INTRODUCTION

The Bachelor of Science in Nursing (BSN) program spans four years and includes general education and professional courses. Student nurses attend lecture hours, clinical duties, and related learning experiences that might be affecting their time in attending to a healthy lifestyle. Health-promoting lifestyle is a multi-dimensional pattern of activities and perceptions that begins with self-motivation and assists in promoting self-improvement and health. The domains of health-promoting lifestyle are essential factors to further improve their way of dealing with daily challenges. Multiple factors can also influence student nurses’ lifestyles, including their separation from family, busy schedules, and dietary choices. A study highlights various factors affecting student nurses' lifestyles, underscoring the need for tailored health promotion strategies and curriculum enhancements. Research into these domains can better equip future healthcare leaders. Gender, year level, and living arrangements influence student nurses' lifestyles, prompting researchers to investigate the extent of health-promoting lifestyles among them and differences based on these factors. By addressing these domains and conducting further research, nursing education and practice can better prepare future healthcare leaders to promote health and lifestyle effectively within their communities.

To determine the extent of health-promoting lifestyle among student nurses and identify the significant differences according to gender, year level, and living arrangement. 

A quantitative, descriptive research design was used with 360 respondents, employing Yamane’s formula and quota sampling. The study adopted the Health-Promoting Lifestyle II questionnaire with a validity of 0.962.

Student nurses often engage in health promoting behaviors (mean=2.56). Male student nurses reported higher scores in health responsibility, physical activity, spiritual growth, and stress management compared to female students (p=0.40). Level IV students engaged in health-promoting activities more frequently than Level I students (p=0.74). Living arrangements did not significantly impact health-promoting lifestyles (p=0.99).

No significant difference in health-promoting lifestyles among student nurses. Respondents demonstrated the least health-promoting lifestyle behaviors in the domains of health responsibility, nutrition, and physical activity. In contrast, spiritual growth, interpersonal relations, and stress management attained the highest mean scores.

INTRODUCTION

The Bachelor of Science in Nursing (BSN) program spans four years and includes general education and professional courses. Student nurses attend lecture hours, clinical duties, and related learning experiences that might be affecting their time in attending to a healthy lifestyle. Health-promoting lifestyle is a multi-dimensional pattern of activities and perceptions that begins with self-motivation and assists in promoting self-improvement and health. The domains of health-promoting lifestyle are essential factors to further improve their way of dealing with daily challenges. Multiple factors can also influence student nurses’ lifestyles, including their separation from family, busy schedules, and dietary choices. A study highlights various factors affecting student nurses' lifestyles, underscoring the need for tailored health promotion strategies and curriculum enhancements. Research into these domains can better equip future healthcare leaders. Gender, year level, and living arrangements influence student nurses' lifestyles, prompting researchers to investigate the extent of health-promoting lifestyles among them and differences based on these factors. By addressing these domains and conducting further research, nursing education and practice can better prepare future healthcare leaders to promote health and lifestyle effectively within their communities.

To determine the extent of health-promoting lifestyle among student nurses and identify the significant differences according to gender, year level, and living arrangement. 

A quantitative, descriptive research design was used with 360 respondents, employing Yamane’s formula and quota sampling. The study adopted the Health-Promoting Lifestyle II questionnaire with a validity of 0.962.

Student nurses often engage in health promoting behaviors (mean=2.56). Male student nurses reported higher scores in health responsibility, physical activity, spiritual growth, and stress management compared to female students (p=0.40). Level IV students engaged in health-promoting activities more frequently than Level I students (p=0.74). Living arrangements did not significantly impact health-promoting lifestyles (p=0.99).

No significant difference in health-promoting lifestyles among student nurses. Respondents demonstrated the least health-promoting lifestyle behaviors in the domains of health responsibility, nutrition, and physical activity. In contrast, spiritual growth, interpersonal relations, and stress management attained the highest mean scores.

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.

BACKGROUND

Outcomes-Based Education (OBE) in the Philippines has shifted perioperative training from numeric case quotas toward demonstrated competencies, with simulation increasingly used to address limited operating room (OR) exposure.

This study determined the level of perioperative clinical performance among senior (4th year) nursing students and had also examined associations with four influencing domains: teaching–learning, interpersonal, student-related, and environmental.

A descriptive–correlational study was conducted in AY 2023–2024 across higher education institutions in Eastern Visayas. A universal sample of 280 fourth-year BSN students who met minimum perioperative case requirements participated via online and paper surveys. Aresearcher-developed, expert-validated instrument that was anchored on CHED outcomes and PRC–BON guidelines was used to assess 11 competence domains in order to perceive influencing factors. Internal consistency was excellent (performance α = .987; factors α = .944). Descriptive statistics summarized competence; while Fisher’s Exact Test was used to assess associations (p < .05).

