The Effects of Design Thinking-Based Learning on Nursing Students' Innovation Thinking Skills: A Mixed-Methods Study

Abstract

This mixed-methods study examined the impact of design thinking-based learning on nursing students' innovative thinking skills. The sample consisted of 133 third-year nursing students. Research instruments included an innovative thinking skills assessment, an innovation quality evaluation,  in-depth interviews, and focus group discussions. Data were analyzed using descriptive statistics, paired t-tests, repeated measures ANOVA, and content analysis. Key findings include:

1. Post-learning innovation thinking skills scores were significantly higher than pre-learning scores (p-value < .01).

2. Students developed high-quality innovations that effectively addressed patient needs.

3. Participants reported positive learning experiences, particularly in deep learning through real-world application and holistic thinking development.

4. Patients demonstrated high satisfaction with the innovations (M = 4.59, SD = 0.52).

5. Factors influencing innovative thinking skills included GPA, prior innovation experience, and interest in innovation, collectively accounting for 42% of the variance (R² = .42).

These findings highlight the effectiveness of design thinking-based learning in enhancing nursing students' innovative thinking skills. Integrating this approach into nursing curricula could better equip students to address future healthcare challenges.