Human ; Nursing

INTRODUCTION

While research has explored various aspects of nursing practice, there is a limited understanding of the specific challenges and experiences of nurses' transitioning into the academia. This knowledge gap hinders the development of effective support strategies to facilitate career transition. This study aimed to explore the lived experiences of nurses who transitioned from bedside to academic roles.

This study employed an interpretive phenomenological approach guided by the Consolidated Criteria for Reporting Qualitative Research (COREQ). The participants of this study were 21 faculty members from the two Colleges of Nursing (University of Cordilleras and Mountain Province State University). Purposive sampling was used in the selection of participants. Data was collected between April and June 2024. NVIVO 15 was used to organize, analyze, and visualize the data.

Five primary themes emerged, highlighting the complexities of transitioning from bedside to academia. These said themes included: Navigating the Transition, encompassing the integration of clinical identity with the faculty role and adapting to new responsibilities; Impact of Clinical Experience on teaching; Reconciling Professional Identities, involving adaptation to the academic environment and balancing clinical knowledge with academic expectations; Challenges and Support Systems encountered during the transition; and Motivations in Shaping Future Nurses, reflecting the desire to mentor and guide. These themes underscored the significant adjustments that nurses have to undergo and the interplay between their clinical background and academic responsibilities.

The findings of this study highlighted the struggles experienced by nurses as they shift from clinical roles to work in academic institutions. To enable this transition, such support measures should be designed to deal with specific problems not captured within more general support measures. Furthermore, the integration of the clinical and academic roles was equally important for not only quality nursing education but also for safe and quality patient care. Making use of the clinical perspective in positional environments can improve nursing education. Mentorship programmes may also be used to foster the transition and development of future nurses. Lastly, studies have shown the importance of developing policies and programs capable of encouraging this particular change in career and, more broadly, ensuring a healthy nursing education workforce.

INTRODUCTION

For female nursing students in Vietnam, juggling work, school, and personal obligations can be especially difficult. Research on how these students develop resilience while juggling their multiple roles is still lacking, despite the fact that their numbers in nursing school are increasing. This study explores how the work-life-study balance (WLSB) of female students pursuing an Associate Degree in Nursing (ADN) to a Bachelor of Science in Nursing (BSN) program is shaped by their real-life experiences and sociocultural influences.

A qualitative research design informed by interpretative phenomenological analysis (IPA) was used in this study. In September 2024, ten carefully selected female nursing students participated in semi-structured interviews at a private university in Ho Chi Minh City. From October 2024 to February 2025, each 45–60 minute interview was subjected to a thematic analysis using Delve software.

The challenges faced by the participants, along with their support systems, coping strategies, and aspirations, were captured in four key themes, each with its own set of sub-themes. The first theme, Navigating Life's Crossroads: The Struggle for Balance, highlighted the students' struggles to manage competing demands, featuring subthemes, Pulled in All Directions, Time as a Scarce Commodity, and Compromises and Sacrifices. The second theme, Anchors in the Storm: Finding Strength in Support, emphasized the vital role of relational support, showcasing subthemes, Peer Solidarity and Shared Struggles, and Family as a Pillar of Strength. The third theme, Pathways to Resilience: Strategies for Survival, focused on coping strategies and adaptive techniques, incorporating subtheme, Faith and Inner Strength, Embracing the Role of a Working Learner, and Prioritizing and Organizing. Finally, the last theme, Purpose, Aspiration, and Future Orientation, brought attention to the participants' sources of motivation and their optimistic outlook, with subthemes, Motivation Rooted in Family and Self and Hope and Optimism as Sustaining Forces. These findings, grounded in the Transformative Resilience Model, illustrate how students harness their inner drive, familial and social responsibilities, and cultural values to adapt and thrive in the face of challenges. To maintain their dedication to education and uplift their families, participants leaned on hope, spiritual insights, and a sense of agency, viewing their struggles as meaningful experiences.

The experiences of Vietnamese female nursing students reveal a remarkable resilience shaped by both heavy social expectations and personal challenges. Drawing from the Transformative Resilience Model, this study highlights how facing and overcoming adversity can lead to significant identity development and personal growth. Institutional support plays a crucial role in enhancing a student's well-being, which can include flexible academic policies, accessible mental health services, and adaptable work-study options. Financial pressures, job-related stress, and academic demands often contribute to burnout. These findings underscore the urgent need for systemic, collaborative efforts to foster inclusive and sustainable learning environments for nursing students who are balancing work and study.

