Gaziantep University School of Health was opened in 1989 as a Vocational School of Health Services, and during this period, it served in two departments, Midwifery and Nursing.
In line with the decision of the Supreme Health Council dated 23 May 1995 and numbered 185/1, a protocol was signed between the Ministry of Health and the Council of Higher Education regarding the activation of health schools published in the Official Gazette dated 2 November 1996 and numbered 22805 in order to provide Midwifery, Nursing and Health Officer education in undergraduate colleges. With this protocol, students were admitted to the Department of Midwifery and Nursing of the School of Health in 1997. However, between 1999 and 2009, education was suspended in the Midwifery Department due to the lack of teaching staff.
With the decision published in the Official Gazette dated September 5, 2009 and numbered 27340, the School of Health was closed and the Faculty of Health Sciences was established.
In the 2009-2010 academic year, students were admitted to the Midwifery Department again. Currently, education continues in two departments, Nursing and Midwifery Department. At the same time, students have not started to be admitted to the Respiratory Therapist, Nutrition and Dietetics and Health Management Departments, which are open. In addition; Physiotherapy and Rehabilitation, Audiology and Language and Speech Therapy Departments were opened and no students were admitted.
Between 1989 and 2004, our faculty was located in the Health Vocational High School building belonging to the Ministry of Health,
Since 2004, he has been teaching at the main campus of Gaziantep University.
The main purpose of our education is to provide students with basic knowledge and skills about health, nursing and midwifery. Health; It is a dynamic life process that can be achieved by interacting harmoniously with the environment and can show individual differences. Nursing and Midwifery, on the other hand, are professions that require the combination of theoretical knowledge with practical skills in a meaningful way. Therefore; Nursing and midwifery care includes services related to the protection, development, maintenance and, when necessary, correction of health, preserving the value and dignity of each individual. While doing this, the nurse and midwife follow the problem solving methods that include data collection, planning, implementation and evaluation stages and ensure the participation of the individual, family and society in these stages.
In this context, our faculty; It believes that human beings should be handled from a holistic perspective, that they are in constant interaction with the changing environment, and that they reach their true potential as a result of interaction with systems such as family and society. It also recognizes that the individual has the potential to manage and realize himself, and has the right to actively participate in decisions related to his health and care. He believes that learning is a process that requires change in knowledge, attitudes and behaviors. With this belief, it aims to gain the responsibility of critical thinking, problem solving, patient advocacy, sensitive care, learning and becoming a change agent for the individual development of the student.
In order to develop the individual and professional characteristics of the students, it provides environments where cognitive, affective and dynamic behaviors will be gained in education. It attaches importance to the fact that trainers should be role models for students in practices, contribute to the development of nursing and midwifery knowledge, support the continuous learning of the student and contribute to the development of interdisciplinary understanding. In practice, he believes that students should gain the competence to use the values, attitudes, knowledge and skills that exist in the nursing and midwifery profession.
After all; It strives to raise self-confident students who can serve in different environments with a program that is based on the problem-solving process, providing maintenance, training and consultancy services, using interactive education methods with guidance instructors who facilitate learning.
Since 2001, Internal Medicine Nursing, Psychiatric Nursing, Public Health Nursing, Child Health and Diseases Nursing, and since 2010, Obstetrics and Gynecology Nursing Master's Programs have been provided within the Department of Nursing, Institute of Health Sciences, Gaziantep University. In 2013, Maternity and Gynecology Nursing 2. Education has started in the Non-Thesis Master's program. In 2014, she graduated from the 2nd Division of Internal Medicine Nursing and Public Health Nursing. Non-Thesis Master's programs have been opened. In 2016, the doctorate program of the Department of Nursing was opened and students started to be admitted.
The proposal of the Gaziantep University Rectorate for the establishment of a department within the Gaziantep School of Health Nursing Department was examined at the Higher Education General Assembly meeting dated 06.11.2008 and it was decided to establish the Departments of Psychiatric Nursing, Child Health and Diseases Nursing, Surgical Nursing, Internal Medicine Nursing, Obstetrics and Gynecology Nursing and Public Health Nursing.