Design Thinking in a Professional Nursing Course – Its Effectiveness and Unearthed Lessons

Authors

DOI:

https://doi.org/10.18662/rrem/13.2/414

Keywords:

Design thinking, conceptual paper, technology disruptions, research, metacognition

Abstract

Historically, learning was strictly confined in a typical brick-and-stone classroom with the sole purpose to enable knowledge transmission from the teacher to the learners. The traditional classroom has been but highly teacher-centric where students act as obedient receptors of knowledge until massive technology disruptions emerged during the fourth industrial revolution.  One strategy that has been used exponentially in education is design thinking (DT), a human-centered approach in problem solving. In this pre-test and post-test experimental research, DT enabled randomly paired nursing informatics (NI) students to construct their conceptual papers or frameworks addressing significant challenges that affect healthcare.  Pre- and post-surveys were conducted after the completion and oral presentations of their conceptual papers.  Key informant interviews were also conducted to generate qualitative data, which were believed to expand understanding about the perceptions and expectations of the students in NI through DT.  The findings revealed that design thinking was an effective strategy in developing students’ conceptual papers or frameworks. The nursing students valued design thinking as a tool that enhances team diversity, collaboration, patience to listen, openness to honest feedback mechanisms, openness to learning new things, social awareness and sensitivity, inquisitiveness, and keenness to details. Furthermore, it was found out that the students used mistakes as opportunities to learn. Certain areas for improvement, however, were discovered which include data analysis, time management, technical writing, problem-solving, conducting literature review using online platforms, reading comprehension, concentration, critical thinking, cultural sensitivity, innovations, adaptability, following prescribed formats, and creativity.

 

Author Biography

Reynold Culimay Padagas, Jose Rizal University

University Researcher and Faculty, College of Nursing and Health Sciences, Jose Rizal University, Mandaluyong City, Philippines

References

Aflatoony, L., Wakkary, R., & Neustaedter, C. (2018). Becoming a design thinker: Assessing the learning process of students in a secondary level design thinking course. International Journal of Art and Design Education,37(3), 438-453. https://doi.org/10.1111/jade.12139

Beaird, G., Geist, M., & Lewis, E. J. (2018). Design thinking: Opportunities for application in nursing education. Nurse Education Today, 64, 115–118. https://doi.org/10.1016/j.nedt.2018.02.007

Bialik, M., & Fadel, C. (2015). Meta-learning for the 21st Century: What should students learn? https://curriculumredesign.org/wp-content/uploads/CCR-Meta-Learning-FINAL-Nov.-17-2015.pdf

Carper, B. A. (1978). Fundamental patterns of knowing in nursing. Advances in Nursing Science, 1(1), 13–24. https://doi.org/10.1097/00012272-197810000-00004

DeSimone, B. B. (2016). Curriculum design to promote the ethical decision-making competence of accelerated bachelor's degree nursing students. SAGE Open, 6(1), 215824401663228. https://doi.org/10.1177/2158244016632285

Dweck, C. (2016, January 13). What having a "growth mindset" actually means. https://hbr.org/2016/01/what-having-a-growth-mindset-actually-means

Kabeel, A., & Sahar, S. (2016). The correlation of critical thinking disposition and approaches to learning among baccalaureate nursing students. Journal of Education and Practice, 7(32), 91-103. https://eric.ed.gov/?q=design thinking in nursing education&id=EJ1122541

Matsuyama, Y., Nakaya, M., Okazaki, H., Lebowitz, A. J., Leppink, J., & van der Vleuten, C. (2019). Does changing from a teacher-centered to a learner-centered context promote self-regulated learning: a qualitative study in a Japanese undergraduate setting. BMC Medical Education, 19(1), 152. https://doi.org/10.1186/s12909-019-1550-x

Markauskaite, L., & Goodyear, P. (2017). Epistemic fluency and professional education. Springer.

McLaughlan, R., & Lodge, J. M. (2019). Facilitating epistemic fluency through design thinking: A strategy for the broader application of studio pedagogy within higher education. Teaching in Higher Education, 24(1), 81-97. https://doi.org/10.1080/13562517.2018.1461621

Rubin, C. M. (2017, December 06). The global search for education: What meta-learning? https://www.huffpost.com/entry/the-global-search-for-edu_b_13343564

Tschepe, S. (2018, May 22). How design thinking can benefit education. https://medium.com/swlh/how-design-thinking-can-benefit-education-2bba35450771

Downloads

Published

2021-08-13

How to Cite

Padagas, R. C. (2021). Design Thinking in a Professional Nursing Course – Its Effectiveness and Unearthed Lessons. Revista Romaneasca Pentru Educatie Multidimensionala, 13(2), 132-146. https://doi.org/10.18662/rrem/13.2/414

Publish your work at the Scientific Publishing House LUMEN

It easy with us: publish now your work, novel, research, proceeding at Lumen Scientific Publishing House

Send your manuscript right now