Paolo Colet, PhD, RN, RM

Assistant Professor

Nazarbayev University, School of Medicine

Looking back in 2021 and being part of the working group for service design under the AccelEd group of researchers, I was tasked on delivering a topic on the “develop” phase for the masterclass using the service design framework by the Design Council. I was new to this concept and its use for practice improvement. But then, with determination and a willingness to learn, I work on improving my knowledge and skills. Fast forward, I was able to join the group and successfully deliver two masterclasses with nursing teachers and clinicians at a national level in Kazakhstan. Also, I was able to facilitate the implementation of such a project at University Medical Center in Astana.

Having this experience has helped me to teach such topics at Nazarbayev University with undergraduate nursing students and even at the PhD level. The materials from AccelEd helped me prepare for my class and with my students. Likewise, having firsthand experience on how to implement such a design project further crystallized my teaching of the concepts.

On the one hand, I was able to adapt the concept of service design and apply it with my students in the PhD in Global Health. Because of its broad application, after searching the literature, I adapted the service design from AccelEd for my global health students. So, from service to design for global health. I then utilized the materials from AccelEd as my reference and resources for students (https://projectacceled.com/reports/). At the same time, focusing on utilizing Double Diamond in the implementation of such a design. With this I was able to lead the topic of service design (design for global health) for the Global Health in Action course.

Nursing students’ class of 2023 on their service design presentation (Issues and Trends in Nursing course)

While teaching, I came to realize a few important things that needed to be implemented. With the desire to have my course a project-based, students need to really learn the fundamentals of “design” before they can implement it. In doing so, getting approval and ethical clearance is critical. Another is the application of qualitative research during the discovery and definition phases of the Double Diamond. Students need to have at least the basics of using qualitative methods, such as interviews, observations, and analysis. Eventually, my doctoral students were able to develop two “design” projects, which are underway for implementation.

Nursing students’ class of 2024 on their service design presentation (Health Promotion course)

On the other hand, due to time constraints and training needed by my undergraduate students, I utilized a case-based scenario and presentation to work on their “design.” This way, they can grasp the concept of service design. I did not have my students develop a group project for implementation because of concerns with time, getting ethical clearance, and the limited skills they have in terms of interviewing, observation, and analysis. Even so I was able to incorporate service design for my two courses in Issues and Trends in Nursing, and Health Promotion. This would have not been a success without my collaboration with my colleagues namely, Anargul Kuntuganova, Alma Syzdykova, and Jonas Cruz.

In summary, my experience teaching design in undergraduate nursing programs and at the PhD level has taught me important lessons: if there is a plan to get students to work on implementing design, an ethical clearance is a must, and skills in the use of qualitative methods are necessary. But for undergraduates, one needs to be creative to help students learn the concepts of service design by using a case-based scenario and presentation and collaboration with other faculty.