OBJECTIVES

This study aimed to develop and to pilot-test a tailored introductory Evidence-Based Practice (EBP) training program for registered nurses. Despite the recognized importance of EBP in nursing, many practicing nurses lacked formal training and confidence in its application. This study addressed the gap in accessible and entry-level EBP education designed specifically for EBP competency among nurses.

A quasi-experimental one-group pretest-post test design was employed in this study. A convenient sample of 23 registered nurses from a tertiary educational institution in Angeles City, Pampanga, Philippines had participated in the pilot testing. The introductory EBP Training Program was developed based on core EBP competencies and structured into a modular format. The program was delivered in a computer laboratory setting and conducted for eight to ten hours. The training included lectures, guided case-based discussions, and hands-on exercises covering each step of the EBP process.

Data were collected using the Academic Center for Evidence-Based Practice Readiness Inventory (ACE-ERI) before and after the intervention. Statistical analysis was performed using paired sample t-tests to assess differences in pre- and post-intervention scores. All analyses were conducted using SPSS version 26. Ethical approval was obtained from the Holy Angel University Institutional Review Board (HAU-IRB).

The EBP training program resulted in a statistically significant improvement in both knowledge and confidence in using evidence-based practice. Participants' knowledge scores increased from a pre-test mean of 7.04 (SD = 1.72) to a post-test mean of 8.30 (SD = 1.87), while confidence scores rose from 64.61 (SD = 17.32) to 88.43 (SD = 16.80). Wilcoxon signed-rank tests confirmed the significance of these improvements in both EBP knowledge (Z = -4.16, p < .001) and confidence (Z = -3.56, p < .001).

The study demonstrated that the evidence-based practice (EBP) training program led to a significant improvement in nurses' knowledge and skills, as evidenced by the marked difference in pre- and post-test scores. EBP training programs can effectively enhance healthcare professionals' capacity to integrate evidence into clinical practice. Based on these findings, healthcare organizations should consider incorporating EBP training into regular professional development programs for nurses. EBP training programs should focus on fostering practical application skills and include more case-based learning to further reinforce the integration of EBP in clinical decision-making. Lastly, future researches may explore focusing on long-term outcomes of EBP training, including its impact on patient care and organizational practices, to assess the sustainability of the knowledge gained through such interventions. Overall, by enhancing EBP training and supporting its widespread adoption, healthcare systems can further improve the quality of patient care and promote a culture of continuous learning and evidence-based decision-making.

The way health policies and practices have evolved is largely influenced by translational research, which uses various conceptual and theoretical frameworks to connect evidence with real-world applications. This scoping review had set out to map and to summarize the existing literature on the most used frameworks for turning research into practice and policy. Instead of providing definitive clinical recommendations, it focused on showcasing the current state of evidence to guide future research efforts. To conduct this review, a systematic search was carried out across seven databases, covering peer-reviewed articles, theses, dissertations, and academic literature in health and science. These studies were screened and analyzed following the guidelines set by the Joanna Briggs Institute (JBI). A total of 73 studies were reviewed, encompassing 58 distinct frameworks, with eight emerging as the most frequently applied: CFIR (Consolidated Framework for Implementation Research), ARCC Model (Advancing Research and Clinical practice through close Collaboration), KTA (Knowledge-to-Action) Framework, aSSKINg (Assessing risk, Skin assessment and care, Surface selection, keep moving, Incontinence management, Nutrition, and Giving information ) Framework, CATs (Critically Appraised Topics) Framework, Delphi Technique, HIRAID (History including Infection risk, Red flags, Assessment, Interventions, Diagnostics, communication, and reassessment) Framework, and MRC (Medical Research Council) Framework. The review pinpointed these eight frequently referenced frameworks that served as essential tools for implementing research-informed practices and policies; however, the successful application of these frameworks was affected by various contextual factors, such as the availability of resources, workforce capacity, professional skills, and the suitability of timing and setting. The findings revealed variations in framework orientation, context of application, and stakeholder engagement, highlighting the importance of adaptability, contextsensitivity, and co-design in effective evidence translation. Given the limited range of databases examined, it was suggested that future research should involve a wider and more diverse array of sources to bolster the evidence base and to improve the generalizability of the findings. The review called for greater methodological rigor in framework selection and use, as well as the development of decision-support tools to optimize translational outcomes.

BACKGROUND

Rooted in Confucian ethics, Indigenous traditions, and historical reliance on the family due to limited social safety nets, filial piety had traditionally mandated children's complete responsibility for their aging parents' care in the Philippines. However, profound social and economic transformations, including globalization, migration, and evolving gender roles are increasingly challenging this traditional model.

