From left: Juanita Razo, Holly Harmon, and Leezel Ramos of the Student Leadership Institute. Raymond Austin Nation started a nursing club for students at Cal State Fullerton, founded a local Christian ministry for single men and women and serves on the board of a community theater guild and national nursing association. Top row, from left: Holly Harmon, program coordinator of the Student Leadership Institute, with student participants Raymond Austin Nation, Monique Cardenas, Charlene Riley, Anthony Kress and Holly Nguyen.
While these are just a handful of his campus and community activities, Nation credits the university’s Student Leadership Institute for giving him the tools to be a better student and civic leader. Founded on campus in 1991, the Student Leadership Institute, under the Dean of Students Office, Leadership and Multicultural Development Programs, provides students the opportunity to learn and hone leadership skills. Offered at no cost to participants, the program has provided leadership training to more than 6,000 students over the last 18 years. Many of the students who go through the program get involved in leadership roles on campus and in the community, and eventually, in their careers.
Anthony Kress, seated, and Raymond Austin Nation completed the Student Leadership Institute program in May and earned leadership certificates.
One reason why the program has flourished is because it is offered at no cost to students — and administrators want to keep it that way. To offset program costs, plans include seeking new grants and establishing ties with Student Leadership Institute alumni to contribute, Mink Salas said. Some participants are student leaders, while others have little or no experience in leadership, said Holly Harmon, program coordinator. Harmon oversees a 10-member student committee that helps to manage day-to-day operations.
This fall, a new track, developed in collaboration with International Education & Exchange, will be offered. Under the program, students must perform at least five hours of campus or community leadership service for each track they plan to complete. For each leadership track completed, students receive a certificate of leadership, showing future employers that they are well prepared to be leaders in their jobs and communities, Harmon noted.
Last academic year, senior Anthony Kress served as the marketing coordinator and acknowledged that the experience helped him improve his leadership and management qualities. Kress, a business administration major, serves as the student director of Volunteer Income Tax Assistance (VITA), an IRS-sponsored community program that provides tax assistance to low-income community members. Each academic year, about 300 students, representing all majors and class levels, enroll in the two-semester certificate program, which takes up to 30 hours to complete.
Senior Leezel Ramos, a speech communications major, is director of the 2009-10 coordinating committee.
Seven tracks are currently offered and focus on topics such as career leadership, cultural awareness, peer tutoring and social justice activism. It focuses on global awareness and responsibility, said Juanita Razo, associate dean of students for Leadership & Multicultural Development Programs.
University professors, administrators and staff, former institute participants and community and business members present the workshops, Razo said. This fall, Nation will start his master’s in nursing with a concentration in nursing leadership at Cal State Fullerton.
They are exposed to specific topics, such as managing difficult people, learning different leadership styles and developing effective communication skills.
Using TMO ALPs Programs has received the.A  The Executive Office of Energy and Environmental Affairs. Nursing courses include didactic and clinical training over a two-year period that includes but is not limited to fundamentals of nursing, pathophysiology, pharmacology, nursing care of the adult in a medical-surgical setting and an intensive care unit, family nursing including care of children and expectant mothers, mental health nursing, and community health nursing. In addition to classroom education, students will participate in clinical settings in hospitals and agencies located in middle Tennessee.

