Enhancing Oncology Nurses' Innovation and Creative Thinking Skills: A Mixed-Methods Innovation Workshop Study

Enhancing Oncology Nurses' Innovation and Creative Thinking Skills: A Mixed-Methods Innovation Workshop Study | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Enhancing Oncology Nurses' Innovation and Creative Thinking Skills: A Mixed-Methods Innovation Workshop Study Merve Beke, Aydanur Aydın, Semra Ercivan, Hicran Karakuş This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6289576/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Background Developing innovation and creativity skills is essential for oncology nurses to adapt to evolving healthcare challenges. Structured interventions can enhance these competencies, yet evidence on their effectiveness remains limited. Objective This study aimed to examine the impact of a structured innovation workshop on the innovation and creativity skills of oncology nurses. Methods A semi-experimental mixed-methods design was used, incorporating a one-group pretest-posttest-follow-up approach. Quantitative data were collected using the FINCODA (Framework for Innovation Competencies and Assessment) and the Marmara Critical Thinking Dispositions Scale (MCTDS) and analyzed with SPSS. Qualitative data were obtained through structured interviews and analyzed using a phenomenological research design. Data collection occurred in three stages: before the workshop, after the workshop, and four weeks later. Results A total of 38 oncology nurses participated in the study, with a mean age of 36.50 years and a mean employment duration of 14.71 years. The mean total MCTDS score increased from 97.55±8.79 to 102.63±9.19 before and after the workshop, respectively. Similarly, the mean total FINCODA score increased from 86.18±16.35 to 94.05±18.28. Significant improvements were observed in the sub-dimensions of creativity, assertiveness, self-discipline, search for innovation, and courage. Conclusions Findings indicate that the workshop enhanced nurses' motivation, creativity, and creative thinking dispositions. Additionally, it contributed to the development of professional skills, such as self-discipline and adopting different perspectives. Implications for Practice Structured innovation workshops can be an effective learning method for fostering creativity and innovation among oncology nurses, supporting their professional development and adaptability in dynamic healthcare environments. Oncology nursing innovation skills creative thinking mixed-methods research innovation workshop Figures Figure 1 INTRODUCTION The concept of innovation, derived from the Latin word “innovare”, means “make a change” (Kanter, 2006). The Turkish Language Association (Turkish: Türk Dil Kurumu , TDK) defines innovation as “rejuvenescence-novelty” [1].Innovation in nursing is associated with the development of new ideas, methods, and tools aimed at meeting patients’ needs, reducing service costs, and improving the efficiency of nursing care [2-4]. Disseminating innovation in the nursing profession depends on certain factors such as managers’ perspective on innovation, participative institutional culture, individual innovative thinking, and positive work environment [5-7]. Creativity is the ability to observe and duly respond to problems and the art of mentally addressing problems in the best way possible [8]. Creativity, a skill that can be developed through practice, helps individuals produce knowledge and use their imagination effectively [9-11]. Creative thinking plays a key role in nursing, bringing science and art together. Creative nurses contribute to the profession's development by improving patient care quality by offering innovative solutions to problems [11-13]. Nurses should find scientific solutions to the problems they encounter while fulfilling their duties and responsibilities, they contribute to their professional development and adapt to changing technology [14]. Throughout this process, they should be aware of both their innovative thinking skills and creativity, and they should develop these skills. Developing innovation and creativity in oncology nursing role is critical in improving the quality of nursing practice and nursing care processes. Accordingly, adopting innovative approaches improves the effectiveness of health care services and ensures patient safety. Encouraging innovation in nursing education contributes to the professional development of nurses while enabling them to produce more effective solutions in health care services [10, 15, 16]. The innovative abilities of nurses further affect the overall efficiency of the healthcare system. Innovation in nursing practice allows nurses to have more control over their decision-making processes and to improve the quality of nursing care provided [17]. Nurses' innovative approaches to health care services improve the quality of nursing practice and positively affect patient satisfaction [18, 19]. Limited data on this subject draw attention to the need for nurses to benefit from innovative education methods in developing innovative thinking skills. This research aims to develop the innovation and creativity skills of oncology nurses through the Innovative Thinking Skills Development Workshop. METHODS Research