The The Effect of Learning Approach Based on Design Thinking Process to Enhance Innovative Thinking Skill of Nursing Students for Promoting Health among Persons with Health Problem Related to Skeletal and Muscle System
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Abstract
This quasi-experimental one-group pretest-posttest study aimed to compare nursing students' innovative thinking skills before and after learning through a design thinking process and to assess their satisfaction with the teaching method. The sample consisted of 133 third-year nursing students enrolled in the Adult Nursing 1 course in the first semester of the 2021 academic year. Research instruments included a lesson plan based on the design thinking process, an innovative thinking skills assessment, and a satisfaction questionnaire. Data were analyzed using descriptive statistics and paired t-test.
Results showed that after the experiment, students' mean scores of innovative thinking skills were significantly higher than before (p<.05), and their satisfaction with the teaching method was at the highest level ( = 4.56, SD=.57). Recommendations include integrating the design thinking process into nursing curricula, promoting its use in healthcare settings, and considering it as a core competency for professional nurses.
These findings suggest that incorporating design thinking into nursing education can effectively enhance students' innovative thinking skills and provide a satisfying learning experience. By implementing these recommendations, nursing education programs can better prepare future nurses to develop innovative solutions and improve the quality of patient care. Further research could explore the long-term effects of design thinking education on nursing practice and patient outcomes.
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