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Modesto Junior College (MJC), currently, does not have an LVN or LPT program, but rather a pathway for LVNs and LPTs to continue their education to obtain an Associate of Science degree in nursing and be eligible to take the NCLEX-RN.

The Advanced Placement Pathway requires successful completion of Nurse 259 at MJC or H S 043 at San Joaquin Delta College prior to applying to the ADN Program. Nurse 259 and H S 043 is a transition course required for all LVNs, Psych Techs, and selected Military Personnel/Veterans pursuing the Advanced Placement Pathway. The course provides an individualized process for evaluating and granting equivalency credit for prior education and experience that results in meeting the same course objectives and competency standards.

In addition to Nurse 259 or H S 043 and the curriculum for the ADN pathway, accepted applicants may be required to take additional nursing courses

Nursing Philosophy

The philosophy of the Associate Degree Nursing Program reflects the faculty’s beliefs about persons, the art and science of nursing, and nursing education. These beliefs are embodied in program terminal objectives and offer a compass for the instruction of nursing. Similarly, the program philosophy is congruent with the Modesto Junior College Mission Statement which acknowledges the uniqueness of individuals and a commitment to excellence in education.

We believe that each person is an individual worthy of respect and caring. Each person possesses a unique combination of attitudes, values, life experience, learning styles, culture, ethnicity, and support systems. Each person is a complex entity with biological, psychological, social, and spiritual needs. As described in the Roy Adaptation Model, each person is in constant interaction with a dynamic environment. Multiple factors from the environment, both past and present, challenge the person to make adaptive responses. The well-being or survival of the person depends on coping mechanisms which lead to adaptation to an ever-changing environment.

By its nature and process, we believe that nursing is a profession of both art and science. The art of nursing lies in caring. Caring is defined as a way of being within the context of a therapeutic relationship. It is through caring that the patient is empowered to perform activities that promote health, prevent illness, and maintain or restore an optimal level of wellness across the lifespan. As Madeleine Leininger states, “Caring is the central and unifying domain for the body of knowledge and practice in nursing.”

 In the practice and profession of nursing, it is the ethic of care that paramountly distinguishes nursing as holistic, differentiates it from other health professions, and therefore, comprises its essence. Caring is evidenced by respect for persons, sensitive and therapeutic communication, and the nonjudgmental provision of care. These behaviors are extended to patients, their families, and their support systems. Caring is also manifested by respect for self, colleagues, and the profession of nursing. It is in the milieu of respect for persons, the fundamental principle of our profession’s Code of Ethics, that nursing care occurs. Conversely, in its absence, nursing care cannot take place.

The science of nursing lies in the nursing process, the problem-solving approach to nursing care grounded in the scientific method, and in the application of knowledge from an array of related scientific disciplines. Equally important to the science of nursing is its own evolutionary heritage contributing to the body of knowledge comprising nursing theory. We therefore acknowledge the historical roots of the nursing profession and recognize the contributions to the development of nursing theory by pivotal nurse leaders.

Nightingale defined nursing as “the care that puts the patient in the best possible condition for nature to act” and described health as not only being well, but “to be able to use well every power that we have.” Henderson described the process of nursing as “assisting the individual, sick or well, in the performance of those activities contributing to health or recovery (or to a peaceful death) that he would perform unaided if he had the necessary strength, will, or knowledge.”

Based on these ideals, we believe that a major role of nurses, who care for persons at various points along the health-illness continuum, is to promote the person’s well being and to manage or prevent complications of illness. In our conceptual framework, the nurse primarily achieves these goals by facilitating adaptation when there are identified alterations in health and coping along this continuum.

While promotion of health and adaptation is a salient role in nursing, it is the nursing process that provides the methodology for nursing care. Nursing process, implemented with critical thinking and skill and drawing on relevant scientific knowledge, provides the essential framework for organizing and delivering care. When this process is delivered with caring, the union of art and science in nursing is complete.

Nursing education may be defined as the acquisition of a unique body of knowledge that is continually expanding and increasing in complexity. This learning includes knowledge of nursing theory and core principles as well as knowledge drawn from the physical, biological, and social sciences. The knowledge of theory is fused with practical applications of learning in a variety of health care settings where patients are experiencing alterations and needs along the health-illness continuum. The evolving nature of nursing mandates that nursing learning transcends the time frame of the educational setting and is, in fact, lifelong.

