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

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 scientific literature 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 the involvement of patient partners in the training and education of health professionals.Results: The presence of patient partners is positively assessed. Teachers would be able to humanize and to nuance theoretical concepts by presenting people living with a mental health problem. Students have new skills, change their attitude positively by being more aware of the factors of stigmatization in mental health and their perspective on the patient would broaden by taking in consideration the health in its entirety. 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 by participating in the training of health professionals. However, the literature does not allow these assertions to be evidence-based.Conclusion: Some challenges remain for genuine involvement of patients beginning with their integration at every levels of development in training and education programs and a better balance between scientific knowledge and experiential knowledge