Les expériences des étudiants autistes en santé dans un environnement d'apprentissage clinique : une revue de cadrage

Titre original en anglais : The Experiences of Autistic Healthcare Students in a Clinical Learning Environment: A Scoping Review

Cette publication est incluse dans le projet « Contributions académiques de personnes autistes sur l’autisme ». deux auteur·ices de cette publication sont identifié·es comme autistes dans le projet.

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Edwards, E., Porter, N., Handley-Stone, R., Hingley-Jones, H., & Reynolds, G. (2026). The Experiences of Autistic Healthcare Students in a Clinical Learning Environment: A Scoping Review. Autism, 30(5), 1206-1221. https://doi.org/10.1177/13623613261427125

Date de publication: 23/03/2026 Ajout dans AutiHub: 10/09/2026 Type: Article Langue de l’article: Anglais
Source éditeur (DOI) Texte intégral Source OpenAlex

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Auteurs

Auteur·ices des publications
5
Auteur·ices de la publication identifié·es comme autistes
2 / 5 (40,0 %)
  1. Emilie Edwards *
  2. Nicolette Porter *
  3. Ruby Handley-Stone
  4. Helen Hingley-Jones
  5. Gemma Reynolds

Résumé

L'autisme est de plus en plus compris selon une perspective qui affirme la neurodiversité et reconnaît les contributions uniques des personnes autistes. Malgré cette évolution, les expériences spécifiques des étudiants autistes en santé lors des stages cliniques restent insuffisamment explorées. Cette revue de cadrage vise à cartographier la littérature existante sur ce sujet, en identifiant à la fois les obstacles et les facteurs facilitant l'apprentissage dans les environnements cliniques. En utilisant le cadre d'Arksey et O’Malley, avec des mises à jour méthodologiques, une recherche exhaustive a été menée dans des bases de données comprenant CINAHL, Medline, APA PsychInfo, Education Research Complete, PubMed, Google Scholar, ProQuest et la littérature grise. Les études étaient incluses si elles portaient sur les perspectives d'étudiants autistes de premier cycle en santé dans la pratique clinique. Six études ont satisfait aux critères d'inclusion et ont été synthétisées en quatre catégories analytiques générales : profils autistes, environnements sensoriels, divulgation et soutien, et sentiment d'appartenance et inclusion. Les étudiants ont rapporté des forces, notamment l'empathie et l'attention aux détails, ainsi que des difficultés telles que les sensibilités sensorielles et les difficultés de communication sociale. Les expériences de divulgation variaient, et un fort sentiment d'appartenance était associé à une amélioration de la santé mentale et de la réussite universitaire. Cette revue souligne le besoin urgent de pratiques éducatives inclusives, notamment d'un soutien adapté, d'une formation à l'autisme pour les éducateurs et d'une culture d'acceptation. Elle révèle également une lacune importante dans la littérature, soulignant la nécessité de recherches supplémentaires dans ce domaine. Résumé grand public Cette étude explore ce que signifie être un étudiant autiste en formation dans le domaine de la santé, en particulier durant les stages cliniques. Bien que nous sachions que des personnes autistes accèdent à l'enseignement supérieur et aux professions de santé, il existe encore très peu de recherches sur leurs expériences spécifiques dans les environnements d'apprentissage clinique. Ces stages constituent une partie essentielle de la formation aux carrières telles que les soins infirmiers, les études de sage-femme et la médecine, mais ils peuvent être particulièrement difficiles pour les étudiants autistes. Afin de mieux comprendre cette question, une revue de cadrage a été réalisée. Cela signifie que le chercheur a recherché et examiné les études et articles existants sur le sujet. Seuls six articles pertinents ont été trouvés, tous rédigés au Royaume-Uni, et reposaient sur des expériences personnelles partagées par les étudiants autistes eux-mêmes. La revue a regroupé les résultats en quatre domaines principaux : les forces et les difficultés propres aux étudiants autistes, l'impact des environnements sensoriels, les difficultés liées à la divulgation d'un diagnostic d'autisme, et l'importance de se sentir inclus et soutenu. Les résultats montrent que, si les étudiants autistes apportent des qualités précieuses aux soins de santé, telles que l'empathie et l'attention aux détails, ils rencontrent souvent des obstacles tels que la surcharge sensorielle, la stigmatisation et le manque de soutien adapté. De nombreux étudiants estiment devoir masquer leur autisme pour s'intégrer, ce qui peut affecter leur santé mentale et leur sentiment d'appartenance. Cette étude souligne le besoin urgent d'environnements d'apprentissage clinique plus inclusifs et plus soutenants. Elle appelle à une meilleure formation des éducateurs et des superviseurs, à une plus grande sensibilisation à l'autisme et à des changements pratiques afin d'aider les étudiants autistes à s'épanouir. Davantage de recherches sont nécessaires pour comprendre pleinement ce groupe d'étudiants et les soutenir.

