Clinical trial NCT06673316: Integrating Design Thinking Into Undergraduate Nursing Education
Official title: Integrating Design Thinking Into Undergraduate Nursing Education: a Pilot RCT
Study type: INTERVENTIONAL
Overall status: RECRUITING
Phase: NA
Conditions: Nurse Training
Keywords: Design thinking
Nursing education
Problem-solving skills
Empathy
Creativity
Patient-centered care attitude
Collaboration
Lead sponsor: Chinese University of Hong Kong
Sponsor class: OTHER
First posted: 2024-11-04
Enrollment: 50
Sex: ALL
Standard ages: CHILD
ADULT
OLDER_ADULT
Accepts healthy volunteers: yes
Allocation: RANDOMIZED
Intervention model: PARALLEL
Primary purpose: OTHER

Brief summary: Previous studies have demonstrated that design thinking workshops can indeed produce these effects in healthcare education settings. However, its effectiveness in nursing curriculum is inconclusive. This research project aims to introduce and integrate design thinking principles into the undergraduate nursing program at the Chinese University of Hong Kong (CUHK), the Nethersole School of Nursing. By implementing a comprehensive study encompassing desktop research, a 3-hour introductory workshop, and pre- and post-evaluations over a 9-month period, the investigators seek to enhance nursing students' problem-solving skills, empathy, creativity, collaboration, and patient-centered care attitude.

Detailed description: Subjects A group of 50 second-year undergraduate nursing students at CUHK Nethersole School of Nursing who volunteer to participate in the research. Participants will be randomly assigned to either: i) Intervention group (n=25): Receives the design thinking workshop; ii) Control group (n=25): Receives no intervention (continues with regular curriculum). According to Hertzog (2008), a minimum of 25 subjects per group would be considered sufficient for the purposes of pilot testing. Students who have prior experience in joining design thinking workshop will be excluded.

Methodology This study employs a pilot randomized controlled design to evaluate the impact of a design thinking workshop on undergraduate nursing students' problem-solving abilities and related skills. The methodology encompasses a comprehensive literature review, pre- and post-workshop assessments, and a 3-hour introductory workshop on design thinking principles applied to healthcare challenges.

1. Systematic review and preparation of material A systematic review will be conducted to examine existing applications of design thinking in healthcare education, particularly in nursing, informing workshop curriculum development in terms of content, delivery method and evaluation approach.
2. Pre-Workshop Evaluation An online survey one month before the workshop will be conducted to assess participants' baseline skills and attitudes using validated instruments. These instruments measure problem-solving abilities, empathy, creativity, collaboration, and patient-centered care attitudes.
3. Design Thinking Workshop A 3-hour introductory workshop will cover the five stages of design thinking: Empathize, Define, Ideate, Prototype, and Test. Students will work on scenario of real-world healthcare challenges, and apply design thinking principles to develop innovative solutions.
4. Post-Workshop Evaluation Immediately after the workshop, participants will complete a post-workshop survey using the same instruments as the pre-workshop evaluation, allowing for comparison of scores.

Eligibility criteria: Inclusion Criteria:

- Undergraduate nursing students at CUHK Nethersole School of Nursing who volunteer to participate in the research.

Exclusion Criteria:

* Nil

Primary outcomes:
measure: Problem-solving Abilities
timeFrame: Baseline
measure: Problem-solving Abilities
timeFrame: immediately after workshop
Secondary outcomes:
measure: Creativity
timeFrame: Baseline
measure: Creativity
timeFrame: immediately after workshop
measure: Collaboration
timeFrame: Baseline
measure: Collaboration
timeFrame: immediately after workshop
measure: Empathy
timeFrame: Baseline
measure: Empathy
timeFrame: immediately after workshop
measure: Patient-centered Care attitude
timeFrame: Baseline
measure: Patient-centered Care attitude
timeFrame: immediately after workshop
Other outcomes:
Locations:
city: Hong Kong
country: Hong Kong
facility: The Nethersole School of Nursing, Chinese University of Hong Kong
Study officials:
affiliation: The Nethersole School of Nursing
name: Carmen WH Chan
role: PRINCIPAL_INVESTIGATOR
References: