RÉSUMÉ GUIDE
Adapted from Career & Internship Services Center at the Universities at Shady Grove
Résumé Content
A résumé is very flexible document. It can be adapted to highlight your particular skills or
experiences. The order in which you present this information can vary as well.
Components of a Résumé
The content categories you choose for your résumé will be determined by a number of factors,
especially your strongest “selling points” relative to the type of position you are seeking. The
following list provides an overview of the types of information normally included in the résumé:
1. Identification Data: Name, current and permanent mailing address (with ZIP code), if
applicable, phone number(s), including area code(s), and email address. Make sure your voice
mail message and email address are professional (sample.name@umaryland.edu).
2. Objective Statement: This is a statement that defines the type of position you are seeking. It
should be clear and concise, without being restrictive. For example: Seeking an RN position on
the Psychiatric Unit. Objective statements are not necessary unless you are seeking a specific
care area.
3. Education: Your academic experiences should be listed in reverse chronological order, with
your most recent degree or experience first. You may choose to list your cumulative grade
point average if above 3.5. Also, consider listing your clinical rotations under education, if
applicable. For example:
EDUCATION
University of Maryland School of Nursing, Baltimore, MD May 2014
Bachelor of Science in Nursing GPA 3.85
University of Maryland, College Park, College Park, MD May 2012
Bachelor of Arts, Psychology GPA 4.0
Clinical Rotations, 530 hours
Children’s National Medical Center, Neuroscience Unit (Pediatric, fall 2013)
Johns Hopkins Hospital, Labor and Delivery, NICU, Antepartum/Postpartum Units (Leadership, summer 2013)
University of Maryland Medical Center, Progressive Care Unit (Adult Health, spring 2013)
Recommended Résumé Formats
Chronological Résumé -
A chronological résumé is the best format to demonstrate an individual’s
skills and accomplishments. In this format, work experience is listed in reverse chronological order
(most recent job first). Education comes before experience, unless you have substantial nursing
related work experience.
Tip #1: Target your résumé to the position and related skills. Develop a template and modify the
résumé to each position for which you are applying.
Tip #2: Bullet statements are much easier to read than paragraphs. Remember to place the most
relevant entries first. You want to catch the employer’s eye so they want to read the rest of your
résumé.
Tip #3: Use action verbs to emphasize your skills and accomplishments (led, analyzed, coordinated).
Tip #4: PROOFREAD!
Have another person proofread your résumé as well.
4. Professional Experience: Your professional experience can include not only full- or part-time
positions, but also related volunteer work or internships. For each position, list the
organization for which you worked, the city and state where it is located, your job title, and
dates of employment. List your most relevant or substantial experiences first, regardless of
the dates. Otherwise, list your experience using action oriented language, usually a verb, e.g.
analyzed, coordinated, assisted. Descriptions should emphasize skills and accomplishments,
not just duties. For example:
PROFESSIONAL EXPERIENCE
Guided Study Session Leader, Student Success Center January 2013-May 2014
University of Maryland School of Nursing, Baltimore, MD
• Facilitated large and small group discussions on course content
• Collaborated with faculty and staff to plan and prepare session materials
• Incorporated diverse and active learning/teaching methods
• Taught proper study strategies (textbook reading, note-taking, test preparation, and test
taking skills)
5. Additional Sections: You may choose to list other types of information, particularly if it relates
to your career objective and/or it reflects any achievements in which an employer may have
an interest. Here are some suggested headings, although you are not limited to only these
examples.
a. Extracurricular or Community Activities: These activities are an indication of your
interests, leadership abilities, and willingness to accept responsibility. For example:
Member of Sigma Theta Tau International Honor Society of Nursing, President of Nurses
for Global Health student organization, Mentor-Robert Wood Johnson Foundation-
Clinical Nurse Leader. Try to avoid abbreviations.
b. Honors and Awards: Academic honors such as Edwin and L.M. Zimmerman Award,
selection for an academic honorary, or other special types of recognition are often
listed in a separate category or may be added to the education section, if applicable.
c. Professional Affiliations: If you have joined a professional association related to the
career field in which you are seeking a position, be sure to list it. If you have not, do so
now. Most associations will allow individuals to gain membership at the reduced
student cost for up to one year after graduation. Membership in professional
associations demonstrates that you are striving to learn the newest and most current
trends in your field.