Design “The Innovative Thinking Skills Development Workshop” intervention, prepared to develop the innovation and creativity skills of oncology nurses, was used for this study. The authors adopted a mixed methods study design where qualitative and quantitative data were used together. Participants and Data Collection The study was completed in a single-group quasi-experimental design. Inclusion criteria required working as a nurse in an oncology hospital, volunteering to participate in the study, and participating in the scheduled innovation workshop, while the exclusion criteria were suffering a language, speech, or hearing impairment that could hinder communication. The study was initiated on April 25, 2024, with 45 volunteer nurses working in an oncology hospital. The minimum sample size was calculated as 35 using G*Power analysis [20]. However, the intervention was finalized with 38 nurses due to nurses dropping out of the workshop. Participants were assigned to oncology services (hematology, bone marrow, and transplantation clinic, medical oncology), intensive care units, and administrative departments. Quantitative data were collected using a time series design known as a repeated measures design. The tests were administered before the training, after the training, and 4 weeks thereafter. For these measurements, FINCODA (Framework for Innovation Competencies and Assessment) and Marmara Critical Thinking Dispositions Scale (MCTDS) were administered repeatedly. Qualitative data were collected using a phenomenological research design. Throughout the study, the authors followed the Consolidated Criteria for Reporting Qualitative Research (COREQ) guidelines, and the report was created accordingly [21]. (Table 1). Table 1. Consolidated Criteria for Reporting Qualitative Research (COREQ) Guidelines Focus Area 1: Research Team and Reflexivity Personal Characteristics Number Item Guiding Questions Comments 1 Interviewer/Facilitator Which author(s) conducted the interview or focus group? The first author conducted the interview . 2 Credentials Please specify the author's credentials? First author: PhD student Second author: PhD Third author: Master’s Degree Student Fourth author: MsC 3 Profession What were the actual professions of the authors at the time of the study? First author: PhD(c), Nurse Second author: Dr. Surgical Nurse Third author: MsC Student, Nurse Fourth author: MsC, Nurse 4 Gender Was the author male or female? Four authors: Women 5 Experience and Trainings What is the experience level of the authors or which trainings did the authors received? The first author received trainings on qualitative research, has experience in qualitative research, and has published qualitative studies in a national journal. Second author: received trainings on qualitative research, has experience in qualitative research, and has published qualitative studies in international journals. The third and fourth authors received trainings on qualitative research. Relationship with Participants 6 Relationship Did the authors establish a relationship with the participants before the intervention? The authors did not establish a relationship with the participants before the intervention. 7 Interviewer’s prior knowledge of the participant What did the participants know about the authors? Participants knew that the authors were conducting research on innovation 8 Interviewer’s characteristics Which characteristics were reported about the interviewer/facilitator? At the beginning of the interview, participants were informed about the purpose and objectives of the study. Focus Area 2. Study Design Theoretical Framework 9 Methodological Orientation and Theory Which methodological orientation was adopted to support the study? e.g. discourse analysis, ethnography, phenomenology, content analysis This is a qualitative study. Employment of the Participants 10 Sampling How were the participants employed? The criterion sampling method, one of the purposive sampling methods, was used. 11 Accession How were the participants accessed? The timing of the interviews was scheduled by the individuals who voluntarily agreed to participate in the study. 12 Sample Size How many participants were included in the study? A total of 45 individuals were included in the study. 13 Non-participation How many nurses refused to participate in the study or withdrew from the study? Reasons? There were no individuals who refused to participate in the study. Setting 14 The setting of data collection Where were the data collected? Detailed information on this issue is provided in the data collection section of the study. 15 Presence of other individuals Were there any other individuals besides the participants and the authors? There were no observers. 16 Description of the sample What were the significant characteristics of the sample? Individuals who agreed to participate in the study were included. Data Collection 17 Interview Guide Were questions, instructions, and guidelines provided by the authors? Was a pilot scheme conducted? Detailed information is provided in the Methods section. 18 Repeat interviews Were subsequent interviews conducted? If yes, how many? No 19 Audio/visual recording Was audio or visual recording used for data collection in the study? The interviews were recorded using forms in which participants wrote their own statements. 