Impact of Innovation Workshop-Integrated Outcome-Based Education on Critical Thinking and Innovation Skills Among Nursing Students: A Mixed-Methods Study
Impact of Innovation Workshop-Integrated Outcome-Based Education on Critical Thinking and Innovation Skills Among Nursing Students: A Mixed-Methods Study
This mixed-methods study aims to evaluate the effectiveness of workshop-integrated Outcome-Based Education (OBE) implemented within a Project Planning Course on nursing students' critical thinking motivation and individual innovativeness. The intervention combines outcome-oriented learning objectives with innovation-focused workshop activities, enabling students to develop research projects or patent/utility model proposals through collaborative and experiential learning.
A total of 50 third-year nursing students will participate in the study. Students enrolled in the Project Planning Course will form the intervention group, while students taking other elective courses will serve as the control group. Quantitative data will be collected before and after the course using validated measures of critical thinking motivation and individual innovativeness. In addition, semi-structured interviews will be conducted with students in the intervention group to explore their experiences and perceptions of the workshop-based learning process.
The findings are expected to provide evidence on the effectiveness of innovation workshop-integrated Outcome-Based Education in fostering critical thinking, innovation skills, and professional development among nursing students.
Nursing education is increasingly expected to prepare graduates who can think critically, solve complex healthcare problems, and develop innovative solutions in rapidly evolving clinical environments. Outcome-Based Education (OBE) has emerged as an educational framework that focuses on achieving predefined learning outcomes and developing competencies required for professional practice. In parallel, workshop-based learning approaches promote active participation, collaborative problem-solving, and experiential learning.
Within nursing education, project planning courses offer opportunities for students to transform theoretical knowledge into practical outputs through research development and innovation-oriented activities. However, evidence regarding the effectiveness of integrating workshop-based learning with Outcome-Based Education in improving critical thinking and innovation skills among nursing students remains limited.
This study evaluates an educational model that combines OBE principles with innovation-focused workshop activities in a Project Planning Course. Throughout the course, students participate in structured learning activities involving project development, evidence-based nursing, research methodology, innovation, technology readiness assessment, and patent/utility model development. Working in small groups under faculty supervision, students identify real-world healthcare problems and develop feasible research or innovation proposals.
A convergent mixed-methods approach is used to provide a comprehensive evaluation of the educational intervention. Quantitative data are collected to assess changes in critical thinking motivation and individual innovativeness, while qualitative interviews explore students' experiences, perceived learning gains, and reflections on the workshop process. The integration of quantitative and qualitative findings will provide a deeper understanding of how workshop-integrated Outcome-Based Education contributes to the development of competencies considered essential for contemporary nursing practice.
The results of this study may inform curriculum development and support the implementation of innovative educational strategies designed to prepare nursing students for future professional and healthcare challenges.
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