content because I planned ahead.

36:56 I looked at my week coming up and the night like so.

37:00 Let's say Tuesday night.

37:02 You look at the upcoming week, you plan what's the most pressing, what's the most important? Are we talked about pivoting your roles. Thank you Nurse Liz pivoting your strategies.

37:10 And so you're going to make the list of what you're going to do the next day.

37:14 And if you do the math on that I'm talking about two hours.

37:17 And really that's all I would recommend for one intense study session is two hours.

37:23 You can take a break, you can do another one in the evening or later. But if you're really going to hardcore everything to the wall kind of studying, try this for just two hours.

37:33 At the end of that study, I'm going to show you some other things that you can do, because here are things that we think are helpful for studying, but they really aren't highlighting.

37:43 Not helpful, just straight reading, not helpful.

37:47 All the research tells us you have to pause and try and retrieve information from your own brain, not your notes.

37:55 I drive students crazy in my pathophysiology class because I'm always was like, I will ask them a question while we're in class, and they want to look at their notes and they're like, no, I know you can read.

38:05 What I need you to do is to try and recall that information, because as you recall that information, you are strengthening the bonds between your neurons. Okay. Now is that cool or what? Like the bonds between your neurons that the information is being strengthened.

38:19 The more you stop and recall it and rehearse that.

38:21 So what we're looking at is making sure, like when you go to class, spend five minutes before you race off to someplace else.

38:29 Review the key concepts.

38:30 I always give students five minutes at the end of my class to make sure they can write down key points, right? So I want you to do that like five minutes immediately after class.

38:38 Review the contents. Two questions I want you to ask yourself.

38:42 Why would a nurse need to know this fun fact? How would it help keep a patient safe? Why would a nurse need to know this fun fact? How would it keep a patient safe? I can give you a million examples, but I bet you guys can come up with one on yours. Why do we learn about the alveoli in pathophysiology? Well, you need to understand about an alveoli.

39:04 You need to know that it's one cell thick.

39:06 Right. There's lots of things about it. And when we talk about that in Patho because if you understand how an alveoli works are, then arts is going to make sense.

39:14 And inflammatory responses and pneumonia and atelectasis.

39:18 So you spending the time thinking why did we talk about that in class? Why do I need to know this? How will it keep a patient safe is a way for you to do some mental gymnastics that will help strengthen the relationship in those neurons.

39:31 Now here's an actual tool.

39:34 Now if you look at this, we just did a full course.

39:36 We just recorded one ECG interpretation.

39:38 So I can't wait for that to come out for you because I cried through my course the whole time. But look at this.

39:44 I got a chart. What happens to your brain when you see a chart like this? Does anyone else glaze over when you see like this? Like. Yeah, yeah. Me too.

39:58 Okay. If you make the chart yourself.

40:02 Ah, there's the bonus.

40:03 So that's a really good study tool.

40:05 Draw this out. Now, I know a lot of you like to use an iPad in digital.

40:09 That's fine. But it's the thinking that you go through to think like, hey, I can't keep these blocks straight.

40:15 How am I going to know a first degree from a second degree type two and a third degree? Well, there's some strategies you can do so we can think about what's the impact on the body. What is the PR interval.

40:25 Because that's what's different in all the blocks. And then what treatment is done.

40:29 Then as I filled this in as a student that would be the first step.

40:34 Now what I'm going to do is I'm going to I'm going to use the post-it note strategy, because I'm finding that students don't know how to ask themselves questions.

40:42 Right. It feels kind of awkward or weird.

40:45 So what you would do here is you cover this with post-it notes, and then you ask your question like this.

40:50 Hey, what's the PR interval of second degree type one? And then you would pause, try to think about it, and then you would lift it up and check your answer.

40:57 Oh, you can see it progressively lengthens.

40:59 And then there's a shot missing, which that's super cool. It's like Winky Bot gets longer, longer, longer. Boom.

41:04 And one just disappears like magic.

41:06 Okay, so what is the study strategy you use here? When I have a lot of information that is similar that I need to remember, I make a comparison table.

41:17 Then I practice by covering it up with post-it notes, and I will. That's how I use it to ask myself questions.

41:24 Another way is I could hand this to somebody that's still talking to me while I'm in nursing school, right? So when I'm still doing is that I can I can hand them this and ask them to quiz me on it.

41:35 And they can ask me questions because they have the answers right there.

41:38 It's a great way to get your kids involved, to get your partners involved.

41:42 They feel like they're being part of it and you know, they want to help you.

41:45 Now back to this. Remember a lot of information.

41:48 Another way that we could do this is if you kind of make an organizational chart.

