Nursing

Entering 2026: Reflection for Nurses, Caregivers, and Clinicians

As 2026 approaches, many nurses, caregivers, and clinicians are not in need of another productivity plan or resolution list. What is needed instead is reflection—honest, grounded, and human-centered.

Reflection is not indulgent. In caring professions, it is essential. Without it, exhaustion becomes normalized, moral distress goes unnamed, and disconnection quietly takes root.

Before asking what you will do in the year ahead, it may be worth asking who you have been required to be.

Taking Stock Without Minimizing

Care work leaves a mark. Some moments strengthen us; others stay with us in ways we cannot easily articulate. This is not weakness—it is evidence of empathy.

As you look back on the past year, consider:

  • What moments still live in your body or thoughts?
  • Where did you show skill, steadiness, or compassion under pressure?
  • What did this work ask of you emotionally and ethically?

Identity Beyond the Role

When your professional role becomes your identity, burnout is no longer a risk—it becomes inevitable.

Ask yourself:

  • How much of my self-worth is tied to being needed or competent?
  • Who am I when I am not caring for others?
  • What parts of myself have been set aside to sustain my role?

You are not your license. You are not your productivity. You are a human being who happens to work in a helping profession.

Moral Distress and Fatigue

Moral distress occurs when you know the right thing to do but cannot do it because of systemic or situational constraints. Over time, this erodes meaning.

Reflect on:

  • Where did I feel misaligned with my values this year?
  • What have I been carrying silently?
  • How has fatigue shown up—in my body, mood, or relationships?

Naming these experiences does not make you less professional. It makes you honest.

Boundaries and Sustainability

Boundaries are not barriers to care; they are acts of professional integrity.

Consider:

  • Where do I consistently overextend?
  • What expectations have I accepted without question?
  • What would need to change for this work to be sustainable—not just survivable?

Endurance is not the same as health.

Reconnecting With Meaning

A calling evolves. It is allowed to change as you change.

Ask yourself:

  • What initially drew me to this work?
  • Does that meaning still fit my life today?
  • Where do I find purpose when systems fall short?

Closing Reflection

As you enter 2026, pause with this question:

What would it look like to care for myself with the same seriousness and compassion I offer others?

Reflection does not require fixing yourself. It simply asks you to remember that your humanity matters.

Be inspired,
Lisa Marie

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Nursing

Doctor Is a Title Earned, Not Owned

By Lisa Marie Reyes-Walsh, DNP, PMHNP-BC, FNP-BC, CARN-AP, CNE

A recent California court decision banning doctorally prepared nurses and other non-physician clinicians from using the title “doctor” in clinical settings should give us all pause. While the 1937 law behind the ruling was intended to protect the public from confusion, enforcing it today reveals something deeper—an outdated hierarchy that denies recognition to the many doctorally educated professionals who make modern healthcare possible.

Let’s be clear: Doctor is an academic title, not a synonym for physician. It signifies the highest level of education in a discipline—whether medicine, nursing, psychology, pharmacy, or education. When a nurse earns a Doctor of Nursing Practice (DNP) or a PhD in Nursing, that title represents years of rigorous study, research, and clinical mastery. Denying these professionals the right to use the title they have legitimately earned is both professionally dismissive and intellectually dishonest.

Patient Confusion or Professional Control?

The court cited an American Medical Association (AMA) survey suggesting that 39% of patients are confused about who is or isn’t a physician. But confusion is solved through education, not erasure. The answer is transparency, not title policing. A nurse who introduces themselves as “Dr. Reyes-Walsh, Doctor of Nursing Practice and Psychiatric Nurse Practitioner,” is being truthful and clear. The public deserves honesty, not an outdated ban designed to preserve one group’s dominance.

This ruling perpetuates physician exceptionalism—the belief that only MDs and DOs deserve full professional acknowledgment. Yet today’s healthcare system is interdisciplinary by design. Patient safety and access depend on collaborative teams that include doctorally prepared nurses, psychologists, pharmacists, and physical therapists. Their doctoral preparation enhances—not endangers—public health.

