DNP, MSN, BSN, RN
Clinical Assistant Professor and Level 1 Coordinator at the University of Massachusetts Boston, dedicated to transforming nursing education through innovative curriculum design, evidence-based pedagogy, and student-centered teaching approaches.
Dr. Diana C. Galvez is a dedicated nurse educator, clinical leader, and scholar whose career spans more than a decade of progressive growth in nursing practice, education, and leadership.
Beginning as a home health nurse in 2011 and advancing through acute care, charge nurse, and preceptor roles, she built a strong clinical foundation before transitioning fully into academia. Today, she shapes curriculum, mentors faculty, and prepares the next generation of nurses for excellence in clinical practice.
Her doctoral dissertation on reducing simulation-related anxiety in nursing students has been published and presented internationally, demonstrating her commitment to advancing nursing education through scholarly inquiry.
Doctor of Nursing Practice in Nursing Education with perfect 4.0 GPA from Regis College
Published researcher with internationally presented dissertation
Level 1 Coordinator overseeing 20+ faculty and instructors
Active board member in multiple Sigma Theta Tau chapters
A foundation of academic excellence and continuous learning
Dissertation: "Assessing the Impact of a Pre-High-Fidelity Simulation Orientation on ADN Students' Simulation-Related Anxiousness"
Completed while actively teaching as clinical instructor across multiple institutions.
Foundation in clinical excellence, empathy, integrity, cultural humility, and evidence-based care.
Core principles that guide educational practice
Recognizing and responding to individual and cultural differences while integrating innovative teaching methods to enhance achievement for diverse learners.
Grounding all teaching strategies in current research and best practices, continuously refining approaches based on educational effectiveness data.
Bridging classroom learning with clinical application through simulation, case studies, and real-world scenarios that develop clinical judgment.
Leveraging cutting-edge educational technology including high-fidelity simulation, virtual reality, and interactive learning platforms.
Fostering mutual respect, lifelong learning, diversity appreciation, and both personal and professional development in all learners.
Using data analytics and feedback to continuously refine curriculum, teaching strategies, and student support mechanisms.
A comprehensive, evidence-based framework for nursing education excellence
This methodology adapts the proven ADDIE instructional design model specifically for nursing education, integrating clinical considerations, competency-based outcomes, and evidence-based teaching strategies. Each phase builds upon the previous, creating a continuous cycle that ensures courses remain current, engaging, and aligned with program outcomes.
Analyze gaps, redundancies, ATI data, and learning needs to inform design
Establish framework, map competencies, align with AACN Essentials
Build interactive modules, multimedia, case studies, and simulations
Deploy in LMS, orient faculty, align lab and clinical components
Collect feedback, analyze performance data, iterate improvements
Real-world applications demonstrating methodology effectiveness
Students reported improved understanding of theory-practice connections. Course evaluations consistently highlight "the balance between theoretical knowledge and practical application" and that "course materials were well-organized." Faculty noted improved clinical preparedness in students completing the redesigned course.
Students gained hands-on experience in health advocacy by submitting policy memos to actual legislators. The Teaching Plan assignment bridged classroom learning with clinical application, allowing students to directly educate patients during rotations.
The workshop successfully bridged theory-practice integration, with students demonstrating improved clinical reasoning abilities. The structured approach was adopted as a model for faculty development across program levels.
Every content placement decision is evaluated through two complementary perspectives
Fluid & electrolyte balance must be introduced before perfusion concepts, as understanding fluid status is prerequisite to understanding cardiac output.
If Level 1 clinical sites inconsistently provide wound care opportunities, introduce tissue integrity in theory, then reinforce in Level 2 when med-surg clinical ensures exposure.
Multi-modal approaches to engage diverse learners
Pre-recorded lectures and peer-reviewed scientific content
High and low-fidelity scenarios for clinical judgment
Longitudinal case studies from weekly simulations
Peer review, discussion forums, group problem-solving
Immediate feedback quizzes and self-assessment
Guided reflection connecting theory to practice
Skills check-offs with structured rubrics
Assignments connecting coursework to practice
Multi-faceted evaluation approaches aligned with competencies
Ongoing evaluation with immediate feedback
Comprehensive evaluation of outcomes
Direct observation of skill performance
Assessment of real-world practice application
Application to clinical scenarios
Metacognitive evaluation of learning
Leveraging technology to enhance learning outcomes
Learning management & organization
Video lectures with captions
Peer-reviewed demonstrations
Simulations & proctored exams
Secure testing & analytics
Interactive content creation
Simulation recording & review
Performance tracking
Collaborative forums
Learn anywhere, anytime
Essential elements for effective course design implementation
Program outcomes and competencies guide every decision
ATI results and analytics inform continuous improvement
Investment in training ensures consistent implementation
Consistent terminology for concepts and expectations
Continuous refinement based on feedback
Theory, lab, clinical work together seamlessly
Design decisions prioritize learner success
Comprehensive maps ensure consistency
Transforming nursing education through innovation and dedication
Measurable results from dedicated educational leadership
Feedback from course evaluations
"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 and found it very helpful."
