Degree Nursing (RN)
The Associate Degree Nursing program is one of the health career programs offered by Shasta College. The Associate Degree Nursing program began at Shasta College in 1966. Many graduates are employed in the North State communities.
The ADN program is approved by the California State Board of Registered Nursing. Graduates of the program are eligible to apply to take the National Council Licensure Examination for Registered Nurses (NCLEX-RN).
Shasta College provides a diverse student population open access to educational programs and learning opportunities, thereby contributing to the social, cultural, intellectual, and economic development of our communities. The District offers general education, transfer and career-technical programs, and basic skills in education. Shasta College provides opportunities for students to develop critical thinking, effective communication, quantitative reasoning, information competency, commuity and global awareness, self-efficacy, and workplace skills. Comprehensive student services programs support student learning and personal growth.
The Health Sciences Division, embracing the
Shasta College Mission, commits to providing our students with excellent
professional preparation while guiding them in developing their personal growth
potential, interpersonal skills, and professional abilities to become a positive
social force within our community. We will sustain a positive, creative, and
innovative learning environment that is sensitive to diversity, while promoting
awareness of the profound responsibilities that accompany the application of
their knowledge and skills in the service to others.
The Shasta College Nursing Faculty, in partnership with the students and the community, incorporate the core values of caring, mentorship, integrity, collaboration, role-modeling, advocacy, and inquiry in the education of healthcare team members, who are committed to believing, upholding, and acting upon these values to provide nursing care to families, communities and diverse populations.
We believe in the synergistic interaction of these core values:
- Caring is the act of being nurturing, sensitive, and respectful to all peoples
- Mentorship is the act of facilitating assimilation into the field of health care
- Integrity is the act of being responsible and accountable
- Collaboration is the act of creating interdisciplinary partnerships
- Role-modeling is the act of demonstrating professional behaviors
- Advocacy is the act of intervening on behalf of others
- Inquiry is the act of questioning and seeking new knowledge.
Nursing: Nursing is the protection, promotion, and optimization of health and abilities, prevention of illness and injury, alleviation of suffering through the diagnosis and treatment of human response, and advocacy in the care of individuals, families, communities, and populations.
Health: Health is a dynamic state, which includes the physical, mental, and spiritual well-being of the individual, family, and community, that affects the ability to participate in and contribute positively to a variety of human experiences.
Illness: Illness is an interruption of the health of the body, mind, and spirit, and may affect the functioning of the individual, family, and community.
Wellness: Wellness is the optimal state of function, maximizing the potential of the individual, family, and community, which promotes a lifestyle supporting sustainable nutrition, exercise, positive relationships, and engagement in a variety of human experiences.
Recipients of Care: Recipients of care may be individuals, families, or communities, who deserve just and fair treatment and have the right to make informed choices, as partner in the care provided to achieve health, wellness, and quality of life.
Teaching/Learning: Teaching is a transformative process which utilizes learning principles, evidence-based curricular innovations, evaluation feedback, and acknowledges student life experiences, to create a safe environment in which the student is actively engaged, and empowered to take responsibility for and regulate their learning, in order to build new knowledge, skills, and attitudes and become a lifelong learner.
- The conceptual framework for the curriculum is presented as a model in which the center contains the recipients of care: individuals, families, and community, in recognition of a global community. This is the primary focus of the program.
- The four quadrants surrounding the recipients of care are the major curricular categories, as defined by the National Council of State Boards of Nursing: health promotion and maintenance, psychosocial integrity, safe and effective care environment and physiological integrity. These are the areas of curriculum direction.
- The circle which surrounds the major curricular categories contain the Quality and Safety Education in Nursing (QSEN) competencies, which are embedded within this Nurse of the Future focused curriculum, and include client-centered care, teamwork & collaboration, evidence-based practice, professionalism, leadership, quality improvement, safety and informatics. The competencies of caring and critical thinking have been added.
- The outer ring contains the Shasta College Nursing Core Values of caring, mentorship, integrity, collaboration, role-modeling, advocacy and inquiry, which encircles the entire model and acts as an overarching influence on the entire program.