As I reflect on my tenure as an undergraduate nursing program chairperson, I am reminded of the unique challenges and lessons that shaped my leadership. My term coincided with the global effects of the COVID-19 pandemic, a time when nursing education had to undergo rapid transformation. The transition to online learning, which had never been done before at the undergraduate level in the Philippines, brought unprecedented pressures to both students and faculty. Leading through this period required not only resilience but also a deep reliance on the Filipino values of pakikisama (harmonious relationships), bayanihan (community spirit), utang na loob (debt of gratitude), and diskarte (strategic resourcefulness). These values became the foundation of my approach, enabling me to address the challenges while keeping the program's goals in sight.
Managing down: Cultivating trust and pakikisama among senior faculty
It became clear that managing a team of experienced faculty—many of whom had been in the institution longer than I had—would require a leadership style rooted in pakikisama. As a younger leader, I had to earn the trust of senior faculty who, understandably, had concerns about navigating an online teaching environment for the first time. In Filipino culture, the strength of relationships often determines the success of any collective endeavor, and I knew that establishing rapport was crucial.
Rather than issuing directives, I opted for a collaborative approach, frequently engaging faculty in informal kamustahan (check-ins) via web conferencing to understand their perspectives and challenges. I created spaces where their voices could be heard and solutions could be developed as a team. This approach was important during the transition to online learning, a task that was unfamiliar and daunting for many. By emphasizing shared leadership and respecting their expertise, I was able to foster a sense of kapwa (shared identity) that carried us through these difficult adjustments.
Managing students: Fostering bayanihan for student success and well-being
The pandemic upended traditional nursing education, forcing us to adapt quickly to online platforms. The weight of this transition fell heavily on students, many of whom were grappling with the stresses of remote learning, technical difficulties, logistical concerns, and the emotional toll of the crisis. My approach to managing students during this time centered on bayanihan, the Filipino tradition of community support and cooperation.
I worked closely with faculty to implement peer mentorship programs, where senior students supported juniors, not only academically but emotionally as well. Recognizing that students needed more than just academic instruction, we integrated usapan (dialogue) into our support systems, regularly hosting virtual mentoring sessions where students could share their concerns and experiences. This sense of malasakit (deep concern) for one another allowed us to build a community of care, even in the virtual environment. Students, who might have otherwise felt isolated in their struggles, found reassurance in the collective efforts to ensure their success and well-being during such an uncertain time.
Managing across: Harnessing utang na loob to strengthen faculty collaboration
Collaboration among faculty during the pandemic required more than just formal meetings—it required a deep sense of utang na loob (debt of gratitude). Many senior faculty members had years of experience in traditional, face-to-face teaching, and the transition to online education was an entirely new challenge. Understanding this, I relied on utang na loob to build a culture of mutual support, recognizing the unique contributions of each faculty member while ensuring they felt valued and appreciated.
To support the transition, I created small support groups focused on online curriculum development and student engagement. Faculty members with more experience in technology were paired with those who were less familiar, creating an environment of pagtutulungan (mutual cooperation). By acknowledging their contributions publicly and ensuring they received the recognition they deserved, I strengthened our faculty’s morale and sense of ownership over the program’s success.
Managing up: Navigating relationships with diskarte and sensitivity
Managing up, particularly with leadership less involved in the intricacies of our program’s challenges, required a great deal of diskarte—the Filipino art of strategic resourcefulness. While direct support from a senior administrator was not always readily available, I focused on maintaining transparent communication and aligning our program’s initiatives with the broader goals of the university.
Rather than confronting gaps in leadership directly, I leaned on informal networks and built relationships with key stakeholders across the university. Often, this took the form of casual merienda (snack) sessions with colleagues from other departments, where discussions around shared challenges led to creative solutions. These conversations provided much-needed support without creating unnecessary tension or conflict. Through this approach, I advocated for the resources and policies needed to sustain our program’s growth, even as the pandemic stretched the institution’s capacity.
At the same time, I engaged in pagdadala—taking on additional responsibilities and carrying the load quietly when necessary. By stepping up without waiting for direct instructions, I kept the program moving forward, ensuring that our students and faculty had what they needed to navigate the challenges. This quiet leadership allowed us to thrive, even in the face of limited engagement from senior leadership.
Final thoughts
Looking back on my term as chairperson during the pandemic, I am struck by how deeply Filipino values shaped my leadership journey. The concepts of pakikisama, bayanihan, utang na loob, and diskarte became the foundation for managing the unprecedented challenges we faced. In a time when Philippine nursing education had to undergo a rapid and unfamiliar transition to online learning, these values allowed us to maintain a sense of community, support, and resilience.
Ultimately, the experience reinforced my belief that true leadership in nursing education is not about authority or control—it’s about creating an environment where everyone feels empowered to contribute to a shared vision of success. As I move on from this role, I carry the lessons learned during one of the most challenging times in our profession’s history, knowing that these values will continue to guide me in my future endeavors.
Noriel Calaguas, PhD, MSHSA, RN, ACRN, is an associate professor and former chairperson at the Holy Angel University School of Nursing and Allied Medical Sciences. He currently serves as the Co-Chair of the Association of Nurses in AIDS Care Global Committee and is a Trustee of the Philippine Society of Sexual and Reproductive Health Nurses. He is a member of Sigma’s Lambda Delta Chapter.