Nursing-Bachelor of Science

Admission to HSU does not guarantee entry into the School of Nursing (SON). Admission to the School of Nursing requires a separate application process. Applications are reviewed holistically by our Admission, Progression, and Retention Committee. 
 
Minimum Admission Requirements

• Cumulative GPA ≥ 2.5
• Science GPA ≥ 2.5 in the following courses:
  • NUR 1201 Introduction to Professional Nursing 
  • CHEM 1406/1006 Intro to Chemistry or CHEM 1410/1010 General Chemistry I 
  • BIOL 2402/2002 Human Anatomy & Physiology I 
  • BIOL 2403/2003 Human Anatomy & Physiology II 
  • BIOL 2405/2005 Public Health Microbiology 
• TEAS Exam (Test of Essential Academic Skills): Strongly recommended scores in the Proficient range (58.7-77.3) or higher within each section of the entrance exam (Reading, Math, Science, English/Language Usage). Applicants may only attempt the TEAS entrance exam a total of 2 times. 
• Video Interview (5 minutes max)

Students seeking entrance into the nursing program will be evaluated based on present admission criteria. In the case of competitive admissions, requirements over and above the minimum may be necessary.  

HSU SON employs a holistic admission process when considering nursing student applicants. See the HSU SON Holistic Admission Rubric for details. Applicants are not considered for admission until all Admission Prerequisites are complete.

To continue in the program, students must earn at least 75% in all nursing courses.

Course grades (assignments, exams, quizzes, final grades, etc.) will not be rounded but will be carried to two (2) decimal places.   

A grade of 74.5-74.9 will not be rounded to 75.   

The HSU School of Nursing’s Admission, Progression, and Retention Committee reviews the records of all potential transfer students.  

Students seeking transfer from another nursing program must be in good standing with that school. A prospective transfer student who does not meet HSU SON admission criteria or who has two or more previous nursing course failures, defined as a course grade of less than “2.5” may not be eligible for admission to the HSU SON Program. 

Students planning to take any prerequisite courses at another college should seek guidance from the HSU registrar’s office before enrolling in the course(s) to avoid problems with transferring credits. 

Contact Registrar’s Office for Transfer Questions.

Nursing with Purpose at Hardin-Simmons University

At Hardin-Simmons University, nursing students develop into skilled caregivers and mission-driven leaders through a Christ-centered education. With a focus on whole person care, our program encourages students to strengthen their clinical expertise, cultural understanding, and spiritual foundation. Whether advocating for patients at the bedside or leading health initiatives in the community, students are shaped to serve with both excellence and empathy.

HSU nursing students benefit from high-fidelity simulation labs and cutting-edge healthcare technology, gaining hands-on experience with advanced tools including telehealth platforms, AI-assisted learning, and rural health simulations. This specialized training prepares our graduates to meet the unique healthcare needs of rural and underserved communities, addressing one of the nation’s most critical healthcare challenges.

Our small cohort sizes ensure that each student receives personalized mentorship and guidance. Here, you’re not just a number but your part of a community where faculty know your name, your goals, and your story. We walk alongside you on your journey to becoming a nurse leader who makes a difference.

At Hardin-Simmons, nursing education extends beyond clinical care to include service and outreach. Students participate in global and local mission work, rural health initiatives, and disability ministry partnerships. Through our collaboration with Joni & Friends, nursing students can earn a Certificate in Disability Ministry, equipping them to care for individuals with disabilities in healthcare and ministry settings.

Additionally, students have the unique opportunity to engage in our Puppy Raising Program in partnership with Canine Companions, helping raise and socialize service dogs that will one day assist individuals with disabilities. This program fosters empathy, responsibility, and a deeper understanding of the connection between service animals and healthcare support.

Our strong partnerships with leading healthcare organizations such as Hendrick Medical Center, Children’s Medical Center, and faith-based healthcare systems help graduates transition into meaningful careers with confidence. Our program combines academic excellence, advanced technology, hands-on service, and a Christ-centered mission to prepare nurses for impactful careers in healthcare, ministry, and beyond.

Click here to view our tuition and fees page.

Click here to view our financial aid page.

We believe cost should never stand in the way of your calling to care for others. That’s why HSU’s offers a variety of scholarships and grants specifically for nursing students, along with access to university-wide financial aid opportunities.

