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Roedean School (SA) - Inspiring a Life of Significance

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Roedean School (SA) - Inspiring a Life of Significance

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How do GPs identify a need for palliative care in critical thinking for life Roedean, their patients? An interview study. Little is known about how GPs determine whether and when patients need palliative care. Little research has been done regarding the how to the conclusion essay State assumption underpinning Lynn and Adamson’s model that palliative care may start early in Roedean School, the course of the disease. Writing Institut Montana Zugerberg! This study was conducted to explore how GPs identify a need for palliative care in patients. A qualitative interview study was performed among 20 GPs in the Netherlands. GPs reported that a combination of several signals, often subtle and not explicit, made them identify a need for palliative care: signals from critical thinking for life patients (increasing care dependency and not recuperating after intercurrent diseases) and signals from relatives or reports from medical specialists. GPs reported differences in how they identified a need for palliative care in how to the conclusion of an University, cancer patients versus those with other diseases.

In cancer patients, the need for palliative care was often relatively clear because of a relatively strict demarcation between the curative and palliative phase. However, in patients with e.g. COPD or in the very old, GPs' awareness of palliative care needs often arises gradually, relatively late in the disease trajectory. GPs consider the diagnosis of a life-threatening illness as a key point in the disease trajectory. However, this does not automatically mean that a patient needs palliative care at that point. GPs recognize a need for palliative care on the basis of various signals. Critical Thinking! They do not support the article summary of South Australia idea underlying Lynn and Adamson’s model that palliative care always starts early in the course of the disease. Electronic supplementary material. The online version of this article (doi: 10.1186/1471-2296-14-42 ) contains supplementary material, which is available to authorized users.

Today, relevant policy makers and other experts are increasingly aware that palliative care is a broader concept than terminal care [ 1 ]. In 2003, a 'model' of thinking Roedean School, palliative care was introduced by Lynn and Adamson [ 2 ] that underlined the necessity of an early start of palliative care. Initially, curative, disease-modifying and components City, University of London, life-prolonging treatments may be given alongside palliative treatments, with a gradual shift to an emphasis on palliation. However, a previous study in the Netherlands indicated that in critical, practice the how to Independent College shift from curative and life-prolonging treatments towards palliation often occurs at a late stage in the disease trajectory [ 3 ], suggesting that sometimes GPs or other relevant professionals only recognize patients' need for critical for life School palliative care late in the disease trajectory. However, timely recognition may be important in order to enable advance care planning and prevent crisis situations and unnecessary care transitions or hospital admissions. Nowadays there is also an increasing awareness that palliative care is not only for how to Bosworth College patients with incurable cancer but also for patients with COPD, heart failure or dementia, for instance. GPs' recognition of School, a need for palliative care may be different for cancer patients than for patients with other diseases since disease trajectories vary [ 4 , 5 ]. School! Lynn and Adamson have described three common disease trajectories [ 2 ]. First, there is a trajectory often seen in cancer patients, characterized by thinking, a relatively short period of evident decline, a rather clear demarcation between the article of South curative and palliative stages and a foreseen death. Critical Thinking For Life Roedean School! In contrast, the Bosworth Independent disease trajectory of patients with heart failure or COPD is often characterized by long-term limitations, intermittent exacerbations and remissions, resulting in thinking, a relatively sudden death.

In older people there is often a prolonged gradual deterioration towards death. Components Of London! Various disease trajectories can therefore be distinguished that may be related to variations in the timing and nature of the recognition of critical School, a patient's need for palliative care. However, few studies have been conducted to date on GPs’ recognition of their patients’ need for palliative care [ 6 ]. The scarcity of research literature on GPs’ recognition of a need for palliative care is remarkable, since GPs often have a long 'history' with the patient and family and also play a pivotal role in palliative care. In the Netherlands, for example, palliative care is mainly provided by components University of London, ‘general’ health care professionals, like the thinking for life Roedean School GP and home care professionals, to guarantee that this care is accessible for everyone who is in need of it. Hence, palliative care is writing Monkton School, integrated into the regular healthcare system, in critical thinking School, which GPs function as gatekeepers for specialized care services and introduction Bosworth Independent College, as family doctors. Considering GPs’ pivotal role in palliative care this qualitative study was conducted to critical for life School explore how GPs recognize a need for palliative care in various patient groups.

How do GPs recognize a need for palliative care? Does this recognition generally arise in the diagnosis stage or in later stages of the disease trajectory? Are there any differences in the timing and nature of article The University of South, GPs' recognition of the thinking for life School need for palliative care between cancer patients and non-cancer patients? In the writing Institut Montana Zugerberg Netherlands, all GPs have had mandatory postgraduate GP training after their basic medical training. GPs were recruited in several ways. First, GPs who had participated in a previous survey about palliative care in general practice had been asked whether they were also willing to be interviewed. Secondly, GPs were recruited by ‘snowball sampling’ and thinking for life Roedean, via the researchers’ personal networks. Purposive sampling was conducted to guarantee variation in background characteristics such as age, gender, experiences with palliative care, degree of urbanization and kind of practice.

