The involvement of patients in healthcare professionals education is considered a key to building a partnership relationship and fostering an engagement-oriented approach within the healthcare system. As part of healthcare organizations' commitment to promoting Patient and Family-Centered Care, the participation of patients and caregivers in healthcare professionals' education represents the first level of engagement and serves as a powerful tool to help future professionals better understand these concepts and develop attitudes and behaviors that encourage an active role for patients.However, little is known in the scientific field about what happens when patients are involved in an academic setting as co-teachers, how healthcare professionals approach this new partnership-based teaching model, and what the learning outcomes are for undergraduate students. The general objective of the research project was to promote the involvement of patients in nursing education. The specific objective was to implement and evaluate educational interventions co-led by patients alongside healthcare professionals in the Nursing Program at the University of Modena and Reggio Emilia. The project was structured into three phases. Phase 1: This phase involved a comprehensive study and review of the scientific literature to understand what happens when patients enter a nursing academic setting as teachers. The guiding research question was: "What are the effects of patient involvement in nursing education?" A mixed-method systematic review was conducted, allowing us to map the various components of the implementation and evaluation process of the educational intervention co-led by patients, defined as a "complex educational intervention." Phase 2: This phase aimed to promote the implementation of patient and caregiver involvement in the specific context of Modena through the training of healthcare professionals, patients, and caregivers. We worked with the group involved in this project by exploring the learning mechanisms, behaviors, beliefs, and shared values of healthcare professionals who were learning to co-teach with patients and caregivers. To achieve this, we conducted a focused ethnography. The results showed that the development of emotional skills and self-awareness were the main learning patterns in co-teaching. Specifically, narration played a key role in both learning and in the relationships of healthcare professionals. Interprofessionalism and balanced relationships were at the core of the behavioral patterns and characterized the group dynamics. These patterns facilitated the involvement of patients and caregivers in healthcare education. Phase 3: In the third phase, educational interventions were implemented with undergraduate nursing students. The objective was to evaluate whether there were changes in attitudes towards patient-centeredness, empathy, and emotional intelligence among students who received training from patients and caregivers as teachers. A mixed-method study was conducted to assess this. The quantitative results showed statistically significant differences in all three outcomes, aligning with the perceptions and thoughts of the students explored. This research project represents a first step into the complexity of a new teaching approach based on partnership with patients and caregivers as co-teachers. Promoting patient-centered care requires education that involves patients and caregivers, not only because it exposes students to real illness and caregiving experiences but also because it helps them develop a partnership-based approach where patients and caregivers take on the role of teachers. Additionally, learning with patients and caregivers engages emotional mechanisms and fosters the development of emotional skills. The results of this research project are promising. Continued research is needed, focusing on both the design and the implementation - evaluation of educational intervention.

Il coinvolgimento dei pazienti nella formazione dei professionisti sanitari è considerato una chiave per promuovere un approccio orientato all’engagement all'interno del sistema sanitario. Nell'ambito dell'impegno delle organizzazioni sanitarie a promuovere la Cura Centrata sul Paziente e la Famiglia, la partecipazione di pazienti e caregivers nella formazione rappresenta il primo livello di engagement e un potente strumento per i futuri professionisti per imparare a comprendere meglio questi concetti e a sviluppare atteggiamenti e comportamenti che incoraggiano un ruolo attivo dei pazienti nel processo di cura. Tuttavia, poco si sa nel campo scientifico riguardo a cosa succede quando i pazienti sono coinvolti in un contesto accademico come co-docenti, su come i professionisti sanitari affrontano questo nuovo modello di insegnamento basato sulla partnership e su quali siano gli esiti di apprendimento per gli studenti universitari.L'obiettivo generale del progetto di ricerca è stato promuovere il coinvolgimento dei pazienti nnella formazione infermieristica. L'obiettivo specifico è stato implementare e valutare interventi educativi co-condotti dai pazienti insieme ai professionisti sanitari nel Corso di Laurea in Infermieristica dell'Università di Modena e Reggio Emilia. Il progetto è stato strutturato in tre fasi. Fase 1: In questa fase è stata condotta una revisione approfondita della letteratura scientifica per comprendere cosa succede quando i pazienti entrano in un contesto accademico infermieristico come docenti. La domanda di ricerca guida è stata: "Quali sono gli effetti del coinvolgimento dei pazienti nella formazione infermieristica?" La revisione sistematica a metodo misto condotta ci ha permesso di mappare le varie componenti del processo di implementazione e valutazione dell'intervento educativo co-condotto dai pazienti, definito come "intervento educativo complesso." Fase 2: L'obiettivo di questa fase è stato promuovere l'implementazione del coinvolgimento di pazienti e caregiver nel contesto specifico di Modena attraverso la formazione di professionisti sanitari, pazienti e caregiver. Abbiamo lavorato con il gruppo coinvolto in questo progetto esplorando i meccanismi di apprendimento, i comportamenti, le credenze e i valori condivisi dei professionisti sanitari che stavano imparando a co-insegnare con pazienti e caregiver. Per raggiungere questo obiettivo, abbiamo condotto un'etnografia focalizzata. I risultati hanno mostrato che lo sviluppo delle competenze emotive e dell'autoconsapevolezza sono stati i principali modelli di apprendimento nel co-insegnamento. In particolare, la narrazione ha giocato un ruolo chiave sia nell'apprendimento che nelle relazioni dei professionisti sanitari. L'interprofessionalità e le relazioni equilibrate sono stati al centro dei modelli comportamentali e hanno caratterizzato la dinamica di gruppo. Questi modelli hanno facilitato il coinvolgimento di pazienti e caregiver nella formazione sanitaria. Fase 3: Nella terza fase, sono stati implementati interventi educativi con studenti universitari di infermieristica. L'obiettivo è stato valutare se vi fossero cambiamenti nelle attitudini verso la centralità del paziente, l'empatia e l'intelligenza emotiva tra gli studenti che hanno ricevuto formazione con pazienti e caregiver come docenti. È stato condotto uno studio a metodo misto. I risultati quantitativi hanno mostrato differenze statisticamente significative in tutti tre gli outcomes, in linea con le percezioni degli studenti esplorati. Questo progetto di ricerca rappresenta un primo passo entro la complessità di un nuovo approccio didattico. Promuovere la cura centrata sul paziente richiede una formazione che coinvolga pazienti, non solo perché espone gli studenti a storie reali di malattia e assistenza, ma anche perché li aiuta a sviluppare un approccio collaborativo. Una ricerca educativa continua è tuttavia necessaria, i primi risultati sono promettenti.

