Our Core Courses

NCLEX Preparation Review

The participants who pass the NCLEX Exam and have technological skills, are critical thinkers, life-long learners, who can assess and meet the needs of the multicultural community and are accountable, ethical, caring, and compassionate nurses. 

 · Have board eligibility letter
 · Score 58% or above on Pre-Entry Nursing Assessment Test

       (Assessment Technologies Inc. Comprehensive Test)

 Module I – Introduction / Overview and Assessment Testing – 15 Hours

 Module II – Critical Thinking/The Nursing Process – 5 Hours

 Module III – Basic Nursing – 15 Hours

 Module IV – Medical-Surgical Nursing – 10 Hours

 Module V – Medical-Surgical Nursing II – 10 Hours

 Module VI – Pharmacology I – 5 Hours

 Module VI – Pharmacology I – 5 Hours

 Module VI – Pharmacology I – 5 Hours

 Module IX – Pediatric Nursing – 5 Hours

 Module X – Medical-Surgical III – 5 Hours

 Module XI – Pharmacology II – Advanced – 5 Hours 

 Module XII – Community Health/Leadership – 5 Hours

 Module XIII – NCLEX Readiness – 10 Hours

Additional support courses

Study Group for Nurses

The Regional Health Occupations Resource Center is now supporting an RN Review Study Group. This study group in which foreign and U.S. trained nurses can study and review different nursing topics with the purpose of updating theoretical knowledge as well as clinical skills, is currently held twice a week at the center.

The focus of the group is to review topics that are fundamental to pass the National Council Examination for Registered Nurses or best known as the NCLEX. This group was formed by the participants that are foreign trained nurses and follow a planned outline. Alternate resources are available such as videos; Internet based activities, reference books and computer interactive programs.

The study group also has the support of the Health Career Resource Center and Skills Lab that is located in building 66A in which students will find the resources that will meet their learning needs.

includes: Overview, Critical Thinking, Nursing Fundamentals, Medical Surgical Nursing I, II, III Pharmacology I, Pharmacology Advanced, Mental Health–Psych, Pediatrics, Community Health Leadership.

This group is highly motivated because of the support received from the Regional Health Occupations Resource Center. If you are interested in attending the study group or starting one for your profession, please contact us at The Regional Health Occupations Resource Center (866) 372-9707  or (909) 594-5611 x6101ask for Assistance.
 

Introduction to the U.S. Healthcare System

The modules in this curriculum are designed for recent immigrants who have health professional training and are seeking employment in the healthcare field in California.

This is designed to provide an overview of the health care system in the United States. The issues addressed are from the perspective of the cost, quality, accessibility and equity of the health care system. Specific attention will be paid to contemporary issues in Los Angeles and California 

Course Objectives:

At the end of the course, students will:

Identify major health professions and occupations
Identify major education pathways
Describe the practice and professional culture between medicine, nursing and other providers.
Describe the organization of professional services, licensure and work hierarchies.
 

Introduction  English for Health Care Professionals

This course was developed as a part of the “Welcome Back” projects for Health Care Workers that have been educated and trained in other countries and for whom English is a second language. The course is developed to serve persons that have been trained or educated in Health Care in another country, and is intended to provide the vocabulary and cultural competence to prepare the participant to work in a health care setting in the United States. The participant must have a high intermediate to advanced level of English to successfully complete the course. The course is set up in six (6) ten hour modules and a participant may start at the beginning of any module.
 
 Although graduates of foreign health training programs are able to communicate with medical staff in technical medical English, they are often unable to effectively communicate with their patients in colloquial English. The curriculum strives to give these workers “tools” to interact with patients who may speak English. In addition, health care workers will familiarize themselves with various socio-cultural factors, which may affect patients’ lifestyles
 

 

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