A review of research with co-design methods in health education

Iniesto, Francisco; Charitonos, Koula; Littlejohn, Allison

doi:10.1515/edu-2022-0017

Cited by 15 publications

(14 citation statements)

References 37 publications

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“…Furthermore, researchers should assess how continuity, interest, motivation and engagement can be sustained through co‐creative processes. Based on our experience and in line with others, we recommend continuous evaluation of co‐creative processes in nursing education to better account for, document, and learn from success factors and barriers (Iniesto et al, 2022; Muller‐Schoof et al, 2023). It was also challenging to recruit participants, especially student nurses, to the co‐creative process.…”

Section: Discussionsupporting

confidence: 63%

Co‐creating digital educational resources to enhance quality in student nurses' clinical education in nursing homes: Report of a co‐creative process

Laugaland

Akerjordet

Frøiland

et al. 2023

Journal of Advanced Nursing

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AimTo report a methodological, co‐creative approach for developing an interactive digital educational resource to enhance the quality of student nurses' clinical education in nursing homes and to elucidate the lessons learned from this approach.DesignThis study applied a co‐design methodology that builds on participatory design principles.MethodsCo‐creating the digital educational resource included multiple sequential and interactive phases inspired by the design thinking framework. Workshops were employed as the primary co‐creative activity.ResultsSeven separate homogenous or joint heterogeneous workshops were conducted with student nurses, nurse educators, registered nurse mentors and e‐learning designers (n = 36) during the active stakeholder engagement phases to inform the educational content, design and functionality of the digital educational resource. These were informed by, and grounded in, learning theory and principles.ConclusionCo‐creative approaches in nursing education are an essential avenue for further research. We still lack systematic knowledge about the impact and benefits of co‐created initiatives, stakeholders' motivations, barriers, facilitators to participation and the role of context in supporting effective co‐creative processes to increase the quality of nursing education.ImpactThis paper demonstrates how digital educational initiatives to enhance quality in clinical nursing education can be co‐created with key stakeholders through a novel methodological approach inspired by design thinking. To date, the methodological development process of co‐created educational interventions has received limited attention and compared with the content and theoretical underpinnings of such interventions, has rarely been addressed. Therefore, this paper facilitates knowledge exchange and documents vital aspects to consider when co‐creating digital educational initiatives incorporating multistakeholder perspectives. This promotes a stronger academic–practice partnership to impact and enhance the quality of clinical nursing education in nursing homes.Public ContributionsStudent nurses, nurse educators, and registered nurse mentors worked alongside researchers and e‐learning designers in the co‐creative process.

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Section: Discussionsupporting

confidence: 63%

Co‐creating digital educational resources to enhance quality in student nurses' clinical education in nursing homes: Report of a co‐creative process

Laugaland

Akerjordet

Frøiland

et al. 2023

Journal of Advanced Nursing

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show abstract

“…Despite the present findings, we recommend continuous evaluation of co-creation initiatives within nursing education to better account for, document, and learn from the factors and barriers to success supported by other reports [ 7 , 37 , 38 ]. A recent literature review on co-constructing knowledge in higher education [ 29 ] emphasizes caution to a one-size-fits-all approach in co-creation initiatives.…”

Section: Discussionmentioning

confidence: 50%

Exploring stakeholders’ experiences in co-creation initiatives for clinical nursing education: a qualitative study