41:52 Look, we have first degree, we have second degree and we have third degree. But so if we took something like this now we've got COPD, bronchitis and pneumonia. But if I put a title at it with another way to use post-its, I could put blocks at the top.

42:07 And then I would put first degree, second degree, third degree across. And then I would put information where you could follow it down.

42:12 That way there is no one right or wrong way, but you have to take the information from your textbook or your notes and manipulate it.

42:22 Do something with it, okay? And that is what's going to help you learn.

42:27 Highlighting. No bueno.

42:28 Reading your notes are not going to do it.

42:31 You have to do something with the information that you take it from where you see it visually and manipulate it, put it in something that makes sense to you.

42:39 Some of you said concept maps.

42:41 I do everything with concept maps because I'm a lateral thinker, so I can be all over the place in a concept that helps me calm and focus my brain.

42:49 So I fully support that.

42:50 I don't like them as care plans, but I digress.

42:53 That's another topic. I'm not going there.

42:56 So let's practice. Let's do a question.

42:58 You guys ready? Wait a minute. I need to hear if you guys are ready. So let me know.

43:02 Still be with us now we're going to do a question. Yep, yep okay.

43:05 Need to see a few more.

43:08 All right so here we go.

43:09 Let's practice on an actual question.

43:11 How do we get ready for exam questions.

43:14 So I'm going to show you how you break apart a stem. Now I'm going to give you the abbreviated version. But we'll give you a longer version.

43:20 Um in our test taking strategies one.

43:22 But we've got a client that's been diagnosed with Addison's disease ten years ago and is being admitted to the med surg unit.

43:28 What symptoms might the nurse expect for this client when experiencing extreme stress? Okay, so we talked about you got to find the particulars.

43:37 Well in this example in this example the particulars are this patient I got a diagnosis of Addison's.

43:44 It's chronic right. Because it's been ten years.

43:47 They're being admitted to a med surgical unit.

43:50 Yep. Yep. And they're experiencing extreme stress.

43:53 So what's particular about this patient is they've had disease where they are.

43:59 They're in the hospital and they're experiencing extreme stress.

44:02 So this gives me the context of the question.

44:05 There is no one right answer on every question.

44:09 It all matters about the context or the stem of the question.

44:13 And we can teach you how to be really sharp at dissecting that.

44:17 Now, when you see a diagnosis or a procedure, I want you to think about what is the worst possible thing that could happen. Well, every time I ask students that, you know what they tell me? Um, dead.

44:26 I'm like, yeah, what got them to dead, actually? Because if you start training your brain to be thinking, hey, what's the worst case scenario? Listen, I just got off a plane from a really long flight, right? What? On every single plane ride, do they tell you? What do the flight attendants make you listen to when you're flying on a plane, what do they give you? It's safety.

44:51 Yeah. They tell you what to do in case the worst thing possible happens in case the plane crashes. How often does the plane crash? Not very often. And I'm the one.

45:02 I don't want to hurt their feelings. So I always watch the flight attendants and nod and smile. Just because I feel bad for them.

45:07 Because nobody's listening.

45:09 But I want you to be in that same mindset when you're studying Addison's disease.

45:13 Think about, hey, what are all the ways this disease can really harm a patient? Because that's what we're looking for as a nurse.

45:19 You will see as you practice, you start walking in a room like, I can't even go to the mall. I see people like, oh, sir, you really need to get your liver checked.

45:27 Oh, man, that's CHF is flaring up, isn't it? So I now when I see people, because I've seen so many patients, you automatically develop this intuition you need to know as a student, what is the worst case scenario for this diagnosis is Addison's disease.

45:44 Now here's how you take notes.

45:46 Ready? Here's how you take notes.

45:48 Ready? Here's how I want you to start taking notes.

45:52 Just try it and see what you think.

45:55 For any diagnosis or procedure that you're studying, give me these four columns.

45:59 Diagnosis. Worst case scenario.

46:02 How you would recognize it. What would I do? See, this is going to help you put information into your brain and in an orderly fashion. So diagnose any diagnosis or procedure.

46:11 What is the worst case scenario? What are the. How would you recognize it? Well, that's like the signs and symptoms. And what would you do.

46:19 Because we want you to be able to keep your patients safe.

46:22 Now this is the way I have studied for advanced exams.

46:25 And I promise you, it really works.

46:26 Doesn't matter if you're ADHD or neurotypical, but here's the deal. Don't steal someone else's notes.

46:32 They don't benefit you.

46:34 I know everyone collaborates to graduate, but don't do that, okay? We want to make sure that you do your own work only because the mental gymnastics you do to fill in these columns are where it really pays off for you.

