Optimizing Nursing Education: The Integration of Design Thinking into Problem-Based Learning and Its Effects on Students' Learning Motivation and Satisfaction

Purpose: The pedagogical paradigms of Design Thinking and Problem-Based Learning (PBL) advocate for learner-centric educational strategies, underpinning an emphasis on the execution of problem-solving methodologies. Specifically, these techniques enable students to cultivate capabilities in critical analysis, effective communication, and innovative ideation under the tutelage and facilitation of instructors. Moreover, the engagement of peer interactions, the dissemination of knowledge, and the practice of collaborative dynamics enhance the inspiration for learning. On the other hand, design thinking can foster creativity and innovation, encouraging students to approach problems from various perspectives, thereby promoting a more comprehensive understanding of the subject matter. This research seeks to investigate the potential implications of incorporating Design Thinking into PBL teaching methodologies on student engagement and gratification. Methods: A quasi-experimental research model was utilized in this study. The experimental and control cohorts were students enrolled in the first and second semesters of the "Maternal Health Nursing" PBL course in 2021. An instructional approach combining PBL with Design Thinking was adopted for the experimental assemblage, while the control group's traditional PBL methodology was maintained. The tools for evaluation incorporated a learning motivation scale and a course satisfaction questionnaire administered pre and post-intervention, along with focus group interviews to evaluate learning outcomes. Results: The research findings advocate that the amalgamation of Design Thinking within PBL instruction can enhance students' learning motivation and satisfaction. The results suggest that students' motivation in learning experiences notably improves when Design Thinking is integrated into the traditional PBL structure of the course. Conclusion: The research highlights how this innovative approach can notably boost students' motivation and tap into their vast capabilities. Moreover, it recommends incorporating contingency plans for online instruction during the course planning stage, reflecting the dynamic nature of educational settings.