Il coinvolgimento del paziente nella formazione infermieristica / Sara Alberti , 2025 Jan 22. 37. ciclo, Anno Accademico 2023/2024.

Il coinvolgimento del paziente nella formazione infermieristica

ALBERTI, SARA
2025

Abstract

The involvement of patients in healthcare professionals education is considered a key to building a partnership relationship and fostering an engagement-oriented approach within the healthcare system. As part of healthcare organizations' commitment to promoting Patient and Family-Centered Care, the participation of patients and caregivers in healthcare professionals' education represents the first level of engagement and serves as a powerful tool to help future professionals better understand these concepts and develop attitudes and behaviors that encourage an active role for patients.However, little is known in the scientific field about what happens when patients are involved in an academic setting as co-teachers, how healthcare professionals approach this new partnership-based teaching model, and what the learning outcomes are for undergraduate students. The general objective of the research project was to promote the involvement of patients in nursing education. The specific objective was to implement and evaluate educational interventions co-led by patients alongside healthcare professionals in the Nursing Program at the University of Modena and Reggio Emilia. The project was structured into three phases. Phase 1: This phase involved a comprehensive study and review of the scientific literature to understand what happens when patients enter a nursing academic setting as teachers. The guiding research question was: "What are the effects of patient involvement in nursing education?" A mixed-method systematic review was conducted, allowing us to map the various components of the implementation and evaluation process of the educational intervention co-led by patients, defined as a "complex educational intervention." Phase 2: This phase aimed to promote the implementation of patient and caregiver involvement in the specific context of Modena through the training of healthcare professionals, patients, and caregivers. We worked with the group involved in this project by exploring the learning mechanisms, behaviors, beliefs, and shared values of healthcare professionals who were learning to co-teach with patients and caregivers. To achieve this, we conducted a focused ethnography. The results showed that the development of emotional skills and self-awareness were the main learning patterns in co-teaching. Specifically, narration played a key role in both learning and in the relationships of healthcare professionals. Interprofessionalism and balanced relationships were at the core of the behavioral patterns and characterized the group dynamics. These patterns facilitated the involvement of patients and caregivers in healthcare education. Phase 3: In the third phase, educational interventions were implemented with undergraduate nursing students. The objective was to evaluate whether there were changes in attitudes towards patient-centeredness, empathy, and emotional intelligence among students who received training from patients and caregivers as teachers. A mixed-method study was conducted to assess this. The quantitative results showed statistically significant differences in all three outcomes, aligning with the perceptions and thoughts of the students explored. This research project represents a first step into the complexity of a new teaching approach based on partnership with patients and caregivers as co-teachers. Promoting patient-centered care requires education that involves patients and caregivers, not only because it exposes students to real illness and caregiving experiences but also because it helps them develop a partnership-based approach where patients and caregivers take on the role of teachers. Additionally, learning with patients and caregivers engages emotional mechanisms and fosters the development of emotional skills. The results of this research project are promising. Continued research is needed, focusing on both the design and the implementation - evaluation of educational intervention.
The patient involvement in nursing education
22-gen-2025
FERRI, Paola
ROVESTI, Sergio
File in questo prodotto:
File Dimensione Formato  
Thesis ALBERTI Sara.pdf

embargo fino al 22/01/2028

Descrizione: Tesi definitiva Alberti Sara
Tipologia: Tesi di dottorato
Dimensione 1.9 MB
Formato Adobe PDF
1.9 MB Adobe PDF   Visualizza/Apri   Richiedi una copia
Pubblicazioni consigliate

Licenza Creative Commons
I metadati presenti in IRIS UNIMORE sono rilasciati con licenza Creative Commons CC0 1.0 Universal, mentre i file delle pubblicazioni sono rilasciati con licenza Attribuzione 4.0 Internazionale (CC BY 4.0), salvo diversa indicazione.
In caso di violazione di copyright, contattare Supporto Iris

Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11380/1371933
Citazioni
  • ???jsp.display-item.citation.pmc??? ND
  • Scopus ND
  • ???jsp.display-item.citation.isi??? ND
social impact