The association of creativity, creative components of personality, and innovation among nursing students in Taiwan

Abstract

Background:Recent attention has focused on creativity and the ability to develop innovative products (innovation), and the relationship between creativity, personality traits associated with creativity, and innovation. However, the link between creativity, aspects of personality associated with creativity, and innovation are unclear, especially with regards to nurses and nursing education. Methods:This cross-sectional, descriptive, cor-relational design explored levels of creativity, components of creativity, and innovation among nursing students, and examined the association of creativity, aspects of personality, and innovation. Participants were 98 senior-year nursing students enrolled in a capstone course for developing patentable healthcare-related products at a university in Northern Taiwan. Creativity was measured using the verbal and figural Torrance Tests of Creative Thinking (TTCT-V and TTCT-F, respectively); creative personality was evaluated with a self-report instrument, the Affective Components of Creativity Scale (ACCS). Innovation was expressed as the mean product creativity score for healthcare products students developed during the capstone course. Four independent judges scored the products for novelty and uniqueness. Correlations were examined with Pearson’s test followed by Bonferroni’s post-hoc adjustment. Results:Nursing students had moderately high scores for innovation (mean = 91.37, SD = 2.83; range = 83-96). Mean scores on the TTCT-F and TTCT-V were 40.05 (SD = 21.21) and 18.08 (SD = 13.94), respectively. The mean total score on the TTCT was 58.13 (SD = 30.47), indicating a moderate level of creativity for nursing students. The highest mean score of the four components of creative personality was for imagination (4.75, SD = 0.71); challenge and adventure were similar (2.71, SD = 0.31 and 2.53, SD = 0.25, respectively); the lowest score was for curiosity (1.76, SD = 0.23). Mean total score for the ACCS was 2.79 (SD = 0.27). Pearson’s correlations showed innovation was correlated with curiosity (p < .001). There was no significant association between figural or verbal creativity and components of creative personality. Conclusions:The positive relationship between scores for innovation and curiosity suggest teaching faculty might want to consider strategies for improving nursing students’ abilities to create innovative products by concurrently focusing on methods of increasing curiosity and innovation.

Talent Management Practices as Drivers of Organizational Entrepreneurship and Nurses’ Creativity at Oncology Center Mansoura University

“…In addition to that, nursing creativity not only improves health care quality and lowers health care costs, but it also fosters an organizational culture that decrease stress and reduce burnout among health care professionals. Therefore, nursing professionals around the world have been encouraging nurses' creativity in order to improve patient and health care outcomes (Liu, Chang, Wang & Chao, 2019).…”