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Learning from authentic patient narratives in nursing education using Gibbs' Reflective Cycle: A qualitative study
Cansu Polat Dünya1, İlknur Özkan2, Nurten Özen1
1Internal Medicine Nursing Department, School of Nursing, Istanbul University, Istanbul, Türkiye.
Nurse Education in Practice
|June 9, 2026
Summary
Nursing students gained deeper insights into patient experiences through a multiple sclerosis (MS) narrative. Structured reflection enhanced their empathy, ethical awareness, and person-centered care approach.
Area of Science:
- Nursing Education
- Qualitative Research
- Patient Narratives
Background:
- Patient narratives enhance experiential learning and person-centered understanding in nursing.
- Limited evidence exists on structured reflection's role in chronic illness narrative learning.
Purpose of the Study:
- To explore nursing students' learning from a multiple sclerosis (MS) patient narrative.
- To assess how this experience shaped professional awareness using Gibbs' Reflective Cycle.
Main Methods:
- Qualitative study utilizing reflexive thematic analysis.
- 30 nursing students participated, reflecting on an MS patient's narrative using Gibbs' Reflective Cycle.
Main Results:
- Students developed awareness of psychosocial impacts of illness and empathy.
- Identified a theory-practice gap, emphasizing individualized, holistic care.
- Formulated plans for improved communication and patient empowerment.
Conclusions:
- Authentic patient narratives with structured reflection foster deep learning.
- Enhances empathy, ethical awareness, and person-centered nursing practice.
- Recommends systematic inclusion of narratives and reflection in nursing curricula.
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