Janice Hawkins, John Baaki, Beth Tremblay, Robert J Hawkins
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Impact of a Design Thinking Educational Activity on Graduate Students' Knowledge, Confidence, and Perceived Benefits.
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.
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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