運用設計思考於護理創新產品之研發

Applying Design Thinking to the Research and Development of Innovative Nursing Devices

邇來，全球掀起一股以病人為中心的照護模式，護理創新（nursing innovation）被賦予可簡化工作流程、建構創意照護方法、研發創新輔具、活化工作場域、及提升照護品質的使命。除了疾病照顧能力、批判性思考與應用、資訊素養、研究知能外，創新的態度及研發量能是護理教育及人才培養的新趨勢。國內外的護理教育，不論在學校養成教育或臨床在職教育皆開始啟動創新課程、創新專案、創新競賽、及相關學術研討會，藉以推動實務創意及創新解決。本文首先介紹設計思考之定義，再介紹史丹佛大學設計思考內容與流程「同理體察（empathize）、定義問題（define）、創意發想（ideate）、原型製作（prototype）、測試反饋（test）」，最後則是提出師生團隊以師徒制模式運用設計思考於護理創新產品的案例，期望藉由本文的分享提供護理創新領域新手教育者、研發者及研究者之參考。

Many different patient-centered care models have been promoted around the world in recent years. The goal of current nursing innovation includes simplifying nursing workflows, constructing creative care methods, developing innovative assistive devices, activating the workplace, and improving care quality. In addition to enhancing the ability of nurses to care for the sick, employ critical thinking, improve their information literacy, and deepen their research knowledge, innovative attitudes and R&D momentum represent new trends in nursing education and talent cultivation. In nursing education worldwide, including both in-school education and clinical in-service training, innovative courses, projects, and competitions as well as corresponding academic seminars have been launched with the intention to promote practical creativity and innovative solutions. The definition of design thinking is first introduced and the Stanford University’s design thinking model is next explained. The five stages of the design thinking model - empathize, define, ideate, prototype, and test - are then introduced. Finally, using the innovative nursing product as an example, the teacher-student team is proposed as the design thinking mentorship model. The authors hope that this article serves as a reference for novice educators, developers, and researchers in the field of nursing innovation.