Learn more about scholarships at Hardin-Simmons University

The baccalaureate degree in nursing at Hardin-Simmons University is pursuing initial accreditation by the Commission on Collegiate Nursing Education (www.ccneaccreditation.org). Applying for accreditation does not guarantee that accreditation will be granted.

Third-party Comments

We are pleased to announce that the Hardin-Simmons University School of Nursing will host our initial accreditation visit from the Commission on Collegiate Nursing Education (CCNE) on September 15–17, 2025.

As part of the accreditation process, CCNE invites written third-party comments from our community. This is an opportunity for students, faculty, alumni, clinical partners, and other supporters to share feedback related to the nursing program’s quality and alignment with CCNE accreditation standards.

 We are grateful for the opportunity to share the mission and work of our Christ-centered nursing program and are thankful for the support of our HSU community.

 Comments must be written in English and received by CCNE no later than August 25, 2025. Please send all comments directly to:
thirdpartycomments@ccneaccreditation.org

 To learn more about the Commission on Collegiate Nursing Education, please visit www.ccneaccreditation.org.

 Thank you for joining us in prayer and partnership as we prepare for this important milestone.

My educational journey has been deeply enriching. I earned my diploma in nursing from Nebraska Methodist College of Nursing in Omaha, Nebraska, followed by a Bachelor of Science in Nursing (BSN) from the University of Detroit Mercy in Detroit, Michigan. I completed my Master of Science in Nursing (MSN) at Regis University in Denver, Colorado, where I embraced the principles of servant leadership. This philosophy continues to guide my professional practice. I went on to earn my PhD in Nursing at New Mexico State University in Las Cruces, New Mexico, where my doctoral studies focused on health disparities and underserved populations. My research focuses on nursing workforce development, particularly in Social Identity Theory, leadership, and mentoring. I am especially interested in strategies to improve staff satisfaction and retention, advance rural health access, expand the use of telehealth, and promote healthcare equity through faculty and student mentorship.

My educational journey has been deeply enriching. I earned my diploma in nursing from Nebraska Methodist College of Nursing in Omaha, Nebraska, followed by a Bachelor of Science in Nursing (BSN) from the University of Detroit Mercy in Detroit, Michigan. I completed my Master of Science in Nursing (MSN) at Regis University in Denver, Colorado, where I embraced the principles of servant leadership. This philosophy continues to guide my professional practice. I went on to earn my PhD in Nursing at New Mexico State University in Las Cruces, New Mexico, where my doctoral studies focused on health disparities and underserved populations. My research focuses on nursing workforce development, particularly in Social Identity Theory, leadership, and mentoring. I am especially interested in strategies to improve staff satisfaction and retention, advance rural health access, expand the use of telehealth, and promote healthcare equity through faculty and student mentorship.

I have dedicated nearly 40 years to nursing, specializing in leadership, critical care, and case management. Throughout my career, I have been privileged to hold various leadership roles in both clinical and academic settings. My hospital experience includes serving as a hospital supervisor, while my academic leadership positions have included Chief Academic Officer (CAO), faculty, Director of Nursing, Associate Dean of Nursing, and Dean. These roles have afforded me the opportunity to influence nursing practice and education at multiple levels, from bedside care to academic policy.

I hold certifications as a Certified Case Manager (CCM), a Certified Nurse Educator (CNE), and in Telehealth, reflecting my commitment to excellence in both clinical practice and nursing education.

My teaching experience spans undergraduate and graduate nursing programs, and I have also served as a faculty chair for master’s and doctoral students. Beyond the classroom, I have actively advocated for the nursing profession at both the state and national levels. As a nurse educator, I find immense joy and fulfillment in shaping the next generation of nursing professionals. I truly cannot envision a career more rewarding than this.

Pictures, title, contact information

Mary Gaukler Giannavola: Nursing Instructor

Sandra Welling: Associate Dean/Founding Director of Nursing Education and Professor of Nursing

Martha Hartranft: Director of Nursing Compliance and Student Success

Katie Martin: Clinical and Simulation Coordinator

Emily Ritchey: Associate Professor of Nursing

Jennifer Flemming: Administrative Assistant

Aaron Duebner: Assistant Professor of Nursing

Jeanette Vincent: Assistant Professor of Nursing

Edith Kissick: Instructor of Nursing

Learning outcomes build in complexity each year, starting with foundational knowledge in the freshman year and advancing to clinical application by senior year.

