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Design thinking in nursing education: A scoping review.

Dongyu Wang1, Yanan Deng2, Lan Zeng2

  • 1Inner Mongolia Minzu University, School of Nursing, Tongliao, Inner Mongolia, China.

Nurse Education in Practice
|December 9, 2025
PubMed
Summary

This scoping review examines how design thinking is used in nursing education. Findings reveal an increase in studies, identifying a 5-stage framework to guide future educational applications.

Keywords:
Design thinkingEducationNursingNursing studentsScoping review

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Area of Science:

  • Nursing Education
  • Pedagogical Approaches
  • Higher Education

Background:

  • Design thinking is a pedagogical approach fostering creativity and innovation in higher education.
  • While research on design thinking in nursing education is growing, a comprehensive review was lacking.

Purpose of the Study:

  • To explore current evidence on the application of design thinking in nursing education.
  • To map the scope and characteristics of design thinking implementation in nursing education.

Main Methods:

  • A scoping review was conducted following the Joanna Briggs Institute Manual and PRISMA-ScR checklist.
  • A comprehensive literature search across seven databases (PubMed, CINAHL, Web of Science, Embase, PsycINFO, Cochrane Library, Scopus) was performed.
  • The Arksey and O'Malley five-stage methodological framework guided the review process.

Main Results:

  • The review identified an increasing trend in studies on design thinking within nursing education.
  • A total of 47 studies were selected from 14,705 records.
  • Various research designs were employed, and a 5-stage design thinking framework was consistently identified.

Conclusions:

  • This scoping review successfully mapped the application of design thinking in nursing education.
  • The findings provide a foundation for understanding current practices and informing future developments in nursing education.
  • The evidence synthesized will aid educators and researchers in leveraging design thinking effectively.