How Much Does a Certified Nursing Assistant ("CNA") Earn?

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There are so many great reasons to become a Certified Nursing Assistant: plenty jobs available; choices in work environments; the opportunity to make a difference in people's lives every day; and the ability to earn a good living. The average annual salary for a CNA is almost ,000.

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Training can be completed in as little as two weeks through a hospital or nursing home, or take up to 3 or 4 months through a community college training program. Once training and licensing is completed, a Certified Nursing Assistant can  see an average starting salary between /hour and /hour.

Exactly how much a Certified Nursing Assistant earns will vary somewhat, depending on geographic location, workplace, experience, and other factors. A CNA working in a hospital in New York, for instance, will earn approximately 8% more than a similar position in  Arizona. Generally speaking, salaries follow COA's or "Cost Of Living" indexes. The more expensive area's such as the Northeastern US generally pay higher wages than the mid-West.

The type of position will have a bearing on earnings as well. Hospitals are usually the highest salary, followed by nursing homes, then patient homes. Even within a hospital, pay will vary by department: a nurse assistant working in ICU - the Intensive Care Unit - will often receive a slightly higher wage than a nurse assistant in a lower-stress department.

A working CNA can also expect their pay scale to go up with experience. As a profession, nursing - and Certified Nursing Assistants in particular - have a fairly high 'burn-out' rate. As the job often carries with it a great deal of physical and emotional stress and exhaustion, some people find they don't want to stay in the field. One result is that the numbers of CNA's with experience diminishes. Another result is that there are plenty of jobs in the field available.

In addition to base pay, most nurse assistant and medical assistant positions offer benefits, such as health coverage and retirement savings plans. While some nursing positions are filled through agencies, and those typically do not have the same types of benefits, most medical facilities and institutions such as hospitals, nursing homes, medical clinics, and such do offer excellent benefits packages to their employees.

The medical and health care fields are virtually recession-proof. Even in the toughest economic times, a properly licensed Certified Nursing Assistant rarely has difficulty finding a good-paying job. There were estimated to be over 500,000 individuals employed as nursing assistants, medical assistants, etc. in 2008.  As a profession, nursing assistants are ranked well above average in the field for job growth, job sustainability, and potential. It is expected to remain one of the market's fastest-growing jobs for years to come.

According to the U.S. Bureau of Labor Statistics Office of Occupational Statistics and Employment Projection, the projected growth rate for nurses aides and nursing assistants is expected to grow by a combined 28 percent. This is even faster than the medical health care field in general, far outpacing the expected 14 percent growth of LPNs (Licensed Practical Nurse) between the years 2006 and 2016.

By becoming a Certified Nursing Assistant, you take the first steps towards a rewarding and fulfilling career, unlike any other. As a medical professional, you will earn respect, personal satisfaction, job security, and financial safety.

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Characteristics of High School Learners

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High school learners are qualitatively different than younger learners. You certainly can "teach an old dog new tricks" by understanding the cognitive and social characteristics of high school learners. Using the right instructional strategies to maximize the learning advantages and address the learning challenges of high school learners can make all the difference in their success.

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High School Cognitive Development

Most high school students have achieved the formal operational stage, as described by Piaget. These students can think abstractly and need fewer concrete examples to understand complex thought patterns. Generally speaking, most students share the following characteristics:

Need to understand the purpose and relevance of instructional activities Are both internally and externally motivated Have self-imposed cognitive barriers due to years of academic failure and lack self-confidence May have "shut down" in certain cognitive areas and will need to learn how to learn and overcome these barriers to learning Want to establish immediate and long-term personal goals Want to assume individual responsibility for learning and progress toward goals
High School Social Development

High school students are experimenting with adult-like relationships. Generally speaking, most students share the following characteristics:

Interested in co-educational activities Desire adult leadership roles and autonomy in planning Want adults to assume a chiefly support role in their education Developing a community consciousness Need opportunities for self-expression
High School Instructional Strategies

To address the special learning needs of students this age, Teaching Reading Strategies uses student goal-setting and record keeping. Students assume responsibility for their own progress monitoring. For example, the high interest animal fluency passages provide opportunities for student record keeping and progress monitoring.

High school students are still concerned about the labeling that takes place, when one is identified as a remedial reader. Labels and stereotypes are both externally imposed (by other students and, sometimes their parents), but are primarily internally imposed (by the students themselves). Years of academic failure, due to lack of reading proficiency, have damaged students' self-esteem. Many students have lost confidence in their ability to learn. Students have developed coping mechanisms, such as reading survival skills e.g., audio books or peer/parent readers, or behavioral problems, or the "Whatever... I don't care attitudes" to avoid the tough work of learning how to read well. High school teachers need to be extremely mindful of student self-perceptions. A few talking points may be helpful:

"Unfortunately, some of your past reading instruction was poor; it's not your fault that you have some skills to work on." a.k.a. "blame someone else" "You can learn in this class. If you come to class willing to try everyday, you will significantly improve your reading, I promise." "I know you have tried before, but this time is different." "You will be able to chart your own progress and see what you are learning in this class." "Some of my past students were like some of you. For example, ___________ and he passed the high school exit exam after finishing this class. For example, ___________ got caught up to grade level reading and is college right now." Personal anecdotes provide role models and hope for high school remedial readers. Any former students who have been successful will provide "street credibility" to the teacher and the class. "You aren't in this class forever. As soon as you master your missing skills, you are out."

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