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The Associate Degree Nursing Program supports the students' educational and professional goals.

The following information is provided as a resource to assist in understanding the policies of the program.

The Associate Degree Nursing Program adheres to the same rules, regulations, and philosophy as described in the college catalog, student handbook and schedule of classes. Additional policies are necessary, as this program must also meet both the standards established by the California Board of Registered Nursing and the clinical facilities in the community.
  1. PROGRAM INFORMATION

    1. History of the ADN Program at Chaffey College
      Chaffey College Associate Degree in Nursing Program was founded in 1957. It was one of the five original Associate Degree in Nursing programs established in the State of California. At the end of 5 years it was proven that nursing education could be provided in the community college setting. Chaffey College, as well as the other four colleges, received accreditation from the state. (Twenty students were admitted into the first class and eleven graduated in 1959 with an Associate Degree in Nursing.)

      The first classes were held at Upland High School. In 1960 the college moved to the present Alta Loma location. Since 1957 approximately 2,165 students have been graduated from the program. The program approved by the California Board of Registered Nursing and accredited by the Accreditation Commission for Education in Nursing, Inc. (3343 Peachtree Road NE, Suite 850, Atlanta, GA 30326.

    2. Philosophy Of The Associate Degree Nursing Program
      The faculty of this Associate Degree Nursing Program reaffirms the College’s mission statement. The faculty strives to maintain a mutually beneficial relationship that values critical thinking and encourages flexibility for both the faculty and students in meeting the needs of the community.

      The faculty believes that each person is a unique individual influenced by his/her culture, ethnicity, sexual identity, socioeconomic status, and the environment in which he/she lives. One’s behavior is motivated by basic needs that are common to all people. Wellness results when these needs are satisfied. Illness results when threats to one or more of the basic needs produce consequences that are beyond the individual’s capacity to cope.

      Nursing is the establishment of a therapeutic interpersonal process that assists the individual’s basic needs. It is a profession that requires creativity, inquisitiveness, and knowledge in utilizing the nursing process to assess, analyze, plan, implement and evaluate care that will assist clients to meet their basic needs and attain their potential.

      The nursing curriculum at Chaffey College prepares the student to become an Associate Degree Nurse. Courses in natural, behavioral, and social sciences, as well as courses in communication skills provide a foundation for the nursing curriculum. The nursing courses are based on the major concepts of Maslow’s Hierarchy of Basic Needs, the Nursing Process, Erik Erikson’s theories of development, and therapeutic communication.

      The faculty is committed to incorporating into their teaching methodology an awareness of individual differences of students including their cultural and ethnic backgrounds, learning styles, goals, and support systems. The faculty believes that learning is facilitated when students are actively involved in the learning process and assume responsibility for their own learning. The teacher provides an environment conducive to learning, seeks out learning experiences appropriate for the student, and acts as a resource person.

      Graduates holding the Associate Degree are prepared as accountable nurse care providers described within the Nurse Practice Act. The scope of their practice centers on direct client care and encompasses the role of the nurse as care provider, client teacher, communicator, manager of client care and a member within the profession of nursing. The Associate Degree Nurse is capable of entry level management and decision-making, with guidance, regarding client-centered care in a variety of health care setting throughout the community.

    3. Program Objectives
      On completion of this program the graduate will: (to meet the minimal standards for competency set forth in section 1443.5 of the California Nurse Practice Act):

      1. Utilize the nursing process to provide care for the client and his family that recognizes threats to normal physiological, psychological, developmental, spiritual and sociocultural needs.
      2. Collaborate with health care workers in the development of individualized teaching plans.
      3. Communicate with health care team, and client/family to cope with or resolve problems.
      4. Coordinate, delegate, and prioritize the delivery of care aimed at meeting the needs of clients/groups of clients and their families.
      5. Serve as the client’s advocate.
      6. Practice within the ethical and legal framework of nursing demonstrating personal accountability for own actions and professional growth.

