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Undergraduate nursing students' learning experiences using design thinking on a human development course: A

YuChun Yao¹, Ann Long², Yun Shan Tseng³

¹Department of Nursing, I-Shou University, No.8, Yida Rd., Jiaosu Village, Yanchao District, Kaohsiung City 82445, Taiwan, ROC.

Nurse Education in Practice

|January 16, 2024

Summary

Nursing students found design thinking challenging but beneficial for developing higher-order thinking skills. This approach fostered creativity and enriched academic capabilities, offering valuable insights for nurse educators.

Keywords:

Design thinking Human development Learning experience Nursing students Phenomenology

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Area of Science:

Nursing Education
Pedagogy
Human Development Studies

Background:

Design thinking is a person-centered learning process promoting higher-order thinking over rote memorization.
This study is the first to investigate design thinking for nursing students in a human development course.

Purpose of the Study:

To explore nursing students' perceptions of their design thinking learning experiences.
To understand the impact of design thinking on nursing students' academic capabilities.

Main Methods:

Phenomenological research design.
In-depth, semi-structured interviews with 15 first-year nursing students at a Taiwanese university.
Data analyzed using Colaizzi's seven-step analysis.

Main Results:

Students experienced anxiety and challenges with unfamiliar, time-consuming design thinking assignments and teamwork.
Effective adjustment strategies included teamwork, communication, seeking support, and independent problem-solving.
Participants reported enriched mindsets, cognitive abilities, problem-solving skills, and improved knowledge application.

Conclusions:

Design thinking offers creative teaching opportunities, encouraging experimental and meaningful learning for nursing students.
Nurse educators can leverage design thinking to foster higher-order thinking skills and diverse academic capabilities.
Curriculum design should incorporate design thinking to move beyond repetitive learning and enhance complex cognitive skills.