The program includes a course to help with the transition from student into independent clinical decision-maker. The skills needed for good leadership are present in all of us, but not all of us are natural leaders. This degree program trains students to work with persons from various cultures across the life span and the wellness-to-illness continuum. Our ALPs series is designed to identify, embrace and and strengthen our ALPs participants leadership abilities.
At the conclusion of the program, students are eligible to take the National Council Licensure Examination for Registered Nurses (NCLEX-RN).Nursing Program Fall 2017 Information Sessions If you are interested in admission to the Fall 2017 nursing class, it is mandatory to attend an information session before applying. Dates, times, and locations of Fall 2017 info sessions will be posted here in September, 2016. Prospective students can read the nursing program admission links to the right, which include information about admission requirements, selection criteria, and program of study. TMO Adventures provide an opportunity to realize a group's governing principles, values, ethics and practice core competencies in a safe and supportive environment.
Take special note of program Admission Requirements (PDF) and Test of Essential Academic Skills V (TEAS V) (see TEAS V Information below) required of all students applying for admission to the nursing program. Our challenges are experiential in nature and we encourage continued teamwork, realistic goal setting, honest feedback and shared learning in a experiential process which stimulates our creative thinking and problem solving skill sets. Students applying for admission to the Nashville State Community College AAS Nursing Program are required to take the Test of Essential Academic Skills V (TEAS V).
The TEAS V is a multiple-choice assessment of basic academic knowledge in reading, mathematics, science and English and language usage. TMO Adventures provide an opportunity to realize a group's governing principles, values, ethics and practice core competencies in a safe and supportive environment. Test results are available to the student and NSCC nursing 48 hours after completion of the test.
These are quality adult programs designed for Outdoor Leadership & Professional Development. We strongly encourage applicants to utilize a combination of study guides and the online practice assessment which are available through ATI.
The TEAS V is available at two locations: The test can be taken in The Testing Center at Nashville State Community College, 120 White Bridge Road, Nashville, TN 37209. Be sure to associate yourself with the correct institution located in the Institution drop down menu.
PSI will require the ID # from your purchase confirmation, so be sure to have it available. After scheduling the TEAS V with PSI, you will receive an e-mail confirmation providing the test center location and directions.
If you need to reschedule your test, you must contact PSI 2 days before the scheduled test date How do I send my TEAS V scores to Nashville State Community College? During the registration process, students will be asked to select a school to receive their TEAS V scores. All students considering admission to the NSCC nursing program must take the TEAS V nursing entrance exam by February 25, 2016. Uniformed Nursing Services (USUNS) Veterans Health Administration, Department of Veteran Affairs (VHA) National Council of State Boards of Nursing (NCSBN) State Boards of Nurse Examiners (SBNE) Council for Higher Education Accreditation (CHEA) Association of Specialized and Professional Accreditors (ASPA) Pan American Health Organization (PAHO) Department of Health and Human Services, Bureau of Health Professions, Division of Nursing (USHHS) Employers National Certification Corporation for the Obstetric, Gynecologic, and Neonatal Nursing Specialties (NCC) The NLNAC can be contacted at: Board of Commissioners of the Accreditation Commission for Education in Nursing 3343 Peachtree Road NE, Suite 850, Atlanta, GA 30326. As an integral part of Nashville State Community College, the nursing program derives its overall philosophy and purpose from the mission and goals of the college. Nashville State is first and foremost a teaching and training institution that places high value on maximizing student access to educational programs and on graduates’ success in finding employment or continuing their education.
The culture of Nashville State values: Helping students succeed in reaching their educational and career goals.

Providing learning opportunities to serve students in occupational and educational settings.
The faculty support and implement the mission, goals, and philosophy by providing an innovative, creative, and comprehensive curriculum in an interactive environment. We acknowledge the diverse needs of our students and clinical agencies as we work together for community enrichment. The Nashville State nursing program is committed to fostering an environment that promotes self-directed professionals in the art of caring, interpersonal communication and critical thinking.
Vision Nashville State Community College nursing program's vision is to prepare nurses who demonstrate professional competency in their application of the art and science of the nursing process, who are committed to serve the communities in which they live.
Mission Nashville State Community College nursing program aspires to professional excellence in teaching and learning with a dedication to provide evidenced-based nursing practice through discovery, integration, application, innovative technology and scholarship. We are committed to fostering an environment that promotes self-directed professionals in the art of caring, interpersonal communication and critical thinking. Our vision recognizes graduates as patient advocates who are stakeholders of the health and welfare of the community. Trust denotes a positive relationship of openness and fairness while creating an environment of safety, dignity and respect. A person possesses dignity, rights, worth, and deserves respect and the opportunity to make choices affecting health across the life span. An individual has adaptive abilities to meet hierarchical needs as they develop through life cycles and stages.
These influences are defined by physical, intellectual, emotional, cultural and societal forces which require adaptation to maintain holistic health. Illness is an imbalance from homeostasis and the holistic health of the individual while wellness can embody the presence or absence of disease. Nursing actions are developed through assessment, nursing diagnosis, planning, implementation, and evaluation. Nursing actions are also developed from the scientific process, the development of critical thinking, communication, and independent judgment. Collaboration, organization, delegation, accountability, advocacy, collegiality, ethics, and leadership reflect nursing roles that encompass the Standard of Professional Performance. Nursing is practiced as both a science and a caring art in primary, secondary and tertiary care settings.
The nursing program reflects an organized curriculum increasing in difficulty and complexity over time. The education process involves recognition of each student as a unique individual and requires open communication between the student and faculty member. The learner is an active participant who is accountable for the pursuit, acquisition, application and personalization of knowledge. It is the responsibility of the teacher to provide a positive learning environment to promote learning. Learning is enhanced through multi-sensory approaches, and the provision of a variety of learning experiences. Learning requires opportunities in the clinical setting to provide the application of knowledge and acquisition of skills. Learning experiences are directed toward growth of independent thought, critical thinking, and mastery of clinical skills needed to provide safe, competent care to individuals, families, groups, and communities. These key concepts and constructs are reflected in the program outcomes, the semester student learning outcomes, and the course student learning outcomes.

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