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Advanced Placement Pathway

Licensed Vocational Nurse (LVN) and Licensed Psychiatric Technicians (LPT) to Associate Degree Nursing (ADN)

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

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.

Advanced Placement Pathway Curriculum

Nurse 259: Transition to the RN Role

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 and the curriculum for the ADN pathway, accepted applicants may be required to take the following Nursing Courses

  • Nurse 270 Nursing Process: Pharmacology
    • 2 units
  • Nurse 271 Nursing Process: Fundamentals
    • 7 units
  • Nurse 272 Nursing Process: Geriatrics
    • 1 unit
  • Nurse 273 Nursing Process: Maternal-Child
    • 6 unit
  • Nurse 274 Nursing Process: Mental Health
    • 3 units
  • Nurse 275 Nursing Process: Medical-Surgical
    • 7 units
  • Nurse 278 Nursing Process: Advanced Medical-Surgical
    • 10 units

Veterans

In compliance with the Board of Registered Nursing and California Code of Regulations 1426 (1), Theory and clinical practice requirements of the curriculum will be adjusted in recognition of military education and experiences of the student, when applicable, through an individualized process for evaluating and granting equivalency credit for military education and experience that results in meeting the same course objectives and competency standards.

  • Veterans and Military Personnel:
    • Veterans and Military Personnel may be eligible for acceptance into the Modesto Junior College (MJC) Associate Degree Nursing (ADN) Program on a space available basis. Healthcare related education and experience within five years prior to application is recommended. Applicants are evaluated on an individual basis, taking the following criteria into consideration:
      1. Military records and transcripts must be reviewed by the MJC Veterans Center Coordinator (Certifying Officer), (209) 575-6670.
      2. Military records must include a DD-214 showing completion of military coursework and service/discharge under honorable conditions. If applicant is in active duty, a letter from the applicant’s military supervisor verifying current honorable service is required.
      3. To assist with the transition to civilian life and to prepare for success in the nursing program, applicants must have successfully completed Nurse 259: Transition into the RN Role at MJC prior to the ADN Program application period.
      4. It is recommended for veterans/military personnel to meet with a nursing advisor or counselor prior to the ADN Program application period.
      5. An individual assessment of evaluating and granting equivalency credit for prior healthcare related military education and experience will take place prior to student placement in the ADN program.
Please call (209) 575-6017 to schedule an appointment or email Veterans Services for additional information. Please refer to the Veteran's Policy document.
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