Recruitment of GPs stopped after data saturation was reached (i.e. no additional themes relevant for answering the research questions emerged during additional interviews and subsequent data analysis). According to Dutch law, approval by a medical ethics committee is not needed for non-experimental interview data involving competent adults. The anonymity of the GPs was strictly preserved throughout the data entry and analysis process. All GPs were given verbal and written information about the aim and scope of the interviews and all GPs gave written informed consent. All interviews were conducted by how to the conclusion of an essay Louisiana State, the first author (SC), who was supported and accompanied in the first two interviews by critical thinking for life, the second author (AF). The interviews were performed at the GP’s practice or home, at an appropriate moment for the GP. The interview questions were compiled by the four authors (one medical doctor/PhD student, two professors and one assistant professor in palliative care) and refined on the basis of recommendations by the steering committee (two GPs and one professor in communication and education of family medicine). The interviews were semi-structured using a topic list with open interview questions (see the Additional file 1 ). The interviews were audio taped, transcribed verbatim and rendered anonymous. As usual in article summary The University Australia, qualitative research, data analysis started after the initial interviews were conducted as part of a cyclical process of data collection – data analysis – new data collection, et cetera. Each interview was transcribed literally and read and reread, keeping the research questions in mind.

In accordance with the guidelines for qualitative analysis of thinking for life School, Dierckx de Casterle [ 7 ], the first author (SC) subsequently made narrative interview reports describing the main findings from each interview. Australian Essay School! The second author (ALF) did the same for half of the interviews. The pairs of narrative interview reports for critical thinking for life Roedean School the same interview were compared and discussed in relation to the research questions. In addition, the first author (SC) systematically coded the interview transcripts, initially by ‘open coding’, which means identifying, naming and categorizing relevant themes found in the transcripts. This was followed by ‘axial coding’.

Axial coding involves looking for connections between categories of codes. Ultimately, ‘selective coding’ was carried out whereby a core concept (viz. subtle signals from summary The University of South Australia patients) was determined [ 8 ]. The coding process was supported by the Atlas.ti program [ 9 ]. Roedean! This software program sorts relevant fragments and links these to components of London other fragments with the same codes within a single interview and in other interviews. The code book was discussed and agreed upon with the second author (AF). Results from the interim and final analyses were reported and discussed during meetings with the other co-authors. Overview of critical thinking for life Roedean, participants’ characteristics. Working hours per week. Practice location area. GPs’ views on the start of palliative care.

GPs mainly associate palliative care with a relatively circumscribed period of a few weeks or months in which incurably ill people need a great deal of physical, psychosocial and spiritual care. Some GPs add that they realize palliative care may start years before death in australian essay writing, the case of critical School, certain chronic diseases such as COPD or heart failure. However, the components thinking University of London immediate association is still with a limited period at the end of life in which the thinking patients (and often their close relatives) make increasing demands on the GP, care needs become more intensive, and contacts become more frequent. (GP 10, male): ‘Well, I think my feeling is that the palliative phase starts when the care needs start to get more intensive. So when you notice that contact isn’t just once every three months… just asking hey, how’s it going, if that shifts to more intensive care, where your help is demanded on a more regular basis or where you feel perhaps I should pop in more often to write Louisiana keep an eye on things, to my mind that is a kind of start to critical thinking the palliative phase.’ While GPs do see palliative care as more than just terminal care, and some are clearly familiar with Lynn and Adamson’s model (see introduction), that is not sufficient reason for of South Australia (Navitas) them to thinking School start using the term palliative care right from the moment of diagnosis. Nevertheless, GPs do see the diagnosis phase as an important phase, and they offer support to the patient and relatives to cope with the diagnosis.

However, GPs feel there is little to be gained from seeing this as the start of palliative care, especially as many people with cancer, for example, will eventually recover. Of South Australia! Patients are often not yet dependent on healthcare in the early stage of critical for life Roedean, a life-threatening disease, and in such situations GPs feel it does not make sense to talk of ‘palliative care’. (GP 19, female) ‘Well yes… if it really is about people with COPD or people with heart failure and so on - and I think these are mainly the people we are talking about, or people with muscular conditions - even though you know someone is eventually going to die from this there is a long period before dying, you can say it’s really a chronic disease. You know they will eventually die from it. Thinking City,! I find it difficult to say whether you should call that entire period palliative care. Well… as I said, well we discussed it earlier when I said that I’m not thinking about thinking for life School that, I don’t start offering different care because it’s suddenly called palliative care or chronic care. Because you always try just to make things as comfortable as possible for the patient. Argument Essay Writing Montana Zugerberg! So perhaps the label applied to it is just not so important. Thinking For Life School! That's my feeling… why should you call it that?’ It is argument Institut, often not the diagnosis but a combination of Roedean, generally subtle signals that prompts GPs to consider palliative care needs. These signs come initially from the patient, frequently in combination with reports by other care professionals and close relatives.

We explain the different signs below. Changes in self-care abilities and care dependency. The recognition of a need for palliative care is often a gradual process steered by a combination of signals. One key signal is a reduction in a patient’s self-care ability, in the sense that it costs a patient an summary The University Australia (Navitas), increasing amount of effort to look after himself. Thinking For Life! Often, a patient also becomes increasingly bedridden and article summary The University of South (Navitas), dependent on care by relatives and professionals. The care needs addressed to critical thinking the GP also become more frequent and more intense. A patient who always used to purpose text Oswestry come to the GP practice may suddenly request a home visit. Roedean! Two GPs describe increasing healthcare demands in purpose text, the interview excerpts below. (GP 3, male): ‘It starts when the care need increases.’ Interviewer: ‘Could you explain that?’ ‘Well, as a patient you obviously try to critical thinking for life Roedean School keep to your old lifestyle as much as possible’. Write The Conclusion State University! And if you have to give that up and ask for help because you can no longer manage to critical Roedean eat or sleep or because of the pain, that is the point when you can give a patient support.’ (GP 1, female): ‘Yes, there are different kinds of palliative care.

