This editorial presents the current concern on situating caring as a grounding for curriculum among the helping professions. The context of the discipline of nursing and its curriculum in the Philippines was presented as an exemplar for discussion.

Nursing education's fundamental goal is to prepare students to effectively transition into practice. Success in this endeavor occurs when the student has a clear sense of themselves as a professional in relationship with their peers and grounded in disciplinary knowledge. Faculty must intentionally create opportunities for students to explore and mature their professional selfhood (PSH) to assist in a smooth transition from academia to practice. Educational strategies which enhance the awareness and continued development of PSH as a birthplace for professional identity may enable the graduate to navigate the healthcare system, mitigate ethical dilemmas, and enhance the quality of life for those they care for and themselves. Aesthetic narratives could be utilized to engage students in the analysis of their PSH as an alternative beyond the dominant text as an expression.

Background: Evidence-based practice (EBP) is one strategy that enables clinicians to succeed in handling emerging literature, and integrating it to achieve high-quality patient outcomes. Although beneficial and innovative it is not considered a priority by many. Most nurses have little, if any, exposure to the clinical research process. 
 Purpose: This study aimed to conduct a baseline assessment of perceived knowledge, attitude toward EBP, and barriers to adopting EBP in nursing. 
 Methods: The study used a descriptive cross-sectional quantitative design. A convenient sample of 406 nurses participated and completed the EBP questionnaire. For ethical clearance, granted approval from Hospitals’ Research Ethics Committee and to HAU-IRB. 
 Results: Nurses (n = 156, 38.4%) believes that EBP holistically is composed of patient data and preference, healthcare professionals’ skills, and research findings. They (n = 256, 63%) have a positive attitude towards EBP and are willing to accept new healthcare strategies based on research. But expresses less confidence (M = 3.90, SD = 0.64) in identifying clinical issues/problems and translate these into a well-crafted clinical question. They perceived themselves to possess moderate levels of skills to undertake different EBP activities (M = 3.76, SD = 0.61). Knowledge (x(4) = 12.174, p = 0.02), attitudes toward EBP (U = 13947.5, p = 0.04) were significantly better among nurses who had previous EBP training. Similarly, respondents with EBP-related training are more confident in integrating EBP into their practice (U = 13408, p = 0.01). 
 Conclusion: Nurses’ highest level of education and years of clinical experience affects their implementation skills in adopting EBP. The study reflected the benefits of training, continuing education, and length of experience in the acquisition of skills. Findings can serve as a basis for developing programs to improve nurses' knowledge and attitudes towards EBP. Nurse administrators can create policies that address barriers identified in the study.

Background: The COVID-19 pandemic has affected everyone's health and well-being and has resulted in the shift of conventional face-to-face classes to online instruction. This has had major negative effects on students who are facing the difficulty of online classes in terms of their physical and mental health. 
 Objectives: The study determined the relationship between stress and anxiety on emotional social and psychological well-being among nursing students. 
 Methods: The study utilized descriptive cross-sectional research and a purposive sample of 210 nursing students was included in the study. The data were collected from November 2020 to December 2020. The Perceived Stress Scale (PSS-10), General Anxiety Disorders Scale (GAD-7), and Mental Health Continuum-Short Form (MHC-SF) (which measures emotional, psychological, and social well-being) were used to collect the necessary data. Frequency, percentage, mean, standard deviation, and Pearson's r correlation were utilized to analyze the gathered data. 
 Results: The participants were shown to have a moderate level of stress (M=19.53; SD=±3.29), moderate level of anxiety (M=14.43; SD=±7.62), and moderate mental health. Further, stress was shown to have a significant negative correlation with emotional well-being (r= -0.218; p=0.000), social well-being (r= -0.175; p=0.000), psychological well-being (r= -0.219; 0.000), and the over-all mental well-being (r= -0.222, p=0.000). Also, it was noted that anxiety has a significant negative relationship with emotional well-being (r= -0.418; p=0.000), social well-being (r= -0.280; p=0.000), psychological well-being (r= -0.331; p=0.000) and over-all mental well-being (r= -0.362; p=0.000). 
 Conclusion: In light of mental health concerns among nursing students, faculty and administrators have a professional responsibility to address foreseeable psychological stressors and promote the mental well-being of students in their institution. The protection and development of mental well-being will allow students to maintain academic excellence and facilitate future success.

