Human-Centered Design in Graduate Nursing Education: Outcomes From a Cohort Study.

Background: Many nursing curricula lack human-centered design (HCD) learning opportunities, and minimal evidence exists about HCD educational outcomes.

Purpose: The study explored the effects of HCD experiential learning activities on graduate nursing students.

Methods: 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.

Results: 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.

Conclusions: 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.