Autism is increasingly understood from a neurodiversity-affirmative perspective recognising the unique contributions of autistic individuals. Despite this shift, the specific experiences of autistic healthcare students in clinical placements remain underexplored. This scoping review aims to map existing literature on this topic, identifying both barriers and enablers to learning in clinical environments. Using Arksey and O’Malley’s framework, with methodological updates, a comprehensive search was conducted across databases including CINAHL, Medline, APA PsychInfo, Education Research Complete PubMed, Google Scholar, ProQuest and grey literature. Studies were included if they focused on the perspectives of autistic undergraduate healthcare students in clinical practice. Six studies met the inclusion criteria, which were synthesised into four overarching analytical categories: autistic profiles, sensory environments, disclosure and support and belonging and inclusion. Students reported strengths including empathy and attention to detail, alongside challenges like sensory sensitivities and social communication difficulties. Disclosure experiences varied, and a strong sense of belonging was linked to improved mental health and academic success. This review highlights the urgent need for inclusive educational practices, including tailored support, autism training for educators and a culture of acceptance. It also reveals a significant gap in the literature, underscoring the need for further research in this area. Lay Abstract This study explores what it is like to be an autistic student training in healthcare, particularly during clinical placements. While we know autistic people are entering higher education and healthcare professions, there is still very little research about their specific experiences in clinical learning environments. These placements are a key part of training for careers like nursing, midwifery and medicine, but they can be especially challenging for autistic students. To better understand this, a scoping review was carried out. This means the researcher searched for and reviewed existing studies and articles on the topic. Only six relevant articles were found, all written in the UK, and were based on personal experiences shared by autistic students themselves. The review grouped findings into four main areas: the unique strengths and challenges of autistic students, the impact of sensory environments, the difficulties around disclosing an autism diagnosis and the importance of feeling included and supported. The findings show that while autistic students bring valuable qualities to healthcare, like empathy and attention to detail, they often face barriers such as sensory overload, stigma and a lack of tailored support. Many students feel they must mask their autism to fit in, which can affect their mental health and sense of belonging. This study highlights the urgent need for more inclusive and supportive clinical learning environments. It calls for better training for educators and supervisors, more awareness of autism and practical changes to help autistic students thrive. More research is needed to fully understand and support this group of students.

Bibliographie citée par cette référence

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Vue d’ensemble de la bibliographie citée

Ces indicateurs décrivent la bibliographie citée par cette publication. Un nom d’auteurice est compté chaque fois qu’il apparaît dans une référence citée : une même personne peut donc être comptée plusieurs fois. Les noms qui ne sont pas encore associés à un·e auteurice déjà présent·e dans AutiHub sont traités comme inconnus, pas comme non autistes. Dernier calcul : 12/09/2026 07:09.

Références citées
76
Avec un DOI
63
Sans DOI, à partir du texte brut de la bibliographie
13
17 / 76 (22,4 %) références citées comprennent au moins une personne identifiée comme autiste.
Références avec données à compléter
12 / 76 (15,8 %)
Références avec noms d’auteurices détectés
64 / 76 (84,2 %)
Sans nom d’auteurice détecté
12
Sans titre structuré
12
Sans identifiant stable
13
Références avec noms bruts d’auteurices restant à vérifier
12
Références avec problème de récupération des métadonnées externes
0
Ces indicateurs portent sur les références citées affichées sur cette page, après fusion des doublons techniques. Une référence sans DOI peut quand même soutenir les statistiques d’auteurices lorsqu’un titre et des noms d’auteurices sont disponibles.
Noms d’auteurices détectés dans la bibliographie citée
292
À partir du DOI ou de métadonnées externes
292
À partir du texte brut validé de la bibliographie
0
Noms bruts déjà validés
0
Noms bruts restant à vérifier
23
116 / 292 (39,7 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 176 / 292 (60,3 %) noms ne sont pas encore associés.
Noms associés à une personne identifiée comme autiste
38 / 292 (13,0 %)
Calculé sur l’ensemble des noms d’auteurices détectés dans la bibliographie citée. Parmi les noms associés à un·e auteurice déjà présent·e dans AutiHub : 38 / 116 (32,8 %). Personnes distinctes identifiées comme autistes : 25 / 252 (9,9 %).
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