Competence was strongest in aseptic technique, patient safety, teamwork, documentation, and ethical–legal responsibilities. Lower ratings were noted for surgical skin preparation, anesthesia assistance, patient transport, medication safety, health education, and quality improvement. Among the four domains, only environmental factors (resources, workflow support, safety culture) were significantly associated with performance (Fisher’s Exact, p = .013).

Senior nursing students demonstrated strong technical and ethical perioperative competence but showed persistent gaps in less-frequent and higher-order competencies. Environmental supports in the OR decisively shaped performance. Programs should scale simulation for under-practiced tasks, strengthen mentorship, and explicitly integrate health education and quality improvement within perioperative training.

BACKGROUND

Financial hardship is a defining reality for many nursing students in the Philippines. While nursing education is viewed as a path to family upliftment, the academic burden of sustaining clinical fees, requirements, and living expenses can be overwhelming.

This study explored the lived experiences of Filipino nursing students who face financial strain, while focusing on its sources such as emotional and psychological impacts, coping and survival strategies, and academic consequences.

A descriptive qualitative design was employed to capture rich, contextualized narratives from sixteen Bachelor of Science in Nursing (BSN) students enrolled at a state university in the Bicol Region. Data was collected through semi-structured interviews and were analyzed thematically using Braun and Clarke's six-phase approach. Trustworthiness was ensured through member checking, audit trails, and reflexive journaling.

Four themes emerged: (1) Sources of Financial Strain—family income instability, solo-parent dependency, family medical expenses, and multiple dependent siblings; (2) Emotional and Psychological Impacts—hopelessness, anxiety, and depression; (3) Coping and Survival Strategies—working while studying and sacrificing rest or self-care; and (4) Academic Consequences—difficulty focusing and fear of dropping out. These findings revealed a complex interplay of economic, emotional, and cultural factors that shape students' struggle to persist.

Financial strain among Filipino nursing students extends beyond economic limitation to encompass moral obligation, emotional fatigue, and academic compromise. Universities must provide holistic support—financial, psychosocial, and institutional—to ensure that nursing students not only survive but succeed.

BACKGROUND

Without adequate preparation and competence, nursing students entering the practice might not respond effectively to the growing health and healthcare disparities among the LGBTQ+ population.

Guided by Pacquiao's Framework for Culturally Competent Healthcare, the study aimed to describe and to compare nursing students' self-rated LGBTQ+ care competence by personal, sociocultural, and educational characteristics, and identify the relationship between LGBTQ+ care competence, level of compassion, and the number of LGBTQ+-related topics offered in nursing curriculum.

A cross-sectional study was implemented through online survey among fourth-year nursing students (N = 208) from nursing schools in Metro Manila using a sociodemographic questionnaire, the Lesbian, Gay, Bisexual, and Transgender-Nursing Education Assessment instrument, the Revised Short Version of the Compassionate Love for Humanity Scale, and the Lesbian, Gay, Bisexual, and Transgender Development of Clinical Skills Scale. Data were analyzed using descriptive and inferential statistics.

Nursing students' overall LGBTQ+ care competence mean rating score was 5.21 out of 7.0. Attitudinal awareness had the highest mean rating score (mean= 6.34, SD= 0.98), followed by basic knowledge (mean= 4.93, SD= 1.27) and clinical preparedness (mean=4.25, SD=1.23). Significant differences in the overall LGBTQ+ care competence mean rating scores were found based on exposure to LGBTQ+-related media contents (p=.03), personal experience in caring for LGBTQ+ clients (p=.00), ethnicity (p=.020), friends' acceptance of LGBTQ.

Findings show that the current generation of nursing students has more positive awareness, acceptance, and attitudes toward the LGBTQ+ population. Embedding LGBTQ+ health in the nursing curriculum must be strategically placed.

Educators must be able to conscientiously assess their learners' readiness for online learning to achieve an effective and relevant delivery of education. Studies suggest that the extent of emotional intelligence contributes to the readiness for online learning of nursing students. Also, emotional intelligence can be a preventative factor in traversing the path to online learning during the global health crisis. The aim of the study is to assess nursing students' readiness for online learning and emotional intelligence. In addition, it seeks to identify the association between readiness in online learning and emotional intelligence. The study utilized a descriptive-quantitative survey method, including 174 nursing students from a selected local university offering nursing program in the National Capital Region. The data gathering was conducted during the 24th to 27th of March 2020 or during the 2nd week of Enhanced Community Quarantine (ECQ). The study adapted and modified the emotional intelligence scale by Hyde et al. (2002) and the Tool for Online Learning Success (TOOLS) by Kerr et al. (2006). The tools were pre-tested with reliability test results of 0.949 and 0.892, respectively, showing acceptable reliability. Then, data was gathered using an online gathering instrument and statistically analyzed using SPSS Version 24. The findings of the study suggest that nursing students are highly mindful of their academic skills (m=3.870) and independent learning (m=3.767). For the EI of the participants, based on the ten domains, the high scores are on emotional stability (m=4.929), self-development (m=4.989), and integrity (m=4.198). In addition, there was a significant relationship between emotional intelligence and readiness for online learning of nursing students, specifically on computer skills (r=0.318; p<0.001), academic knowledge (r=0.675; p<0.001), and independent learning (r=0.750; p<0.001). Assessing the emotional intelligence of nursing students and their readiness for online learning gives the academic institution an overview of the feelings, emotions, and capabilities of students. It creates a guide for any actions which involve the students.
Emotional Intelligence ; Students, Nursing