20 Field notes Were field notes taken throughout and/or after the interview or focus group? All individual responses and the author’s observations were recorded. 21 Duration How long were the interviews or focus groups? Each interview took between 30 and 40 minutes. 22 Data Saturation Was data saturation discussed? Data saturation was discussed. 23 Transcripts returned Were transcripts returned to participants for comments and/or corrections? No Focus Area 3: Analysis and Findings 24 Number of data coder operators How many data coder operators coded the data? Three authors coded the data. 25 Description of the Data Did the authors provide a description of the coding? The headings and subheadings in the Results section represent the final coding. 26 Derivation of the themes Were the themes already developed or derived from the collected data? Themes were derived from the data collected. 27 Software Which software, if any, was used to analyze data? Data were manually analyzed. 28 Participants’ Control Did the participants provide any feedback on the findings? No Reports 29 Quotations Were quotes from participants presented to illustrate themes/findings? Was each quote identified? E.g with a participant number Yes. Quotes from participants were presented to illustrate themes/findings. E.g with a participant number. 30 Data and findings consistent Were the findings consistent with the data presented? Yes. 31 Clarity of main themes Were the main themes clearly presented in the findings? Yes. 32 Clarity of sub-themes Is there an explanation of different cases or were minor issues discussed? Yes. Innovation and Creativity Workshop The workshop was held in an Oncology Training and Research Hospital. Invitation to the training/intervention was announced on social media and the hospital's website 30 days before the training, and volunteering participants were registered by the hospital's training department. The day before the training, a meeting addressing the participants was held where the participants were informed about the content and expectations of the interventions. Participating nurses were asked to wear casual clothes and were informed about the physical activities to be carried out after the presentation. At this step, participants were given the opportunity to read the informed consent and a pilot test was administered to those who agreed. The one-day training was finalized within a four-hour program. Interactive presentations and panels were held in the first two hours, printed materials were distributed to the participants and projection support was provided. The presentations covered the topics of “Health Technologies”, “Examples of Innovation in Nursing”, “Developing New Ideas in Nursing” and “Informatics in Nursing”. Within the context of the workshop, activities focusing on “Developing Innovative Thinking Skills” were performed, creative drama techniques were used to encourage team spirit and help participants overcome their inhibition. Participants were asked to present their innovative ideas with the materials provided to them (needle, pen, straw, eraser, etc.), and ideas were exchanged through group work. At the end of the day, critics and feedback were evaluated within a discussion platform, and the post-test was administered. Data Collection Marmara Critical Thinking Dispositions Scale (MCTDS): It is a 25-item scale with validity and reliability confirmed in Turkish by Özgenel and Çetin (2017) [22]. It consisted of six factors, namely self-discipline (5 items), search for innovation (8 items), courage (4 items), curiosity (3 items), doubt (2 items) and flexibility (3 items). The factors were measured over a five-point Likert scale where answers ranged between “1-never” and “5-always” There is no negative statement in the scale. The minimum and the maximum score on the scale were 25 and 125, respectively. The total score is calculated by adding all the responses given by the individual to the scale items. The answers given to the sub-dimensions are summed up to calculate the total score of the relevant sub-dimension. Higher scores on the scale indicate that the creative thinking disposition of the relevant participant is high. The Cronbach Alpha reliability coefficient of the scale was calculated as 0.85 [22]. FINCODA (Framework for Innovation Competencies and Assessment) The scale, which was developed to measure the innovation competencies of individuals, was confirmed for its validity and reliability in Turkish by Ovacı and Yıldırım Saatçi (2020) [23]. It assesses the individual's Innovation Competency in 5 core areas separately. These core areas are determined as creativity, critical thinking, initiative, teamwork, and networking. There are a total of 24 items on the scale. Creativity is measured with seven items, critical thinking with 5, teamwork with 5, initiative with 4, and networking with three items. For the Turkish version of the scale, the items related to the core areas were measured with a 5-point Likert scale. The Cronbach Alpha reliability coefficient of the scale was calculated as 0.93 [23]. Semi-Structured Interview Form: The form was developed by reviewing the relevant literature [9, 