We recently caught up with Glenna Mae Guiriba, our FiND Kalinga’s cultural health champion. With a wealth of experience as a Critical Care Registered Nurse specializing in cardiac care, Glenna has made significant contributions to the hospital, academic, and healthcare industries. Her journey began in the Philippines, where she worked as a registered nurse and midwife. Driven by a passion for nursing excellence, she moved to Australia to pursue a Master of Nursing (Coursework), graduating with High Distinction.
Glenna’s dedication to cardiovascular health was evident during her tenure as a Clinical Nurse Specialist and later as a Cardiac Liaison Nurse at St. Vincent’s Hospital. Her expertise in cardiac care has been complemented by her extensive experience in other areas, including aged care, neurosurgery, intensive care, and immunization. During the challenging times of the pandemic, Glenna transitioned from clinical practice to focus on education, a field where she has continued to shine.
Currently, Glenna serves as a full-time Lecturer in Nursing at Deakin University. She has recently completed her Master of Health (Research Practice) with High Distinction, with a thesis focusing on compassion fatigue among critical care registered nurses. Her research is a testament to her commitment to improving the well-being of her peers and advancing the nursing profession.
As a cultural health champion, Glenna leverages her diverse background and expertise to advocate for the health and well-being of Filipino communities. Her involvement with FiND Kalinga highlights the importance of culturally sensitive healthcare practices and the need for increased awareness and participation in health initiatives. Glenna’s journey from a dedicated nurse in the Philippines to an educator and researcher in Australia exemplifies her unwavering commitment to excellence in nursing and her passion for positively impacting the healthcare industry. We are proud to have Glenna as a champion for cultural health and look forward to her continued contributions to the Filipino nursing community and the broader Filipino communities in Australia.
Innovative Teaching Amid Pandemic Challenges
I started my teaching career during the pandemic as a casual academic in Australian Catholic University. I can share that based on my observations, the pandemic has revolutionised teaching and student engagement in higher education. Most of the classes were held online through digital technology/platforms such as Zoom, where both students and teachers had to adapt very quickly. Such change was challenging, particularly in ensuring that the students achieve the unit learning outcomes and adequately prepare them for the profession where interpersonal communication, teamwork and critical thinking are important. The use of Zoom with engagement strategies such as breakout rooms, asking them to turn on the camera, annotate, chatbox, Mentimeter, and incorporation of videos, photos, and Google documents were helpful for live online sessions. There were also short recordings/videos that students could study in advance with recommended readings.
Supporting Filipino Students Through Pandemic
Some unique challenges of Filipino students include limited access to resources such as internet connection or computers which make it difficult to complete their online learning. I encouraged students to visit the library for free internet access which also lent a few laptops for online exams. As most of them are international students, other struggles include having inadequate family support/friends, insufficient funds (most of them lost their part-time jobs in hospitality), stress and anxiety. Whenever I had the chance, I always mentioned the free counselling services of the university. I also encouraged them to check the Filipino Facebook groups where students can connect and reach out to fellow kababayans. I do remember a very smart student who lost his job and could not pay his rent and who was adopted by a Filipino family through this FB page. In retrospect, I think more could have been done to support them. At present, I am a member of the international student support portfolio for international students at Deakin to help them become more familiar with Australian higher education and health care. As a former international student, I could empathise with their difficulties, so I willingly share my own professional journey either in class or through informal conversations with them. I hope to inspire them that if I can get my dream job, they can too (by God’s grace).
Teaching COVID-19’s Public Health Lessons
At Deakin, we have a core unit about the promotion of mental health and well-being for nurses and midwives. One of the poignant topics is handling critical incidents such as the COVID-19 pandemic where we have problem-based learning or case studies for the students. This provides them with an opportunity to learn from their peers and through class discussion about the challenges and strategies to look after themselves both at a professional and personal level. I include stories/anecdotes which I have experienced during the pandemic particularly when I was working in the Intensive Care Unit. Such gives them an insight into the complexity of the nursing profession such as looking after someone when there is fear of contracting the virus and giving it to one’s own family. Yet, it is also a privilege to alleviate suffering and provide comfort to those who cannot be seen by their families (especially with visitor restrictions).
Some lessons that I think are crucial for the students to learn include
(1) to become constantly aware of current health issues by watching the news, taking advice from experts, or doing some research on the best evidence available. The more knowledgeable they are, the more prepared they will become.
The second lesson (2) is to embrace change and to ask for help. An example is the drastic change from face-to-face to online classes. Having an eagerness to try something new even when it is daunting is an important character trait. I think this applies not just in the classroom but in life in general. Sometimes, it takes a pandemic for us to become more adaptable and innovative. They should also utilise the services offered by the university including the library, medical centre, peer support and counselling. If they are struggling academically or emotionally, they need to ask/seek help and that takes courage.
The last lesson is to look after themselves. These can be through self-care strategies (i.e., exercise, eating healthy, having enough sleep, gratitude practice), talking to family/friends or having faith. I am a Christian so relying on God gives me hope during the tough times.
Building Resilience in Filipino-Australians
Merriam-Webster dictionary defines resilience as an ability to recover from or adjust easily to misfortune or change. I think Filipinos are naturally resilient from our upbringing and daily life experiences in the Philippines. For instance, we get hit by multiple typhoons yet are still able to come together as a community with smiles on our faces, hopeful for the future. To build resilience, I think the younger generation should stay connected and build strong and healthy relationships with family and friends (even make the effort to have new ones). These could be through student organisations, volunteering opportunities, running clubs, and sports to provide them with a sense of belonging and support. In addition, students should prioritise their mental health. Prevention is always better than cure.
As educators, we should aim to establish genuine connections with our students and create a safe environment in the classroom where they feel respected and heard. Someone once told me that students do not care what we know unless they know that we care. When I told stories with my students regarding my own challenges during the pandemic, initially they were shocked. But I explained to them that this was to demonstrate that no one is invincible and to prepare them for the real world. Afterwards, they shared their own struggles and apprehensions which benefited the whole class. We should also encourage students to try to balance their studies with other priorities including their family, friends, and hobbies. If they are healthy holistically, they can adjust/recover much more easily and perhaps even stronger than before.
FiND Kalinga is a project supported by the Federation of Ethnic Communities Council of Australia (FECCA) through its COVID-19 Small Grants Projects. For more information about the FiND Kalinga, visit www.findkalinga.net.
