为了能增加自己应聘成功的机率，写好一份英文简历也是很有必要的。以下是新生儿护士岗位英文简历模板，欢迎阅览！
新生儿护士岗位英文简历模板
| No.67,Lane123,Job Road, JobDistrinct,Shangha,China, 200070 |
| University of Pennsylvania | Philadelphia, PA |
| Bachelor of Science in Nursing (Accelerated Second Degree Program) | expected Dec. 2014 |
| Cumulative G.P.A.: | 3.88/4.00 |
| Honors: | Student Nurses’ Association of Pennsylvania Scholarship Recipient 2009 |
| Tufts University | Medford, MA |
| Bachelor of Arts in Child Development | May 2010 |
| Cumulative G.P.A.: | 3.36/4.00 |
| HEALTH-RELATED EXPERIENCE |
| Assistant to Diane Spatz, PhD, RN | Philadelphia, PA | 2013-Present |
| Administrative and Research Assistant |
| • | Collect data regarding hospital-wide breast milk management and “Kangaroo Care” in the NICU at theChildren’s Hospital of Philadelphia (CHOP). |
| • | Assist with pump rental station at CHOP. |
| • | Research; spreadsheet development; publication assistance; survey data management; clerical duties as assigned. |
| Healthy Families Evaluation | Medford, MA | Summer 2009, 2008 |
| Research Assistant Intern |
| • | Coded data collected from client interviews for a comprehensive evaluation of an educational program for first-time teen mothers. |
| Philadelphia Nanny Network | Ardmore, PA | 2011-2012 |
| • | Provided childcare for various families. |
| • | For five months, cared for a six week old newborn infant, primarily during daytime hours. |
| Elite Educational Institute | Seoul, Korea | 2010-2011 |
| • | Instructed Korean students, 2nd through 8th graders, in English vocabulary, reading, writing, speaking and conversation. |
| Peabody Terrace Children's Center | Cambridge, MA | 2008-2010 |
| Infant Room Teacher (Jan. 2010-Aug. 2010) |
| • | Provided individualized care, developed curriculum, documented and assessed development, andcultivated open relationships with families at a Harvard University affiliated childcare center and preschool. |
| • | Collaborated on a teaching team of three teachers and one assistant teacher. |
| Floating Teacher (Sept. 2008-Jan. 2010) |
| • | Worked full-time with infants through preschoolers on five different teaching teams. |
| COMMUNITY INVOLVEMENT AND ACTIVITIES |
| • | Student Nurses’ At Penn: Co-chair of Second-Degree Peer Advising Committee (2012-present) |
| • | National Nurses’ Association of Pennsylvania: Member (2012-present) |
| • | Hwasang Baby Orphanage, Seoul, Korea: Volunteer (2010-2011) |
| • | Boston Cares: Project Leader, Summer Intern, Volunteer (2007-2010) |
| • | Volunteer Vacations @ Tufts University: Program Co-Coordinator, Group Leader, Volunteer (2007-2008) |
面试几个回答问题
遇到不清楚的问题及对策
有时，主试人提出的问题，应试者听后会不知怎么答，在要求再讲一遍题目后，应试人仍无法回答。这种情况，尽管不多见，但一旦发生了，你可以婉转地问主试人是否指某方面的问题。此时，重要的是态度要坦诚，不可胡乱猜测，信口开河。若果真是一点也不清楚怎么去回答，就应实事求是地告诉主试人，这个方面的知识未接触过。作为主试人他可以理解你的回答，因为世界上没有人什么都懂，况且，这样的问题该不该提出来还是个疑问呢?
把紧自己的嘴巴，三思而后答
面试场上，考官们经常采用的一个基本策略就是尽量让应试者多讲话，目的在于多了解一些应试者在书面材料中没有反映的情况。
你在面试时一定要注意把紧自己的嘴巴，如果认为已经回答完了，就不要再讲。最好不要为了自我推销而试图采用多讲话的策略来谋求在较短的时间内让招聘方多了解自己，事实上这种方式对大多数人来讲并不可取。该讲的讲，不该讲的决不要多讲，更不要采取主动出击的办法，以免画蛇添足、无事生非。
摆平自己的心气，委婉而机敏
应试场上，考官往往会针对求职者的薄弱点提出一些带有挑战性的问题。比如，对年轻的求职者会设问:"从你的年龄看，我们认为你担任经理这个职务太年轻了，你怎么看?"对年龄稍大的求职者又会设问:"我们觉得你的年龄稍大了点，恐怕在精力方面不如年轻人，你怎么看?"等等，面对这样的考题，如果回答"不对"、"不会"、"不见得吧"、"我看未必"、"完全不是这么回事"，等等，虽然也能表达出自己的想法，但由于语气过于生硬，否定过于直接往往会引起考官的不悦。