10, 24-27] in line with the purpose of the research. The semi-structured interview form consists of complementary additional questions aimed at examining the topics that will evaluate the innovation and creative thinking skills of nurses. The questions included in the form are as follows: How did you feel during the workshop? Can you share your experiences on this subject? How was your perspective on nursing affected after the workshop? How did you feel about generating creative ideas after the workshop? Can you share your experiences on this subject? What is your opinion about the change in your creativity level? Can you share your views on the impact of the workshop on nursing care? The Personal Information Form (PIF), consisting of 5 questions, was developed by the authors by the literature [9, 10, 15, 24-27]. Validity and Reliability of the Research The four basic criteria of Lincon and Guba (1985) were considered to keep the reliability level of the research high [28]. To assess whether the research met the criteria of credibility, the results obtained at the end of the analysis the interviews were shared with two of the participants with a high level of education to get the participant's approval. To achieve transferability, that is, to confirm that the findings obtained can be used in further contexts, detailed information about the characteristics of the participants and the place where the research was conducted was provided. From this perspective, it is thought that subsequent researchers can reach similar results with similar participants in similar settings. To ensure the dependability, detailed information about the research process was provided. To achieve confirmability, quotations from participants' statements were included in the study results before the analyses [28]. To improve internal reliability, codes were given independently by four authors. To strengthen internal validity, the opinions of four referees in the field were sought for the research questions in the semi-structured interview form, and the reviews of one referee were sought for the results [28]. Data Analysis Collected data were analyzed using IBM SPSS Statistics version 22. The general characteristics of the nurses participating in the study were examined according to frequency and percentage distributions. The creativity disposition and individual innovation skills of the participants were examined using ANOVA and regression analyses before and after the implementation of the developed intervention program. The qualitative data derived from the interviews were analyzed using the 7-stage method developed by Colaizzi (1978) for phenomenological studies [29, 30]. First, transcription texts of the interviews were read independently and repeatedly by three authors. Accordingly, the authors tried to understand what was explained in the data collected. Significant statements from the transcription texts of the interviews were selected, rearranged, and expressed in general terms. Then, the data that the expressions were trying to explain were determined and analyzed. The authors discussed the expressions to formulate the underlying meanings until a consensus was reached. The authors then determined and organized the themes into main and sub-themes. The themes and sub-themes of the study were developed with clear expressions. In addition, quotations from the participants' statements were included to allow the reader to verify the interpretation and analysis of the data [31]. Ethical Considerations All processes were executed by the approval received from Dr. Abdurrahman Yurtaslan Oncology Training and Research Hospital Clinical Research Ethics Committee (2024-KAEK-07) and the Helsinki Declaration. Informed consents were received from all participants before the workshop, and the surveys were administered via face-to-face interviews by the authors. While administering pre-test and post-test surveys, each participant was asked to choose a nickname for themselves to ensure anonymity. This method provided blinding throughout the processes, thus preventing the authors from getting to know the participants. RESULTS A total of 45 nurses participated in the creativity and innovation skills workshop. However, the analyses were completed with the inclusion of 38 nurses when the data that did not meet the criteria were removed. The mean age of the nurses participating in the study was calculated as 36.50 and their mean duration of employment was calculated as 14.71. Three of the participants had an associate degree, 28 had a bachelor's degree, and 7 had a postgraduate degree. While 26 of the participants worked in clinics and intensive care units (hematology, medical oncology, radiation oncology, outpatient chemotherapy unit, Bone Marrow and Transplantation clinic, anesthesia and reanimation intensive care unit, surgical intensive care unit), 12 of them were assigned in administrative departments (Table 2). Table 2. Participants’ characteristics (N=38) N % Gender Female Male 6 32 16 84 Educational Status Associate degree 3 8 Bachelor's degree 28 74 Master's degree 7 18 Clinics Inpatient service a Intensive care unit b Administrative units c 14 12 12 36 32 32 M SD Working year 14.71 10.93 Age 36.50 11.74 a Hematology, Medical Oncology, Radiation