Transformative learning through the "Honor Walk" in nursing education: a qualitative study.

Area of Science:

• Medical Education
• Nursing Ethics
• End-of-Life Care

Background:

• Traditional nursing education often lacks real-life, emotional experiences in organ donation.
• The organ donor "Honor Walk" ceremony presents a unique educational opportunity.

Purpose of the Study:

• To explore nursing students' emotional and cognitive responses to the "Honor Walk."
• To examine the impact of the "Honor Walk" on ethical awareness, humanistic care, and professional identity.
• To identify potential curriculum integration strategies for organ donation education.

Main Methods:

• Qualitative descriptive study utilizing semi-structured interviews.
• Seventeen participants (10 nursing students, 7 educators) from eastern China.
• Thematic analysis of interview data from participants involved in an "Honor Walk" within three months.

Main Results:

• Students experienced cognitive reframing of life continuity through emotional reflection on death and donation.
• A shift in professional identity was observed, moving towards deeper ethical and humanistic understanding.
• Participants suggested integrating interdisciplinary and experiential approaches into organ donation curricula.

Conclusions:

• The "Honor Walk" serves as a powerful tool for ethical reflection and humanistic development in nursing students.
• Structured educational frameworks supporting such experiences enhance professional identity.
• This approach promotes informed and compassionate organ donation practices.