Truth in Advertising or Truth in Exclusion?

California’s “truth-in-advertising” statute was written nearly ninety years ago, long before advanced nursing practice existed. Applying a 1937 framework to 2025 healthcare ignores decades of evolution. Back then, few women held doctorates, and the idea of a nurse practitioner was unimaginable. Today, the DNP and other professional doctorates are standard pathways for clinicians dedicated to leadership, evidence-based practice, and quality improvement.

The law assumes patients can’t understand the difference between a Doctor of Nursing Practice and a Doctor of Medicine. That’s a paternalistic view of the public and a disservice to patient literacy. Americans can navigate insurance policies and treatment plans; surely, they can comprehend credentials when practitioners clearly identify their discipline and scope of practice.

Why It Matters

Restricting the use of doctor to physicians alone silences a vital part of the healthcare workforce. Nurse practitioners and other doctorally prepared clinicians provide over a billion patient visits annually, often in underserved areas where no physician is available. Their expertise improves outcomes, expands access, and saves lives.

This ruling also sends a troubling message to future healthcare leaders: that one’s highest academic achievement can be dismissed for political reasons. When the law undermines respect for education, it discourages excellence. In a system already strained by workforce shortages, that’s a loss none of us can afford.

The Way Forward

Healthcare deserves transparency, not territorialism. Every professional should disclose their credentials and scope of practice. Patients have a right to know who is treating them—but doctorally prepared nurses have a right to identify themselves accurately.

As Palmer et al. v. Bonta et al. moves to the Ninth Circuit Court of Appeals, the broader issue remains: do we value all who dedicate their lives to healing, or only those within a specific title tradition?

Respect for the word doctor should depend on education, integrity, and contribution—not on one profession’s monopoly over language.

When we start restricting who may be called doctor based on politics rather than merit, we don’t just diminish nursing—we diminish the truth itself.


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Nursing

My Passion for Teaching: Shaping the Future of Nursing Through Purpose and Connection


My Passion for Teaching: Shaping the Future of Nursing Through Purpose and Connection

Teaching is not just what I do — it is who I am. For me, being an educator is more than sharing knowledge; it’s about inspiring others to discover their potential and empowering the next generation of nurses to lead with compassion, integrity, and skill. Nursing is a calling, and teaching allows me to nurture that calling in others, creating a ripple effect that reaches countless patients, families, and communities.

From my earliest experiences as a clinician to my current role as a leader in psychiatric mental health nursing education, I’ve always been driven by a deep sense of purpose. I believe that education is transformational — not only for students but for the entire healthcare system. Every lecture, discussion, and mentoring session is an opportunity to shape the way nurses think, feel, and lead. It’s about preparing them to meet the ever-evolving challenges of our profession while staying grounded in self-care and ethical practice.

One of the greatest joys of teaching is witnessing those “lightbulb moments” when a complex concept finally clicks, or when a student realizes they have the confidence to advocate for a patient or challenge an outdated system. These moments remind me why I do this work — because every student’s growth represents a brighter future for nursing.

My passion for teaching also extends beyond academics. I am deeply committed to fostering an environment where students feel seen, valued, and supported. Nursing is a demanding career, and burnout is a real risk. That’s why I emphasize self-care and resilience in my teaching, encouraging students to care for themselves as diligently as they care for their patients. When nurses thrive, the entire healthcare system benefits.

As a lifelong learner myself, I am constantly inspired by my students and colleagues. Their questions, insights, and diverse experiences challenge me to grow and evolve as an educator. Teaching is a partnership — one built on trust, curiosity, and a shared vision of improving mental health care and advancing our profession.

Ultimately, my passion for teaching is rooted in a belief that education can change lives. By investing in the next generation of nurses, I am contributing to a legacy of compassionate, evidence-based care that will impact individuals and communities for years to come. Teaching allows me to merge my love for nursing with my dedication to service, leadership, and innovation — and that is a privilege I never take for granted.


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