Oncology, Chemotherapy Unit, Bone Marrow and Transplantation Clinic; b Anesthesia and Reanimation Intensive Care Unit, Surgical Intensive Care Unit, c Quality and Support Unit, Hospital Coordination Unit, Charge Nurse Effect of Innovation and Creativity Workshop on Creativity Disposition and Individual Innovation Skills Measurements before the intervention, after the intervention, and four weeks thereafter revealed that the Marmara Creative Thinking Dispositions Scale (MCTDS) created significant improvements in self-discipline, search for innovation, courage, and total scores. The total score, which was measured as 97.55±8.79 in the first measurement, was recorded as 102.63±9.19 at the end of the third measurement. FINCODA Framework for Innovation Competencies and Assessment results, on the other hand, indicated improvements to the creativity and initiative sub-dimensions, and the total score increased from 86.18±16.35 before the workshop to 93.05±18.09 after the workshop and 94.05±18.28 four weeks thereafter. ANOVA analyses indicated significant differences in creativity (F(2.72) = 13.99, p = 0.00), initiative (F(2.72) = 4.51, p = 0.01) and total score (F(2.72) = 6.98, p = 0.00) depending on the FINCODA application. Concerning the MCTDS, significant differences were found in the sub-dimensions of self-discipline (F(2.74) = 6.453, p = 0.003), search for innovation (F(2.74) = 5.537, p = 0.006), courage (F(2.74)=14.50, p=0.00) and the total score (F(2.74)=7.98, p=0.00) (Table 3). Table 3. Participants’ score in Marmara Creative Thinking Dispositions Scale and Fincoda Framework for Innovation Competencies and assessment data and anova results Scale Sub-Themes 1.Measurement a (Mean±SD) 2.Measurement b (Mean±SD) 3. Measurement c (Mean±SD) F Value P Value Partial Eta Squared Bonferroni Marmara Critical Thinking Dispositions Scale (MCTDS) Self-discipline 19.68 ± 2.22 20.81 ± 2.29 20.63 ± 2.01 6.45 0.001 0.14 a<b, a<c Search for Innovation 31.42 ± 3.37 32.78 ± 4.02 32.86 ± 3.21 5.53 0.001 0.13 a<b, a<c Courage 14.03 ± 1.65 15.34 ± 2.29 15.78 ± 1.59 14.50 0.001 0.28 a<b, a<c Curiosity 12.24 ± 0.90 12.50 ± 1.48 12.31 ± 1.74 0.64 0.52 0.02 Doubt 8.03±6.00 8.23 ± 0.91 8.21 ± 1.06 0.61 0.54 0.02 Flexibility 12.16 ± 1.22 12.60 ± 0.22 12.47 ± 0.22 1.38 0.26 0.04 Total Score 97.55 ± 8.79 102.31 ± 11.43 102.63 ± 9.19 7.98 0.001 0.17 a<b, a<c Individual Framework for Innovation Competencies Creativity 23.43 ± 5.23 27.18 ± 4.64 27.08 ± 5.97 13.99 0.001 0.28 a<b, a<c Team Work 19.72 ± 3.45 20.83 ± 3.87 20.64 ± 3.53 2.14 0.12 0.05 Initiative 14.70 ± 3.43 15.89 ± 2.83 16.00 ± 3.04 4.51 0.01 0.11 a<b, a<c Critical Thinking 17.70 ± 4.20 18.16 ± 3.63 19.05 ± 3.99 2.54 0.86 0.07 Networking 10.62 ± 2.58 10.97 ± 2.75 11.27 ± 2.78 1.06 0.35 0.03 Total Score 86.18 ± 16.35 93.05 ± 18.09 94.05 ± 18.28 6.98 0.001 0.16 a<b, a<c p<0.005 The regression analysis findings were evaluated through two models. For Model 1, the FINCODA score was used as the dependent variable, and the effects of the independent variables on this score were examined. Analysis results revealed that self-discipline (β = 0.55, t = 2.67, p < 0.001) positively and significantly affects the FINCODA score. This data indicates that an improvement in the level of self-discipline significantly increases the FINCODA score. On the other hand, the courage (β = -0.28, t = -2.34, p < 0.001) variable negatively and significantly affects the FINCODA scores. It was observed that the FINCODA score decreased as the level of courage increased. Other variables, namely search for innovation, curiosity, doubt, and flexibility, did not create significant differences (p > 0.05). The model's very high (R² = 0.82) general fit indices indicate that the independent variables explain 82% of the total variance in the FINCODA score. The model was found to be generally significant (F = 12.62, p < 0.001) and the Durbin-Watson value (1.76) does not indicate an autocorrelation problem. For Model 2, the MCTDS score was used as the dependent variable. This model revealed that only creativity (β = 0.59, t = 2.95, p < 0.001) among the independent variables had a significant and positive effect. The increase in creativity level significantly increases the MCTDS score. Other variables, such as teamwork, initiative, critical thinking, and networking, did not cause a significant effect (p > 0.05). The model's high (R² = 0.76) fit indices indicate that the independent variables explain 76% of the total variance in the MCTDS score. The model was found to be generally significant (F = 9.74 < 0.001), and the Durbin-Watson value (1.94) does not indicate an autocorrelation problem. All these findings indicate that certain variables have significant effects on both FINCODA and MCTDS scores and that the models are generally valid (Table 4). Table 4. Regression Analysis Results between the sub-themes of the Marmara Critical Thinking Dispositions Scale (MCTDS) and the sub-themes of the Fincoda Framework for Innovation Competencies and Assessment Model B (Unstandardized) Std. Deviation Beta (Standardized) t (p) 1 (Constant) -91.806 56.88 -1.61 (0.119) Self-discipline 0.55 1.62 0.55 2.67 (<0.001) Search for Innovation 0.32 1.00 0.32 1.51 (0.14) Courage -0.28 1.20 -0.28 2.34 (<0.001) Curiosity 0.12 1.65 0.12 0.79 (0.43) Doubt -0.35 3.30 -0.018 -0.10 (0.91) Flexibility 1.68 2.17 0.12 0.77 (0.44) R=0. 