Awareness and practices of Cura Personalis in the public school setting: Basis for nurturing the nurturer program
https://doi.org/10.70228/PFREE2024001JHER
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ABSTRACT
Cura Personalis, meaning "care for the whole person," is a humanist and practical framework championed by the Jesuits in their schools where educators' full personhood is looked after. This study explored public school teachers' awareness and the extent of the practices on the elements of Cura Personalis or its equivalent framework, which refers to the Holistic Approach to Caring, Attention to Personal Space, Respect for Individual Dignity, and Service to Others. This study used descriptive correlational design through quantitative data gathering tools such as a researcher-made survey with embedded qualitative open-ended questions, which allowed 156 participants to briefly state their other self-care practices. The data collected were analyzed using frequency and percentage for the profile variables, mean and standard deviation for the level of awareness and practices, Independent Sample T-Test for two variable groups, and one-way ANOVA for more than two variable groups. Data shows that while most participants are mindful of Cura Personalis, the level of practice varies. Educators have other ways to maintain self-care, such as physical, emotional, social, spiritual, time management, and self- compassion strategies. Results show that the basis for developing a program to enhance Cura Personalis is to cultivate a culture of care and compassion within the public school setting. The matrix of the proposed program included the context of Cura Personalis, the objectives, activities, time frame, persons involved, budget source, and success indicator.
Keywords: Cura Personalis, Jesuits, public school setting, public school teachers, care for whole person
Volume 12 Issue 1, 2024 EDITION
Published 2024
Editor's Note
We are delighted to present this new issue (Vol. 12 Issue 1) of the Journal of Higher Education Research, featuring contributions that explore critical topics in nursing education, professional practice, literacy development, educational leadership, and holistic care. Each study reflects the dedication of our authors to addressing the evolving challenges in these fields. Yaqi and Chua examine the impact of human resource challenges and professional quality of life among hospital nurses during the COVID-19 pandemic, offering practical insights to improve nurse well-being. Similarly, Peng and Diva investigate secondary traumatic stress among psychiatric nurses, highlighting the role of organizational support and coping strategies in fostering resilience in high-pressure environments, especially those with high seniority and professional titles. Su and Lachica investigate subhealth determinants among Chinese nursing graduate students, highlighting the significant impact of lifestyle choices and stress management on their well-being. Meanwhile, Zhang and Dolendo examine the academic performance of nursing students engaged in online practice, offering valuable recommendations for enhancing virtual learning in healthcare education. Flipped classrooms are gaining traction as an innovative educational approach, and the work of Zhou and Young identifies factors and strategies influencing the implementation of the flipped classroom model within nursing education reform. Ma and Garcia, meanwhile, take us into the clinical learning landscape through a qualitative study that explores nursing students’ lived experiences, shedding light on their struggles, aspirations, and transformative journeys. Beyond the realm of nursing, this issue also features studies that broaden our understanding of educational practice and leadership. Amazona and Lizada explore public school teachers’ awareness and practices of Cura Personalis—the Jesuit principle of “care for the whole person”—as a basis for developing a “Nurturing the Nurturer” program. Lesondra and Leonor examine Project SCRIBE, a reading intervention grounded in the Language Experience Approach, demonstrating its effectiveness in enhancing reading comprehension, vocabulary, and critical thinking among high school students. Finally, Katalbas and Ramos offer an inspiring narrative inquiry into the journey of a novice principal, revealing the importance of resilience, empathy, and stakeholder trust in shaping effective school leadership. We extend our deepest gratitude to the authors for their invaluable contributions and to our reviewers for their thoughtful and rigorous evaluations. Special thanks to the dedicated staff and Dr. Lota Largavista, Director of the Publication and Engagement Office, for their steadfast support in bringing this issue to fruition. We hope this issue inspires you to reflect on these critical insights, apply them to your practice, and continue advancing research and education in nursing and healthcare. Sincerely, JOVAL N. MARTINEZ Editor-in-Chief