Laugaland,

Aase,

Ravik

et al. 2023

BMC Nurs

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Background Co-creation is an emerging approach in nursing education, wherein academics engage in multi-stakeholder collaborations to generate knowledge, ideate solutions, promote sustainability, and enhance educational quality. However, knowledge on stakeholders’ experiences in participation in co-creation initiatives for nursing education is scarce. This study aimed to explore the experiences of student nurses, nurse educators, and e-learning designers in co-creation initiatives to design and develop a digital educational resource for clinical nursing education. Methods The study adopted an exploratory qualitative design. Data were collected via three separate semi-structured focus group interviews with student nurses (n = 7), nurse educators (n = 8), and e-learning designers (n = 3) who participated in co-creation workshops. Collected data were then thematically analyzed. Results Three themes related to the participants’ experiences emerged: (1) The co-creation workshops were enjoyable, useful, and instructive; (2) power imbalances influenced the students’ engagement; and (3) contextual factors influenced the participants’ overall engagement. Conclusions This study shows that co-creation through workshops is a novel, enjoyable, and instructive approach that facilitates knowledge exchange. It also highlights the needs and experiences of stakeholders, especially student nurses. However, the use of co-creation in nursing education presents some challenges. Recognizing and managing power differentials are essential for successful co-creation in clinical nursing education, alongside a mindset of collaboration and mutuality. Future research is required to systematize knowledge about the benefits and impacts of the processes and outcomes of co-creation initiatives, including stakeholders’ motivation, barriers, and facilitators to participation in co-creation, to improve the quality of clinical nursing education.

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“…Additionally, we consider that BCW offers both researchers and professional a set of tools, that allow to co-design interventions combining not only barriers detections but identifying facilitators from themselves and not imposed by expert criteria, improving the meaningful involvement of stakeholders in creating new knowledge and mobilising and transferring existing knowledge to support long-term solutions [ 21 ].…”

Section: Discussionmentioning

confidence: 99%

Barriers and facilitators for safe sex behaviors in students from universidad de Santiago de Chile (USACH) through the COM-B model

et al. 2023

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Background Unsafe sex is one of the main morbidity and mortality risk factors associated with sexually transmitted infections (STIs) in young people. Behavioral change interventions for promoting safe sex have lacked specificity and theoretical elements about behavior in their designs, which may have affected the outcomes for HIV/AIDS and STI prevention, as well as for safe sex promotion. This study offers an analysis of the barriers and facilitators that, according to the university students who participated in the focus groups, impede or promote the success of interventions promoting healthy sexuality from the perspective of the actions stakeholders should undertake. In turn, this study proposes intervention hypotheses based on the Behavior Change Wheel which appears as a useful strategy for the design of intervention campaigns. Methods Two focus groups were organized with students from Universidad de Santiago de Chile (USACH). The focus groups gathered information about the perceptions of students about sex education and health, risk behaviors in youth sexuality, and rating of HIV/AIDS and STI prevention campaigns. In the focus groups, participants were offered the possibility of presenting solutions for the main problems and limitations detected. After identifying the emerging categories related to each dimension, a COM-B analysis was performed, identifying both the barriers and facilitators of safe sex behaviors that may help orient future interventions. Results Two focus groups were organized, which comprised 20 participants with different sexual orientations. After transcription of the dialogues, a qualitative analysis was performed based on three axes: perception about sex education, risk behaviors, and evaluation of HIV/AIDS and STI prevention campaigns. These axes were classified into two groups: barriers or facilitators for safe and healthy sexuality. Finally, based on the Behavior Change Wheel and specifically on its ‘intervention functions’, the barriers and facilitators were integrated into a series of actions to be taken by those responsible for promotion campaigns at Universidad de Santiago. The most prevalent intervention functions are: education (to increase the understanding and self-regulation of the behavior); persuasion (to influence emotional aspects to promote changes) and training (to facilitate the acquisition of skills). These functions indicate that specific actions are necessary for these dimensions to increase the success of promotional campaigns for healthy and safe sexuality. Conclusions The content analysis of the focus groups was based on the intervention functions of the Behavior Change Wheel. Specifically, the identification by students of barriers and facilitators for the design of strategies for promoting healthy sexuality is a useful tool, which when complemented with other analyses, may contribute improving the design and implementation of healthy sexuality campaigns among university students.

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A review of research with co-design methods in health education

Cited by 15 publications

References 37 publications

Co‐creating digital educational resources to enhance quality in student nurses' clinical education in nursing homes: Report of a co‐creative process

Co‐creating digital educational resources to enhance quality in student nurses' clinical education in nursing homes: Report of a co‐creative process

Exploring stakeholders’ experiences in co-creation initiatives for clinical nursing education: a qualitative study

Barriers and facilitators for safe sex behaviors in students from universidad de Santiago de Chile (USACH) through the COM-B model

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