91 R 2 = 0.82 F= 12.62 p= 0.00 Durbin-Watson= 1.76 2 (Constant) 145.936 24.53 5.94 (<0.001) Creativity 1.14 038 0.59 2.95 (<0.001) Team Work 0.32 0.63 0.10 0.50 (0.61) Initiative -0.15 0.64 -0.05 -0.24 (0.80) Critical Thinking 0.01 0.67 0.00 0.02 (0.98) Networking 0.82 0.92 0.19 0.88 (0.38) R=0.87 R 2 = 0.76 F= 9.74 p= 0.00 Durbin-Watson= 1.94 Dependent Variables FINCODA Score for Model 1, MCTDS for Model 2 Table 5. Experiences of nurses after the workshop Themes f % Positive Experiences 137 39.6 Negative Experiences 4 1.1 Individual gains 87 25.2 Professional gains 118 34.1 A total of 346 opinions were obtained under four themes at the end of the content analysis conducted based on the theoretical framework (Figure 1). The distribution of the themes derived is presented in Figure 1 and Table 5. According to the data obtained from the interviews, the participants expressed their experiences from the workshop as motivation, excitement, interest, innovation, and fun. Negative experiences were identified as noise, failure, and hesitation. Considering the individual gains, it was observed that each participant used an expression related to awareness. It is further noteworthy that almost all of the participants used an expression related to the discovery sub-theme. Considering the professional gains, almost all of the participants used an expression related to the innovation sub-theme. It is noteworthy that most of the participants included personal statements coded as different perspectives and motivating (Figure 1). DISCUSSION Nursing is referred to as a profession where innovative approaches are adopted while pursuing healthcare services and technological developments are constantly changing. In this context, it is possible to argue that creativity and innovative approaches assume a key role in the uninterrupted and high-quality implementation of the nursing profession as well as the professional development. This study contributes to the literature by presenting the results of the change in innovation and creativity skills following a workshop specifically prepared for oncology nurses. Measurements before the workshop, after the workshop, and four weeks thereafter revealed a significant improvement in MCTDS and FINCODA scores. A significant increase was found in the self-discipline, search for innovation, and courage sub-themes of MCTDS and the creativity and initiative focus areas of FINCODA. These results are consistent with the literature arguing that structured workshops can effectively promote self-discipline, innovation skills and courage, which are critical components of creative thinking and innovation [26, 32-34], and are effective in the development of creative thinking disposition and innovation skills [22, 35]. The improvement in scores in the due course indicates that the benefits of such structured training workshops can be permanent and thereby reinforces the idea that continuously participating in creative activities is necessary to maintain innovation competencies [22, 32, 33, 36, 37]. The effects of initiative and innovation training on nurses is a significant issue. Baltacı and Deniz argued that the initiative dispositions of nursing students are low, therefore different educational methods are needed to develop creative and innovative thinking skills [38]. Bagheri and Akbari determined a positive correlation between nurses' entrepreneurial leadership characteristics and innovative skills [39]. Creativity is a fundamental skill for nurses to cope with complex situations they encounter in clinical decision-making processes. Karacabay et al. drew attention to the importance of developing analytical and intuitive thinking skills in nursing education [40]. Innovation culture enables nurses to develop creative projects and improves the quality of healthcare services provided [15]. Regression analysis findings in Model 1 indicate that self-discipline positively and significantly affects the FINCODA score, meaning that the improvement in individuals' self-discipline levels significantly improves creativity and innovation skills. It supports the view that being disciplined contributes positively to innovative thinking processes. This finding is consistent with the literature results emphasizing the importance of self-regulation and discipline in promoting creativity and innovation in nursing practice [37]. On the other hand, the finding indicating that courage has a negative and significant effect on the FINCODA score suggests that excessive courage may prevent individuals from being more cautious in their creative and innovative approaches. This unexpected result suggests that excessive risk-taking disposition or self-confidence may prevent sufficient diligence in innovative processes. This conclusion is further supported by previous studies that emphasize the delicate balance between innovation and risk in the field of health [24, 41]. Other variables that were not found to be significant indicate that the search for innovation, curiosity, skepticism, and flexibility do not have a direct effect on the FINCODA score in this context. The high explanatory power of the model (82%) and its overall significance