In Kristeva’s (1991) By What Right Are You a Foreigner?, she described the historic images of a foreigner, how these individuals are stigmatized, their otherness in a society that paradoxically welcomes and, to a certain extent, puts them on ‘leash’ as a means of controlling these foreigners, these others. Reflecting on this article, and being an immigrant and an internationally-educated nurse (IEN) from a developing country, the author reflects on Kristeva’s work in relation to the discourse on IENs’ experiences, along with his personal reflections, experiences, and journey of becoming and being a nurse in Canada, with the hope of initiating a dialogue to address the issues surrounding IEN transitioning in Canada.


 Background and Objective: The shift to an online from the face-to-face system of pedagogy among Higher educational institutions in the Philippines as a mode of adaptation to the current pandemic has inevitably produced varied set-back among its members, one of which is online bullying. This study. This study, grounded on Halldorsdottir's (1996) theory, explored the structure of bullying, taken as an uncaring encounter, in an online environment within the academic setting. 
 Methods: Six participants, recruited via a combination of snowball and referral system, were selected based on the following preset criteria: (1) They are nursing students exposed to the online educational system platform for at least one semester and are currently enrolled with at least 18 units (2) They are enrolled in the institution for at least a year at the time of the interview (3) They have witnessed and /or were participants to what they deemed as bullying incident during their online educational experience at least twice, (4) They are willing to express and share their experiences. Narratives from the participants were gathered via two methods: 1) In-depth individual interviews and 2) Storytelling sessions. These narratives were later analyzed using thematic analysis to present the structure of bullying through its expressions, nature, and essence. 
 Results: From the analysis of the participants' individual experiences, four recurring patterns were gleaned, namely, 1.) Borderless boundaries: the perceived extent of bullying, 2.) Apathetic bystanders as enablers of bullying, 3.) Misplaced empowerment: role assumption in bullying, 4.) Obfuscated reality: The online environment. The essence, "Indifference: The prime ingredient of uncaring," was gathered from these patterns. The patterns gleaned from the narratives posited that bullying, seen as an uncaring encounter, in an online environment on the academic setting is borderless occurring within an obfuscated digital environment, involving apathetic bystanders where the bullied may unconsciously assume the role of the bully in a seemingly apparent role reversal. Primordial to these encounters is the assumption of being indifferent. 
 Implications: The need for policies and programs that foster empathy and compassion among all academic community members and continued support for students experiencing and witnessing bullying are implied from the findings of this study.

The Philippine Commission on Higher Education (CHED), through Memorandum Order 46 Series 2012, unmistakably espouses outcome-based education (OBE) as the main approach to higher education learning. To attain its goal of developing a critical mass of high-quality graduates, research that will drive technological innovation, economic growth and global competitiveness and provide directions to the country’s policies and strategies must be supported. Research plays at least two roles in ensuring quality in outcome-based education – in curriculum development and in the implementation of OBE. Greater student involvement in research to hone their skills in research will help them become independent producers of knowledge and capable lifelong learners. Teachers enrich the content of their courses with research experience and findings, both from reviewing the literature and from the conduct of actual experiments and studies. To overcome problems with OBE implementation, research can be utilized as a problem-solving activity. Researches can provide situational analysis on the level of quality of education and monitor its trends, seek causal factors that account for variations in the attainment of quality standards, test for educational interventions and identify good/best practices in teaching and learning. This paper provides suggestions for designs for the application of research for these purposes.