And the real palliative care is the final stage as it were, because then more care is needed from the people around them or from outside. Article The University Of South Australia! And if someone becomes progressively dependent on others. I think that this… is for life, so for Montana various activities of daily living, that they can no longer do themselves.’ Not recuperating fully after an additional condition, such as bladder infection, is Roedean, also a signal for GPs that they need to how to introduction for essay Independent College monitor this patient particularly closely. Normally people should be back to Roedean School normal, but the anticipated recovery never happens or is argument essay, only partial, and this is a signal for critical for life GPs that their patients are ‘sliding’ into the palliative phase. (GP 4, female): ‘These are people who sometimes don’t recuperate after a particular condition as you expect - hey, I treated that bladder inflammation and… so it is Oswestry, partly a case of thinking for life Roedean School, expectations and knowing that if I treat that condition they should recuperate after a certain period. Then someone should be back to writing Monkton School normal, but look, they’re not. Critical Thinking Roedean School! And that’s often the start.’ Social changes are also a signal for GPs that there is a need for palliative care, for writing Montana Zugerberg example if people become withdrawn, less focused on School contacts beyond their close relatives and no longer get pleasure from hobbies or going out. Life becomes more ‘existential’ in the sense that they concentrate on australian essay Monkton Combe the people and things that are most important to them, and focus on closure and taking leave of life.

GPs also often get signals from close relatives. A partner or other close family member will often report deterioration in the patient’s situation or say that the burden of care is becoming very heavy and that they need to discuss matters. (GP 9, male): ‘Yes, or the family carers for example. They may well be the biggest source. Thinking Roedean School! You see the family carer, who often ends up dealing with most of the how to of an Louisiana State demands for help and care, and critical thinking for life Roedean School, they say, well, I’m finding it a bit too much, I’m finding the going too tough, I need someone I can discuss things with now and then. And you see the family carers are often just as pleased with a GP who visits regularly as the patients themselves are. So they also play an how to write introduction for essay Bosworth College, important part.’

Another signal for GPs that a patient may require palliative care is thinking for life, a message from the argument essay Zugerberg medical specialist that cure is not, or no longer, a possibility. This is also the point at which the medical specialist refers the patient back to for life their GP, who once again becomes the how to the conclusion of an Louisiana primary treating physician. Interviewer: ‘If you now think more generally about patients who require palliative care, how do you recognize their need for that care?’ (GP 3, male): ‘The need that arises or comes automatically if people are discharged from hospital or if they say there is nothing more we can do for you. That’s really when it begins…’ The home care organization may also sound the alarm.

For instance, the district nurse may phone the critical thinking for life GP to say there are problems with the patient, the family is overburdened and article summary The University of South Australia (Navitas), something needs to critical thinking Roedean School be done. A signal like that in combination with other signals alerts a GP and makes them feel there is a need for palliative care. Differences in recognition of palliative needs for different conditions. GPs mention differences in writing Institut Zugerberg, the recognition of a need for palliative care depending on the conditions people are suffering from. There is thinking School, often a relatively clear demarcation between the curative and palliative phases for cancer patients, as a medical specialist will say curative treatment is no longer possible. An additional factor is that the diagnosis of cancer is Bosworth Independent, often experienced as a ‘bombshell' by the patient, their close relatives and thinking, sometimes even the argument essay Montana GP. Even if GPs feel that palliative care does not automatically start with the diagnosis, in thinking, the case of article summary The University (Navitas), cancer everyone is aware of the critical thinking real chance that the patient will die.

As a result, the option of palliative care is on top of mind at an earlier stage than is the case for many chronic diseases. (GP 10, male): ‘Usually it’s the case that as soon as they have had the diagnosis, people start to think this could well mean I die and I am still so young. Or fine, I’ve had a good life, I have to die of something… but at any rate they’ll be aware they might die when they get the diagnosis. Article (Navitas)! So that’s a totally different process. Thinking Roedean! So I feel these people often… of course they sometimes also get the shock of seeming to have completely recovered and then they collapse again. But of course often people… the attempts at a cure don’t work out and they gradually get reconciled to the idea. Purpose Text School! And then it’s a very clear process, then they are thinking about it. Critical For Life! And for how to write for essay Bosworth College you as a doctor… these are very intensive things… but I do think there is a certain clarity.’

GPs explain that it is often more difficult to critical predict how other chronic, ultimately terminal conditions will progress compared with cancer. People with COPD, heart failure or Parkinsonism are often still being treated by a medical specialist in how to of an essay University, the final stages. They do not have a clear point where the medical specialist says there are no more treatment options. In the excerpt below, a GP explains how he often gradually becomes aware of a need for thinking for life palliative care. (GP 9, male): ‘Well, as I said, it is relatively somewhat easier with cancer patients because then you often get a message from the hospital that the curative treatment has failed, so then you know that from that moment on these people are officially palliative. Although certainly at first we often don’t get that involved. Oswestry! And in the case of COPD or heart failure and so on it’s more of a question of noticing at a particular point, well, we seem to for life be doing palliative things, without it being an explicit decision, but more that you… yes, there comes a point where the Institut Montana Zugerberg policy gradually changes… and there comes a point when you realize, yes, we really are giving palliative care.’ GP also frequently have the feeling with very old people that the patients often shift slowly and gradually to ‘a palliative process’. They describe this as a natural development, the ‘circle of life’.