1. Build foundational knowledge of the arts, sciences, humanities, and nursing to develop self-awareness and sound clinical judgment.   
2. Provide holistic, evidenced-based, person-centered care that supports healing.   
3. Demonstrate actions committed to the growth and well-being of individuals and communities in mind, body, and spirit.  
4. Apply evidence-based practice processes to improve patient healing while positively transforming health care.  
5. Use clinical judgment, active listening, and professional accountability to ensure safe, high-quality care.  
6. Collaborate with healthcare team and communities to support positive outcomes that build communities.  
7. Analyzes healthcare systems and coordinates resources to promote the stewardship of safe equitable healthcare.  
8. Leverage informatics and information technology to enhance decision-making and care delivery.  
9. Lead with empathy and ethics, reflecting the characteristics and conceptualization of the nursing profession.  
10. Model professional foresight, ethical persuasion, and moral leadership to support optimal patient outcomes.

1.  Patient Assessment and Communication: 

•  Communicate effectively when obtaining a comprehensive health history from patients.  
•  Perform accurate and systematic physical assessments, including vital signs, using appropriate techniques and equipment.  
•  Document patient assessment findings accurately and in a timely manner.  

2.  Medication Administration and Management: 

•  Safely administer medications to patients, following the “five rights” (right patient, right medication, right dose, right route, right time).  
•  Identify common medication errors and implement strategies to prevent them.  
•  Evaluate patient response to medication therapy and report any adverse reactions promptly. 

3.  Care Planning and Implementation: 

•  Develop comprehensive care plans based on the nursing process, incorporating evidence-based practice guidelines and patient preferences.  
•  Prioritize nursing interventions based on patient acuity and anticipated outcomes.  
•  Implement nursing interventions effectively, considering patient safety, comfort, and dignity.  

4.  Collaboration and Interdisciplinary Teamwork: 

•  Work effectively with members of the healthcare team to ensure coordinated, patient-centered care.  
•  Participate actively in interprofessional rounds, contributing to nursing expertise and advocating for patients’ needs.  
•  Engage in shared decision-making processes to promote positive patient outcomes. 

5.  Critical Thinking and Clinical Judgment: 

•  Apply critical thinking skills to analyze and interpret patient data, identifying actual and potential health problems.  
•  Formulate appropriate nursing diagnoses based on patient assessment data.  
•  Demonstrate sound clinical judgments by prioritizing interventions based on the patient’s condition and available evidence.  

6.  Ethical and Legal Considerations: 

•  Uphold ethical principles and legal frameworks that guide nursing practice.  
•  Advocate for patient rights and autonomy while respecting cultural and individual values.  
•  Identify and address ethical dilemmas in clinical practice, seeking guidance from appropriate resources.  

7.  Patient Safety and Quality Improvement: 

•  Implement strategies to promote patient safety, such as infection prevention, fall prevention, and medication reconciliation.  
•  Use healthcare technology responsibly to enhance care quality and improve outcomes. 

Hardin-Simmons University nursing students may be eligible for up to $28,000 in tuition support through a scholarship partnership with Hendrick Health, a non-profit, faith-based healthcare system. This support is offered to students who commit to serving in a critical-need nursing role at Hendrick for four years after graduation, making it a powerful opportunity to reduce educational costs while securing a purposeful career path.

Hendrick Health operates multiple locations in Abilene, including a major facility just across the street from the HSU campus, giving students convenient access to real-world experience and future employment. Aligned in mission, both HSU and Hendrick are committed to compassionate, Christ-centered care. Through this partnership, students are equipped to live out their calling—combining clinical excellence with spiritual purpose in the community they already call home.

HSU Nursing Pin

The Story Behind the Hardin-Simmons University Nursing Pin

At the center of the Hardin-Simmons University nursing pin is a cross, symbolizing the university’s foundation in Christian faith and its commitment to excellence in education enlightened by those values. This reflects Hardin-Simmons University’s mission to prepare students to serve their communities with purpose and integrity.

