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

Organ donation education in nursing is often limited to theoretical instruction, lacking emotionally rich, real-life experiences. The "Honor Walk," a farewell ceremony for organ donors, offers a unique opportunity to introduce nursing students to the ethical, emotional, and professional dimensions of end-of-life care.

This study explored nursing students' emotional and cognitive responses after participating in the donor "Honor Walk," and examined how the experience influenced their ethical awareness, humanistic care abilities, and professional identity development.

A qualitative descriptive design was used. Seventeen participants, consisting of ten fourth-year nursing students and seven educators from a medical college in eastern China, participated in semi-structured interviews. All participants had taken part in an organ donor "Honor Walk" ceremony within the past three months. Data were analyzed using thematic analysis.

In this study, three key themes were identified: (1) Cognitive reframing of life continuity, where students reinterpreted death and donation through emotional reflection; (2) Shifts in professional identity, as students moved from task-oriented thinking to deeper ethical and humanistic understanding of nursing; (3) Innovations in curriculum integration, with participants recommending enhanced interdisciplinary and experiential approaches to organ donation education.

The "Honor Walk" provided a compelling gateway to ethical reflection and humanistic growth among nursing students. When supported by structured educational frameworks, such experiences can contribute meaningfully to the development of professional identity and promote a more informed, compassionate approach to organ donation in clinical practice.

Not applicable. This study did not involve a clinical trial.