Background: Screening is a valuable tool in emergency medicine for triaging, activation of protocols, and resource allocation. The Dallas Emergency Department Screening Tool to Identify Stroke (DESTINY) was developed to screen for all stroke subtypes, with improved sensitivity for posterior circulation stroke and large vessel occlusion (LVO). The main purpose of this study was to evaluate how reliably the tool could be taught and used by ED Nurses.
 Methods: This is Phase 1 of a multi-phase study to evaluate the DESTINY tool. A vascular neurologist retrospectively reviewed 409 stroke code activations between January and December of 2018. Thirty descriptive vignettes were composed: right anterior circulation stroke (n=5), left anterior circulation stroke (n=5), posterior circulation stroke (n=5), TIA and stroke mimic (n=6), non-LVO stroke (n=5), and hemorrhagic stroke (n= 4). Fifteen emergency medicine registered nurses used the DESTINY tool to screen the vignettes following the stroke education and DESTINY training module.
 Results: Individual Pearson Correlation Coefficients (PCC) were calculated for each nurse compared to the vascular neurologist (range: 0.43860 to 0.96966; mean: 0.8746 ± 0.1484). All individual PCC were statistically significant except for one [PCC of 0.43860 (p = 0.0153)]. Cronbach’s Alpha scores were very similar across multiple raters (standardized alpha for nurse raters: 0.9853). Omnibus test to compare DESTINY scores by stroke type demonstrated left anterior LVO and mimic/TIA stroke had few outlier observations, however, poorly differentiated hemorrhagic from ischemic stroke
 Conclusion: As demonstrated by high interrater reliability, the DESTINY tool can be effectively taught to ED nurses using clinical vignettes. The DESTINY tool is good at differentiating non-LVO, anterior LVO, mimics, and TIAs; while the ability to distinguish between anterior LVO/posterior LVO and ischemic/hemorrhagic stroke was sub-optimal. Utilizing the lessons learned in the early version of the DESTINY screening tool we expect that the high-reliability scores will continue to improve in future prospective studies.

Background: COVID-19 has affected the educational system, particularly students of higher educational institutions. Accurate knowledge about the disease, its transmission, and preventive measures are critical for containing an outbreak. University students, the next generation of professionals, may play an imperative role in propagating key health information to society.
 Objectives: The study aims to assess the level of knowledge, the attitude of concern, and prevention practices among university students towards COVID-19 prevention.
 Methods: This descriptive study was conducted at a private higher educational institution in Central Luzon, Holy Angel University. 357 university students were recruited as study participants from the university's different departments using the purposive sampling method, and data were collected using an online self-administered questionnaire.
 Results: Among the 357 university students who completed the questionnaires, most were females (58.5%). The results show a good level of attitude of concern and good knowledge of clinical manifestations of COVID-19. The students' most frequently stated source of transmission is exposure to coughing and sneezing via droplets. Additionally, wearing face masks was the most reported method of protection against the infection.
 Conclusion: The study revealed that university students have adequate knowledge, practices, and attitude of concern towards COVID-19. To bridge the gap between current and required knowledge, it is essential to establish further professional educational campaigns to increase university students' awareness of the pandemic.

In light of typhoons Rolly (Goni), Siony (Atsani), and Ulysses (Vamco) that have caused disastrous flooding and subsequent losses to both human life and property, the importance and implications of the study Disaster Risk Reduction Knowledge among local people in a Selected Community in the Philippines (Soriano, 2019), cannot be discounted.A disaster as defined by the United Nations International Strategy for Disaster Reduction (2016) is "a serious disruption of the functioning of a community or a society involving widespread human, material, economic or environmental losses and impacts, which exceeds the ability of the affected community or society to cope using its resources" (Najafi et al., 2017).Soriano (2019) described the sampled community members from Taytay, Rizal to possess a fair knowledge of disaster-related knowledge and disaster risk perception, good knowledge of disaster preparedness and readiness, disaster adaptation, and disaster awareness.Soriano also determined possible relationships between respondents' age, sex, civil status and educational attainment, and the community's level of disaster risk reduction (DRR) knowledge.None of the tested sociodemographic variables were seen to be correlated to the community's overall good level of DRR knowledge.I appreciate the study's contribution to local knowledge on DRR.I want to take this opportunity to motivate our readership to help bridge the DRR knowledge and practice gap through research.Various Philippine agencies, local government units, and organizations may benefit from future studies that opt to include other variables like level of income, house ownership status, collective efficacy, locus of control, fatalism, anxiety, previous disaster experience, community participation and empowerment, responsibility towards others, and available resources in their analyses of DRR education (van Valkengoed & Steg, 2019).If any of them are seen to have a relationship, causal or otherwise, with DRR knowledge, these variables can offer various institutions