設計思考以人為中心的思維與設計方法論，已運用在各種複雜問題，包括健康照護系統，以解決當前健康照護管理、創新和實踐，但在現有的醫護教育研究中，則以創新產品為主，較少著墨在教育。本研究以學習者為中心之設計思考五步驟，進行「護理專題創新實作」之課程設計，通過長庚醫院IRB審查(201800212B0) 後，於2019年2至7月進行課室教學，並以質性研究設計，採立意取樣以北部某科技大學護理學院，以及鄰近某科技大學設計學院師生為本研究對象，以焦點團體進行資料收集，採內容分析法進行資料分析。研究結果整理出學生的學習成效為：「不同的學習體驗」、「看見跨領域合作的寶貴成果」及「課程之學習困境」的三大主題及九個次主題。本研究指出以設計思考為架構之課程設計貼近學生學習需求，可作為護理教育跨領域的教學策略，但仍有許多問題必須克服。本研究結果可作為護理教育的重要參酌。

The concept of design thinking refers to a human-centered innovation process and it has applied in the variety of complexed problems including healthcare systems and solutions of modern healthcare management, innovation, and practice. However, research in healthcare education has been focused on product innovations and not many these researches have conducted in education. This study adopts a learner-centered of ADDIE course development module with 5 stages of design thinking to design course for the capstone course in nursing innovation. This study also adopts quantitative research design and participants were selected from faculty and students of Nursing College and nearby Design College of the University Science and Technology in northern Taiwan. Data were collected from a focus group and data were analyzed by using the method of content analysis. The results of this study found “Different learning experience”, “Valuable achievement of interdisciplinary collaboration”, and “Course of learning difficulty” of three themes and nine sub-themes. This study suggests the course design using the structure of design thinking is more close to learning needs of students and it can be used as the interdisciplinary teaching strategy of nursing education. However, there are still many problems to overcome. The findings of this study can be used as an important reference of nursing education.