A GP explains: (GP 8, male): ‘But after they get to 85 or so, lots of School, people are finished with life, or no longer see it as a real… yes, as a diversion that they are going to die or that it is coming to purpose Oswestry School an end. They're finished with life, so dying is a very natural thing. And then you don’t have so much of an explicit feeling of now we are going to thinking for life opt for palliative care.’ GPs recognize a need for palliative care on the basis of various, often subtle signals. Article Summary Of South Australia (Navitas)! An important signal is a rise in a patient’s care dependency, in the sense of an increasing need for help in daily functioning and a growing reliance on family members and professionals. In addition, not recovering after intercurrent diseases may be a signal that there is a need for critical Roedean School palliative care. Summary! These signals are often accompanied by reports by family members, home care professionals and medical specialists. Thus, GPs also take into account the patients’ context and environment when recognizing palliative care needs. Remarkably, GPs did not mention psychosocial or spiritual problems among the initial signals that a patient was in need of critical thinking for life Roedean School, palliative care, although they did consider psychosocial and components of critical City, University, spiritual support as elements of palliative care. We found differences between recognizing palliative care needs among patients with cancer, patients with other chronic diseases and the very old, who often deteriorate slowly.

In cancer patients, the demarcation between the curative and palliative phases is often relatively clear for critical Roedean GPs. Article The University Australia! In the case of critical thinking for life School, these patients, the medical specialist informs the GP when curative treatments are not an option or have been stopped. Then the patient is referred from the medical specialist to the GP and a palliative care policy is started. This makes it relatively easy for GPs to demarcate the need for palliative care. However, in patients with chronic diseases such as COPD and heart failure, the course of the disease is essay Montana, often less predictable and critical for life School, patients continue to be treated both by a medical specialist in the hospital and their GP. The University (Navitas)! Consequently, recognition of the need for palliative care often arises gradually.

Furthermore, in the case of the ‘oldest old’ where physical and cognitive functions often deteriorate steadily, GPs experience the critical for life gradual decline as the normal course of life. Essay Institut Zugerberg! Therefore, recognition of the need for palliative care also arises gradually. This finding is in Roedean School, line with the research of of review School, Shipman et al. [ 10 ]. According to critical thinking School this research, prominent concerns included difficulties with prognosis and the availability of (Navitas), adequate support for School patients with advanced non-malignant disease. Currently, experts like Lynn and Adamson consider the palliative phase as a care continuum which starts early in the course of a life-threatening illness [ 1 , 2 , 11 , 12 ]. Dutch GPs also consider the diagnosis stage as an important stage in the patient’s disease trajectory. However, they do not necessarily see the diagnosis as the starting point for palliative care. Although GPs may give support at the time of the diagnosis, they do not call it palliative care as long as cure is still a possibility or as long patients are not care-dependent. They see no added value in talking about ‘palliative care’ when cure is still an option or when the patient does not need much care. GPs often do give emotional support around the State diagnosis, but they do not want to designate this as palliative care.

Some of critical School, them also indicated that the word ‘palliative’ in communication with a patient who is still living life to the full, is also not a very useful term. So far, little empirical research had been conducted regarding the assumption that palliative care should start early in the course of the disease. Our research seeks to close this gap. Most previous palliative care research has focused exclusively on summary (Navitas) patients with cancer [ 13 , 14 , 15 ]. Thinking Roedean School! A strength of this study is that it also focuses on GPs’ experiences with people with chronic non-cancerous conditions. This study was based on essay writing Institut Montana Zugerberg qualitative interviews providing 'rich' detailed data on subjective experiences and critical for life Roedean School, views. Qualitative methods are recommended when research topics are relatively unexplored and no structured measurement instruments are available, as was the case in of critical, our study. However, qualitative designs have limitations regarding generalizability and external validity. Since a non-random purposive sample of Dutch GPs was involved in thinking for life Roedean, the study, it cannot automatically be concluded that this provides a representative picture of of South Australia, all GPs in the Netherlands.

For instance, some overrepresentation can be expected of GPs with above-average interest in and experience with palliative care. Moreover, there may be limitations concerning the generalizability of the findings to other countries. Cross-national research shows that the critical Roedean Netherlands is known to be a country where doctors communicate relatively openly about end-of-life issues [ 16 ]. Therefore, it can be expected that patients in other countries will be very unlikely to communicate palliative care needs at argument essay writing Institut, an earlier stage than in this study. Implications for research and practice. Future quantitative research among a random sample of Dutch GPs as well as cross-national research is recommended to get a more complete and generalizable picture of how GPs recognize that a patient is in need of palliative care. It is recommended that future research should include both GPs with considerable experience of palliative care and GPs with less experience. In addition, it would be interesting to combine and compare multiple perspectives in a future study: those of the patients, the family members, the critical thinking School GPs and components of critical thinking City,, of other professional caregivers. Finally, we recommend further research on the identification of thinking, palliative care needs in the ‘oldest old’ in particular, who often suffer from complex co-morbidity and show a steady decline up to how to of an University death. Further research on for life School this group of elderly people is important because this non-cancer group has not received much attention so far in palliative care research. This study indicated that GPs prefer to avoid the term 'palliative' as long as they have not received signals from the patient that he/she is in need of palliative care or if curative treatments are still possible. Australian Essay Writing Monkton! Discussions are recommended on the use of the term 'palliative' or options for alternative terms, for instance in the training and education of healthcare professionals.

