Integrating Design Thinking Into Undergraduate Nursing Education

Not Applicable

Recruiting

• Conditions: Nurse Training

• Registration Number: NCT06673316
• Lead Sponsor: Chinese University of Hong Kong

Brief Summary

Previous studies have demonstrated that design thinking workshops can indeed produce these effects in healthcare education settings. However, its effectiveness in nursing curriculum is inconclusive. This research project aims to introduce and integrate design thinking principles into the undergraduate nursing program at the Chinese University of Hong Kong (CUHK), the Nethersole School of Nursing. By implementing a comprehensive study encompassing desktop research, a 3-hour introductory workshop, and pre- and post-evaluations over a 9-month period, the investigators seek to enhance nursing students' problem-solving skills, empathy, creativity, collaboration, and patient-centered care attitude.

Detailed Description

Subjects A group of 50 second-year undergraduate nursing students at CUHK Nethersole School of Nursing who volunteer to participate in the research. Participants will be randomly assigned to either: i) Intervention group (n=25): Receives the design thinking workshop; ii) Control group (n=25): Receives no intervention (continues with regular curriculum). According to Hertzog (2008), a minimum of 25 subjects per group would be considered sufficient for the purposes of pilot testing. Students who have prior experience in joining design thinking workshop will be excluded.

Methodology This study employs a pilot randomized controlled design to evaluate the impact of a design thinking workshop on undergraduate nursing students' problem-solving abilities and related skills. The methodology encompasses a comprehensive literature review, pre- and post-workshop assessments, and a 3-hour introductory workshop on design thinking principles applied to healthcare challenges.

1. Systematic review and preparation of material A systematic review will be conducted to examine existing applications of design thinking in healthcare education, particularly in nursing, informing workshop curriculum development in terms of content, delivery method and evaluation approach.

2. Pre-Workshop Evaluation An online survey one month before the workshop will be conducted to assess participants' baseline skills and attitudes using validated instruments. These instruments measure problem-solving abilities, empathy, creativity, collaboration, and patient-centered care attitudes.

3. Design Thinking Workshop A 3-hour introductory workshop will cover the five stages of design thinking: Empathize, Define, Ideate, Prototype, and Test. Students will work on scenario of real-world healthcare challenges, and apply design thinking principles to develop innovative solutions.

4. Post-Workshop Evaluation Immediately after the workshop, participants will complete a post-workshop survey using the same instruments as the pre-workshop evaluation, allowing for comparison of scores.

Study Timeline

• Study Start: 2024-09-01
• Status Verified: 2024-10
• Study First Submitted: 2024-10-31
• Study First Submitted QC: 2024-11-01
• Study First Posted: 2024-11-04
• Last Update Submitted: 2024-11-04
• Last Update Posted: 2024-11-06
• Primary Completion: 2025-05-31
• Study Completion: 2025-05-31

Recruitment & Eligibility

• Status: RECRUITING
• Sex: All
• Target Recruitment: 50

Inclusion Criteria

• Undergraduate nursing students at CUHK Nethersole School of Nursing who volunteer to participate in the research.

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Exclusion Criteria

• Nil

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Study & Design

• Study Type: INTERVENTIONAL
• Study Design: PARALLEL

Primary Outcome Measures

Name	Time	Method
Problem-solving Abilities	immediately after workshop	rating on the Eight subscales of capabilities in Student engagement questionnaire (SEQ) (1=Strongly disagree, 5= Strongly Agree)

Secondary Outcome Measures

Name	Time	Method
Creativity	immediately after workshop	rating on the Eight subscales of capabilities in Student engagement questionnaire (SEQ) (1=Strongly disagree, 5= Strongly Agree)
Collaboration	immediately after workshop	rating on the Eight subscales of capabilities in Student engagement questionnaire (SEQ) (1=Strongly disagree, 5= Strongly Agree)
Empathy	immediately after workshop	rating on the Jefferson Scale of Empathy - Health Professions Student Version (JSE-HPS) (1=Strongly disagree, 5= Strongly Agree)
Patient-centered Care attitude	immediately after workshop	rating on the Patient-Practitioner Orientation Scale (PPOS), 1= strongly disagree, 5=strongly agree

Trial Locations

Locations (1)

The Nethersole School of Nursing, Chinese University of Hong Kong; 🇭🇰 Hong Kong, Hong Kong