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.

BACKGROUND AND OBJECTIVE

Public health nurses (PHNs) are vital in the local implementation of the provisions of the Universal Healthcare (UHC) Act of 2019. However, they need adequate competencies in health systems approach to successfully implement the provisions of the law. In response to this, a leadership development course for public health nurses (LDC-PHN), anchored on the building blocks of health systems, was developed and implemented. This paper aims to describe the extent to which training participants have applied the competencies acquired from the LDC-PHN as manifested by the workplace application of their capstone projects.

Following Kirkpatrick’s Model of Evaluation, we used a multi-method study design to evaluate the extent of the participants’ workplace application of acquired competencies. Sources of data included the Workplace Application Plan (WAP) accomplished by each participant, a questionnaire to determine the perceived implementation status of the participants’ capstone project, interviews, and focus group discussions (FGDs) conducted with selected participants and their supervisors, and observation visits. Data were collected from May to December 2022. Data from the semi- structured interviews and FGDs were analyzed through content analysis, while the participants’ perceived status of their capstone project implementation was summarized as frequencies.

Majority of the participants (61.9%) reported partial implementation of their capstone project while 16.77% reported full implementation. Capstone project implementation was facilitated by the support received from their supervisors and local chief executives. Barriers identified included the demands of the COVID-19 pandemic and the challenges imposed by the events before and after the 2022 Philippine National elections. Major themes emerged from the interviews conducted among participants and their supervisors. The workplace application of the training program outcomes, based on participants’ perspectives, yielded increased capacity to lead and innovate, improved ability to advocate for capstone project implementation, transferability of acquired skill sets, and improved population outcomes. From supervisors’ perspectives, workplace application of training program outcomes include increased ability of PHNs to deliver health services, and visible enhancement of leadership and supervision skills among PHNs.

Given ample support and opportunities, and despite the barriers and challenges they faced, LDC-PHN participants, in general, utilized and applied the competencies they gained from the course in their actual work setting. Course graduates participated in health systems strengthening at various capacities by acting upon their capstone projects that addressed UHC challenges within their particular work settings.

Occupational therapists are known to be holistic practitioners who facilitate occupational performance and promote occupational justice. However, limited literature explores the role of the profession for members of the society who identify themselves as lesbians, gays, bisexuals, and transgender (LGBT). This paper analyzes a panel discussion at an international event hosted by a university in the Philippines regarding gender and sexuality. This short report aims to identify the roles of occupational therapists among the LGBT community through the lens of professionals. Upon thematic analysis of the transcription of the discussion, five roles of occupational therapists were identified. These are (1) navigators on the complexity of gender and sexuality, (2) researchers on evidenced-based and practical practices toward the LGBT community, (3) enablers of gender expression among the LGBT community, (4) allies of the LGBT community, and (5) advocates of inclusion in all spaces. It provides actionable approaches for occupational therapists to facilitate gender-affirming healthcare for the LGBT community. Moreover, these findings hold the potential to influence forthcoming policies and educational initiatives for both occupational therapists and allied professionals.
Role ; Occupational Therapy

Background: The nursing profession had recently noted a significant increase of men entering the profession. However, in countries like Canada where men comprise approximately 9% of the regulated nursing population---they were viewed as untapped human health resource due to an estimated 117,600 nurse shortage in Canada by 2030. Addressing barriers such as gender-based stigmatization, role strain, and stereotypes could improve male representation and help mitigate this workforce gap globally. The objectives of this study's literature review was to explore and to critically examine stigmatization, stereotypes, and other genderbased barriers that men face in the educational and professional setting while analyzing what influences their recruitment and retention in the nursing profession. Method: The literature review was based on related databases, such as CINAHL and PubMed, where barriers that exist for men in the nursing profession and in their undergraduate nursing education were explored. The search was restricted to international literature published in the English language with a publication date limited from 1990 to present. Key factors noted in the literature review that affected men in nursing education and the nursing profession were summarized as follows: (i) the historical feminization of nursing and (ii) stigma, role strain and stereotypes. These factors created barriers for men in nursing education and the nursing profession. Conclusion A variety of factors encompassing stress, barriers, and role strain affected the recruitment and retention of nursing students and professionals. It was discovered that there was a need to encourage men to enter the nursing profession using proactive and intentional recruitment strategies to de-gender the nursing profession and to remove the systemic barriers examined.
Nurses ; Male ; Role Strain ; Role Conflict