indicate that the independent variables used in the study significantly affect innovation dispositions and that the model is valid. This high explanatory power is consistent with the findings of Aoun et al., who revealed significant relationships between personal characteristics and social skills such as human relations, communication, leadership, problem-solving, teamwork, and innovation abilities in healthcare settings [42]. The findings in Model 2 suggest that creativity has a significant and positive effect on the MCTDS score and that creative thinking directly improves individuals' creative dispositions. Other variables that were not found to cause a significant effect suggest that skills such as teamwork, initiative, critical thinking, and networking do not play a significant role in creative thinking dispositions in this context. This finding highlights the critical role of creativity in developing creative thinking skills in the nursing profession and is in line with the conclusions of Özdemir and Işık, who emphasized the necessity of integrating creative teaching techniques into nursing education [27]. The fact that focus areas such as teamwork, initiative, critical thinking, and networking did not show a significant effect suggests that these concepts may not directly affect creative thinking dispositions. This finding contradicts the literature that argues the importance of collaboration skills in promoting innovation [43, 44]. The high explanatory power of the model (76%) and its overall significance indicate that the independent variables used in the study significantly affect innovation dispositions and that the model is valid. In summary, the findings derived from both models reveal the significant effects of certain psychological constructs on creativity and innovation competencies among nurses. The positive effect of self-discipline and creativity on innovation and creative thinking highlights the critical importance of these characteristics in nursing practice. On the other hand, the negative effect of courage on innovation indicates the need to adopt a balanced approach towards risk-taking for innovation in healthcare services. These results contribute to the existing literature by reinforcing the determining role of psychological factors in developing nursing competencies and suggest that targeted interventions aimed at encouraging self-discipline and creativity may be beneficial in nursing education and practice. The interviews conducted following the workshop reveal the experiences of the participants from a multi-faceted perspective and evaluate the overall impact of the workshop from both positive and negative perspectives. The prominence of elements such as motivation, excitement, innovation, and interest in positive experiences is consistent with Knowles who emphasizes the importance of motivation in adult learning processes [45]. The participants' statements about raising awareness and discovery support the constructivist learning theory which argues that acquiring knowledge occurs through experience and thought [46]. The prominence of creativity within professional gains is consistent with the findings of Bagnasco et al. who emphasize that creativity is an important skill in problem-solving processes and nursing practices [25]. In addition, developing different perspectives has been considered a great advantage in the nursing profession, where collaboration and interdisciplinary work are critical [47]. Environmental factors such as noise and distractions were reported by some participants as negative experiences. The conclusion that these elements which prevented focusing throughout the workshop negatively affect the learning process is consistent with the studies of Baker et al. [48]. The feelings of failure and hesitation expressed by the participants reveal that the pressure of displaying creative performance in a group environment and the fear of being judged can restrict creativity [49]. In light of these findings, it is recommended that distractions should be minimized for future workshops to ensure a learning setting that will make nurses feel safe. Such a learning environment will improve the quality of professional development and learning outcomes by encouraging innovative thinking. The findings derived from this study indicate that the Innovative Thinking Skills Development Workshop, organized to develop the creative and innovative skills of oncology nurses, offers a multidimensional experience that includes both positive results and challenges. The workshop improved the nurses' motivation, strengthened their creativity and innovative thinking dispositions, and also played a key role in gaining professional skills such as self-discipline, creativity, and developing different perspectives. However, negative factors such as environmental distractions and pressure to perform creatively within the group made it difficult for some participants to learn during the workshop. These results emphasize that similar workshops to be held in the future should be carried out in a supportive learning environment where participants feel safe, and reveal that such structured programs are effective in sustainably strengthening the innovation and creativity skills of nurses. CONCLUSION