Background. Patients involved in education are individuals with significant experience of illness or healthcare, while caregivers are people who regularly provide care to a child or to a person who is sick, elderly, or disabled. Both groups use the skills acquired through their lived experiences and specific training to offer an integrated perspective within educational contexts and to carry out teaching interventions. Starting from the 2025/2026 academic year, they have been involved in face-to-face teaching activities within the Nursing Degree Program in Modena at the University of Modena and Reggio Emilia. Objective. To explore the perceptions of second- and third-year students of the Nursing Degree Program who participated in face-to-face classes that included co-teaching between faculty members and patient educators during the 2025/2026 academic year. Method. A descriptive qualitative study was conducted. Data were collected through four semi-structured focus groups and analyzed independently by two researchers using Braun and Clarke’s thematic analysis approach. Results. Four focus groups held in October and November 2025 were attended by 35 second- and third-year students, including 5 males and 30 females. Following data analysis, five main themes were identified, each further divided into subthemes. The themes were: (1) profile of the patient educator, characterized by motivation, inner strength, and the use of narrative as a tool for self-care; (2) resonance of the patient educator in students, highlighting emotional engagement and reflections on present and future personal and professional roles; (3) a gateway to humanization, describing lessons with the patient educator as an opportunity to develop empathy, attention to individual uniqueness, and communication skills; (4) disillusionment, referring to the contrast between educational ideals and the realities of clinical practice; and (5) methodological aspects, including reflections on interaction with the patient educator, lesson organization, and the educational setting. Conclusions. The involvement of patient educators in academic teaching was perceived by students as a meaningful learning experience, capable of fostering greater emotional engagement compared to traditional lectures. The narration of illness experiences was recognized as a valuable tool for both personal and professional development, promoting empathy, communication skills, and a person-centered approach to care. The experience also encouraged students to critically reflect on the gap between the values taught during training and the organizational realities of clinical practice, often characterized by limited human and material resources that may hinder effective care relationships. Despite some methodological challenges, particularly related to group size and the educational setting, students expressed an overall positive evaluation of this innovative teaching approach and suggested its broader integration into the curriculum, with greater attention to logistical organization and educational supports.
Background. I pazienti coinvolti nella formazione sono individui con un'esperienza significativa di malattia o di assistenza sanitaria, mentre i caregiver sono persone che forniscono regolarmente assistenza a un bambino, a una persona malata, anziana o con disabilità. Entrambi i gruppi utilizzano le competenze acquisite attraverso le loro esperienze e una formazione specifica per offrire una prospettiva integrata nell'educazione e svolgere interventi educativi. Dall’anno accademico (A.A) 2025/2026 è iniziato il loro coinvolgimento nelle lezioni di didattica frontale del Corso di Studi (CdS) di Infermieristica di Modena dell’Università di Modena e Reggio Emilia. Obiettivo. L’obiettivo del presente studio è stato quello di esplorare le percezioni degli studenti del 2° anno e 3° anno del CdS di Infermieristica di Modena che hanno partecipato a lezioni di didattica frontale che hanno previsto una co-docenza tra docente e paziente formatore nel corso dell’A.A. 2025/2026. Metodo. È stato condotto uno studio qualitativo descrittivo. La raccolta dati è avvenuta attraverso lo svolgimento di quattro focus group semi-strutturati e successivamente due ricercatori hanno condotto l’analisi dei dati seguendo il metodo dell’analisi tematica di Braun e Clarke. Risultati. I focus group si sono svolti nei mesi di ottobre e novembre 2025 e hanno visto la partecipazione di 35 studenti, di cui 5 maschi e 30 femmine. Dopo aver effettuato la trascrizione dei dati è stata svolta l’analisi, dalla quale sono stati sviluppati 5 temi principali suddivisi in altrettanti sottotemi. I temi individuati sono: 1) profilo del paziente formatore, caratterizzato da motivazione, forza e uso della narrazione come strumento di cura; 2) risonanza del paziente formatore nello studente, osservando un coinvolgimento emotivo e riflessioni sul presente e sul futuro sia personale che sul ruolo professionale; 3) una porta verso l’umanizzazione, individuando le lezioni con il