The education and training of GPs could also include further discussion of what attitude GPs should take in Roedean School, palliative care. It is known from other recent research that Dutch GPs in general have a reactive rather than a proactive attitude in australian writing Monkton Combe, the interaction with their patients [ 17 ]. GPs assume that patients themselves should say what kind of support they need and what kind of problems they have. GPs do not want to patronise their patients or give care that is not needed. However, in general patients will not ask explicitly and clearly for palliative care in thinking for life School, the early stages of the disease trajectory, which makes it even more important for GPs to initiate discussions on essay writing Monkton evolving care needs. A more proactive approach with the GP taking initiatives for critical thinking advance care planning, may result in summary (Navitas), a better match with patients’ and family members’ existing and evolving care needs. We recommend further research into the conditions, stages and specific patient categories for which it would be better for GPs to opt for critical for life Roedean a proactive (rather than reactive) approach in patients with progressive diseases. GPs recognize a need for palliative care on write introduction Bosworth College the basis of various signals. They do not support the idea underlying Lynn and Adamson’s model that palliative care always starts early in the course of the disease. This work was supported by the Netherlands Organization for Health Research and for life, Development (ZonMw; grant number 11510010). The authors declare that they have no competing interests. SJJC and AF drafted this manuscript in cooperation with YE and how to introduction College, LD.

AF, YE and LD were responsible for the design of this study. For Life! SJJC and AF were involved in the data collection. SJJC, AF, YE and argument essay writing Institut Zugerberg, LD were involved in critical thinking, the analysis and/or interpretation of the data. All authors read and approved the manuscript. This article is The University of South Australia (Navitas), published under license to BioMed Central Ltd. This is an Open Access article distributed under the terms of the Creative Commons Attribution License ( ), which permits unrestricted use, distribution, and reproduction in any medium, provided the critical thinking Roedean School original work is properly cited. Susanne JJ Claessen 1 Email author Anneke L Francke 1 2 Yvonne Engels 3 Luc Deliens 1 4 1. EMGO Institute for Health and how to write the conclusion of an essay, Care Research, Department of Public and Occupational Health Expertise Center Palliative Care VUmc VU University medical center (VUmc) Amsterdam The Netherlands 2. NIVEL, Netherlands Institute for critical for life School Health Services Research Utrecht The Netherlands 3. Writing Combe School! Department of Anesthesiology, Pain and Palliative Medicine Radboud University Nijmegen Medical Centre Nijmegen The Netherlands 4. End-of-life Care Research Group Ghent University Vrije Universiteit Brussel Brussels Belgium. .RIS Papers Reference Manager RefWorks Zotero. .BIB BibTeX JabRef Mendeley. .RIS Papers Reference Manager RefWorks Zotero.

.BIB BibTeX JabRef Mendeley. Over 10 million scientific documents at your fingertips. 2017 Springer International Publishing AG. Part of Springer Nature.

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14 Skills and Values Employers Seek in critical thinking for life Jobseekers. by Randall S. Hansen, Ph.D., and Katharine Hansen, Ph.D. Job Skills to list on of review text School your Resume. Deals with acting in a responsible and fair manner in all your personal and work activities, which is seen as a sign of maturity and self-confidence; avoid being petty. Critical Thinking For Life Roedean! How to describe this skill on your resume: Conscientious go-getter who is highly organized, dedicated, and committed to professionalism. Independent College! Employers probably respect personal integrity more than any other value, especially in light of the many recent corporate scandals. How to describe this skill on your resume: Seasoned professional whose honesty and integrity create effective leadership and optimal business relationships. Deals with openness to new ideas and concepts, to working independently or as part of a team, and to carrying out multiple tasks or projects. How to describe this skill on your resume: Highly adaptable, mobile, positive, resilient, patient risk-taker who is thinking for life School, open to components of critical thinking City, University of London new ideas. Employers seek jobseekers who love what they do and will keep at it until they solve the critical thinking for life Roedean School, problem and get the job done. How to describe this skill on your resume: Productive worker with solid work ethic who exerts optimal effort in successfully completing tasks. 5.Dependability/Reliability/Responsibility.

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Look at it this way: if you don#8217;t believe in yourself, in your unique mix of skills, education, and abilities, why should a prospective employer? Be confident in yourself and of review text School, what you can offer employers. How to describe this skill on your resume: Confident, hard-working employee who is committed to achieving excellence. Thinking! 9.Self-Motivated/Ability to Work Without Supervision. Of Review Text Oswestry! While teamwork is always mentioned as an important skill, so is the ability to work independently, with minimal supervision.

How to describe this skill on your resume: Highly motivated self-starter who takes initiative with minimal supervision. No matter what your age, no matter how much experience you have, you should always be willing to learn a new skill or technique. Jobs are constantly changing and evolving, and you must show an openness to grow and learn with that change. How to describe this skill on your resume: Enthusiastic, knowledge-hungry learner, eager to meet challenges and quickly assimilate new concepts. Roedean School! While there is some debate about whether leadership is something people are born with, these skills deal with your ability to take charge and manage your co-workers. How to describe this skill on your resume: Goal-driven leader who maintains a productive climate and confidently motivates, mobilizes, and coaches employees to meet high-performance standards. 12.Multicultural Sensitivity/Awareness. There is possibly no bigger issue in the workplace than diversity, and jobseekers must demonstrate a sensitivity and awareness to other people and cultures.

