DNP · MSN · BSN · RN
I build nursing programs that produce exceptional graduates. From curriculum architecture to faculty development, I create the systems that transform good programs into outstanding ones.
Executive Summary
Dr. Diana C. Galvez is a nursing education leader whose career spans clinical practice, academic instruction, curriculum development, and program leadership. Beginning as a home health nurse in 2011 and advancing through acute care and charge nurse roles, she built a strong clinical foundation before transitioning fully into academia.
Today, she serves as Clinical Assistant Professor and Level 1 Coordinator at the University of Massachusetts Boston's Accelerated BSN program, where she oversees curriculum implementation, mentors faculty, coordinates clinical placements, and ensures programmatic excellence across multiple courses and dozens of instructors.
Her approach combines rigorous academic preparation—a Doctor of Nursing Practice with a 4.0 GPA and published research—with practical experience building courses from the ground up, leading curriculum transitions, and developing faculty. She brings both the scholarship to design evidence-based solutions and the operational expertise to implement them.
Distinctive Value
The combination of skills, experience, and perspective that I bring to every role.
I don't just teach existing courses—I create them. I've built complete courses from scratch, including all content, assessments, simulations, and faculty guides. When programs need new curricula developed, I deliver.
I see how didactic, lab, simulation, and clinical components must work together. My curriculum designs ensure students build competencies through intentionally sequenced experiences—not disconnected activities.
I use ATI results, course evaluations, and performance analytics to identify what's working and what isn't. Every semester, I refine courses based on evidence—not assumptions.
I mentor and coordinate teams of instructors. From orientation to ongoing support, I help faculty implement curricula consistently while growing their own teaching capabilities.
I've led major curriculum transitions, including concept-based to competency-based redesigns. I know how to navigate faculty concerns, maintain quality during transitions, and document for accreditation.
I leverage educational technology strategically—Canvas, ATI, JoVE, H5P, ECHO360, SimCapture—to create engaging learning experiences that meet modern learners where they are.
Professional Journey
From bedside nurse to academic leader—each role building toward the next.
University of Massachusetts Boston — ABSN Program
Leading all Level 1 operations including curriculum implementation, faculty coordination, clinical placement oversight, and student success initiatives. Teaching two course sections while mentoring 4-6 didactic faculty and 20+ clinical/lab instructors. Spearheading transition to competency-based curriculum with full documentation for accreditation.
University of Massachusetts Boston — ABSN Program
Developed and revised course content in online learning management system for multiple courses. Collaborated with faculty to implement department philosophy and conceptual framework. Created engaging, innovative online courses while assisting with syllabus revision and textbook selection. Utilized innovative technological sources tailored to nursing student learning needs.
Bunker Hill Community College — Registered Nursing Program
Full-time faculty role teaching senior-level students in primarily in-person and synchronous classroom settings. Continuously developed and updated course strategies based on evidence-based practices and technological advances. Contributed educational and clinical expertise to optimize delivery of content. Proficient in online/distance teaching modalities across multiple learning systems.
University of Massachusetts Boston — RN to BSN & ABSN Programs
Collaborated in interdisciplinary teams to build creative academic/clinical partnerships. Guided and advanced clinician competencies to meet future demands of complex health systems. Contributed to intersection of clinical education, simulation, and innovation at graduate and undergraduate levels. Committed to teaching diverse student population in urban setting with focus on reducing health disparities.
Labouré College — Certified Nursing Assistant Program
Co-created curriculum for CNA course, including teaching strategies, activities, and educational modalities to improve the program. Monitored and evaluated student performance, developed improvement plans, and maintained records for accreditation. Assisted students in developing understanding of values, attitudes, and ideals appropriate to healthcare profession.
Simmons University — Registered Nursing Program
Planned and selected appropriate clinical experiences to meet course objectives and student learning needs. Evaluated students' written assignments and provided regular, accurate, and timely feedback. Encouraged students to participate in professional, community, and scholarly activities. Fostered culture of learning valuing mutual responsibility, lifelong learning, diversity, and ethics.
Labouré College — Registered Nursing Program
Guided students to work cooperatively in maintaining standards and applying theory for professional nursing practice. Utilized evidence-based practice to facilitate clinical reasoning and appropriate application of theory. Implemented various teaching techniques to evolve critical thinking and encourage equal participation. Responsible for managing, directing, and evaluating student learning in nursing skills and simulation lab.