This study explored how filial piety is being reinterpreted and practiced within Filipino families to adapt to the realities of the 21st century. Furthermore, it sought to generate new knowledge to inform nursing practice, research, and education regarding culturally sensitive elder care in the Philippines.

In employing Walker and Avant's eight-step concept analysis process, this study systematically reviewed relevant literature from PubMed, CINAHL, and Google Scholar that was complemented by insights from personal experiences and informal dialogues. This approach clarified filial piety's current understanding and identified its defining attributes, antecedents, consequences, and empirical referents.

The analysis revealed that filial piety in the Philippines is a dynamic and multifaceted concept, defined by respect, care, support, obligation, and emotional closeness. While these attributes remain deeply ingrained in Filipino culture, their expression significantly adapted to modern realities. Findings had indicated that geographical dispersion challenges traditional co-residence that consequently require new forms of support like remittances and digital communication. While respect and care for elders remain paramount, families are increasingly open to alternative care models, such as shared caregiving arrangements or professional assisted living facilities, thus reflecting a pragmatic adaptation rather than abandoning the core value. The analysis affirmed its antecedents in Confucian philosophy, indigenous traditions, and historically limited social safety nets. Consequences included strengthened family bonds and a sense of fulfillment, alongside potential risks of elder exploitation and significant caregiver strain.

Filial piety profoundly influences caregiving practices for older Filipinos, but its expression dynamically adapts to modern life. This study suggested that prioritizing open communication, collective responsibility even when geographically separated, and flexible care arrangements offered vital opportunities for developing more sustainable and supportive intergenerational care models for Filipino families. These insights may also provide valuable perspectives for other societies navigating similar socioeconomic shifts in traditional family values.

Becoming a mother represents a pivotal life transition that introduces new roles and responsibilities for women. A deeper understanding of this concept can aid researchers and healthcare professionals in selecting appropriate measurement tools and designing nursing interventions that support a positive transition to motherhood, particularly for first-time mothers. This concept analysis aimed to explore and to clarify the defining attributes of maternal role transition in first pregnancy in order to establish an operational definition, and to identify its antecedents and consequences.

Guided by Walker and Avant's concept analysis model, this study also applied the Population, Concept, and Context (PCC) framework to determine eligibility criteria for the integrative review: studies on motherhood (population), transition (concept), and first-time pregnancy and childbirth (context). Electronic databases including CINAHL, MEDLINE, Scopus, and ProQuest were searched. Extracted data included definitions of maternal role transition, its key domains, the settings and populations of the included studies, and information relevant to the eight steps of concept analysis—namely, attributes, antecedents, and consequences.

From an initial 1,045 citations, 64 full-text articles were screened, and 30 studies met the inclusion criteria. Findings indicated that maternal role transition is both a process and an experience that facilitates a woman's journey toward embracing motherhood. Influential factors include preparation, perceived life changes, social support, trust, emotional comfort, couple relationships, and infant growth and development. A successful transition resulted in enhanced maternal skills, competence, confidence, acceptance of the maternal role, gratification, infant attachment, and overall maternal role adjustment.

Human ; Education, Continuing ; Nursing Research

This reflective paper explored the philosophical foundations of lifelong learning and impactful research in the field of nursing. Anchored in personal experience and supported by scholarly literature, it illustrated the transformative power of continuous learning, the cultivation of research competence, and the moral responsibility of contributing meaningfully to society. A nurse researcher's journey is not defined by awards or accomplishment but by an unwavering dedication to knowledge creation, community involvement, and evidence-based practice. The "emptying one's cup" metaphor embodies intellectual humility, a mindset that keeps the mind open to learning, self-improvement, and meaningful service throughout one's career.

The philosophical basis of nursing research is simply about increasing our knowledge and addressing everyday challenges through reflective thinking. This article explored the fundamental principles that inform nursing research and stresses nurse researchers' vital role in meeting everyday challenges. By employing classic philosophical concepts and contemporary ways of knowing, this article explained how individual beliefs, conceptions about truth, and reflections on self had contributed to knowledge development. To put it plainly, this article is about the story of a nurse researcher and the illustration of how a nurse's philosophy impacts research and consequently contributes to the development of nursing science. Instead of regarding this process as a quest for the ultimate truth, this article recognized the evolving process of interacting with fluid knowledge to advance nursing practice and do well in society.