ABSTRACT
Objectives
To report experiences during a post-doctoral fellowship which included acquired knowledge about the method of Design Thinking and its dissemination in a scientific nursing event.
Method
A report of experience conducted in Canada and the acquisition of new knowledge in research and teaching.
Results
The fellowship established new knowledge in the fields of research and teaching. The most challenging opportunity was the introduction and adoption of Design Thinking. It increased awareness of the urgency to adopt a new paradigm to think, collaborate, teach, design, plan, execute and evaluate research-related activities. After participants reflected about Design Thinking, there was an opportunity to promote a pilot initiative to translate the knowledge about this concept and observe the participants’ positive reception in a scientific event.
Conclusion
The experience allowed the acquisition of knowledge beyond nursing and the stimulation of critical thinking; this strengthened the confidence to think and innovate in the production of knowledge.
Implications for practice
It is undeniable that Design Thinking may revolutionize education if it is added to health courses as a cognitive tool, inspired by humanistic and empathic values, that reconstructs human inventiveness; this method assures the quality of services and products while respecting the customer's profile.
Keywords:
Diffusion of Innovation; Evidence-Based Nursing; Knowledge; Nursing Education