Stress is an inevitable part of life most especially in the field of nursing education; but one way to overcome its burden is by using coping strategies that will lessen the level of stress experienced. This paper analyzed the level of stress experienced by Nursing students and the coping strategies they employed. Both the level of stress and coping strategies used by the nursing students were analyzed for any significant correlation.

 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.

Ensuring that Older People have good quality of life is one of the major goals of any caregiver. Caregivers, which includes nurses, must be holistic in their provision of care to meet such a goal. Since one of the dimensions of quality of life is spirituality, these researchers sought to describe if any relationship exists between the caregivers’ spiritual care practices and the quality of life of the older people in their care. Institutionalized older people were surveyed using the Nurse Spiritual Care Therapeutics scale and WHO Quality of Life for Filipino Older People to measure the spiritual care practices of caregivers and the quality of life of Older People, respectively. Results show no significant relationship between the two variables, which may be due to the fact that quality of life is composed of several dimensions, in which spirituality is only one, and is multi-factorial in nature; suggesting that quality of life is influenced by several factors and how these factors interplay ultimately determine the quality of life of Older People. The researchers recommend that a mixed-method approach be used to further understand the lack of direct relationship between the two variables. References Abbasi, M., Farahani-Nia, M., Mehrdad, N., Azamgivari, and Haghani, H. (2014). Nursing students’ spiritual well-being, spirituality and spiritual care. Iran Journal of Nursing and Midwifery Research. 2014 May-Jun; 19(3): 242-247.Almeida-Brasil, C. C., Silveira, M. R., Silva, K. R., Lima, M. G., Faria, C. D. C. de M., Cardoso, C. L., Menzel, H.-J. K., Ceccato, M. das G. B. (2017). 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The research article by Tejada (2019) entitled Health Promoting Lifestyle and Perceived Social Support Measure of Nursing Students in a College of Nursing focused and highlighted the "least suitable" lifestyles of students. Among these lifestyles, nutrition habits had the worst mean scores which means that students are not employing healthy eating practices. These unhealthy practices are multifactorial in nature which includes individual, social, and university environmental factors (Sogari, Velez-Argumedo, Gomez, & Mora, 2018). Thus, I share the concern of the author on this matter.Certain socio-demographic variables like family income, history of abuse, mental health, religion, etc., have been found to be associated with malnutrition, particularly obesity in countries like the Philippines (Peltzer, et al, 2014). Therefore, the inclusion of these factors in future studies could potentially give a clearer understanding of the nutrition lifestyle and habits of students. The published article only included age, gender, and the year level as socio-demographic variables.Noteworthy in the article is how the Perceived Social Support was measured. Perceived support from friends and relatives, and other support groups were measured; but strikingly, the support acquired from teachers was discounted. Measuring this support drawn from teachers is essential in understanding how much of this is actually perceived by the students. There is evidence that teacher support is related to a student's positive or negative academic emotions (Lei, Cui, & Chiu, 2017).If educators do indeed affect the students' perceived support, then administrators can capitalize on that knowledge by generating precise school policies and interventions. Subsequently, administrators can avoid a trial and error approach when implementing the said policies and interventions. Demir, Burton, and Dunbar (2018) found out in their study that rapport and support from professors are related to student outcomes, but is dependent on the effectiveness of the teachers. This further fuels the need to include the teacher role in future studies. In simple terms, the teacher's role in influencing a student's perceived support cannot be disregarded.Future researchers may want to explore the relationship between health promoting lifestyle

One of the internal resources being performed to have a better performance in different aspects of the individual life is resilience. The quality of resilience is frequently attributed to individuals who overcome all challenges and problems in life. The purpose of this study was to analyze the presence of correlation between resilience as a trait and neighborhood as an environmental factor. Wherein, neighborhood was further classified into five (5) underlying factors namely, the Physical Order, the Land Use and Service, the Social Norms and Values, the Social Capital, and, the Social order. This quantitative, cross-sectional, correlational study has utilized self-rated standardized questionnaires— the Brief Resiliency Scale of 2008 by Smith, B. W., Dalen, J., Wiggins, K., Tooley, E., Christopher, P., & Bernard, J., and the Perceived Neighborhood Scale of 2013 by Gariepy G, Smith KJ, Schmitz N. The sample consisted of eighty (80) selected participants in Barangay San Roque, Murphy, Quezon City. Based on the results of the study, two (2) among neighborhood underlying factors were found to have significant negative relationship with resilience, specifically the Physical order (p=0.047) and the Social order (p= 0.023). Conversely, there was no significant relationship found between resilience and the other underlying factors of neighborhood. Hence, it is recommended that future researches should further focus on other factors that may have stronger link with resilience such as local community and family support, and/or educational environment and teacher bonding for student populations.ReferencesAnderson, P., Jane-llopis, E., &Hosman, C. (2011). Reducing the silent burden of impaired mental health. Health Promotion International, 26(suppl 1), http://doi.org/10.1093/heapro/dar051Brodsky, A. E. (1996). 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