2026-04-13T04:15:19Zhttps://recercat.cat/oai/request

oai:recercat.cat:2072/4629692025-07-29T20:58:10Zcom_2072_98col_2072_378192

Transformative learning experience among nursing students with patients acting as teachers : Mixed methods, non-randomized, single-arm study Feijoo Cid, Maria García-Sierra, Rosa García García, Rubén Ponce Luz, Helena Fernández-Cano, María Isabel Portell Vidal, Mariona Expert patient Intervention studies Nursing Nursing education Patient participation Patient-centred care People living with HIV Altres ajuts: acords transformatius de la UAB ; Gilead Sciences Aim: To examine the effects of expert HIV patients acting as teachers to Spanish nursing students both on their HIV-related knowledge, attitudes and practices and on their approach to the care model as well as to explore their learning experience. Design: Non-randomized, single-arm study with quantitative before and after measurements and qualitative data. Methods: The intervention consisted of five 90-min workshops led by two women living with HIV. Thirty-four nursing students participated, and quantitative and qualitative data were gathered from February to June 2018. We used the Patient-Practitioner Orientation Scale (PPOS) and the KAP questionnaire on HIV/AIDS to collect quantitative data. Results: Statistically significant differences were found in the global score for care orientation and its two dimensions, caring and sharing. About the changes resulting from the workshops, the quantitative results-more patient-centred care perception and better attitudes towards people living with HIV-match the qualitative findings in all the aspects studied, except in sharing. Conclusion: Incorporating expert patients as teachers in the nursing bachelor's degree resulted in more patient-centred care and improved knowledge, attitudes and practices. The workshops conducted by qualified expert patients showed transformative learning power, as the participants improved professional and personal aspects. 2022 Article Agència de Gestió d'Ajuts Universitaris i de Recerca 2017/SGR-1405 Agència de Gestió d'Ajuts Universitaris i de Recerca 2017/SGR-917 Journal of advanced nursing ; 2022 open access Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, i la comunicació pública de l'obra, sempre que no sigui amb finalitats comercials, i sempre que es reconegui l'autoria de l'obra original. No es permet la creació d'obres derivades. https://creativecommons.org/licenses/by-nc-nd/4.0/