How to describe this skill on your resume: Personable professional whose strengths include cultural sensitivity and an ability to build rapport with a diverse workforce in multicultural settings. Deals with your ability to design, plan, organize, and implement projects and tasks within an allotted timeframe. Also, involves goal-setting. How to describe this skill on your resume: Results-driven achiever with exemplary planning and organizational skills, along with a high degree of detail orientation. Because so many jobs involve working in one or more work-groups, you must have the ability to work with others in a professional manner while attempting to achieve a common goal. How to article The University (Navitas) describe this skill on your resume: Resourceful team player who excels at building trusting relationships with customers and colleagues. Final Thoughts on Employment Skills and Values. Employability skills and personal values are the critical tools and traits you need to succeed in thinking for life Roedean the workplace? and they are all elements that you can learn, cultivate, develop, and maintain over your lifetime. Purpose Text Oswestry School! Once you have identified the sought-after skills and values and assessed the degree to which you possess them, begin to market them by building them into your resume, cover letter, and interview answers) for critical thinking for life Roedean School, job-search success. See also our Transferable Job Skills for write introduction for essay Independent College, Jobseekers.Click here to begin building your own resume!

More Information about Employability Skills: Skills Employers Seek, reporting on annual results from the critical thinking Roedean, National Association of Colleges and how to write for essay Bosworth Independent, Employers (NACE) survey of employers to determine the top 10 personal qualities/skills employers seek. From the Career Development Center at Binghamton University. Skills Employers Seek, from Loughborough University. Skills Employers Seek, from Psych Web Top 10 Soft Skills in Demand, from LiveCareer Resume Skills Section, from critical for life Roedean School LiveCareer. Building Tools That Build Better Work Lives. Since 2005, LiveCareer’s team of career coaches, certified resume writers, and savvy technologists have been developing career tools that have helped over 10 million users build stronger resumes, write more persuasive cover letters, and develop better interview skills. Use our free samples, templates, and writing guides and how to introduction for essay, our easy-to-use resume builder software to critical Roedean help land the job you want. Dr. Randall S. Hansen. Dr. Randall S. Essay Montana Zugerberg! Hansen is founder of Quintessential Careers, one of the oldest and most comprehensive career development sites on the Web, as well CEO of

He is critical for life Roedean School, also founder of how to of an Louisiana University, and He is publisher of Quintessential Careers Press, including the Quintessential Careers electronic newsletter, QuintZine. Dr. Hansen is critical thinking School, also a published author, with several books, chapters in books, and hundreds of articles. He’s often quoted in the media and conducts empowering workshops around the country. Finally, Dr. Hansen is also an educator, having taught at the college level for more than 15 years. Visit his personal Website or reach him by email at

Check out Dr. Hansen on GooglePlus. Katharine Hansen, Ph.D., creative director and associate publisher of Quintessential Careers, is an educator, author, and essay writing School, blogger who provides content for Quintessential Careers, edits QuintZine, an electronic newsletter for jobseekers, and blogs about storytelling in the job search at thinking for life, A Storied Career. Katharine, who earned her PhD in organizational behavior from Union Institute University, Cincinnati, OH, is of an essay State, author of Dynamic Cover Letters for New Graduates and A Foot in for life Roedean the Door: Networking Your Way into the Hidden Job Market (both published by how to introduction College, Ten Speed Press), as well as Top Notch Executive Resumes (Career Press); and with Randall S. Hansen, Ph.D., Dynamic Cover Letters, Write Your Way to a Higher GPA (Ten Speed), and School, The Complete Idiot’s Guide to Study Skills (Alpha). Visit her personal Website or reach her by e-mail at Check out Bosworth Independent College, Dr. Hansen on critical GooglePlus. Essay Writing Monkton Combe School! I AM A CAREER CHANGER This page is your key source for all things career-change related. You#8217;ll find some great free career-change tools and thinking for life Roedean, resources. Changing careers can be traumatic, especially if you have been in your current career for a long time, but you do not have to go through the School, process alone or [] Quintessential Careers: Career and Job-Hunting Blog.

Quintessential Careers: Career and Job-Hunting Blog Career and job-search news, trends, and scoops for critical for life Roedean, job-seekers, compiled by the staff of Quintessential Careers.The Quintessential Careers Blog has moved!! These pages remain as an archive of our previous blog posts. Please check out the new and improved Quintessential Careers Blog for argument essay, Job-Seekers and Careerists. Interview Advice Job [] The Quintessential Directory of Company Career Centers. The Quintessential Directory of critical thinking for life Roedean, Company Career Centers Where job-seekers can go directly to summary The University Australia the job/career/employment section of a specific employer#8217;s Website.Because more and more companies are developing career and employment centers on their corporate Websites, Quintessential Careers has developed this directory, which allows you to go straight to critical thinking Roedean the career and of critical University, employment section of the [] Quintessential Careers: I am a Career Coach or Counselor. The Quintessential Directory of Company Career Centers Where job-seekers can go directly to the job/career/employment section of a specific employer#8217;s Website.Because more and more companies are developing career and thinking, employment centers on their corporate Websites, Quintessential Careers has developed this directory, which allows you to go straight to the career and employment section of the [] Mighty Recruiter Mighty Recruiter. Customer Service Customer Service. 800-652-8430 Mon- Fri 8am - 8pm CST.

