Welcome to the Department of Nursing at Galveston College. The outstanding faculty and staff provide an excellent environment for learning the Arts & Science components of nursing. The faculty and staff are ready to help students meet their educational needs and expand their education in the future. The Department of Nursing partners with many excellent healthcare institutions and clinical sites to provide students resources to practice the theoretical concepts learned in the classroom and simulation laboratory.
Galveston College has a student-centered learning environment dedicated to helping develop professional nurses to serve their communities through educational programs in which students learn to provide high-quality healthcare. As a Galveston College nursing student you will be challenged to strive for excellence and professionalism in many diverse settings, both in theory and clinical courses.
2018 Nursing Applications
Mission, Vision & Philosophy Statements
The nursing curriculum is based on the belief that humankind has dignity and worth. Individuals have the ability to plan, invent, discover, and direct their own lives. They relate through physical, emotional, intellectual, social and spiritual development. This includes the acquisition of values and beliefs which influence their decisions.
We believe the Nursing Department at Galveston College is an integral part of the college community and as such we are actively involved in meeting the needs of the local community. As nursing educators, we are in partnership with students during their enrollment in the Galveston College Associate Degree Nursing Program. This partnership is a vital link in the educational process. Students and faculty share the responsibility for identifying learning agendas.
As faculty the goal is to empower students to learn and to pursue lifelong learning throughout their nursing careers. We believe that adult learners in the community college setting bring a variety of life experiences to the classroom and the clinical areas. Students need to build on these life experiences to fully develop their nursing potential. We believe that students need to be involved in making educational choices and selecting options to best meet their needs. Our role as faculty is to facilitate the transition from empowered student to life-long learning professionals.
We believe nurses are actively involved in decision-making and coordinating care with the client and health care team. To this end, we believe the clinical reasoning skills of students must be finely cultivated throughout the educational process at Galveston College. As graduates they will become competent practitioners able to make knowledgeable decisions based on moral and ethical reasoning, and evidence-based research and be accountable for their practice in accordance with the Nursing Practice Act. As graduates they will be prepared to meet health care needs by providing direct client care in acute care and community settings. We believe that the nursing process is the basis for decision making and actively incorporate this concept into all nursing courses.
We believe the cornerstone to quality nursing education and the profession of nursing is caring. Nursing is rooted in caring, which has been described as “human acts and processes that provide assistance to another individual in order to meet an expressed, obvious or anticipated need” (Leininger, 1985, p.209). Caring requires that the nurse give presence and attention to the client. In caring situations, decisions “are made with rather than for the client.” (Leininger, 1992, p.32). Nurses are presented with complex situations which require the ability to negotiate “between alternative points of view, contradictory lines of reasoning, and realities of situational contingencies.” (Jones & Brown, 1991, p.532). In order to effectively provide caring, the nurse must be able to proficiently critically think. Nurses provide care in varied settings with diverse clients. We as educators care about students; we as nurses care about clients; we as faculty care about fellow colleagues; and, we as members of society care about the global community. We believe that nursing involves caring for clients from diverse demographic, socioeconomic, ethnic and cultural backgrounds. We foster this caring attitude in classrooms, clinical practice, and in community involvement. We are committed to the ideal of caring nursing professionals who demonstrate this attitude towards themselves, peers, clients, and the community. We acknowledge that caring involves developing a sense of self-esteem in students. Enhanced self-esteem will foster self-caring attitudes. To this end we incorporate a caring philosophy into all courses in the nursing curriculum.
Communication is an essential element of nursing practice. Only through flexibility and open dialogue can faculty and students stay attuned to changing needs in partnerships and work to achieve client centered goals. As members of the health care team, the graduate must effectively collect and disseminate information pertinent to the client and the health care team.
We realize that nursing, nursing education, and health care is evolving. Nursing education can function as the catalyst for change in the profession and health care delivery system. We must focus students on the caring commitment of the nurse to the client, to the community, and to the profession to which they will become members.
See the most recent college catalog for additional information and course descriptions. For more information and degree plans, please contact us at (409) 944-1396 or by email at firstname.lastname@example.org or email@example.com.
Graduate Outcomes & Student Achievement Outcome Data
Upon graduation, the new graduate is prepared as a safe, beginning nurse generalist. Therefore, the ADN graduate will serve as a:
1. Demonstrate the knowledge, skills, and attitudes which ensure a culture of safety in nursing practice;
2. Demonstrate the attitudes and values of the nursing profession;
3. Provide patient centered care which is respectful of responsive to individual patient preferences, needs and values;
4. Implement teaching-learning principles to meet the needs of patients and families with complex health needs;
5. Independently utilize clinical reasoning skills when providing care for patients with complex health needs;
6. Initiate and facilitate effective communication with patients, families, and members of the interdisciplinary health care team; and
7. Collaborate with interdisciplinary teams to manage patients, families, and/or communities to achieve quality patient outcomes.
Student Achievement Outcome Data
Program Completion Rate
Graduate Job Placement (within one year of graduation)