    4. Curriculum Design
      The content of the curriculum is reflected in the program and course objectives. These objectives are based on the standards of nursing practice as defined in the Nursing Practice Act, the concepts from the humanistic philosophy of Abraham Maslow, and the psychological theory of growth and development by Erik Erikson. The course descriptions and program of learning listed in the college catalogue reflect these content areas. The course objectives further reflect the integration of the basic thread concepts such as nutrition, pharmacology, cultural diversity, and growth and development.

      The curriculum is developed using a simple to complex format. Each course builds upon another by discussing simple threats to basic human needs and then adding more complex threats in the final courses. For example, a basic need for air, as identified by Maslow, has become the modular concept for oxygenation. Modules of increasing complexity have been developed in successive courses from review of oxygen as a basic need to later addressing more complex oxygenation concepts.

      The basic needs’ concepts from the humanistic philosophy of Abraham Maslow, and the psychological theory of growth and development by Erik Erikson, are integrated into the nursing care plan to provide students the opportunity to determine the relationship of their client's developmental stage to his/her need for nursing care. Nursing care plans reflect the growth of critical thinking skills throughout the program. As the threats to a client’s well being increase and become more complex, the student is required to use critical thinking and creativity to assist the client.

      Leadership, management, and critical thinking skills are incorporated into the curriculum and follow basic program threads of simple theory to complex application. Change, challenge and opportunity are the key words for today’s nurse. Clinical experiences address the challenges and responsibilities confronting the graduate nurse.

    5. Program Outcomes
      Systematic evaluation of the Associate Degree Nursing program is utilized for the development, maintenance, and revision of the program and program outcomes. Program outcomes that measure the effectiveness and quality of the program are focused on the benefits to the student, employer, and community. The following outcomes have been identified.

      • Provide educational opportunities, and enhance educational access and participation for a diversified student population.
      • Provide for a retention rate of 80 percent or above.
      • Provide a course of study that promotes a 90 percent overall successful completion rate on the NCLEX examination.
      • Enable 90 percent of graduates to obtain employment in nursing within six months of graduation.
      • Develop and maintain a collaborative relationship with community agencies.
      • Provide an opportunity for nursing students to evaluate the effectiveness of their education, instructors, and the clinical agencies.
This program, leading to an Associate in Science Degree with a major in Nursing, is approved by the California Board of Registered Nursing and accredited by the Accreditation Commission for Education in Nursing, Inc. (3343 Peachtree Road NE, Suite 850, Atlanta, GA 30326,phone: 404/975-5000, fax: 404/975-5020, web: www.acenursing.org)

The graduate is eligible to take the National Council for Licensure Examination (NCLEX) and, upon successful completion, become licensed as a Registered Nurse in the state of California. Completion of the program is not a guarantee of licensure. There are fees for obtaining licensure by examination or endorsement, interim permit, and biennial renewal. California law allows for the denial of registered nursing licensure on the basis of any prior convictions. Information is available at http://www.rn.ca.gov/enforcement/convictions.shtml.

Information sessions are offered to all new and advanced placement students.



Spring 2014
Information Sessions
Download the session flyer (.pdf)

Rancho Cucamonga Campus

Date Time Location
January No meeting scheduled  
Friday, February 7 11:00 a.m. to 1:00 p.m. HS-143
Friday, March 14 11:00 a.m. to 1:00 p.m. HS-143
Friday, April 11 11:00 a.m. to 12:30 p.m. HS-143
Friday, May 9 11:00 a.m. to 1:00 p.m. HS-143

Information meetings are held on the second Friday of each month except February which will be held on the first Friday. All meetings are open to the public; sign-ups are not required. Seating is limited. Please be prompt to assure admittance and allow time for parking. There will be no admittance after 11:00 a.m.

Day pass parking permits may be purchased at the dispensers in each parking lot.

ADN Degree Requirements are accessible at:
http://www.chaffey.edu/counseling/majorsheets/occupational/Nursing_ADN.pdf





Rev. 1/15/14


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