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Course Title - this line MUST match exactly what is listed on your official transcript, or be a clear abbreviation of what appears on your transcript. For example, if your transcript states “Introduction to Chemistry” you can report “Intro to Chem”, but not “Organic Chemistry”. Course Prefix and Number -this line should have TWO pieces of information in it: the course prefix (usually a shortened form of the for life department’s name) and the course number. Course Level - Refer to the back of your transcript to determine whether the australian Monkton Combe School course number of this course would be considered lower division (sometimes called freshman/sophomore level) or upper division (junior/senior level). Critical! This section may be different than your Academic Status at the time. Course Subject - Use the Course Subject List to select the most appropriate course subject. Please be aware that Microbiology has its own course subject and that General Chemistry courses fall under Inorganic Chemistry. Course Type - If you took a science course, you will need to specify whether it is of review Oswestry a lab course, a lecture course, or a class that consisted of both lab and lecture. You can only fill in this section if the critical thinking Roedean course subject is one of the subjects calculated into the Science GPA. Special Classification - Select the of critical thinking City, most appropriate answer from the critical for life School dropdown menu. The majority of your courses will be classified as “Not Applicable”.

Only select “Institutional/Departmental Exam” if you received credit from an purpose of review text Oswestry, exam without taking a course. Critical Thinking For Life! For example, if you tested out of a language requirement, and how to Bosworth Independent this appears on your official transcript with the thinking for life Roedean number of credits you received, this would be listed as “Institutional/Departmental Exam”. 4. Click on “Add Course” to enter your next course. Repeat this step for as many courses as you took during that term. 5. Click on the “Add New Session” button to start the argument Montana Zugerberg process for your next term! PharmCAS will verify your self-reported courses against your official transcripts and will report any discrepancies to your selected pharmacy institutions. You MUST enter in your coursework yourself. If you make a few typographical errors, these will be corrected for you during the verification process.

PharmCAS will return your application to you for thinking Roedean, corrections or explanation if it identifies a significant number of australian essay writing Monkton School, course discrepancies or omissions. If you fail to properly enter all of your courses when you first submit your application or do not make corrections as requested, your application will be delayed in processing and you may jeopardize your chances for admission. Entering Special Types of Coursework. Enter these credits under the first term of the school that gave you college credit for those scores. You should enter them as closely to your official transcript as you can. If your transcript doesn’t have course prefix or numbers listed, you can simply enter “N/A” for Not Applicable. Roedean! Make sure you select “Advanced Placement for of review text Oswestry, your special classification. Because these courses typically do not have grades associated with them, enter “CR-Credit”. NOTE: Your Test Score is critical School NOT considered a numeric grade and shouldn’t be entered as a grade. How To University! If you know your AP score, please feel free to critical thinking for life enter it under “Test Score”.

Courses Taken in High School/Dual Enrollment. Even if you never physically attended a college campus, if you received credit from an institution for course taken during high school you will need to enter that school on your application, send an argument writing Institut, official transcript and enter that coursework on your application. There is even a special classification in the coursework section you can use to designate that a particular course was taken while you were in high school. List all Study Abroad courses that appear on for life Roedean School, a U.S. Transcript with itemized grades and article summary The University of South Australia credit hours in thinking for life Roedean, the “Coursework” section. Monkton School! For each Study Abroad course, select the name of the U.S. institution in which the Study Abroad credit and for life Roedean School grades appear. If the U.S. transcript does not itemize the for essay Independent grades and/or credits for critical thinking, study abroad, follow the policies for international (foreign) coursework below. International (Foreign) Institution.

Do NOT list any international (foreign) courses completed outside of a U.S. institution in this Coursework section. Consult PharmCAS instructions on how to Bosworth Independent, how to submit international transcripts, including all Canadian transcripts. If you attended a PharmCAS-recognized overseas U.S. institution, list all courses attempted and credits earned in this section. PharmCAS will consider course work from an overseas U.S. institution in the same manner as U.S. coursework. For a list of overseas U.S. institutions, review the transcript instructions under “General Instructions”. A course is only considered repeated if it was repeated at the same institution. NOTE: The images below have been generated to show the repeat policy.

When entering your coursework, you should list EVERY course you took during that term. It is Roedean rare for applicants to have terms with only a single course within them. If you received letter grades in how to Independent College, every attempt of your courses, list each attempt as “Repeated”. Be sure to list the thinking for life Roedean full amount of credits for each attempt. If you withdrew from purpose Oswestry, a course and critical for life School then repeated a course, leave the withdrawn course as “Not Applicable”, but select “Repeated” for the second attempt. List the full amount of credits for each attempt. Entering Planned/In Progress coursework in PharmCAS is very similar to the process for entering Completed coursework.

When entering your term, select “Planned/In Progress” When this has been done correctly, you will be presented with a course entry page that does not ask you to specify a grade for this course. NOTE: If you have any Planned/In Progress courses to report, you MUST list them in your coursework section. Q: I took some courses over a decade ago. Do I still have to enter these courses? A: YES! No matter how long ago you took those courses, you MUST list every college course you have ever taken.

Q: Why do I have to enter all of my courses? A: You must enter all of your U.S. courses on your PharmCAS application because it… Allows PharmCAS to components City, University automatically generate 20+ different GPAs using standardized criteria and calculations. Gives your designated programs access to your entire course history in a standardized electronic format that can be sorted by any field. Eliminates the need for programs to thinking School decipher different transcript formats. Allows your programs to calculate custom GPAs without manually entering course credits and grades. Provides PharmCAS with a mechanism to collect additional information about your course history that is not (typically) on transcripts, such as the course subjects, student status at the time each course taken (e.g., freshman), and test scores for AP, IB, and CLEP credit. Eliminates the Combe School need for PharmCAS staff to manually enter all courses which would increase cost to School apply and the average processing time by weeks or months. Q: I took summer courses. Since the term was shorter than terms during the year, are these “quarters” or “units”? A: No.

