Effectiveness of the Application of Design Thinking and Interprofessional Education Approach on the 4Cs of Learning Skills and Interprofessional Collaborative Competencies in Nursing Innovation Course
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Abstract
The purpose of this study was to evaluate the effectiveness of the application of design thinking and interprofessional education approach on the 4 Cs of learning skills and interprofessional collaborative competencies in nursing innovation course. The quasi-experimental with one group pretest-posttest design was conducted. The participants were 188 third-year nursing students. 4Cs and the Interprofessional Collaborative Competency Attainment Survey (ICCAS) questionnaires were employed. Cronbach's alpha reliability coefficients for 4Cs and ICCAS questionnaires were 0.82 and 0.79, respectively. The questionnaires were implemented at pre and post-intervention. Descriptive statistics and paired t-test were used for data analysis.
The results revealed that thirty-eight innovations were produced. After taking this course, the total score of interprofessional collaborative competencies and learning skills (4Cs) significantly increased (p < 0.001). The most improved learning skill was creativity and innovation (t=6.69,p<.001), followed by critical thinking and problem solving (t=4.11, p<.001), communication (t=3.81, p<.001), and collaboration (t=3.20, p<.01), respectively.
In conclusion, the application of design thinking and transprofessional education can develop the 4Cs of 21st-century learning and interprofessional collaboration competencies. Therefore, medical and public health institutions should adopt this concept in conducting innovation courses and others.
The results revealed that thirty-eight innovations were produced. The total score of interprofessional collaborative competencies and learning skills (4Cs) significantly increased (p < 0.001) after invention. The most improved learning skills was creativity and innovation (t=6.69,p<.001) , following by critical thinking and problem solving (t=4.11, p<.001), communications(t=3.81, p<.001), and collaboration(t=3.20, p<.01), respectively.
In conclusion, the application of design thinking and transprofessional education can develop the four key skills (4Cs) of 21st-century learning and interprofessional collaboration competencies. Therefore, medical and public health educational institutions should adopt this concept in innovation and other subjects.
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