Engaging patients as teachers in a baccaulaureate nursing reproductive health care course: A qualitative study

Abstract

BackgroundTeaching nursing students about the principles and practical application of person-centered care is an essential yet challenging component of nursing education. Integrating patients as teachers to share their personal stories of maternity care can elicit positive outcomes toward students achieving course objectives. ObjectivesTo determine how the educational experience of having patients as teachers in the classroom could influence students' awareness of patients' perceptions of their maternity care, delivering person-centered care and the roles of nursing in their future practice. DesignRetrospective qualitative study of student reflections. SettingsReproductive health course within a BSN program. ParticipantsNinety-nine second semester BSN student reflections. MethodsTwo course faculty and a qualitative nurse researcher conducted a thematic content analysis of written student reflections. ResultsThree primary themes emerged from the students' reflections of hearing patient and family advisors describe their maternity experiences: 1) awareness of the impact of nursing practice on patient and family well-being, 2) awareness of personal biases and emotions about difficulties in maternity care, and 3) appreciation to hear from patients directly as part of didactic coursework. ConclusionsIncluding patients as teachers is an enhanced method to aid nursing students in understanding the humanistic and impactful roles of nursing in the clinical setting.