A Retrospective Multiyear Mixed-Methods Evaluation of an Interprofessional Healthcare Systems Design Education Model

Abstract

Objective

The purpose of this mixed-methods study was to evaluate the utility of an interprofessional graduate-level design of healthcare delivery systems course comprising primarily nursing and engineering students. The primary research question examined whether interprofessional design-focused hybrid delivery improved students’ knowledge and applied understanding of the healthcare delivery system design. The secondary question explored how students described applying design knowledge derived from this course in their respective professional roles.

Background

Due to the interdependent nature of modern healthcare issues, interprofessional design teams integrate knowledge from multiple disciplines in the planning and implementation stages of problem-solving. Introducing graduate students to shared design methodologies, tools, and approaches encourages them to develop skills that will shape their professional identity as well as expanded understanding of how built environments and processes influence care delivery and outcomes.

Methods

Retrospective multi-year review of pretest/posttest knowledge assessment scores and qualitative reflection essay findings were synergistically interpreted by students and experts across nursing, engineering, and architecture.

Results

A total of 127 graduate students were evaluated, the majority from nursing programs. Statistically significant improvements were observed across all assessed design competencies, with the greatest gains in applying 5S principles (203.7% increase) and process mapping (98.5% increase; p < .001). Qualitative findings demonstrated students’ ability to translate design concepts into professional practice, particularly related to workflow, privacy, safety, technology use, and environmental influences on care delivery.

Conclusions

Findings suggest this educational model supports workforce readiness to influence healthcare delivery, patient outcomes, and the design of care environments.

Keywords

evidence-based design lean pedagogy interdisciplinary education

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