Scientific Wayfinding

This year has been particularly challenging for many scientists. In addition to the expected, ongoing changes in science including discoveries, technological advancements, emerging scientific priorities, and increasing demands for ethical and responsible science, some scientists have additionally experienced changes in funding expectations. Given the current scientific and funding landscape, it is not surprising that many feel scientifically lost. Thus, it is crucial for scientists, including nursing scientists, to know how to find their way. First, although perhaps not on the same scale, we have been through this before. Five years ago, there were drastic changes in funding priorities at the National Institute of Nursing Research (Pickler & Dorsey, 2022). For some, those changes were déjà vu to when the National Institute of Nursing Research declared “omics,” big data, and e-science as priorities (Barrett, 2017). In both cases, and in many similar situations, scientists managed to “evolve,” even if the evolution was difficult and not fully embraced. Now, we again find ourselves in a place where funding priorities have changed. We had hoped we were past being dependent on funders to decide what our disciplinary priorities should be (Pickler, 2023). As Grace et al. (2016) noted, when funding drives scientific priorities, there is danger for science. We, scientists and not funders, should be deciding our disciplinary priorities, particularly in nursing where our science is critical to our practice. Clearly, we need to reclaim the responsibility of setting our scientific priorities. One bit of good news is that, over the years, nursing scientists have demonstrated an ability to develop science necessary for those in practice to use towards improving health outcomes and healthcare delivery. In the meantime, we can, and should, be doing the same, now. We just need to do some wayfinding. Wayfinding is the process of getting from one point to another. Skillful wayfinding, which encompasses reasoning and behavioral action, helps us navigate in unknown or complex environments (Bae et al., 2024). Traditionally, wayfinding has referred to the techniques used to follow unmarked or misidentified routes. More recently, the term has expanded to include all the ways people orient and navigate within a space. Urban and indoor space wayfinding has, for example, focused on the use of visual and environmental cues to reach a destination in an unfamiliar area. The ideas and techniques of spatial wayfinding may also be useful in our cognitive, scientific journey. For example, many scientists have followed a very traditional path to scientific advancement. These persons were drawn to science early, were curious about how things worked, and had a passion for a particular group of people or problem. They went to college, majored in something scientific, and then they went to graduate school and studied their chosen topic in more depth. They earned a PhD. Some, but not all, followed graduate school with a postdoctorate position where they further refined their research skills and narrowed the focus of their work. Then, they mostly took academic positions where they wrote grants and papers, gave presentations, and taught and mentored students. Many achieved their goals—they were funded, published, promoted, tenured, and recognized by their peers. Importantly, they solved problems. Other scientists never did those things, and yet, they too were successful, in industry, in healthcare settings, in life. For those who followed a more conventional scientific path, the way may now seem particularly unclear. Their topics of interest, in which they may have invested significant time and effort, and for which they may have been supported by grant funding, may have lost priority status. They may feel blocked in their progress and uncertain about how and where to turn. It is certainly an uncomfortable position in which to be; these scientists need support and guidance. They also need to consider their focus within the context of changing priorities and needs, just as scientists have always done, including within nursing science's own very recent past. But, how? This is where wayfinding may be useful. Last year, I walked part of the Camino de Santiago. Some of you may know about the Camino; some of you may have walked it. You may know that “camino” means way or route, and like our scientific journeys, there is more than one way. On the Camino, you can start at many places, but generally, you aim to finish in the same place—the Compostela. From wherever you set off until you reach the destination, you are on a camino. This idea, I think, is true of our individual scientific journeys; the paths we follow in science are not all the same. About halfway through my Camino, I found myself more or less alone. Some of my companions were in front of me; some were behind me. Some had decided they would no longer walk. This quiet stretch gave me a chance to think about the way I was on, and it struck me that, like the rocky path I was traversing in northwest Spain, so too life and science have rocky patches. There are also long uphill struggles, steep descents, muddy holes, and dangerous crossings. At times, however, the way is smooth and the walk is easy and fulfilling, surrounded by beautiful vistas and peacefully traversed alongside congenial colleagues. Although the Camino