National Student Nurses’ Association
American Assembly for Men in Nursing
American Nurses Association
American Association of Nurse Practitioners
Graduate Nursing Student Academy
National Black Nurses Association
d. Publications: If you have published articles or articles selected to be published, list by
title any articles related to nursing.
e. Research: If you have done extensive research on a topic, particularly if it relates to
your chosen career field, you may wish to state the title of the paper or thesis, a brief
description, or your conclusion/findings. This may give the employer some additional
insight into your professional abilities and training. This section is most applicable to
graduate students and candidates for research positions.
f. Special Skills: In this section, include any expertise you may have in foreign languages,
computer operation and programming, technical writing, or other areas of excellence
that have not been mentioned elsewhere.
Skills Evaluation
Begin by making a list of all the skills and abilities you bring to your chosen career field. List skills
and knowledge acquired in classroom, on jobs (part-time, summer, or full-time), during internships,
and in volunteer work experiences. Work-related skills can also be developed in leisure activities and
hobbies. Think of your past accomplishments and the skills you used to achieve success, regardless of
the setting.
Assess your skills realistically and honestly. Do not exaggerate or falsify your accomplishments, and be
careful not to downplay your abilities. Your goal is to show employers what skills you have to offer
and how you might apply these skills to positions in their organizations.
Through your educational and work experiences, you have developed several different types of skills.
Since résumés (and interviews) focus on the skills you have to offer an employer, it is important that
you identify those that you feel are your strongest assets. Below are the two basic types of skills that
we all possess.
Self-management skills include personal strengths that are related to your personality and
temperament. They determine how you will perform tasks and work within an organization. You
normally acquire these skills in your early years from family members, peers, and school. They are
further developed as you gain more education and work experience. The following is a list of self-
management skills that employers would be interested in:
Decision-making Ability
Patience
Dependability
Orderliness
Enthusiasm
Persistence
High-energy Level
Cooperativeness
Attention to Detail
Self-Confidence
Honesty
Assertiveness
Ability to work under pressure
Flexibility
Optimism
Willingness to take initiative
Loyalty
Sense of humor
Ability to maintain confidentiality
Risk taking
Tact
Reliability
Resourcefulness
Punctuality
As you develop your own list, recall words people have used to describe you. Also think of
compliments that family, friends, and colleagues may have given you about some of your personal
characteristics.
Transferable skills are skills that can be applied in a wide variety of work settings. You can develop
them from experience, education, and training. Our ability determines how well we can learn and
master a skill, but we all have the ability to improve our skills. Some examples:
Communication Managerial Manual/Physical
Writing ability Ability to organize Mechanical reasoning
Group presentation Attention to Construction skills
Ability to persuade Time management Manual dexterity
Selling Decision-making Operating equipment
Ability to negotiate Delegating
Ability to listen
Investigative Numerical Work with Others
Research ability Budgeting ability Supervise
Scientific curiosity Ability to manipulate data Instruct/Train
Ability to define problems Quantitative problem solving Coach
Ability to solve problems Advise
Social-Interpersonal Creativity
At ease socially Artistic
Work well with group Imaginative with things
Deal effectively with group Imaginative with ideas
Deal effectively with public
Able to take criticism
Language
The language of a résumé is action-oriented. Sentences should begin with actions verbs. Current jobs
are present tense (e.g. Delegate, Administer) and completed jobs use past tense verbs (e.g. Estimated,
Devised).
Use short phrases and clauses with no subject, rather than full sentences, in your descriptions.
Eliminate extraneous words and irrelevant information.
Check and re-check spelling, grammar, and spacing very carefully. Errors and mistakes can indicate
that you have not taken the time to put in 100 percent effort to creating your résumé and may do the
same on work responsibilities if hired, thus deterring a potential employer.
Achieved
Assembled
Calculated
Communicated
Contributed
Defined
Encouraged
Generated
Improved
Led
Memorized
Outlined
Produced
Researched
Simplified
Taught
Volunteered
Administered
Assessed
Cared for
Complied
Coordinated
Delegated
Established
Guided
Increased
Listened
Modified
Perceived
Promoted
Responded
Sold
Tested
Wrote
Advised
Assigned
Categorized
Composed
Copied
Demonstrated
Estimated
Handled
Initiated
Located
Motivated
Performed
Recorded
Retrieved
Spoke
Trained
Classified
Computed
Counseled
Designed
Evaluated
Helped
Instructed
Managed
Negotiated
Persuaded
Regulated
Reviewed
Answered
Began
Coached
Conducted
Created
Developed
Explained
Identified
Interacted
Manipulated
Operated
Planned
Repaired
Revised
Summarized
Used
Coded
Constructed
Dealt with
Devised
Filled
Illustrated
Interpreted
Measured
Ordered
Prepared
Represented
Searched
Arranged
Built
Collected
Contacted
Decided
Edited
Gathered
Implemented
Invented
Mediated
Organized
Printed
Reorganized
Selected
Synthesized
Verified