College of Nursing and Public Health
Nexus Building 375
College of Nursing and Public Health
Nexus Building 375
Edwin-Nikko R. Kabigting, PhD, RN, NPD-BC is an Assistant Professor in the Foundations in Adult Nursing Practice Department at Adelphi University’s College of Nursing and Public Health (CNPH).
Kabigting earned his Bachelor of Science in Nursing, Bachelor of Arts in Philosophy, Certificate in Forensic Health of Adults, Master of Science in Community Health Nursing, Graduate Certificate of Advanced Study in Nursing Education, and Doctor of Philosophy in Nursing from Binghamton University’s Decker College of Nursing and Health Sciences.
At Binghamton, he studied with world-renowned nurse theorist, Dr. Rosemarie Rizzo Parse. Dr. Kabigting is a Parse Scholar and uses the humanbecoming paradigm (Parse, 2014, 2021) in his scholarship and educational work. He is a respected scholar in national and international arenas where he focuses on the investigation of universal living experiences and unique nursing knowledge guided by Parse’s humanbecoming paradigm.
Dr. Kabigting’s scholarly work has focused on the universal humanuniverse living experience of feeling overwhelmed in a population of individuals who were receiving or providing services to HIV/AIDS patients. His present investigation explores the universal humanuniverse living experience of feeling betrayed. He serves as the Co-Contributing Editor for Book Reviews and New Media and Copyeditor for References in the international peer-reviewed journal, Nursing Science Quarterly.
Dr. Kabigting has taught at the undergraduate, graduate, and doctoral level in the areas of theoretical foundations, conceptual analysis, nursing research, qualitative research, fundamentals of nursing, nursing assessment, professional development, leadership, simulation, health promotion, and community/public health nursing. He is a board certified (NPD-BC) Nursing Professional Development Specialist through the American Nurses Credentialing Center (ANCC).
Clinically, Dr. Kabigting previously worked as a Registered Nurse in the observation unit of the emergency department, telemetry/stroke unit, geriatrics, and in post-acute care. He has served in several leadership roles as a nurse including as unit practice council chair and as a member of a hospital-wide patient excellence team on issues related to the delivery of person-centered care.
Dr. Kabigting is a member of Sigma Theta Tau International, International Consortium of Parse Scholars, and various other academic nursing organizations. He currently serves as co-chair of the Eastern Nursing Research Society's Research Interest Group in Nursing Theory and Development. At Adelphi, Dr. Kabigting currently teaches Fundamentals of Patient-Centered Nursing Care (theory), Integration Seminar I, Integration Seminar II, and Evidence-Based Practice in Nursing. Moreover, he is a guest lecturer in doctoral coursework concerning qualitative inquiry and serves as an honors thesis advisor for the Adelphi University Honors College.
Doctor of Philosophy in Nursing, Binghamton University, State University of New York (2019)
Graduate Certificate of Advanced Study in Nursing Education, Binghamton University, State University of New York (2016)
Master of Science in Community Health Nursing, Binghamton University, State University of New York (2016)
Bachelor of Science in Nursing , Binghamton University, State University of New York (2013)
Bachelor of Arts in Philosophy, Binghamton University, State University of New York (2013)
Certificate in Forensic Health of Adults, Binghamton University, State University of New York (2012)
Nursing Professional Development Specialist (NPD-BC)
American Nurses Credentialing Center Commission on Certification
New York State (NYS) Registered Professional Nurse
NYS Office of the Professions
The Institute of Humanbecoming, Discovery International
Advanced instruction in The Humanbecoming Paradigm
Evidence-Based Practice In Nursing
Fundamentals Of Patient Centered Nursing Care
Integration Seminar I
•Theoretical and Conceptual Foundations of Nursing
•Conceptual Analysis of Nursing Phenomena
•Fundamentals of Nursing
•Professional Development and Socialization in Nursing
•Community/Public Health Nursing
My nursing theoretical perspective is the humanbecoming paradigm (Parse, 2014). Thus, my teaching philosophy arises from the humanbecoming teaching-learning model (Parse, 2014). From the humanbecoming perspective, “teaching-learning is a cocreated journey” and it is a “never-ending journey of giving-receiving in coming to know” (Parse, 2014, p. 145) Teaching-learning focuses on the teacher and the learner. Each learner has their own inherent wisdom and creativity. The teacher taps into this wisdom and the creative talent of each individual. Learners approach coming to know differently in varying situations, thus the teacher takes into account an individual’s differences, beliefs, and value priorities. Through the teaching-learning model, responsibility for learning lies within the learner, as well as the teacher; both of whom bear witness to the unfolding and emerging journey of coming to know.
Teaching-learning honors the wisdom of students. Teachers witness the changing and unfolding of students over time.
