BACKGROUND

The COVID-19 pandemic disrupted education worldwide, prompting a rapid shift to emergency remote teaching that challenged students’ learning and mental health. Nursing students, in particular, faced heightened pressures due to the suspension or online adaptation of essential clinical experiences, alongside the need to master theoretical and practical competencies. Emerging evidence indicates that such stressors adversely affect students’ emotional and psychological well-being, potentially influencing academic outcomes. Understanding the relationship between mental health and academic performance among nursing students is crucial for developing targeted interventions that support their well-being and professional readiness.

OBJECTIVE

This study analyzed the mental health status and academic performance of graduating nursing students during the challenging period of remote learning amid the pandemic in a government school in Leyte.

METHODS

The study utilized a descriptive correlational design to explore the relationships between mental health status and academic performance among nursing students. A modified self-administered questionnaire was utilized to gather data. Ethical approval from Eastern Visayas Health Research and Development ConsortiumEthics Review with ERC number 2023-024 was secured, and data collection occurred through various methods. Data analysis used SPSS version 24, emphasizing the importance of understanding these relationships in educational settings.

RESULTS

The study assessed the demographic profile, online learning attributes, mental health status, and academic performance of 20 nursing students during the pandemic. All students passed their courses, despite reporting moderate emotional loneliness and irritability, but minimal fear of COVID-19. Significant correlations were found between demographic factors and mental health indicators. The null hypothesis, suggesting no relationship between demographic factors and mental health, is void, as significant associations were identified. Recommendations include enhancing mental health support in nursing education to address these challenges.

CONCLUSION

This study highlights the experiences of 20 nursing students from a government college in Leyte during the COVID-19 pandemic. Predominantly young women from rural, low-income backgrounds, these students faced challenges like poor internet access but successfully completed their academic requirements, showcasing resilience. While they reported low fear of COVID-19, moderate emotional loneliness and irritability indicated underlying mental health issues. The findings stress the need for educational institutions to provide mental health support and address the digital divide to enhance student well-being and success.

Human ; Male ; Female ; Young Adult: 19-24 Yrs Old ; Adult: 25-44 Yrs Old ; Statistics As Topic ; Psychological Well-being ; Indicators And Reagents ; Students, Nursing ; Suspensions ; Academic Performance ; Learning ; Pandemics ; Nursing ; Education, Nursing ; Covid-19 ; Mental Health

OBJECTIVES

This study explored the interplay of three Filipino cultural values—hiya (modesty/self-restraint), pakikisama (conflict-avoidance dimension of social harmony), and pakikipag-ugnayan (professional engagement, characterized by vigor, dedication, and absorption)—among Generation Z nurses in Quezon City. Specifically, it assessed their levels, examined interrelationships through correlation and path analysis, and developed a framework to illustrate their influence on nursing practice. In the Filipino context, hiya encompasses both positive dimensions, such as conscientiousness, moral accountability, and social responsibility, and constraining dimensions, including excessive self-restraint, fear of criticism, and inhibition. Pakikisama, while fostering harmony, may discourage assertiveness and limit open communication. Pakikipag-ugnayan, conceptualized here as engagement, reflects dedication, vigor, and absorption, which are vital for performance, patient safety, and workforce retention.

METHODS

A descriptive–correlational design was utilized to assess the relationships among hiya, pakikisama, and pakikipag-ugnayan. Data were gathered through a structured, self-administered questionnaire comprising validated scales for each construct, distributed in online formats to accommodate participants’ availability and work schedules. The purposive sample consisted of 115 Filipino Generation Z nurses engaged in direct patient care in various healthcare facilities in Quezon City. Data analysis involved descriptive statistics to summarize variable scores, Spearman’s rho to examine bivariate correlations, and path analysis to determine the direct and indirect effects among the variables. The results of the path analysis were used to develop a proposed framework illustrating the interplay of these cultural values in nursing practice.

RESULTS

Path analysis revealed distinct patterns in the interplay of hiya, pakikisama, and pakikipag-ugnayan among Generation Z nurses in Quezon City. Very high hiya scores (mean = 5.32) reflected both moral accountability and restraint-oriented tendencies. Despite these positive indicators, hiya showed a negative correlation with pakikipag-ugnayan, suggesting that its inhibiting side—marked by fear of criticism and avoidance of mistakes—may overshadow its constructive moral aspects. In contrast, the path analysis identified a moderate positive direct effect between hiya and pakikipag-ugnayan (β = 0.400, pCONCLUSION

Among Generation Z nurses, hiya demonstrates a dual role: while its ethical and conscientious aspects can strengthen pakikipag-ugnayan, its inhibiting side may suppress pakikipag-ugnayan. Pakikisama, operationalized as conflict avoidance and withholding dissent, emerged as a barrier to pakikipag-ugnayan by discouraging open communication. These findings informed the development of the Hiya–Pakikisama– Pakikipag-ugnayan Cultural Dynamics Framework, which illustrates how cultural values can simultaneously enable and constrain professional engagement. The framework has potential applications in nursing education and organizational practice, particularly in designing reflective learning, mentorship, and communication strategies that balance cultural sensitivity with assertiveness. Further validation across generations and healthcare settings is recommended to refine its applicability.

