2024 ASEE Annual Conference & Exposition

An Engineering and Nursing Collaborative: Incorporating the Concept of Empathy into First-Year Engineering Design to Increase Student Engagement

Presented at Design in Engineering Education Division (DEED) - Best in DEED

Empathy is the term generally given to the first phase of the human-centered design process, when a designer seeks to be with and understand the users. While the ABET definition of engineering design does specify the solution must meet desired needs, human-centered design makes meeting the needs of the intended users the focal point. In nursing, empathy is a feeling of understanding and sensitivity to what another person is experiencing from within the emotional frame of reference. This skill is essential to providing patient-centered care, connecting, and healing. Using the concept of empathy from both disciplines as a framework for creating freshman design projects may increase student engagement and empathy.

At Loyola University Chicago (LUC), the BS Engineering program partners with nursing professors from the Center for Simulation Education. These professors sponsor freshmen design projects, which provide pre-licensure, sophomore nursing students with tangible models to enhance their learning. The engineering learning objectives are two-fold; freshmen are required to design these models while simultaneously learning SolidWorks in an Introduction to Freshman Design course. Design projects include: 1) anatomical models of the human body, 2) developmentally-appropriate toys for pediatric patients, and 3) safety equipment necessary for certain pediatric health conditions. Some examples include a stomach model with a gastrostomy feeding tube inserted; a lung containing a pleural chest tube to promote fluid drainage; age-appropriate toys which are suitable for children who have neurodiverse conditions; and child-friendly, protective gear for pediatric patients suffering from epilepsy. These projects require the engineering students to research and understand human anatomy, the pathophysiology of selected diseases/conditions, pediatric human development, and specific safety considerations unique to individuals.

In this study, we investigated how a nursing design project affects student engagement and empathy. Student design groups in sections 1 and 2 of the Introduction to Freshman Design course created anatomical models or toys for children attending a summer camp. Design groups in section 3 of this course solved open-ended problems from other campus sponsors that require extensive measurements. We used the validated Student Response to Instruction Process (StRIP) to assess the change in student engagement at week 1 and week 14 of the freshman project in all groups, and the difference in change between groups solving nursing problems and groups solving other problems. We also used a refined measurement of empathy instrument to assess empathy at week 14 in all design groups and, for the nursing projects only, after the freshmen met with nursing sophomores to present their projects during week 2 of the following semester. Focus groups with students in different course sections supplemented our quantitative analyses.

Using the StRIP survey and qualitative analysis, we determined that LUC Engineering first-year students are engaged in their first Engineering design course. This course and all the courses in the B.S. Engineering curriculum are taught using active learning. Using the Empathy survey and qualitative analysis, we determined that Engineering first-year students are also empathic, regardless of whether the design process is taught as a human-centered design process or 2k factorial design process. The first-year design instructor emphasized solving a sponsor’s design problem by listening to the sponsor and considering user needs. This emphasis was followed by both students working on nursing projects or non-nursing projects. Engineering and nursing students have inherent empathetic qualities unique to their disciplines.

Authors

Dr. Gail Baura Loyola University Chicago [biography]

Dr. Gail Baura is Founding Director & Chair, and Professor of Engineering at Loyola University Chicago. Previously, she was a Professor of Medical Devices at Keck Graduate Institute of Applied Life Sciences, which is one of the Claremont Colleges. She received her BS Electrical Engineering degree from Loyola Marymount University, her MS Electrical Engineering and MS Biomedical Engineering degrees from Drexel University, and her PhD Bioengineering degree from the University of Washington. Between her graduate degrees, she worked as a loop transmission systems engineer at AT&T Bell Laboratories. She then spent 13 years in the medical device industry conducting medical device research and managing research and product development at five companies. In her last industry position, Dr. Baura was Vice President, Research and Chief Scientist at CardioDynamics. She is a Fellow of the American Institute of Medical and Biological Engineering (AIMBE).
Ms. Francisca Fils-Aime Loyola University, Chicago [biography]

Francisca Fils-Aime is currently a doctoral student at Loyola University Chicago in the Research Methodology program. She is also a Senior Evaluation Coach at Planning, Implementation and Evaluation (PIE) Org, where she manages multiple community-centered research projects. Her research interests includes mixed methods, global peace, and international affairs. Francisca earned her M.Ed. in Educational Research Methodology at Boston College and received a BA in Human Services and International Affairs.
Dr. Nancy Lynn Raschke Deichstetter DNP, RN, CEN, CHSE Loyola University, Chicago [biography]

Nancy Raschke Deichstetter, DNP, RN, CEN, CHSE is a Clinical Assistant Professor in the Marcella Niehoff School of Nursing, Loyola University-Chicago. She teaches all simulation scenarios in the undergraduate program and designs scenarios specific to medical-surgical and emergency nursing specialties. Collaboration with graduate program faculty has resulted in multiple intraprofessional simulation experiences. She also teaches Advanced Cardiac Life Support, Pediatric Advanced Life Support, and Stop the Bleed. Her research interests are in simulation, education strategies, and telehealth. She has participated in research projects that focus on simulation as a learning strategy across the curriculum and in the classroom with an emphasis on clinical judgment. Ms. Raschke earned her Bachelor of Science in nursing degree and a Master of Science with a Specialty in Nursing degree from Northern Illinois University, Dekalb, Illinois. She earned a Doctor of Nursing Practice degree from Loyola University Chicago, Chicago, Illinois.
Dr. Joanne O'Grady Dunderdale DNP, RN Loyola University, Chicago [biography]

Dr. Joanne O. Dunderdale DNP, RN is an Clinical Assistant Professor teaching in simulation education at the Marcella Niehoff School of Nursing, Loyola University-Chicago for the past 10 years. She teaches every aspect of simulation in nursing education including: medical-surgical I & II, mental health, community, maternal/child, women's health, older adult health, pediatrics, and leadership. Dr. Dunderdale has extensive experience creating simulation scenarios, facilitating simulation activities, and leading debriefing sessions. Her research interests are in simulation, transition to practice and Ignatian Pedagogy application with special interest in marginalized & vulnerable populations in nursing simulation education. Dr. Dunderdale continues to practice as a registered nurse for over 30 years in the emergency nursing setting. Dr. Dunderdale earned her Bachelor of Science in Nursing degree from Marquette University Milwaukee, Wisconsin, a Master of Science in Nursing degree from Loyola University-Chicago and a Doctor of Nursing Practice at Loyola University-Chicago.

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