Open AccessPartage du savoir expérientiel : regard sur la contribution des patients partenaires d’enseignement en sciences infirmières
Author(s) -
Marie-Hélène Goulet,
Caroline Larue,
Chad Chouinard
Publication year - 2015
Publication title -
santé mentale au québec
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.159
H-Index - 11
eISSN - 1708-3923
pISSN - 0383-6320
DOI - 10.7202/1032382ar
Subject(s) - humanities , philosophy , political science
L’article vise à répertorier les principaux écrits scientifiques portant sur la contribution du patient partenaire d’enseignement dans les cours de professionnels de la santé. Cette recension des écrits ciblant 26 articles permet d’identifier les différents rôles du patient partenaire, ainsi que les retombées et les défis de son introduction dans le continuum de formation selon la perspective des patients partenaires, des étudiants et de l’équipe professorale. En discussion, les éléments de la recension sont mis en relation avec les réflexions des auteurs sur leur propre expérience d’enseignement.Objective: This paper aims to identify the main scientificliterature on patient involvement in the education of health professionals.Methods: A literature review with keywords “”patient partner” OR“service user” AND “education”” in the CINAHL database identified 26 articles related to theinvolvement of patient partners in the training and education of healthprofessionals.Results: The presence of patient partners is positively assessed.Teachers would be able to humanize and to nuance theoretical concepts by presenting peopleliving with a mental health problem. Students have new skills, change their attitudepositively by being more aware of the factors of stigmatization in mental health and theirperspective on the patient would broaden by taking in consideration the health in itsentirety. Finally, patient partners, by their unveiling, would feel the therapeutic effects,a sense of pride to be recognized as peers and would exercise a civic contribution byparticipating in the training of health professionals. However, the literature does notallow these assertions to be evidence-based.Conclusion: Some challenges remain for genuine involvement ofpatients beginning with their integration at every levels of development in training andeducation programs and a better balance between scientific knowledge and experientialknowledge