Human ; Weights And Measures ; Sensitivity And Specificity ; Retention (psychology) ; Education, Nursing ; Social Responsibility ; Appointments And Schedules ; Conflict (psychology)

BACKGROUND

The COVID-19 pandemic disrupted education worldwide, prompting a rapid shift to emergency remote teaching that challenged students’ learning and mental health. Nursing students, in particular, faced heightened pressures due to the suspension or online adaptation of essential clinical experiences, alongside the need to master theoretical and practical competencies. Emerging evidence indicates that such stressors adversely affect students’ emotional and psychological well-being, potentially influencing academic outcomes. Understanding the relationship between mental health and academic performance among nursing students is crucial for developing targeted interventions that support their well-being and professional readiness.

OBJECTIVE

This study analyzed the mental health status and academic performance of graduating nursing students during the challenging period of remote learning amid the pandemic in a government school in Leyte.

METHODS

The study utilized a descriptive correlational design to explore the relationships between mental health status and academic performance among nursing students. A modified self-administered questionnaire was utilized to gather data. Ethical approval from Eastern Visayas Health Research and Development ConsortiumEthics Review with ERC number 2023-024 was secured, and data collection occurred through various methods. Data analysis used SPSS version 24, emphasizing the importance of understanding these relationships in educational settings.

RESULTS

The study assessed the demographic profile, online learning attributes, mental health status, and academic performance of 20 nursing students during the pandemic. All students passed their courses, despite reporting moderate emotional loneliness and irritability, but minimal fear of COVID-19. Significant correlations were found between demographic factors and mental health indicators. The null hypothesis, suggesting no relationship between demographic factors and mental health, is void, as significant associations were identified. Recommendations include enhancing mental health support in nursing education to address these challenges.

CONCLUSION

This study highlights the experiences of 20 nursing students from a government college in Leyte during the COVID-19 pandemic. Predominantly young women from rural, low-income backgrounds, these students faced challenges like poor internet access but successfully completed their academic requirements, showcasing resilience. While they reported low fear of COVID-19, moderate emotional loneliness and irritability indicated underlying mental health issues. The findings stress the need for educational institutions to provide mental health support and address the digital divide to enhance student well-being and success.

Human ; Male ; Female ; Young Adult: 19-24 Yrs Old ; Adult: 25-44 Yrs Old ; Statistics As Topic ; Psychological Well-being ; Indicators And Reagents ; Students, Nursing ; Suspensions ; Academic Performance ; Learning ; Pandemics ; Nursing ; Education, Nursing ; Covid-19 ; Mental Health

Human ; Nursing

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.

METHODS

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.

RESULTS

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.

CONCLUSION

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.

Human ; Students, Nursing ; Vietnam ; Qualitative Research ; Work-life Balance

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.

Human ; Lifelong Learning ; Education, Continuing ; Nursing Research ; Reflective Practice ; Cognitive Reflection

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.

Human ; Philosophy, Nursing ; Nursing Research ; Qualitative Research

This essay laid out the development of a nurse's identity from clinical practitioner to developing researcher, with a focus on the importance of patient-centered and nurse-centered care as the cornerstone pillars of nursing research. Through narrative and application of qualitative and participatory research approaches, the author showed the intersection of everyday experience, philosophical inquiry, and scholarly pursuit along the path toward becoming a nurse researcher. The article examined how emotional experiences within the perioperative environment have instigated research questions aimed at improving patient and nurse well-being. Through the incorporation of academic models and theoretical perspectives, the author presented an emerging investment in health equity, social determinants of health, and collective inquiry, framing this individual path within the greater nursing science mission.

Human ; Reflective Practice ; Cognitive Reflection ; Nursing Research ; Patient-centered Care ; Social Determinants Of Health

BACKGROUND

The crop of novice nurses who are currently employed is a product of flexible learning who had limited contact hours with actual patients, which is contrary to those who graduated from traditional learning modalities. Hence, it is essential to evaluate how the impact of flexible learning modality has affected the practice preparedness levels of novice nurses in the hospital setting.

OBJECTIVE

This study aimed to determine the level of practice preparedness and its associated factors among novice nurses who work in private hospitals.

METHODS

The study utilized a cross-sectional survey design. Data was gathered from a total enumeration of ninety-four novice staff nurses who graduated from the flexible learning curriculum and are currently employed in private hospitals in Baguio City and La Trinidad. The tool used was a questionnaire in two parts. Part 1 consisted of questions related to demographic information and factors related to practice preparedness, and part 2 included the Nursing Practice Readiness Scale, with validity and reliability scores of >0.924 and 0.90, respectively. The data was analyzed using the SPSS V27 trial version. The protocol was approved by the Saint Louis University Research Ethics Committee.

RESULTS

Findings reveal that more novice nurses in private hospitals perceived themselves as well-prepared across all domains of practice preparedness: “Collaborative Interpersonal Relationship” (n=94, 100%); “Patient Centeredness” (n=92, 97.90%); “Self-regulation” (n=90, 95.70%); “Clinical Judgment and Nursing Performance” (n=78, 83.00%); and “Professional Attitudes” (n=76, 80.90%). There is a significant association between practice preparedness and the following factors: “Attended more than one Training/Seminars per year” (p=0.02), “Graduated from Private Schools” (p=0.03), and “Assigned in Regular Wards” (p=0.05). On the other hand, no significant association was found between practice preparedness and the following factors: “Sex” (p=0.61) and “Membership in Professional Organizations” (p=0.73).

CONCLUSION

In agreement with existing studies, practice preparedness is multifactorial. However, what this study contributes are new factors that are favorable in making novice nurses more confident in performing their roles and responsibilities. These include being a graduate of private schools, being assigned to regular wards, and attending professional training/seminars more than once annually. Advantageously, these factors that promote practice preparedness are modifiable.

Human ; Nurses ; Nursing Staff, Hospital ; Hospitals, Private