Document Type
Article
Publication Date
2024
DOI
10.1097/NNE.0000000000001741
Publication Title
Nurse Educator
Pages
1-5
Abstract
Background: Design Thinking is gaining recognition as an innovative and creative approach to problem solving. Though nurse leaders need problem solving tools to address health care challenges, Design Thinking concepts are not commonly taught in nursing education. To introduce graduate level nursing students to Design Thinking, we held an educational activity focused on this content as part of required coursework.
Purpose: The purpose was to describe and compare outcomes of a Design Thinking educational activity on students’ perceived knowledge, confidence, and benefits to nursing practice.
Methods: Graduate level nursing students participated in a 3-hour educational activity. After the session, students completed an anonymous 10-item survey of their perceptions of the educational activity.
Results: Students reported increased knowledge and confidence of communication strategies and Design Thinking concepts that would benefit their practice.
Conclusion: Nurse educators should include Design Thinking teaching and learning strategies in their programs.
Rights
Copyright © 2024 Wolters Kluwer Health, Inc. All rights reserved.
Original Publication Citation
Hawkins, J., Baaki, J., Tremblay, B., & Hawkins, R. J. (2024). Impact of a design thinking educational activity on graduate students’ knowledge, confidence, and perceived benefits. Nurse Educator, 1-5. DOI: 10.1097/NNE.0000000000001741
ORCID
0000-0002-7204-0533 (Hawkins), 0000-0001-5773-2104 (Baaki), 0009-0001-3365-3089 (Hawkins, R.)
Repository Citation
Hawkins, Janice; Baaki, John; Tembley, Beth; and Hawkins, Robert J., "Impact of a Design Thinking Educational Activity on Graduate Students’ Knowledge, Confidence, and Perceived Benefits" (2024). Ellmer School of Nursing Faculty Publications. 93.
https://digitalcommons.odu.edu/nursing_fac_pubs/93
Included in
Curriculum and Social Inquiry Commons, Educational Methods Commons, Higher Education Commons, Medical Education Commons, Nursing Commons
Comments
This is the authors' accepted manuscript (post-print) of an article published as:
Hawkins, J., Baaki, J., Tremblay, B., & Hawkins, R. J. (2025). Impact of a design thinking educational activity on graduate students’ knowledge, confidence, and perceived benefits. Nurse Educator, 50(1), 51-55. DOI: 10.1097/NNE.0000000000001741
Version of record available at: https://journals.lww.com/nurseeducatoronline/fulltext/2025/01000/impact_of_a_design_thinking_educational_activity.15.aspx