Transformative learning experience among nursing students with patients acting as teachers: Mixed methods, non‐randomized, single‐arm study

AIM: To examine the effects of expert HIV patients acting as teachers to Spanish nursing students both on their HIV‐related knowledge, attitudes and practices and on their approach to the care model as well as to explore their learning experience. DESIGN: Non‐randomized, single‐arm study with quantitative before and after measurements and qualitative data. METHODS: The intervention consisted of five 90‐min workshops led by two women living with HIV. Thirty‐four nursing students participated, and quantitative and qualitative data were gathered from February to June 2018. We used the Patient‐Practitioner Orientation Scale (PPOS) and the KAP questionnaire on HIV/AIDS to collect quantitative data. RESULTS: Statistically significant differences were found in the global score for care orientation and its two dimensions, caring and sharing. About the changes resulting from the workshops, the quantitative results—more patient‐centred care perception and better attitudes towards people living with HIV—match the qualitative findings in all the aspects studied, except in sharing. CONCLUSION: Incorporating expert patients as teachers in the nursing bachelor's degree resulted in more patient‐centred care and improved knowledge, attitudes and practices. The workshops conducted by qualified expert patients showed transformative learning power, as the participants improved professional and personal aspects.