Objective: To evaluate the effects patient involvement in nursing education has on students, patients and academic staff using a specific theoretical framework. Design: Mixed-methods systematic review based on Joanna Briggs Institute methodology (Prospero no. CRD42022327158). Data sources: Seven databases (PubMed, Cochrane Library, Cinahl, PsychINFO, Scopus, ERIC, Embase), Google Scholar and reference lists were searched. Review methods: Qualitative, quantitative and mixed-method studies published from 2012 to 2022 were included. Two reviewers independently assessed the studies for eligibility and quality; any disagreement was discussed with a third reviewer. Data were extracted and analysed according to the Joanna Briggs Institute converged integrated approach. Results: Twenty-one qualitative, one quantitative and five mixed-methods studies met the inclusion criteria. Data were provided from three points of view: students, patients and academic staff. Student integrated findings included: (i) students' reactions towards patient involvement in education; (ii) students' views on the learning process and (iii) on ethical issue. From the patient point of view, the integrated findings addressed (i) patients' goals and effects on students' learning; (ii) how patients teach and get involved with students; (iii) how patients perceived their role; the patients' views on facilitators (iv) and barriers (v) in education; (vi) the perceived effects of being involved in education. Four integrated findings were derived from the academic staff's point of view: (i) academics' perceptions on patient vulnerability; (ii) perceived barriers to the efficacy of patient involvement in education; (iii) effects of patient involvement in nursing education; and (iv) methodological aspects of patient involvement in university curriculum. Conclusions: This systematic review provides useful information from all stakeholders' perspectives on the effects of patient involvement in nursing education. It offers a broader view of the implications for implementation and for developing theoretical frameworks and hypotheses for future research.

The patient involvement in nursing education: A mixed-methods systematic review / Alberti, Sara; Ferri, Paola; Ghirotto, Luca; Bonetti, Loris; Rovesti, Sergio; Vannini, Valeria; Jackson, Mathieu; Rossi, Francesca; Caleffi, Dalia. - In: NURSE EDUCATION TODAY. - ISSN 0260-6917. - 128:(2023), pp. 105875-105875. [10.1016/j.nedt.2023.105875]

The patient involvement in nursing education: A mixed-methods systematic review

Alberti, Sara;Ferri, Paola;Ghirotto, Luca;Rovesti, Sergio;Vannini, Valeria;Jackson, Mathieu;Rossi, Francesca;Caleffi, Dalia
2023

Abstract

Objective: To evaluate the effects patient involvement in nursing education has on students, patients and academic staff using a specific theoretical framework. Design: Mixed-methods systematic review based on Joanna Briggs Institute methodology (Prospero no. CRD42022327158). Data sources: Seven databases (PubMed, Cochrane Library, Cinahl, PsychINFO, Scopus, ERIC, Embase), Google Scholar and reference lists were searched. Review methods: Qualitative, quantitative and mixed-method studies published from 2012 to 2022 were included. Two reviewers independently assessed the studies for eligibility and quality; any disagreement was discussed with a third reviewer. Data were extracted and analysed according to the Joanna Briggs Institute converged integrated approach. Results: Twenty-one qualitative, one quantitative and five mixed-methods studies met the inclusion criteria. Data were provided from three points of view: students, patients and academic staff. Student integrated findings included: (i) students' reactions towards patient involvement in education; (ii) students' views on the learning process and (iii) on ethical issue. From the patient point of view, the integrated findings addressed (i) patients' goals and effects on students' learning; (ii) how patients teach and get involved with students; (iii) how patients perceived their role; the patients' views on facilitators (iv) and barriers (v) in education; (vi) the perceived effects of being involved in education. Four integrated findings were derived from the academic staff's point of view: (i) academics' perceptions on patient vulnerability; (ii) perceived barriers to the efficacy of patient involvement in education; (iii) effects of patient involvement in nursing education; and (iv) methodological aspects of patient involvement in university curriculum. Conclusions: This systematic review provides useful information from all stakeholders' perspectives on the effects of patient involvement in nursing education. It offers a broader view of the implications for implementation and for developing theoretical frameworks and hypotheses for future research.
2023
giu-2023
128
105875
105875
The patient involvement in nursing education: A mixed-methods systematic review / Alberti, Sara; Ferri, Paola; Ghirotto, Luca; Bonetti, Loris; Rovesti, Sergio; Vannini, Valeria; Jackson, Mathieu; Rossi, Francesca; Caleffi, Dalia. - In: NURSE EDUCATION TODAY. - ISSN 0260-6917. - 128:(2023), pp. 105875-105875. [10.1016/j.nedt.2023.105875]
Alberti, Sara; Ferri, Paola; Ghirotto, Luca; Bonetti, Loris; Rovesti, Sergio; Vannini, Valeria; Jackson, Mathieu; Rossi, Francesca; Caleffi, Dalia
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11380/1308306
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