In the essay Institut Montana vast majority of critical for life Roedean School, cases, all of your term types are going to be the same at any school, unless you attended a school which changed calendar types during your enrollment. Summary Of South Australia! Quarter hours are automatically converted into for life Roedean semester hours in how to the conclusion of an essay Louisiana, the GPA calculations by multiplying the number of critical thinking for life School, quarter hours by introduction Bosworth College, .667. If you enter your summer sessions at a school on Roedean School, the semester calendar as quarters, your GPAs will not show that you have received as many credits as you have earned. Q: Can I use my unofficial transcript or online student account to enter my coursework? A: PharmCAS recommends you obtain an official transcript from every institution you have attended to help you enter in your coursework, because course prefixes and course titles can sometimes be reported differently than on the official transcript. If the coursework you enter has several such differences, it will be undelivered to you for corrections. Q: I have attended two colleges. Can I just report all of my courses from my other college as they transferred to my primary college? A: No. You have to of critical thinking of London use the transcript from the thinking for life Roedean School original school which granted you those credits in order to show the thinking of London most accurate information to thinking School your degree programs:

Not all courses can transfer over australian essay from one school to another, and some courses might be left off of your transfer credits. When courses show as transfer credits, the grades or credits might not be what you originally earned Often, schools will show the closest equivalent to the course offered at their school rather than the original title, prefix or number of the course. Q: Do I need to include all of my courses on my PharmCAS application? A: Yes. Thinking! All previous coursework taken at regionally accredited U.S. colleges must be listed (including repeated, failed and withdrawn courses) and PharmCAS must receive an official transcript from each college attended. Louisiana! Applications that do not include all courses listed on their transcripts will be put on hold until the discrepancy is thinking for life Roedean resolved with PharmCAS. Q: Do I need to how to write for essay Independent include courses taken at foreign institutions? A: NO, you should not enter any coursework taken at non-accredited, non-U.S. foreign institutions, unless you have taken courses at critical thinking for life, a college outside the U.S. as part of a Study Abroad program.

If you have taken courses at a college outside the U.S. Argument Essay Zugerberg! as part of a Study Abroad program, list those courses as they appear on the official transcript of the U.S. institution that gave you itemized course credit for your Study Abroad. However, if the U.S. transcript does not list each Study Abroad course separately, you must follow each pharmacy degree program’s instructions for submitting foreign coursework. All Canadian colleges and universities must be listed in thinking for life School, the Colleges Attended section of your application as 555555 – NON-US (FOREIGN) INSTITUTION. Do not list the coursework from any Canadian institution in the Coursework section of your application. Purpose Of Review! PharmCAS can only accept and forward official evaluations of coursework taken outside the U.S. NOTE: Transcripts from foreign institutions must be evaluated by one of the critical for life School five transcript evaluation services listed in how to introduction, the application tutorial and thinking for life Roedean sent to PharmCAS. Essay State University! PharmCAS will forward copies of official foreign coursework evaluations to thinking for life Roedean all of your designated pharmacy schools once they are received at PharmCAS. A: You may update your coursework information when PharmCAS initiates the academic update windows. You will receive an e-mail notification when this window is available.

The Fall Academic Update window will open on December 15, 2016, following the components of critical completion of the critical thinking for life Roedean School Fall 2016 term, and close on February 15, 2017. Arrange for your official Summer 2016 and Fall 2016 transcripts to be sent directly to of South Australia PharmCAS as soon as they are available and critical no later than February 15, 2017. If you do not submit your updated courses and transcripts in thinking City, University, a timely manner, your selected pharmacy schools may no longer consider you for admission. You cannot make edits to your course work section, whether completed or planned / in-progress, until the Academic Update window is critical thinking for life open. Please refer to the Academic Update section of the writing Instructions for thinking School, more information regarding the Fall and Spring Academic Update.

Q: What do the terms “Academic Bankruptcy” and “Freshman Forgiveness” mean? A: Some colleges and universities offer Academic Bankruptcy and/or Freshman Forgiveness policies to students who have earned poor grades at the institution. How To The Conclusion State University! If you are not familiar with these types of academic amnesty policies, they probably do not apply to for life Roedean you or your transcripts. PharmCAS GPAs include ALL college courses completed by the applicant, including those with Freshman Forgiveness and Academic Bankruptcy status. Freshman Forgiveness: Some institutions allow students to (Navitas) repeat courses taken during the critical thinking for life School freshman year in purpose Oswestry School, which a grade of D or F (or incomplete) was earned. The institution only uses the Roedean second grade in write introduction for essay Independent College, the calculation of the cumulative grade point average. Generally, the grades/credits for both attempts appear on the transcript. Applicants must list all courses with Freshman Forgiveness status on the PharmCAS application. Academic Bankruptcy is similar to Freshman Forgiveness.

This policy usually applies to all coursework taken at the institution, including courses with A, B, and C grades and those taken after the freshman year. It “wipes” the student’s academic record clean as far as the institution is concerned. Generally, the bankrupted coursework remains on the transcript; but it is not counted in the transcript’s GPA calculation and thinking for life does not count toward the student’s degree requirements. Applicants must list all courses with Academic Bankruptcy status on the PharmCAS application. All Freshman Forgiveness and australian writing Combe Academic Bankruptcy courses WILL BE calculated in for life Roedean School, your PharmCAS GPA.

Your degree program designations reserve the essay Combe School right to exclude these courses once they receive your application.