Lorma Colleges Institutional Research Forum https://research.lorma.edu/xmlui/handle/123456789/296 2026-06-26T22:09:38Z 2026-06-26T22:09:38Z Jim Victor L. Concepcion Jay Mark S. Lucero Ivan Jonnel C. Magpayo Mary Jane Banayat https://research.lorma.edu/xmlui/handle/123456789/316 2026-06-23T03:27:46Z 2026-05-26T00:00:00Z

Golden Years, Active Cheers: Lived Experiences of Elderly Residents in Health and Wellness Program Jim Victor L. Concepcion; Jay Mark S. Lucero; Ivan Jonnel C. Magpayo; Mary Jane Banayat The rapid aging of the global population has intensified the need for effective health and wellness programs that support elderly individuals in maintaining physical, social, and emotional well-being. However, participation rates remain low due to multi-level barriers including limited accessibility, lack of awareness, transportation difficulties, and insufficient social support. This study sought to explore the lived experiences of elderly residents in San Fernando City, La Union, Philippines, regarding their participation and non-participation in community-based health and wellness programs. Using a descriptive qualitative phenomenological design, semi-structured interviews were conducted with elderly residents aged 65 above to capture their personal narratives, challenges, motivations, and perceived facilitators. Data were analyzed thematically to identify recurring patterns that reflect the realities of aging in a community health context. The findings reveal that elderly participants face interconnected barriers such as health limitations, environmental inaccessibility, low program awareness, and diminished social connectedness, while facilitators include peer encouragement, perceived health benefits, and culturally relevant activities. Despite these challenges, many elderly individuals expressed willingness to engage when programs are meaningful and accessible. From these insights, the study proposes recommendations for program implementers, local government units, and the barangay health committee to develop more inclusive, age-friendly, and sustainable wellness initiatives.

2026-05-26T00:00:00Z Jesusa D. Gurtiza Stephanie D. Madayag Antoinette Nicole R. Mangaoang Mike Jester C. Olaires John Rainier P. Pascua Gabriel Y. Pimentel https://research.lorma.edu/xmlui/handle/123456789/315 2026-06-23T03:24:22Z 2026-05-26T00:00:00Z

Lived Experiences of Male Nursing Students in Their First Delivery Room Clinical Encounter Jesusa D. Gurtiza; Stephanie D. Madayag; Antoinette Nicole R. Mangaoang; Mike Jester C. Olaires; John Rainier P. Pascua; Gabriel Y. Pimentel Male nursing students encounter unique challenges in obstetric settings due to the sensitive nature of care and existing gender norms. This study explored the lived experiences of male nursing students during their first delivery room clinical encounter. The study used a qualitative phenomenological research design and conducted face-to-face semi-structured interviews with 10 second year male nursing students from the College of Nursing at Lorma Colleges, San Fernando City, La Union. Interviews continued until data saturation was reached. Colaizzi’s method was used to analyze and understand the data. Findings revealed five major themes: (1) Emotional Responses During Initial Exposure, (2) Gender Based Barriers in the Delivery Room, (3) Clinical Learning Barriers and Gaps, (4) Coping Mechanisms and Support Systems, and (5) Patient Interaction and Professional Growth. Participants initially experienced nervousness, fear, discomfort, and uncertainty, along with gender related limitations that restricted participation in certain procedures. They also encountered inconsistencies between theoretical knowledge and actual clinical practice. Despite these challenges, participants gradually adapted by utilizing coping strategies, developing confidence, improving patient interaction, and achieving professional growth. Addressing these challenges requires strengthened clinical preparation, supportive instruction, and gender-sensitive practices to ensure equitable learning experiences in obstetric care.

2026-05-26T00:00:00Z Darlene Loraine C. Almojuela Trishia Reden G. Catungal Mary Rose V. Claro Venus P. Costales Jhude Mer L. Cortez https://research.lorma.edu/xmlui/handle/123456789/314 2026-06-23T03:20:58Z 2026-05-26T00:00:00Z

Nous Unbound, Fostering Equity: Exploring the Lived Experiences of Physical Therapists in Rehabilitating Stroke Patients with Comorbid Mental Health Conditions Darlene Loraine C. Almojuela; Trishia Reden G. Catungal; Mary Rose V. Claro; Venus P. Costales; Jhude Mer L. Cortez Stroke rehabilitation is not only a physical recovery, but also mental health comorbidities that influence participation, motivation and overall rehabilitation outcomes. This study investigated the lived experiences of physical therapists in LORMA Medical Center in catering the physical and psychosocial needs of stroke patients through qualitative phenomenological approach. Data was collected through in-depth interviews using semi-structured and open-ended questions and thematically analysed to elicit recurrent insights and patterns from participants’ experiences. Physical therapists face emotional and professional challenges balancing motor rehabilitation with patients’ psychological struggles, especially in resource-limited and emotionally demanding clinical environments, findings showed. Resilience and commitment to holistic care by therapists despite these difficulties included empathy, patient and family education, emotional support and psychosocial awareness in the rehabilitation practice. The study further highlighted the significance of trauma-informed care, interdisciplinary collaboration, and institutional support in enhancing rehabilitation outcomes for both patients and healthcare professionals. These findings suggested an equity-focused rehabilitation framework, recognising the link between recovery of physical and mental health, and providing practical implications for curriculum development, enhancement of clinical practice, policy revision, and future research in rehabilitation and mental health integration.

2026-05-26T00:00:00Z Layc L. Montes Simon Bernard Z. Palalay Angel C. Alico Natasha Ashley V. Sanchez Ryzlei G. Unabia https://research.lorma.edu/xmlui/handle/123456789/313 2026-06-23T03:17:07Z 2026-05-26T00:00:00Z

Managing Mental Health and Academic Demands: A Husserlian Phenomenological Study on the Lived Experiences of Nursing Scholars of Lorma College Layc L. Montes; Simon Bernard Z. Palalay; Angel C. Alico; Natasha Ashley V. Sanchez; Ryzlei G. Unabia This qualitative study explored the lived experiences of present-day nursing student scholars at Lorma Colleges in managing their mental health amid heavy academic responsibilities using a Husserlian phenomenological approach. The study aimed to understand how academic pressures influence their psychological well-being, coping strategies, and sense of meaning in their academic journey. Eleven (11) nursing student scholars participated in in-depth interviews, and the gathered data were transcribed verbatim and analyzed using Colaizzi’s method for phenomenological data analysis, which involved extracting significant statements, formulating meanings, and clustering themes. The findings revealed three major themes: Lived Tensions and Expectations of Academic Strain, Negotiating Stress Through Maladaptive and Adaptive Responses, and The Meaning of Fulfillment in the Midst of Academic Strain. These themes show that nursing student scholars experience intense academic pressure and emotional strain while simultaneously navigating both healthy and unhealthy coping mechanisms in response to stress. Despite these challenges, participants continue to find fulfillment and meaning in their academic journey through achievements, recognition of efforts, and financial support as scholars. Overall, the study highlights that although nursing students face significant mental health and academic challenges, they demonstrate resilience and strong motivation to complete their nursing education. The study emphasizes the importance of providing adequate mental health support systems, balanced academic workloads, and accessible stress management interventions to promote well-being among nursing student scholars in higher education settings.

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