Jeana M Holt, AkkeNeel Talsma, Jan Irene C Lloren, Imteyaz Eljarrah, Lynne Woehrle, Ilya Avdeev
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引用次数: 0
Abstract
Background: Many nursing curricula lack human-centered design (HCD) learning opportunities, and minimal evidence exists about HCD educational outcomes.
Purpose: The study explored the effects of HCD experiential learning activities on graduate nursing students.
Methods: The quasi-experimental mixed-method design employed an explanatory approach. Pre- and posttest surveys were administered during an HCD workshop. Descriptive and inferential statistics assessed gains in the measures. Qualitative data were collected once, post-intervention, and analyzed using thematic analysis.
Results: Sixty-four students provided complete responses. A linear mixed-effects regression model indicated statistically significant gains in creative self-efficacy, psychological empowerment, and traits of design thinkers. Qualitative themes contextualized the quantitative findings.
Conclusions: The results indicated that HCD experiential learning influenced the study's constructs. These results set the stage for multi-site studies investigating the long-term outcomes of HCD interventions in nursing curricula.
期刊介绍：
Nurse Educator, a scholarly, peer reviewed journal for faculty and administrators in schools of nursing and nurse educators in other settings, provides practical information and research related to nursing education. Topics include program, curriculum, course, and faculty development; teaching and learning in nursing; technology in nursing education; simulation; clinical teaching and evaluation; testing and measurement; trends and issues; and research in nursing education.
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