An interventional study of Design thinking workshop in Nurse Training, sponsored by Chinese University of Hong Kong. Completed at 1 site in Hong Kong. Per ClinicalTrials.gov, last updated 2026-04-13.
Sponsored by Chinese University of Hong Kong · Not applicable, Interventional, and Other
Previous studies have demonstrated that design thinking workshops can indeed produce these effects in healthcare education settings. However, its effectiveness in nursing curriculum is inconclusive. This research project aims to introduce and integrate design thinking principles into the undergraduate nursing program at the Chinese University of Hong Kong (CUHK), the Nethersole School of Nursing. By implementing a comprehensive study encompassing desktop research, a 3-hour introductory workshop, and pre- and post-evaluations over a 9-month period, the investigators seek to enhance nursing students' problem-solving skills, empathy, creativity, collaboration, and patient-centered care attitude.
Subjects A group of 50 second-year undergraduate nursing students at CUHK Nethersole School of Nursing who volunteer to participate in the research. Participants will be randomly assigned to either: i) Intervention group (n=25): Receives the design thinking workshop; ii) Control group (n=25): Receives no intervention (continues with regular curriculum). According to Hertzog (2008), a minimum of 25 subjects per group would be considered sufficient for the purposes of pilot testing. Students who have prior experience in joining design thinking workshop will be excluded.
Methodology This study employs a pilot randomized controlled design to evaluate the impact of a design thinking workshop on undergraduate nursing students' problem-solving abilities and related skills. The methodology encompasses a comprehensive literature review, pre- and post-workshop assessments, and a 3-hour introductory workshop on design thinking principles applied to healthcare challenges.
Chinese University of Hong Kong is the lead sponsor of 1,419 studies on the registry; 487 are open to participants now.
Counted across the registry records on this site, refreshed daily.
- Undergraduate nursing students at CUHK Nethersole School of Nursing who volunteer to participate in the research.
Exclusion Criteria:
Participants in the experimental group will receive a 3-hour design thinking workshop. The workshop will cover the five stages of design thinking, allowing students to apply these principles to real-world healthcare challenges in their future practice
Other: Design thinking workshop
will NOT receive design thinking workshop
The workshop will cover the five stages of design thinking, allowing students to apply these principles to real-world healthcare challenges in their future practice.
Problem-solving Abilities
rating on the Eight subscales of capabilities in Student engagement questionnaire (SEQ) (1=Strongly disagree, 5= Strongly Agree)
Time frame: Baseline
Problem-solving Abilities
rating on the Eight subscales of capabilities in Student engagement questionnaire (SEQ) (1=Strongly disagree, 5= Strongly Agree)
Time frame: immediately after workshop
Creativity
rating on the Eight subscales of capabilities in Student engagement questionnaire (SEQ) (1=Strongly disagree, 5= Strongly Agree)
Time frame: Baseline
Creativity
rating on the Eight subscales of capabilities in Student engagement questionnaire (SEQ) (1=Strongly disagree, 5= Strongly Agree)
Time frame: immediately after workshop
Collaboration
rating on the Eight subscales of capabilities in Student engagement questionnaire (SEQ) (1=Strongly disagree, 5= Strongly Agree)
Time frame: Baseline
Collaboration
rating on the Eight subscales of capabilities in Student engagement questionnaire (SEQ) (1=Strongly disagree, 5= Strongly Agree)
Time frame: immediately after workshop
Empathy
rating on the Jefferson Scale of Empathy - Health Professions Student Version (JSE-HPS) (1=Strongly disagree, 5= Strongly Agree)
Time frame: Baseline
Empathy
rating on the Jefferson Scale of Empathy - Health Professions Student Version (JSE-HPS) (1=Strongly disagree, 5= Strongly Agree)
Time frame: immediately after workshop
Patient-centered Care attitude
rating on the Patient-Practitioner Orientation Scale (PPOS), 1= strongly disagree, 5=strongly agree
Time frame: Baseline
Patient-centered Care attitude
rating on the Patient-Practitioner Orientation Scale (PPOS), 1= strongly disagree, 5=strongly agree
Time frame: immediately after workshop
Plan to share: No
No publications or documents are linked to this record.
This study is completed, as verified in Apr 2026. You cannot join it, but the record below documents what was studied.
Get an email when the registry record changes — status, dates, results — or when someone posts here.
Sign in to followQuestions and observations about this study, from anyone following it. Not medical advice, and not a channel to the study team — their contact details are on the registry record.
Sign in to join the discussion. Reading takes no account; posting does. You choose a display name, and a pseudonym is the default.
Nothing here yet. If you are running this trial, taking part in it, or weighing whether to, this is the place to say so.
Chinese University of Hong Kong