Experiences on Handling Healthcare Advice to Family Members among Graduating Nursing Students in a Private School

Abstract

Aims: To describe the challenges faced by graduating nursing students in a private school when providing healthcare advice to relatives. Specifically, it described the experiences of the graduating nursing students, challenges in balancing personal relationships with their emerging professional identities and strategies they employ to provide healthcare advice to their family members. Study Design: A qualitative descriptive design was utilized. Methods: Eight (8) participants were selected through purposive and snowball sampling based on inclusion and exclusion criteria and the final number was determined by data saturation. Data were gathered through in-depth interviews conducted face-to-face and online after securing approval from the institutional research ethics committee.  Results: Three major themes emerged: (1) Constructing the “Family Nurse” Identity through repeated interactions with relatives; (2) Emotional Weight of Caring as they experienced emotional pressure and mixed feelings but also gained confidence and a sense of responsibility; and (3) Accountability by applying classroom knowledge, verifying information with registered nurses, credible sources, and encouraging proper medical consultation. The findings suggest that professional identity formation, emotional engagement, and ethical responsibility are not confined to clinical environments but are also shaped through everyday family interactions. Conclusion: The study concludes that providing healthcare advice to family members plays a significant role in shaping the professional identity of graduating nursing students. It is recommended that nursing schools strengthen programs on professional boundaries, emotional resilience, and responsible health communication to better prepare students in managing family expectations alongside their emerging professional roles.