PURPOSE: This study examined the predictive ability of Assessment Technologies Institute (ATI) standardized tests on Fundamentals of Nursing (FON), Pharmacology (PHARM), Medical-Surgical Nursing (MSN), and RN Comprehensive Predictor (RNCP) on the National Council Licensure Examination-Registered Nurses (NCLEX-RN) performance of nursing graduates. BACKGROUND: Various assessment tools in nursing education are used to predict the success of students in nursing licensure examinations. There are inconsistent findings on the predictive ability of course-specific standardized tests on NCLEX-RN success. METHODS: A retrospective correlation research design was used to determine the association between ATI standardized tests and NCLEX-RN success. Secondary data analysis of 141 ATI student scores from 2017 to 2018 from a Southeastern university in the United States were analyzed using descriptive and inferential statistics, set at 0.05 level of significance. Three models of logistic regression were used to determine the predictive ability of ATI standardized exams on NCLEX-RN success. RESULTS: ATI MSN standardized test is the strongest predictor of NCLEX-RN success, followed by ATI FON and ATI RNCP tests. ATI PHARM standardized test is not predictive of NCLEX-RN success. CONCLUSION: Standardized tests can help in identifying students who are at-risk for failing the NCLEX-RN prior to taking the examination. Understanding the impact of standardized testing on NCLEX-RN performance is essential in addressing the students' ability to become successful in the nursing program and NCLEX-RN.
Students, Nursing ; Education, Nursing ; Educational Status ; Teacher Training

Understanding the patients' views on the care they receive is essential for the development of quality health care services. The study aimed to determine the patients' experiences and level of satisfaction on the care rendered by student nurses in the medical and surgical wards of a private hospital . Furthermore, it determined any significant difference in the patients' experiences and level of satisfaction when grouped according to demographic variables. A descriptive research design was utilized in the study. The participants were recruited from the medical and surgical wards of the hospital from September 5 to October 15, 2016. A total of 100 patients who received care from the student nurses for a minimum of 2 days were included in the study. The Newcastle Satisfaction with Nursing Scale (NSNS) was used to determine the patients' experiences and level of satisfaction on the care rendered by student nurses. Frequency, percentage, mean score, T-test, and ANOVA were utilized for the data analysis. Results showed that patients' experiences were above good (category mean of 4.97) and were completely satisfied (category mean of 3.53) with the care rendered by the student nurses. A significant difference was also found between the highest educational attainment and patients' experiences (P< 0.05). These findings are important in improving the quality of care rendered to the patients by student nurses. Furthermore, it helps the nursing education in determining and enhancing the competencies of the students in some focused areas.
Humans ; Patient Satisfaction ; Students, Nursing ; Personal Satisfaction ; Patient Care

PURPOSE: This descriptive study aimed to identify the menstrual cycle characteristics and premenstrual syndrome (PMS) prevalence in Korean young adult women using the retrospective and prospective Daily Record of Severity of Problems (DRSP).METHODS: In the first stage, participants included 151 nursing students studying in a university located in Seoul. Data were collected from April 20 to June 2, 2017, using the questionnaire on menstrual characteristics, pictorial blood assessment chart, and retrospective DRSP. In the second stage, participants included 17 students with PMS, based on the screening conducted in the first stage. Data were collected using the prospective DRSP from May 29 to 2 September 2, 2017.RESULTS: Of the study sample, 104 participants (68.9%) had regular periods. Those with regular periods had 11.97 periods annually with a menstrual cycle of 29.38 days and a period duration of 5.72 days. Fifty-five participants (37.4%) showed menorrhagia. Sixty-four participants (42.4%) were found to have PMS based on their retrospective DRSP. When the ratio of women (52.9%) with PMS shown in the prospective DRSP was used as a positive predictive value, the estimated PMS prevalence was 22.4%.CONCLUSION: This study provides clinically significant PMS prevalence among Korean young adult women, positive predictive value of the retrospective DRSP, and valid data to basically understand the menstrual cycle characteristics experienced by these women.
Female ; Humans ; Mass Screening ; Menorrhagia ; Menstrual Cycle ; Premenstrual Syndrome ; Prevalence ; Prospective Studies ; Retrospective Studies ; Seoul ; Students, Nursing ; Young Adult