02790nam a2200241 i 4500003000500000005001700005008004100022040002500063100002700088245019500115300001600310336002100326337002500347338002300372502007900395504003900474520186000513650002102373720003302394720004002427720004302467720003802510CSPC20251201093245.0251107s2024    ph a     b    000 0 eng d  aCSPCbengcCSPCerda1 aPanti, Lea G.eauthor.10aLived experiences of student nurses with diverse sexual orientation, gender identity, and expression (SOGIE) in the college of health science of Catanduanes State University / cLea G. Panti  a176 leaves.  2rdacontentatext  2rdamediaaunmediated  2rdacarrieravolume  aMasters Theses (MAN) - Nursing.cCamarines Sur Polytechnic Colleges, 2024.  aIncludes bibliographic references.3 aSocial identities, such as race, culture, gender identity, and sexual orientation, shape personal outcomes by influencing access to resources, experiences of discrimination or support, and overall health and well-being. This phenomenological study explores the lived experiences of student nurses with diverse sexual orientations, gender identities, and expressions (SOGIE) within the College of Health Sciences at Catanduanes State University. Grounded in phenomenological philosophy, which seeks to understand individuals' experiences from their own perspectives, this study utilized semi-structured interviews to gather detailed accounts of participants' academic and psychological journeys. Key themes emerged, including Academic Experience, with subthemes addressing the impact of SOGIE on academic interactions and challenges specific to SOGIE identity. The second theme, Social Experience within University, comprised subthemes on peer and faculty responses, experiences of discrimination, and navigating social relationships. The third theme, Mental Health and Well-being, focused on the influence of SOGIE identity on mental health, coping strategies, and balancing personal identity with academic and social life. Results indicated that while supportive networks enhanced resilience, discrimination and subtle biases from peers or patients posed challenges. Faculty and peers generally fostered an inclusive environment, yet moments of exclusion impacted participants' mental well-being and academic focus. Findings underscore the need for targeted institutional support programs that address the unique challenges of SOGIE student nurses, promoting inclusivity and mental health support in healthcare training. This study provides insights for policy development aimed at fostering safe, inclusive, and supportive environments for all students. 0aSexual identity.  aMalabanan, Leni M.eadviser.  aMonge, Abigail F.echair, panelist.  aVillanueva, Paulo Martin B.epanelist.  aFajardo, Luzviminda A.epanelist.