Transformative learning experience among nursing students with patients acting as teachers: Mixed methods,...

Area of Science:

• Nursing Education
• HIV/AIDS Care
• Patient-Centered Care

Background:

• Nursing students require comprehensive training in HIV/AIDS care.
• Integrating patient perspectives can enhance nursing education.
• Understanding the impact of expert patients as educators is crucial.

Purpose of the Study:

• To evaluate the impact of expert patients teaching nursing students about HIV/AIDS.
• To assess changes in students' knowledge, attitudes, and practices regarding HIV/AIDS.
• To explore the influence on students' approach to the care model and their learning experience.

Main Methods:

• A non-randomized, single-arm study utilizing quantitative (before-after) and qualitative data.
• Five 90-minute workshops were led by two women living with HIV.
• Thirty-four nursing students participated; data collected using the Patient-Practitioner Orientation Scale (PPOS) and KAP questionnaire.

Main Results:

• Statistically significant improvements were observed in overall care orientation, including caring and sharing dimensions.
• Quantitative findings indicated enhanced patient-centered care perception and improved attitudes towards people living with HIV.
• Qualitative data corroborated quantitative results, highlighting transformative learning in professional and personal aspects, except for the 'sharing' dimension.

Conclusions:

• Incorporating expert patients as educators in nursing programs significantly improves patient-centered care.
• Workshops led by expert patients foster transformative learning, enhancing nursing students' knowledge, attitudes, and practices related to HIV/AIDS.
• This educational model positively impacts both professional and personal development of nursing students.