Philosophy

CAPTEC Professional Training Center is a high quality school that believes in a culturally diverse, holistic approach to education and patient care. The students, instructors, administrative staff, clinical sites, and patients are all integral parts of our program.
CAPTEC Professional Training Center believes that it is the right of every resident to receive quality healthcare from trained personnel.

CAPTEC Professional Training Center believes that each student is made up of physical, psychological, emotional, social, and spiritual components that interface with each other.
We believe that through education, interaction with one another, and exposure to new environments and concepts, that our students can enlarge their horizon and become well-rounded CNAs/HHAs.

CAPTEC Professional Training Center believes that in order for student to learn, they must be physically, mentally, financially, socially and spiritually sound. The student is encouraged to firstly care for self by proper sleep, rest, and nutrition, and social, spiritual, and preventive care.
We believe that this learning opportunity is only one point in the life-long educational process. Learning is best promoted when the student is treated with dignity and respect, and the environment is safe and conducive for creativity, openness, free expression and above all for learning.

We are committed to nursing as an art and science and use the nursing process in assessing, planning, implementing and evaluating the needs of the clients.
The goal is to provide a high quality based, well-structured and affordable Nursing education to a diverse population of students, and to offer opportunities for students to be involved in practice on the cutting edge of health care system.

The programs are designed to prepare students for a changing health care environments and the passion was to provide practically related training programs that are relatively inexpensive with a standard of teaching and a level of scholastic program that will provide Certified Nursing Assistant (CNA)/Home Health Aide (HHA) for the ambitious and hardworking student.
The Institute will emphasize a nursing professional education and development while incorporating the theory and practice of the information profession combining the traditional values of service with the technological skills of the information age.
The charter also sought to address a crying need of our contemporary society, offer quality education and philosophy of academics that will emphasize professional integrity while putting the teaching into a practical setting. This program are carefully designed, crafted and taught to address these needs

CONCEPTUAL FRAMEWORK

CAPTEC Professional Training Center has a framework that builds upon our philosophy, mission, and goals and provides structure to the curriculum. In our approach to nursing education, the nursing process guides the learning. Other concepts that help us frame our program include the nurse, holistic clients, cultural diversity, supportive care, and respect.
For the purpose of our program the following concepts are defined as follows:

Teaching/Learning is a lifelong interactive process through which inquiry and participation result in a change in behavior. The teaching/learning process is facilitated when the individual and nurse share responsibility for outcomes directed at the goal of self care. Learning is a lifelong cognitive, affective, and psychomotor process through which active inquiry and participation result in a change in behavior. The teaching/learning process is an interactive experience among student, teacher, and a chosen learning environment. The learning process is facilitated when the faculty and students share responsibility for outcomes.

Nursing Education fosters the concept of lifelong learning through spontaneous and structured education at all levels of nursing practice. Practical nursing education is designed to provide knowledge and skills necessary in promoting self care and maintaining a more fulfilling life. This education encompasses knowledge regarding scientific principles and human behaviors. Faculty organizes learning experiences starting with the simple and moving to the complex. Faculty also acts as resource persons and facilitators to the students. Clinical experiences enable the students to apply newly acquired classroom skills and theoretical knowledge of nursing principles to direct patient care. The faculty, staff and administrators of the School are committed to the learning process, by which we mean understanding human behavior, maintaining openness to new experiences, and the willingness to adapt to change. The educational process is a reciprocal relationship between the instructor and the student in which there are intellectual exploration, professional development, and personal growth of each. Within this context, the learner is ultimately responsible for their learning. Collaborative efforts emphasize the development of skills of inquiry that encourage self direction, personal growth, and individual differences within a complex and constantly changing society.

The School is committed to making the educational process available to all students regardless of race, color, religion, national origin, creed, gender (sex), age, marital status, personal appearance, sexual orientation, family responsibilities, matriculation, political affiliation, or physical or other handicap (when that handicap will not interfere with attainment of program goals and objectives).

Client is an individual, family, or community that includes the physical, physiological, emotional, nutritional, educational, psychological, spiritual, and environmental make-up. The client is not one of his/it's components, such as an injured part, but a holistic being that is affected by all that has happened before, individual and group beliefs, support systems, and education to date. We care for the total person, family, or community. An impact on one part of the client has an impact on all parts. In caring for the client as a whole, we hold that better care and service can be provided.
Each student is made up of the values and beliefs that they were taught combined with their own experiences. As such each student is a unique person. However there are some commonalities that certain groups share that are different from our own. These cultural diversities are explored and accepted as valuable for the client in helping them achieve wholeness. We first have the students identify their own cultural differences, and then in the classroom the students get to know and appreciate the differences among the other students and instructors. By learning our own uniqueness and the diversity of those we are close to, we can better understand, accept, and care for others of diverse cultures.
We will better assess and identify problems if we know the cultural norms that the client embraces. We are also aware that being of a group does not automatically means the client will embrace all of the group/cultural norms, and our best means of implementing proper care for the client is to ask.
Supportive care is providing care for the client that has been directed by a physician or registered nurse. This care is to enable the client to either gain or return to optimal health or to prevent any further deterioration of health. Care is provided knowing full well that the client has the right to refuse any and all care offered without fear of retaliation or harm. The client is offered informed care where he is told the reason for the care, the benefits and adverse effects that can be expected with and without the care. We will support the client in the decision made, whether it is the one we would have made or not.

Respect and dignity are shown to the each person in the school environment from the visitor to the president. Each of us has a unique role and each is dependent upon the other. When respect and dignity are shown, it is reflected in the care that the students will provide. Respect includes but is not limited to, listening attentively when others are talking; tolerating and learning about differences in culture, dress, diets, and beliefs; willingly offering and giving assistance when needed and refraining from negative or derogatory statements about self and others. Dignity is shown by the way each of us carry ourselves in the school and the community, and how we respond to different situations.