46:48 So here's your adrenal gland.

46:50 Not particularly attractive, but there it is.

46:52 So if our diagnosis is Addison's disease, um, we know we got that from the question.

46:58 We talk about the worst case scenario for that.

47:01 Now we would fill out those types of things which would be an addisonian crisis.

47:05 It looks like we've had a couple of our slides.

47:07 So I'm not going to walk you through all those things, but I want you to think about with Addison's disease, what is the worst thing that can happen? Well, I know that Addison's disease is the adrenal gland just can't put out what it needs to do.

47:21 So an addisonian crisis is the worst case scenario.

47:25 That means I have so little hormones in my body that I can't deal with.

47:30 Like I can't deal with stress.

47:32 I can't respond to temperature changes.

47:34 So you would write that down like the types of things that you would recognize.

47:37 Now we'll send you a completed chart as an example with our handout.

47:41 But those are the types of things that you would want to do.

47:44 Now, what would I do for Addison's disease? Well, hey, what I would do is I can treat a fever by giving you a Tylenol, but that's not going to fix it.

47:54 I can try and give you fluids because you don't have enough.

47:57 Todd knows it. I'll dasturan because that's what comes from the adrenal gland.

48:01 So I can replace the fluids, but I can't do it.

48:05 And, Lisa. That's right.

48:06 I'm going to have to add hormones.

48:09 I'm going to do all those things, but nothing's going to fix it unless I add hormone or hormone. Now you'll hear me say so.

48:16 If you have studied in this manner, when you're doing a test question, you look at, you think Addison's disease, worst case scenario crisis.

48:23 How would I recognize it? Blood pressure. Vital signs are going to be low. Heart rate is going to be up. Blood pressure is going to be low. Now I'm just rattling through things.

48:30 But you will learn to do that very quickly the more you work at those short things.

48:35 Okay, so we're back to our question.

48:38 Um, we would look at the worst diagnosis scenario for this procedure, we look at any assessment numbers which we don't really have there.

48:45 And then we would look at assessment data.

48:48 Now we know that this patient is going to go under extreme stress. But we don't have any data. I don't know their blood pressure.

48:55 I don't know their heart rate.

48:56 I don't know if they're struggling.

48:58 I don't know if they're having pain.

49:00 I don't have any assessment data.

49:02 But those are the particulars for this patient.

49:04 So here we go. Worst case scenarios the crisis.

49:07 Right. So because they don't have enough cortisol aldosterone epinephrine or norepinephrine. So now what do I do.

49:14 Well I'm thinking through because this is the work I did when I was studying.

49:20 So what does it look like when a patient doesn't have enough cortisol, when they don't have enough gas, when they don't have enough epinephrine, when they don't have enough norepinephrine? Oh, they're going to have a huge response to that.

49:33 So yeah Lisa your worst case scenario is going to be that, well, they could actually die from this crisis if we don't fix it.

49:41 And you're right that, you know, without having aldosterone, they're not going to be hanging on to sodium. So that can be a real issue. But the actual signs and symptoms you're going to watch their vital signs. And what am I going to do.

49:52 Well I am going to replace steroids I'm going to help them rest I'm going to replace the fluids. But that is going to fix it.

49:59 Now, did you see how some of you already got there before we looked at this chart? See, that's the key. What you want to do is if you put information in your brain in this orderly fashion for any diagnosis, for any drug even would work this way.

50:16 Hey, if I give somebody an Ace inhibitor, what's the worst case scenario for them? Well, it is a blood pressure medication, so I do want to make sure their blood pressure isn't off. But, you know, the worst case scenario for an Ace inhibitor can sometimes be angio edema, right? They can have angioedema cough or elevated potassium.

50:35 So if you're already thinking like that.

50:38 You put information in in an orderly way.

50:40 You review it on a regular basis.

50:43 I promise you, using the Pomodoro technique, where you laser focus for 25 minutes, give yourself a breather, come back and laser focus again.

50:51 You are definitely going to be able to make sure you can recall this information when you need it. So once you've done this, you put the question stem in your own words.

51:01 Okay, so after you do that, I want you guys to write down one, 234. Right. So please write down one, 234 on a piece of paper.

51:08 Because this is what's going to really help you with this.

51:12 We know they have Addison's disease. We know they're in the hospital where it's asking me what symptoms might I expect for a client when they're under extreme stress? Well, now I think back to my notes, and that's what I do.

51:23 So, um, I know that someone in Addison's disease experiencing extreme stress.

51:26 Oh, this is going to exacerbate the Addison's and cause an addisonian crisis.

51:32 Now, I'm going to encourage you.

51:34 This is one of the best things you can do to raise your test scores.