"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."
"I like that Dr. Galvez won't just hand you your grade. You have to work for the grade that you want... She provides a lot of links and resources so the student isn't lost... She really does prepare us to be the best student nurse we can be."
"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."
"I thought the course did a very good job of connecting skills at clinical and lab with the classroom. I enjoyed the simulation assignments, I felt I learned a great deal from them."
"I did appreciate the extent that Dr. Galvez went through to help me understand the material. She always gave incredibly useful insight to our work. And she answers emails superfast which helps keep anxiety down in a program where there is little face to face."
Academic leadership driving program excellence
Holds primary responsibility for the overall coordination, flow, and quality of all Level 1 didactic, lab, and clinical components. In addition to teaching courses with multiple sections, mentors, supports, and oversees all Level 1 course faculty, clinical instructors, and lab/simulation instructors.
Serves as the primary point of contact and problem-solver for any issues related to Level 1 courses, labs, simulations, or clinicals. Coordinates clinical placements, develops success plans for struggling students, and ensures curriculum alignment across all components.
A comprehensive career spanning clinical practice, education, and leadership
Developed and revised online course content for multiple courses. Created two new courses from scratch including NURSNG 273 and NURSNG 370.
Full-time faculty role teaching senior-level students in medical-surgical nursing content.
Clinical instructor building academic-clinical partnerships and advancing student competencies.
Clinical instructor, lab instructor, and simulation educator using cutting-edge educational technology.
Led the revision and redevelopment of the Certified Nursing Assistant program curriculum.
Planned and selected clinical experiences aligned with course objectives and student needs.
First academic teaching role, instructing senior-level nursing students in fundamentals and clinical practice.
Clinical and simulation instructor focused on critical thinking and clinical judgment development.
Advanced to charge nurse role, providing acute care and leading delivery of patient care services.
Appointed charge nurse within 3 months. Provided acute care for renal, pulmonary, cardiovascular, and neurological patients.
First nursing role after graduation, developing independent clinical assessment and care planning skills.
Collaborated with multidisciplinary team to review, develop, and implement evidence-based policies and protocols, leading to measurable improvements in patient care and unit efficiency.
Assisted with staff training, troubleshooting, and optimizing workflows during hospital's transition from Meditech to Epic electronic health record platform.
Worked closely with the nurse educator to design and deliver professional development sessions, provide continuing education, and support orientation of newly hired staff.
Provide targeted mentorship through frequent 1-on-1 meetings, guiding instructor in developing and refining course content aligned with concept-based curriculum.
Contributions to nursing education research
Title: "Assessing the Impact of a Pre-High-Fidelity Simulation Orientation on Associate Degree Nursing (ADN) Students' Simulation-Related Anxiousness"
This quantitative, quasi-experimental project used a pre- and post-intervention design to measure changes in students' anxiety levels related to high-fidelity simulation-based learning. The study was guided by the Plan-Do-Study-Act (PDSA) model and Pekrun's Control-Value Theory of Achievement Emotions.
View Publication →Poster Presentation: "Assessing the Impact of a Pre-High-Fidelity Simulation Orientation on Associate Nursing (ADN) Students' Simulation-related Anxiousness"
Presented findings demonstrating decreased anxiety after the intervention, showcasing the effectiveness of targeted orientation sessions in improving student learning outcomes.
Contributing to the nursing profession beyond the classroom
Planned and coordinated the 2024 Annual Knowledge and Innovation Conference. Conducted blind review of abstracts for podium and poster presentations. Developing educational programming including webinars on effective online presentations.
Contributes to chapter operations, programming, and member engagement. Developed the chapter's first-ever newsletter. Assists with induction ceremonies and scholarship promotions.
Actively participates in chapter meetings, offering insights and contributing to discussions on important topics. Supports academic and research initiatives among members.
Volunteered to review and evaluate scholarship essays for nursing students based on transcript, essay strength, and community service criteria.
Served as research abstract reviewer representing the Omicron Delta Chapter in evaluating scholarly submissions for conference inclusion.
Provides ongoing mentorship to didactic faculty and clinical judgment workshop instructors through regular meetings, syllabi review, and collaborative strategy development.