Objective: To analyze the equity of national stomatologist resource allocation from 2016 to 2020, providing relevantly referenced basis for further stomatologist resource allocation. Methods: Collect data of domestic and international stomatologist resources in 2016, 2018 and 2020, and analyze the relevant data by using the health resources agglomeration degree and population agglomeration degree. Results: At present, at the international level, the number of dentists per 10 000 people ranks 46th in 2010-2019. The quantity of domestic dental resources is on the rise, with a balanced gender distribution and a concentrated age distribution mainly in 25-44 years old. At the specialized technical level, the proportion of junior titles can reach 79.5%-83.0%. The ratio of resource agglomeration of dental practitioners and assistants calculated based on geographical area and population density shows that the ratio of HRAD to PAD in the eastern provinces is greater than 1, while the ratios of most provinces in the central and western regions are less than 1. The eastern regions have excessive allocations, while ones in the central and western regions are insufficient. Conclusions: Unfairness still exists in the allocation of resources for dentists in China. At the national level, it is necessary to continue to cultivate high-quality stomatologists and intensify efforts to support the grass-roots and remote areas. The ability, quality and work competence of on-the-job personnel should be comprehensively improved. Multi-point practice of stomatologists should be standardized and popularized, promoting the rational flow of oral health personnel.
Humans ; Adult ; Dentists ; Professional Role ; Health Resources ; Resource Allocation ; China

Breast Feeding ; Female ; Humans ; Physician's Role ; Physicians, Family

Regenerative endodontic procedures (REPs) is a biologic-based treatment modality for immature permanent teeth diagnosed with pulp necrosis. The ultimate objective of REPs is to regenerate the pulp-dentin complex, extend the tooth longevity and restore the normal function. Scientific evidence has demonstrated the efficacy of REPs in promotion of root development through case reports, case series, cohort studies, and randomized controlled studies. However, variations in clinical protocols for REPs exist due to the empirical nature of the original protocols and rapid advancements in the research field of regenerative endodontics. The heterogeneity in protocols may cause confusion among dental practitioners, thus guidelines and considerations of REPs should be explicated. This expert consensus mainly discusses the biological foundation, the available clinical protocols and current status of REPs in treating immature teeth with pulp necrosis, as well as the main complications of this treatment, aiming at refining the clinical management of REPs in accordance with the progress of basic researches and clinical studies, suggesting REPs may become a more consistently evidence-based option in dental treatment.
Humans ; Consensus ; Regenerative Endodontics ; Dental Pulp Necrosis/therapy* ; Dentists ; Professional Role ; Dental Care

Background: The current Policies, Standards and Guidelines for Speech Pathology Education of the Commission on Higher Education of the Philippines includes competencies that prepare speech pathology graduates for roles in social development such as being advocates and community-based therapists. These need to be further explored to guide practitioners in defining their roles from those of the clinicians, educators, or researchers. Objective: This preliminary study explored the perceptions of Filipino speech-language pathologists on their roles in social development. Methodology: This study used a qualitative design through focus group interviews. Seven participants were selected through purposive sampling and assigned to one of two group interviews. The participants were members of the Philippine Association of Speech-Language Pathologists, living in Metro Manila, and had been involved in community programs in varied capacities. Data were analyzed using thematic analysis. Results and Discussion: Three roles of speech-language pathologists in social development were identified: (1) being an advocate for the profession and for people with disabilities, (2) health service educator which involves imparting knowledge and training people from the community, and (3) a community-based therapist. Conclusions The results provide insights into the areas of competence necessary in community service and development to further inform the 2017 CHED memorandum and help design specific courses that equip graduates to assume the role of a social advocate. Competencies related to these roles in social development can still be further clarified by future research and should be specifically targeted in the curricula.
Role ; Social Change

Background: Visual images are used to communicate health effectively, yet visual gender representation in the context of health is not well established as most studies focused on effectiveness, awareness, adoption, or behavior change. Objectives: This study explored emerging gender myths in visual images used to communicate reproductive health, maternal health, family and nutrition, breastfeeding, and childcare with the premise that visuals may shape notions of gender roles and identities. Methodology: Selected images from flipcharts produced by development communication practitioners were analyzed using Kress and Van Leeuwen's social semiotics (2006). Interpretive visual analysis was used to analyze visual impacts (denotation) and cultural meanings (connotation) by Barthes' Order of Signification, and gender roles and identity naturalized by the images. Results: Images for health communication used more women as subjects relative to the topics that are primarily women's concern. The subject's gaze were indirect offered as items of information, showing a relation of symbolic equality, and implying that health topics are part of the social discourse. Visual impacts and cultural meanings of images uncovered myths that embody the roles, and identities, and social expectations of men and women in health. Emerging gender myths have to do with anatomy, mainly as basis for the role, identity, and expectations, especially of women as main actors in health. Conclusion This study reveals that gender roles and identities portrayed in health are still universal and are not historically and culturally contingent.
Gender Role ; Gender Identity

COVID-19 ; Humans ; Medical Informatics Applications ; Pandemics ; Pharmacists ; Pharmacy Service, Hospital/methods* ; Professional Role ; SARS-CoV-2 ; Safety Management/methods*