51:38 Stop picking the right answer.

51:40 All right? I don't want you to just gravitate to which one feels most comfortable for you.

51:44 I want you to eliminate the other answers and say why? This will stop your answer changing because once you eliminate it and say why? There's no going back. So stop changing your answers.

51:55 Eliminate them as you go.

51:57 Now we know that they're not going to have an increased inflammatory response, right? Because they don't have enough cortisol.

52:03 So that's not going to happen.

52:04 So we can eliminate number one.

52:06 You cross through it increase blood pressure and increase the Cynefin know we know that's not going to happen because they don't have enough aldosterone.

52:15 Right. So they don't have as much fluid.

52:17 Their blood pressure will be low.

52:19 And we know that we don't even have enough epinephrine.

52:22 So that is why I am eliminating number two.

52:26 So I'm going to eliminate number two. And I told you why.

52:28 Right. That's the key. You have to say why.

52:30 Number three when they're experiencing Extreme stress.

52:35 Extreme fatigue. Yeah, yeah they're going to have that.

52:38 But increased blood glucose.

52:40 No their blood sugar is going to be low.

52:43 So I'm left with number four I've got rid of number three I said why I did it.

52:48 Then I asked myself does number four make sense.

52:51 Got it. Does number four make sense? And then, you know, you've arrived at the correct answer and your best answer, because we would expect low blood pressure and low blood glucose levels because of their lack of hormones. Okay.

53:08 So think right now as we're going to bring Nicole back in just a minute to talk to you.

53:12 But I want you to think about can you write down one quick point for every one of these steps here? Like what can you do to change your mental game? What can you do to respect your brain? And then what is one thing you're willing to do to put in to study with a purpose? Are you willing to try the Pomodoro Technique.

53:33 Are you willing to try putting things in order with the worst case scenario chart? Are you willing to not look at the answer choices until you know for sure what is in the stem of the question? Those are all things that, in my experience, and I think Liz would back me up.

53:50 Those are the key strategies.

53:52 They're not super flashy, but they are definitely going to help you get and reach your goal of becoming an RN.

53:58 Nicole, are you ready to come back and talk to us? Okay. She'll be coming on screen in just a minute. Hey, are there any questions that we didn't get answered? We'll just have Nicole come on and come on camera so we know that she's here. I'm back. I've been here a long time.

54:17 That's alright. Oh my goodness, I am so pumped.

54:20 That was awesome. Hi everyone.

54:23 I'm back again. So, um, that was amazing as usual.

54:29 And so, um, we all have.

54:32 I think there's a couple of we have a couple of comments, but in the effort of time, we want to quickly.

54:37 I want to make sure everyone is aware, um, of the resources that we have available.

54:41 And then we'll kind of do a Q&A if we have time.

54:44 Um, if not, we'll be able to address some via email later.

54:47 But if you all have not experienced Lecturio, please, please check us out.

54:53 Everything that Prof has pointed out today, you can use all these techniques using the Lecturio premium resources.

55:00 And so we are offering only for 24 hours.

55:03 A special discount. And um, you'll be able to click in a um button.

55:09 It's going to come up in a minute.

55:11 That's going to give you the opportunity to get this discounted price, a really great value. And one of the things that you really want to make sure, um, well, I want to make sure that you understand and know is that Lecturio is for all levels, no matter where you are in your nursing school program.

55:27 And so whether you're just coming in.

55:29 Pre-nursing. You're about to take your admissions, whether you're halfway through or even graduates.

55:36 Our resources are great for knowledge gaps.

55:39 So one of the things about when you take the NCLEX is it's about critical thinking.

55:44 And so it's about taking what you've learned in school.

55:47 And how do you apply that in a, in a situation.

55:50 And so without having that foundation, that knowledge, um, if you have any knowledge gaps, you're not going to be able to make those assessments and make a safe and effective answer choice on NCLEX day.

56:00 So no matter where you are in your program, we have you covered.

56:04 One of the greatest things about Lecturio is that no matter if we added a thousand more videos or a thousand more questions, you have full access to everything.

56:15 And the reason why we do that is because we want you to be able to have access to the resources that you need versus what you can afford.

56:23 And that's really important to us, um, because we want to be a great part and a um, adding to the nursing community.

56:29 And so make sure that you click on that get premium because this will go away in 24 hours. Prof. Laws will still be here.

56:39 I'll still be here. But this special offer won't.

56:42 And so get in on it while you can.

56:44 Again, no matter where you are in your program, you have full access as a premium member, and you can take and use Lecturio throughout the entire process from admissions to licensure.

56:56 So, Prof. Laws, is there anything that you wanted to add? We have a little bit less than two minutes left.