terrain is quite varied, a wonderful aspect of the way is that it is well-marked. In fact, guides and other “pilgrims” will remind you to always follow the “signs” when on the Camino. The scallop shell is the most recognizable wayfinding sign on the Camino. A more recent addition to wayfinding on the Camino is yellow arrows. After a time, as a pilgrim, you learn to follow the shells and arrows and, moreover, to look for them. But sometimes there may be two arrows pointing in different directions, signifying choices. And sometimes, especially in cities where there are many people and lots of competing sights and sounds, it is hard to see the arrows and even harder to see the shells. Sometimes, along lengthy and less interesting sections, there are few arrows or shells. Sometimes, the way is confusing. I know I sometimes forgot to pay attention. Thus, despite the abundance markers along the route I traveled, I still missed a turn (or two), as did some of my companions. We got “off track.” Our wayfinding temporarily failed us. I was lucky, however; I did not walk alone. Someone was watching when I went the wrong way and called me back. At one point, I noticed that I had not seen an arrow for a while, prompting me to turn back to find the last arrow passed. In other words, the signs were always there; I just missed them. With help, and with more attentiveness, I was able to relocate my way. We all have our own camino in life and in science. Thus, and particularly at this time, considering the wayfinding lessons of the Camino may be helpful. Yes, there are signs to follow, and yes, we need guidance, which can come in many forms. Trusted mentors or colleagues can provide guidance; they may have experienced similar challenges in their scientific journeys. Speaking of mentors, we are perhaps overdue in helping our students, the emerging scientists, understand that doing science is complex. I wonder…Do we teach our emerging scientists as though their scientific careers will be a labyrinth or a maze? Unlike a labyrinth, which has one continuous path leading to the end, science is a maze. It is complex, with many path choices and many dead-ends. Mentors need to help mentees learn about making choices within that maze and wayfinding through complexity. In a review of wayfinding in interior environments, Jamshidi et al. (2020) identified domains that influence wayfinding performance including wayfinding cognition and wayfinding behavior. Wayfinding cognition includes memories, reference frames, abilities, problem-solving, information acquisition, and strong neural networks. Wayfinding behavior includes behavioral performance and navigational skills—paying attention to signs, for example. Are we, as scientists, cognitively and behaviorally prepared to find our way in complex situations? More importantly, are we preparing our future scientists in ways that promote their cognitive flexibility and expand their behavioral repertoire? I wonder if we are helping emerging scientists to embrace a variety of methods and to think broadly and conceptually about the science nursing needs to achieve its goals of better health and healthcare. I rather fear we do not do these things and that we let our students choose topics and methods that seem less important for developing science that solves health problems. Paramount to wayfinding in difficult times is clarity of purpose. Your goal on the Camino is the Compostela. Scientific goals may be personally defined; generally, we do our work to benefit others by solving persistent, significant problems, often with little recognition or reward (Pearson, 2024). As nursing scientists, our goal is to improve human health and well-being. The specifics of this scientific goal have become less clearly defined over the last few years. I contend that, with our colleagues, we can work towards reestablishing disciplinary goals and priorities; we have called for this in the past (Pickler, 2024). Others (see Colomer-Lahiguera et al., 2025, and Kalvas & Curley, 2025) have recently provided us with guidance for work essential to specific areas of professional practice. Recently, the International Council of Nurses released its “renewed” definitions of nursing and nurse (White et al., 2025). Not surprisingly, the International Council of Nurses report included little about nursing science, other than obviously noting that nursing practice depends on it. Importantly however, during the definition process, reviewers agreed that the essentials of nursing science included person-centeredness, evidence, and deep knowledge. This is what our science is for; improving health for others will always be our priority. In the end, in science, in life, on the Camino, we have choices. We can listen or not listen, follow or not follow, and participate or not in the necessary work of nursing science. Sometimes we will choose wisely, and the way will be clear and easy. Sometimes we will not choose wisely, and the way may become difficult or lead to places we do not really want, or need, to go. Sometimes we might be tempted to ignore the signs and abandon our quest for knowledge that improves health and well-being for all. Honestly, we simply cannot afford to do that. Wayfinding and science take time, cognitive effort, and skill. In the end, our collective camino will lead us to our goal, our compostela, of improving health for all. This must be our way. Buen Camino.