paziente formatore come strumento per sviluppare empatia, attenzione all’individualità della persona e alla comunicazione; 4) disillusione, legata al confronto tra ideali formativi e realtà lavorativa; 5) aspetti metodologici, con riflessioni sul livello di interazione con il paziente formatore, l’organizzazione degli incontri e il setting didattico. Conclusioni. Il coinvolgimento del paziente formatore nella didattica è stato percepito dagli studenti come un’esperienza formativa significativa, capace di favorire un maggiore coinvolgimento emotivo rispetto alle lezioni di didattica frontale tradizionali. La narrazione del vissuto di malattia è stata riconosciuta come strumento utile sia per la crescita personale sia per lo sviluppo professionale, promuovendo empatia, attenzione alla comunicazione e un approccio assistenziale centrato sulla persona. L’esperienza formativa ha inoltre stimolato gli studenti ad una riflessione critica sul divario tra i valori e contenuti appresi durante la formazione e la realtà organizzativa della realtà clinico, spesso caratterizzata da risorse umane e materiali carenti che possono ostacolare un’efficace relazione di cura. Nonostante gli studenti abbiano individuato alcune criticità metodologiche, in particolare legate alla dimensione dei gruppi e al setting, essi hanno espresso un giudizio complessivamente positivo su questa metodologia didattica, suggerendo di integrarla maggiormente nel percorso formativo e prestando maggiore attenzione all’organizzazione logistica e alla scelta dei supporti didattici.
LE PERCEZIONI DEGLI STUDENTI DI INFERMIERISTICA SUL COINVOLGIMENTO DEL PAZIENTE FORMATORE NEL PERCORSO FORMATIVO UNIVERSITARIO: UNO STUDIO QUALITATIVO
LUCANTONI, MARIANGELA
2024/2025
Abstract
Background. Patients involved in education are individuals with significant experience of illness or healthcare, while caregivers are people who regularly provide care to a child or to a person who is sick, elderly, or disabled. Both groups use the skills acquired through their lived experiences and specific training to offer an integrated perspective within educational contexts and to carry out teaching interventions. Starting from the 2025/2026 academic year, they have been involved in face-to-face teaching activities within the Nursing Degree Program in Modena at the University of Modena and Reggio Emilia. Objective. To explore the perceptions of second- and third-year students of the Nursing Degree Program who participated in face-to-face classes that included co-teaching between faculty members and patient educators during the 2025/2026 academic year. Method. A descriptive qualitative study was conducted. Data were collected through four semi-structured focus groups and analyzed independently by two researchers using Braun and Clarke’s thematic analysis approach. Results. Four focus groups held in October and November 2025 were attended by 35 second- and third-year students, including 5 males and 30 females. Following data analysis, five main themes were identified, each further divided into subthemes. The themes were: (1) profile of the patient educator, characterized by motivation, inner strength, and the use of narrative as a tool for self-care; (2) resonance of the patient educator in students, highlighting emotional engagement and reflections on present and future personal and professional roles; (3) a gateway to humanization, describing lessons with the patient educator as an opportunity to develop empathy, attention to individual uniqueness, and communication skills; (4) disillusionment, referring to the contrast between educational ideals and the realities of clinical practice; and (5) methodological aspects, including reflections on interaction with the patient educator, lesson organization, and the educational setting. Conclusions. The involvement of patient educators in academic teaching was perceived by students as a meaningful learning experience, capable of fostering greater emotional engagement compared to traditional lectures. The narration of illness experiences was recognized as a valuable tool for both personal and professional development, promoting empathy, communication skills, and a person-centered approach to care. The experience also encouraged students to critically reflect on the gap between the values taught during training and the organizational realities of clinical practice, often characterized by limited human and material resources that may hinder effective care relationships. Despite some methodological challenges, particularly related to group size and the educational setting, students expressed an overall positive evaluation of this innovative teaching approach and suggested its broader integration into the curriculum, with greater attention to logistical organization and educational supports.| File | Dimensione | Formato | |
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Lucantoni.Mariangela.pdf
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https://hdl.handle.net/20.500.14251/5970