Quincy College — Registered Nursing Program
Assisted students in creating individualized care plans, completing complex clinical assessments, and understanding diagnostic testing and therapies using laboratory and simulation equipment. Mentored students to develop and utilize critical thinking skills in complex and critical situations. Managed, directed, and evaluated student learning in nursing skills and simulation lab.
Bunker Hill Community College — Registered Nursing Program
Provided classroom instruction in fundamentals of nursing, integrating literacy and learning with thematic and standardized teaching methodologies. Assisted students with planning, coordinating, delivery, and managing patient care utilizing the nursing process. Developed, implemented, and modified high volume of diverse lesson plans, curriculum, and examinations. Primarily taught senior-level students preparing workforce-ready nurses.
South Shore Hospital & New England Sinai Hospital
Built clinical expertise in medical-surgical and telemetry nursing. Promoted to Charge Nurse within 3 months at first position. Managed 22-33 bed units, coordinated patient assignments, precepted new hires and nursing students. Participated in Shared Governance, Epic implementation, and Education committees.
Signature Accomplishments
Concrete achievements that demonstrate my ability to build, lead, and transform.
Built NURSNG 273 (Health Assessment) from minimal existing content to a comprehensive, multi-modal course with video lectures, ATI simulations, interactive assessments, longitudinal case studies, and competency-aligned rubrics.
Led Level 1 transition from concept-based to competency-based curriculum while maintaining program quality. Created curriculum maps, competency rubrics, and documentation systems that demonstrate AACN Essentials alignment.
Created comprehensive Clinical Judgment Workshop from scratch—including case studies, simulations, reflective exercises, and peer collaboration activities. Aligned with concept-based curriculum to build clinical reasoning systematically.
Served as primary architect for complete CNA curriculum redesign at Labouré College. Created teaching strategies, learning activities, and assessment tools that met accreditation requirements and improved student outcomes.
Developed and implemented orientation, mentorship, and communication systems for Level 1 faculty. Created instructor packets, competency rubrics, and support structures that ensure consistent curriculum delivery.
Completed and published DNP dissertation on reducing simulation-related anxiety in nursing students. Presented findings at international Sigma Theta Tau conference, contributing to evidence base for simulation education.
"I believe every student has the capacity to become an exceptional nurse. My role is to create the learning environment, experiences, and support systems that help them discover and develop that potential."
Teaching Philosophy
Every learning activity connects to specific competencies. Students always know what they're building toward and how each experience contributes to their development.
Classroom, lab, simulation, and clinical work together intentionally. Concepts introduced in lecture are practiced in lab and applied in clinical—not treated as separate activities.
Students build competence through sequenced experiences that increase in complexity. Early success creates confidence for tackling harder problems.
I expect excellence and provide the resources to achieve it. Struggling students get targeted intervention—not lowered expectations.
Student Voices
What students say about their learning experience.
"What I liked most about this course was the balance between theoretical knowledge and practical application. The course materials were well-organized, and the instructor made complex topics easier to understand."
— Student Course Evaluation"The way that she cares about her students and wants them to succeed, not every professor takes the time to actually help you. I had a great meeting with her and she was able to go over some exam question types with me."
— Student Course Evaluation"I tell my friends that I feel like if I email Dr. Galvez at 12 midnight, she will reply. She always made me feel very comfortable and she was very approachable."
— Student Course Evaluation"She really does prepare us to be the best student nurse we can be. She also prepares us for the NCLEX and the profession. She provides a lot of links and resources so the student isn't lost."
— Student Course EvaluationEducation
Regis College — Nursing Education Focus
4.0 GPASaint Joseph's College of Maine — Education
3.97 GPANova Southeastern University
In Progress
Scholarship
Doctoral Dissertation
Sigma Repository, Dissertations #693 | Published 2024
Quantitative quasi-experimental study demonstrating that structured pre-simulation orientation sessions significantly reduce student anxiety and improve learning outcomes in high-fidelity simulation environments.
View Publication →Conference Presentation
2024 Knowledge and Innovation Virtual Conference | Sigma Theta Tau International
Poster presentation sharing research findings with international nursing education community. Findings have implications for simulation curriculum design and student preparation strategies.
I'm always interested in conversations about nursing education, curriculum development, and opportunities to build programs that make a difference.