Friday, August 18th, 2017


Care Training Services:  Mission & Philosophy


Care Training Services strives to be the educational institution of choice in the area. We will do so, as a team, by assisting our students in reaching their maximum potential and providing excellent quality care training in a stimulating, safe and pleasant learning environment. We also provide excellent compassionate care of the student, viewing them as a whole person – body, mind and soul.

Care Training Services will serve a multi-ethnic population, which traverses all levels in the socio-economic ladder.  Community problems mirror those of society as a whole; however because the Crenshaw district is small in dimension, such problems seem exaggerated.  Care Training Services acknowledges these community problems and recognizes the needs and concerns of the community and surrounding facilities for skilled personnel. Mindful of these needs and concerns, the faculty of Care Training Services set forth this statement of beliefs:

Man: The faculty believes in the inherent worth and dignity of each individual.  We view health and illness as a continuum with individuals, responsible for choices affecting their well-being.

Society: The faculty believes that Care Training Services programs are an integral part of the total educational system of our surrounding communities.  We are a community-oriented institution providing general and specialized educational opportunities.  We are open to all individuals who are concerned about the health, well being, and future of Society.

Education: The faculty believes that education is a life-long process.  Therefore, we are committed to the establishment of training programs that do not replicate or supplant the program efforts of other local education agencies.  We believe in establishing programs that provide students with enriched entry-level marketable job skills and to prepare one for gainful employment or enrollment in more advanced training programs.

Learning: The faculty believes that thinking, reasoning, solving problems, becoming proficient in new skills, and acquiring ideas are all phases of the learning process.  Learning is development through experience, practice and insight.  This active process is self-initiated and self motivated.  An individual acquires knowledge, skills and ideals which he uses to modify subsequent behavior, but the primary responsibility for learning rests with the student.

Trends in Health Care: Delivery of Health Care: The faculty believes that each student’s performance exhibits nursing commitment to personalized services for all persons without regard to color, creed, or social -economic status, and a belief in the value of every person.  The faculty is committed to the promotion of competent nursing practice demonstrating this belief by seeing that a person’s health needs are met in a manner that shows concern for him as a unique individual.

Health Careers: The faculty believes Health Careers are concerned with providing preventive, therapeutic, and restorative health care for individuals and families.  It is based on therapeutic involvement of the any health care provider with the emotional, physical and social needs of the patient and his family, as members of the community.

It is the goal of Care Training Services is to:

Prepare qualified and competent personnel for the health care team;

Assist students to be motivated and self-directed;

Provide varied and diversified learning experiences that enhance the theory and clinical objectives

Statement of  Non-Discrimination

Non-Discriminatory Policy per Rev. Proc. 75-50, Section 4.01


Care Training Services admits students of any race, color, and national or ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at our school and does not discriminate on the basis of race, color, and national or ethnic origin in administration of our educational policies, admissions policies, scholarship and loan programs, and athletic and other school-administered programs.