Partage du savoir expérientiel : regard sur la contribution des patients partenaires d’enseignement en sciences infirmières

Abstract

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.

Could a short training intervention modify opinions about mental illness? A case study on French health professionals

“…However, this is difficult to analyze in the present study, as Health Administrators in Continuing Education represent a limited proportion of the sample. That being said, similarly to other studies on contact-based education designed for health professionals [11, 13], our study highlights the importance of actual testimonies of consumers. Medical students and health professionals are described in the literature in this field as comparable to the general population, in their opinions about mental illness, even if the findings in this area have sometimes been controversial.…”

“…Literature reviews confirm the effectiveness of contact-based strategies for stigma reduction, in the general population as well as among health professionals [11–13]. For instance, contact-based education included in pharmacist students’ curricula in the form of social interactions with a person suffering from a mental illness, has proven to be effective in reducing mental health related stigma [14].…”

Patient-Partners as Educators: Vulnerability Related to Sharing of Lived Experience

“…1 Simultaneously, patient-partners experience a sense of pride in their civic contribution by knowing that their lived experience can enrich health professions' education and care delivery for future patients. 2 Now imagine that you are standing in front of a room filled with learners and sharing your vulnerable life moments as a patient-partner. It took days, months, or years for you to develop courage to formulate and organize your thoughts, feelings and empower yourself that sharing your story can be important.…”

“… 1 Simultaneously, patient-partners experience a sense of pride in their civic contribution by knowing that their lived experience can enrich health professions’ education and care delivery for future patients. 2 …”