Building on this foundation, the nursing program seeks to develop servant leaders who lead with compassion, integrity, and selfless service. The goal is for these nurses to carry the university’s values into every aspect of the care they provide.

Above the cross, “Hardin-Simmons University” is shaped like a classic nursing hat, honoring the proud history and tradition of nursing. Below the cross is a lantern inspired by Florence Nightingale’s “Lady with the Lamp,” representing guidance, hope, and the light nurses bring to those in need. Finally, the pin features the Rod of Asclepius, the staff with a single serpent, an ancient and universal symbol of healing and medicine, connecting graduates to a timeless commitment to health and recovery.

Together, these elements embody the faith, dedication, and servant heart that define every nurse who proudly wears the Hardin-Simmons University pin.

HSU SON has adopted the unprofessional conduct rules as delineated by the Texas Board of Nursing, Nursing Practice Act (2021). Students are expected to be familiar with both the Code of Ethics and the Texas Nursing Practice Act Rule 217.11 & 217.12. The faculty of the School of Nursing have adopted the following policy:   

• Except in the structured teaching-learning situation, all aspects of the patient/client’s medically related information and/or data shall not be discussed with any other person or persons under any circumstances.  
• Proper identification as stated in the Dress Code/Uniform Policy is required before reading charts/records.  
• Under no circumstances is the student to photograph, copy and/or record any part of the patient’s chart/records.  

Failure to honor the basic ethical rights of the patient/client may result in immediate dismissal from HSU SON program.  

 Click this link to access: Nursing, Nursing Practice Act (2021)

The DECs describe the outcomes for graduates of the Texas prelicensure BSN programs and they ensure that graduates have received the preparation to practice at their educational level as safe, competent entry-level nurses. The DECs provide a common standard of expectation in practice abilities of new nursing graduates as they seek employment in health care settings.  

 The Core Competencies of Graduates of Baccalaureate Degree Nursing Education (TXBON, 2021) include: 

• I. Member of the Profession 
• II. Provider of Patient-Centered Care 
• III. Patient Safety Advocate 
• IV. Member of the Health Care Team 

Click to view DECs

“The Essentials: Core Competencies for Professional Nursing Education” is a set of guidelines and standards developed by the American Association of Colleges of Nursing (AACN) to outline the fundamental skills and knowledge nurses should acquire during their education and training. These essentials serve as a framework for nursing education programs to ensure that nursing students are adequately prepared to provide safe and effective patient care.  

The Essentials Domains include: 

• Domain 1 – Knowledge for Nursing Practice  
• Domain 2 – Person-Centered Care 
• Domain 3 – Population Health 
• Domain 4 – Scholarship for Nursing Practice 
• Domain 5 – Quality and Safety 
• Domain 6 – Interprofessional Partnerships 
• Domain 7 – Systems-Based Practice 
• Domain 8 – Informatics & Healthcare Technologies 
• Domain 9 – Professionalism 
• Domain 10 – Personal, Professional, and Leadership Development 

The Essentials ensure that nursing graduates are well-prepared to meet the complex healthcare needs of diverse patient populations and to adapt to the evolving healthcare landscape. The AACN periodically revises and updates these essentials to reflect changes in healthcare practice and the evolving role of nurses. 

To read more about the AACN BSN Essentials (2021) are located at:

https://www.aacnnursing.org/essentials.

HSU SON uses the ANA Code of Ethics and the Texas Board of Nursing Practice Act to educate and prepare students for ethical, legal, and professional practice. These documents provide a framework for nursing education, helping students understand their ethical and legal responsibilities while promoting high standards of patient care and professionalism. 

American Nurses Association (ANA) Code of Ethics for Nurses 

The Code of Ethics for Nurses with Interpretive Statements (The Code) was developed as a guide for carrying out nursing responsibilities in a manner consistent with quality in nursing care and the ethical obligations of the profession.  

 “The ANA Code of Ethics is the foundation to nursing theory, practice, and praxis in its expression of the values, virtues, and obligations that shape, guide, and inform nursing as a profession, and it serves the following purposes:  

American Nurses Association. (2015). Code of ethics with interpretative statements. American Nurses Association.

https://www.nursingworld.org/practice-policy/nursing-excellence/ethics/code-of-ethics-for-nurses