57:03 Okay. Um I am are there any questions that are still left open? People are asking what are the best things? And I'm I'm seeing a lot in the chat that people are having trouble with the link.

57:14 So if we can probably work on that I will answer more questions.

57:19 Hey, um, I am also would love for you guys to join us on Instagram.

57:23 We have I'm going to put the can we put the next slide up so we have that for.

57:28 Okay. Oh, and I have a farm review coming up for those of you that are not huge fans of farm. Um, on October 27th and then I have part two on November 3rd.

57:39 This is everything you would need to know for a final exam in a pharmacology, or maybe even a licensure exam, you would need this.

57:47 It's about a three hour review that we have for you, so I highly recommend it.

57:51 If you would want to do that, I would love to have you join me at that session. And I'd like to thank you for coming.

57:58 Um, and I will answer any questions.

58:00 Laura, if you want to let me know if we have any open that I missed.

58:04 But on this slide, um, I'd love for you to join me on Instagram.

58:08 And then that's Prof. Laws on Instagram.

58:11 And we have a Lecturio Instagram too.

58:14 So check us out. We post lots of things there on mine.

58:18 I will mostly go over brain hacks and um, if you have I'm ADHD friendly so that I can help you with great study tips if you just need some encouragement man, just come there and message us.

58:30 We want you to be successful.

58:32 That's what we're all on board with.

58:35 So, um, if there's any open questions, uh, Laura, do we have any that are open still, while we're waiting on Laura, I'll just, um, there was some, um, attendees were having a problem with the link, and then someone use their critical thinking skills and put it, um, put the promo code in the chat.

58:53 So if you are having problems, we will send an email with the link.

58:57 If you still have problems, please reach out to support at Lecturio comm.

59:01 Just let us know you are attendee and we'll make sure we take care of you.

59:04 I just wanted to address that because sometimes technology works.

59:08 Um, sometimes technology doesn't.

59:10 So I just wanted to address that before, um, before we end, I'm probably going to not say your name right.

59:17 But Acacia, um, you asked me a question about flashcards.

59:20 I would love to talk to you about that, because, um, I am not against flashcards.

59:26 In fact, I think they're really good.

59:27 What I am against is the abuse of flashcards, because sometimes, um, people spend so much time writing the flashcards, they don't they don't get time to actually learn them and get them into that long term memory. So they might have them in their working memory, but they don't get them into their long term memory, which is where you need it.

59:46 The more information you have in your long term memory, you can make more and more and more connections, and you'll be able to answer questions and keep patients safe.

59:55 So flashcards. I am not against them, but use them wisely.

59:59 Um, I would recommend using a digital kind of flashcard, or you can use plain old note cards, whatever works for you.

1:00:07 Sometimes I like the feel of paper, and I like to use markers in different colors because it keeps me engaged.

1:00:13 But I want to make sure like like instead of you making flashcards for that chart, just print out the chart or write out the chart as you go and use post-it notes.

1:00:22 So do whatever the most efficient.

1:00:24 But flashcards if you're using them to ask yourself questions.

1:00:28 Fantastic. Just don't get so wrapped up in making them that you don't get to actually use them what you meant to, so let me know if that answered your question. Is it helpful? It sounds like that would be a great topic for another event.

1:00:42 So yes, Marianne, flashcards are a big thing.

1:00:45 They're huge. So, um, since we're getting we're a little bit over time, what we will do is we'll make sure that we answer any questions that are outstanding.

1:00:54 We'll we will go back and we will follow up with you to answer those questions.

1:00:58 And for our next event, I just want to make sure that everyone knows that you will have to register for that event.

1:01:05 You won't be automatically registered.

1:01:07 So, um, please make sure that you actually register because it will not automatically do it for you. So thank you all for being here today.

1:01:16 We really appreciate it.

1:01:17 Again. We will we will follow up with the outstanding questions, but we want to make sure that you have enough time for the rest of the day to learn more and study less. Check out our resources and you'll see that you're going to really love what we're doing. And if you have any feedback how we can improve, we'd love to hear it. Thank you all.

1:01:39 Thank you. Prof was, as usual, fantastic and we will see you all next time.

1:01:46 We will see you on the next event.

1:01:48 And just I'm going to click that right back here just so everyone can remember.

1:01:52 So make sure you sign up.

1:01:54 You will get an email with the recording link for this event.

1:01:58 And you will also get a registration for our next event and also the information on the discount. So make sure you check that out.

1:02:07 Thank you all. Have a great day and we will see you next time.

1:02:11 Enjoy. That's right. Bye, guys.

1:02:13 Bye.