Design thinking begins with empathizing through observations and problem analysis, followed by the creation of innovative solutions to directly address the identified issues. This study aims to assess the effectiveness of implementing design thinking and situational simulation teaching strategies in human development for first-year nursing students. A quasi-experimental approach with a pretest-posttest design was applied to 124 first-year students enrolled in the Bachelor of Nursing program in southern Taiwan. In the experimental group, students underwent a 7-week narrative teaching method integrating video appreciation and classroom discussions, designed a 3-week situational simulation teaching activity, and implemented it. The control group received traditional narrative teaching settings. To gauge students' learning effectiveness, the Taiwan Critical Thinking Disposition Inventory (TCTDI) and Self-Confidence in Communication Inventory (SCCI) were utilized. Independent t-test was used to analyze the data. Key findings indicate significant differences between the groups in systematicness/analyticity, open-mindedness, and total TCTDI scores (p < .05). Additionally, there were notable distinctions in irrelevant (p < .05), blaming (p < .01), and total scale scores of SCCI (p < .01). The results support the use of the design thinking teaching approach as a strategic method to enhance nursing students' learning outcomes.

Authors:
Chun-Ying Chiang, I-Shou University, Taiwan
YuChu Yao, I-Shou University, Taiwan
Yun-Shan Tseng, I-Shou University, Taiwan
Pai-Mei Lin, I-Shou University, Taiwan
Pei-Yu Lee, Cheng Shiu University, Taiwan

About the Presenter(s)
Professor Chun-Ying Chiang is a University Associate Professor/Senior Lecturer at I-Shou University in Taiwan

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