My teaching philosophy is a lived philosophy. It is something that I take with me always as I enter a classroom or teaching-learning situation. Over time, I have to come to know that I am both teacher and learner all-at-once. An exemplar of the teaching-learning model and its use in nursing education can be found in Nursing Science Quarterly. Please refer to Letcher and Yancey (2004) for this example.
•Universal humanuniverse living experiences (These are living experiences that are lived by all individuals): Feeling overwhelmed, betrayal, and others
•The Humanbecoming Paradigm (Parse, 2014, 2021) : Sciencing Humanbecoming, Living-the-Art of Humanbecoming, and The Humanbecoming Models (Family, Community, Leading-Following, Mentoring, Concept Inventing, and Teaching-Learning)
•Nursing theory guided inquiry/research
•Qualitative modes of inquiry: Parsesciencing and Humanbecoming Hermeneutic Sciencing
Purpose and Significance of Scholarship
My purpose as a scholar is to contribute to the advancement of unique nursing knowledge. It is my belief that the extant nursing theoretical perspectives incarnated by the nurse theorists of both past and present fortify nursing as a unique discipline. Specifically, my horizon of inquiry/nursing theoretical perspective is Parse’s (2021), humanbecoming paradigm. The nature of existence of the humanbecoming paradigm is humanuniverse, which is explicated as “indivisible, unpredictable, everchanging cocreation” (Parse, 2021, p. 9). Moreover, the ethos of humanbecoming is dignity and the humanbecoming paradigm is concerned with the living quality of individuals. Thus, all inquires that arise from the paradigm are focused on living quality and at its core, dignity.
A scholar who lives the art of humanbecoming is interested in the investigation of universal humanuniverse living experiences. A universal humanuniverse living experience permeates all of life regardless of age. It is lived by all. Universal humanuniverse living experiences are investigated through a mode of inquiry known as Parsesciencing (Parse, 2021). Parsesciencing’s purpose is to “enhance understanding of universal humanuniverse living experiences” (Parse, 2021, p. 65). Examples of universal humanuniverse living experiences that I have investigated and am investigating include feeling overwhelmed and feeling betrayed.
Within the humanbecoming paradigm, universal humanuniverse living experiences are concerned with living quality, since individuals make choices moment to moment. The grounding of my beliefs in humanbecoming arises from the idea of illimitable freedom in individuals' choices. Moreover, the choices we make as individuals reflect our value priorities. The newknowings/findings in this line of inquiry provide insights for nurses to bear witness to an individuals’ joy and struggles all-at-once. Ultimately, this line of inquiry illuminates and enhances the ways of being with others on their journey of becoming.
International Service Learning:
Dr. Kabigting is faculty co-director of the 2020 Intersession service-learning experience in Guatemala.
Dr. Kabigting is an active member of the International Consortium of Parse Scholars and Sigma Theta Tau International. Additionally, he is an International Affiliate of the Canadian Gerontological Nursing Association.
Kabigting, E.-N. R. (2018).Feeling Overwhelmed: Distilling-Fusing. Presented at Congrès Science Infirmière et Avancée des Connaissances (Nursing Science Congress) at Webster University Geneva. Geneva, Switzerland.
Kabigting, E.-N. R. (2018). Feeling Overwhelmed: An Ingenuous Proclamation. Presented at Congrès Science Infirmière et Avancée des Connaissances (Nursing Science Congress) at Webster University Geneva. Geneva, Switzerland.
Kabigting, E.-N. R. (2018).Creative Conceptualization of Feeling Overwhelmed and Qualitative Inquiry. Presented at Congrès Science Infirmière et Avancée des Connaissances (Nursing Science Congress) at Webster University Geneva. Geneva, Switzerland.
2018: Kabigting, E.-N. R.(Principal Investigator). Feeling Overwhelmed: A Parsesciencing Inquiry. Lise Perault Grant ($500), International Consortium of Parse Scholars. Grant approved; research in progress.
Certificate of Appreciation for Contributions to Graduate Student Community
The Graduate School at Binghamton University (August 2018)Graduate Assistantship (TA/GA/RA) Academic Scholarships
Decker School of Nursing (August 2018, August 2017, August 2016, August 2015, and August 2014)Valentina and R. Gordon Wasson Scholarship
Binghamton University Foundation (August 2018)The Lise Perault Memorial Award
International Consortium of Parse Scholars (May 2018)Caring Heart Recognition Award
Ascension Lourdes Hospital (September 2017)The Honor Society of Nursing: Sigma Theta Tau International
Zeta Iota Chapter (Induction: May 2015)Lyceum Scholarship
Binghamton University Foundation (August 2015)William H. Lane Incorporated Scholarship
Binghamton University Foundation (July 2014)