 No less important than the acquisition of knowledge and skills in nursing education is the acceptance and development of values resulting in a professional work ethic. As we believe that respect and caring are essential behaviors in the provision of nursing care, it is important that these and other professional values be taught as well. The socialization of the student of nursing into the profession of nursing, then, is an educational goal of the highest order.

 Our beliefs about nursing education also acknowledge the diversity of our student population and the uniqueness of the individual learner. We identify multiple factors in the adult learner, including learning styles, values, attitudes, culture, ethnicity, life experience, and support systems as significant characteristics to be appraised. Assessment of these factors identifies students’ learning needs and goals, as well barriers to their success. We believe that sensitivity and responsiveness to the needs of individual students is a precursor to facilitating the academic success of all students.

 While embracing individualism in the academic environment, successful nursing education must also result in measurable and consistent standards of student achievement culminating in competent entry-level practice. We believe this can best be achieved by excellence in education and a collaborative partnership between instructor and student. The instructor serves as learning facilitator, role model, support person, expert teacher, resource person, advisor, and evaluator. The student, as an adult learner, takes responsibility for learning by sustainable commitment to academic expectations, communication of learning needs, and accountability for self-behavior.

LVN 30 Unit Option

NURSING: LVN 30 UNIT OPTION (LVN TO RN)

The LVN 30 Unit Option prepares students to take the NCLEX-RN examination, but does not award an Associate of Science (AS) degree. Students considering this option should contact the School of Health Professions for information and advising.

The Licensed Vocational Nurse (LVN) 30 Unit Option is a certificate upgrade program designed to prepare students to take the National Council Licensure Examination (NCLEX-RN), leading to licensure as a Registered Nurse. Students completing this program are not considered graduates of the Associate of Science Degree Nursing (ADN) Program. A Certificate of Completion will be issued after the LVN 30 Unit Option requirements have been met.

Students are able to apply for the LVN 30 Unit Option in the fall and spring semesters of each year. It is a two-semester program. Although most classes are scheduled during the day, clinical experiences may include both morning and evening hours and weekends. In the last semester of the program there is a five-week preceptorship. During that time, students are expected to be in the clinical setting on a full-time basis. Students must be flexible and prepared to accept these assignments.

Expenses for the 30 Unit Option varies for each individual. See link for, "Program Costs", under LVN 30 unit option for more information. These costs include enrollment and materials fees, background check and drug screen fees, health clearance, Basic Life Support (BLS) certification, uniforms, books, a pre-licensure readiness examination, and a four day live NCLEX review. If you would like information on financial aid, call 575-7700. For academic advising contact Allied Health, 575-6362.

Applications are accepted for the LVN 30 Unit Option once per year. The application period includes the second Thursday through the fourth Thursday each February. Students are selected from the annual applicant pool for fall and spring semesters of the upcoming academic year.

Applicants for the 30 unit option will be missing some of the required prerequisites for the Advanced Placement Pathway and will be stopped on the online application if data is missing i.e. an anatomy class; therefore, 30 unit option applicants should meet individually with a nursing advisor to assist in completing a paper version of the online application.  It is a requirement of the Board of Registered Nursing that MJC provide a 30 unit option pathway; however, MJC does not endorse the pathway as educationally sound for students desiring to become a registered nurse. Only those applicants selected for acceptance into the nursing program will be given instruction on the process for submitting all required documentation.

LVN 30 Unit Option applicants are selected on a space available basis. LVN to ADN Advanced Placement Pathway applicants who have completed all required prerequisites for the ADN Program with grades on transcript and the Test of Essential Academic Skills (see Additional Recommendation below) at time of application will be given priority for admission.
Students enrolled in the LVN 30 Unit Option must be computer literate and have daily access to a computer with Internet. It is strongly recommended that students have Internet access from their place of residence.

Priority will be given to applicants who have successfully completed the prerequisites. Microbiology and physiology may be challenged or completed with a grade of C or better.

  • Microbiology 101 - 4 units
  • Physiology 101 - 4 units
  • Nurse 259 - LVN Transition: Role Change Preparation - 2 units

The N259 course is required. In order to enroll in this course, students must provide proof of a California LVN license with current IV certification and completion of Microbiology 101 and Physiology 101.

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