Holt Jeana M, Talsma AkkeNeel, Lloren Jan Irene C, Eljarrah Imteyaz, Woehrle Lynne, Avdeev Ilya
Author Affiliations: School of Nursing, University of Wisconsin-Milwaukee, Milwaukee, Wisconsin (Drs Holt, Talsma, Woehrle, and Eljarrah); Zilber School of Public Health, University of Wisconsin-Milwaukee, Milwaukee, Wisconsin (Ms Lloren); and College of Engineering and Applied Science, University of Wisconsin-Milwaukee, Milwaukee, Wisconsin (Dr Avdeev).
Nurse Educ. 2025;50(2):E68-E74. doi: 10.1097/NNE.0000000000001778. Epub 2024 Dec 9.
Many nursing curricula lack human-centered design (HCD) learning opportunities, and minimal evidence exists about HCD educational outcomes.
The study explored the effects of HCD experiential learning activities on graduate nursing students.
The quasi-experimental mixed-method design employed an explanatory approach. Pre- and posttest surveys were administered during an HCD workshop. Descriptive and inferential statistics assessed gains in the measures. Qualitative data were collected once, post-intervention, and analyzed using thematic analysis.
Sixty-four students provided complete responses. A linear mixed-effects regression model indicated statistically significant gains in creative self-efficacy, psychological empowerment, and traits of design thinkers. Qualitative themes contextualized the quantitative findings.
The results indicated that HCD experiential learning influenced the study's constructs. These results set the stage for multi-site studies investigating the long-term outcomes of HCD interventions in nursing curricula.
许多护理课程缺乏以人为主的设计（HCD）学习机会，且关于HCD教育成果的证据极少。
本研究探讨了HCD体验式学习活动对护理学研究生的影响。
准实验混合方法设计采用了解释性方法。在一次HCD研讨会上进行了前后测试调查。描述性和推断性统计评估了各项指标的提升情况。定性数据在干预后收集一次，并采用主题分析法进行分析。
64名学生提供了完整的回答。线性混合效应回归模型表明，在创造性自我效能感、心理赋能和设计思维者特质方面有统计学上的显著提升。定性主题为定量研究结果提供了背景信息。
结果表明，HCD体验式学习影响了该研究的各项指标。这些结果为调查护理课程中HCD干预长期效果的多地点研究奠定了基础。