Consequently, the study revealed that the Innovative Thinking Skills Development Workshop designated to develop the innovation and creativity skills of oncology nurses has positive effects on the participants. Nurses participating in the workshop have strengthened significant skills such as creativity, and self-discipline and developed different perspectives, and it was confirmed that these skills may contribute to the development of innovative approaches in health care services. However, negative factors such as environmental distractions and pressure to perform creatively affected some of the nurses' learning processes. These findings have provided the first data to the literature on what should be considered in the structuring of training that support innovative thinking. The study further suggested that a safe, focused learning environment should be provided to support and sustain creativity and innovation in the professional development of nurses. In light of the findings derived from this study, it is possible to argue that the competence of nurses may be improved with structured innovative training that promote an innovation culture in nursing practices. Limitations This study has some limitations and challenges. First, the study was conducted in a single hospital and the sample was limited to nurses working in a single hospital. Though the inductive qualitative research design used is useful for deeply understanding the experiences of the participants, the objectivity of the data depends on the interpretation of the authors. Participants’ voluntary participation in the innovation workshop may restrict the findings to nurses who are open to innovative thinking. The one-day training program may limit the extent to which participants adopt new knowledge and skills, while the post-training feedback process may further restrict the richness of the evaluation process due to participants' reluctance to criticize. These limitations, which may affect the overall validity of the study, should be considered in future studies and are important in terms of reaching a wider audience and achieving a general validity for the findings. Declarations Disclosure: No conflicts of interest declared. Funding This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors. 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Freitas da Silva I. Describing the design thinking and extreme programming activities during a technology innovation academic workshop. Innov Manag Rev. 2020;17(3):267-284. doi:10.1108/INMR-03-2020-0033 Huang X, Wang R, Chen J, et al. Kirkpatrick's evaluation of the effect of a nursing innovation team training for clinical nurses. J Nurs Manag. 2021;30(7):2165-2175. doi:10.1111/jonm.13504 Ojo K. Modelling innovation competence profiles: The empowering roles of self-monitoring and resilience. BMC Psychol. 2023;11(1). doi:10.1186/s40359-023-01340-x Yenice N, Yavaşoğlu N. The investigation of the relationship between individual innovative levels and individual creativity of science teacher candidates. Eğitimde Kuram Uygulama. 2018;14(2):107-128. doi:10.17244/eku.334590 Gazelci R, Güven D, Ogelman H. Examining the relationships between the burnout levels and creative thinking levels of special education teachers. Int J Contemp Educ Res. 2022;9(3):509-518. doi:10.33200/ijcer.1064934 Tuğrul E. The effects of an innovation process in nursing course on students’ creative thinking and entrepreneurial skills: An uncontrolled before/after study. Creat Nurs. 2023;29(2):216-222. doi:10.1177/10784535231195488 Baltacı N, Tülek Deniz H. The effectiveness of entrepreneurship and innovation course given to nursing students: A semi-experimental study. Turk Klin J Nurs Sci. 2022. doi:10.5336/nurses.2021-85085 Bagheri A, Akbari M. The impact of entrepreneurial leadership on nurses’ innovation behavior. J Nurs Scholarsh. 2017;50(1):28-35. doi:10.1111/jnu.12354 Karacabey MF, Bellibaş MŞ, Adams D. Principal leadership and teacher professional learning in Turkish schools: Examining the mediating effects of collective teacher efficacy and teacher trust. Educ Stud. 2022;48(2):253-272. Weng R, Huang C, Huang J, Wang M. The cross-level impact of patient safety climate on nursing innovation: A cross-sectional questionnaire survey. J Clin Nurs. 2012;21(15-16):2262-2274. doi:10.1111/j.1365-2702.2012.04170.x Aoun M, Hasnan N, Alaaraj H. Relationship between lean practices, soft total quality management, and innovation skills in Lebanese hospitals. East Mediterr Health J. 2018;24(3):269-276. doi:10.26719/2018.24.3.269 El-Tabal AAA. Soft skills and its impact on organizational creativity: A field study. J Bus Retail Manag Res. 2020;14(3). doi:10.24052/jbrmr/v14is03/art-08 Barutçu DC. The relationship between perceived social support and creative thinking skills in nursing students. Gobeklitepe Saglik Bilimleri Derg. 2023;6(14):53-59. doi:10.55433/gsbd.236 Knowles MS. Andragogy in Action: Applying Modern Principles of Adult Learning. Jossey-Bass; 1984. Tezcan F, Deveci T. Learning in adults in the context of andragogy and lifelong learning. Researcher. 2018;6(2):123-137. Bennett L, Hodge S. Interprofessional education in nursing: A systematic review of the literature. Nurse Educ Today. 2019;79:1-8. doi:10.1016/j.nedt.2019.05.015 Baker LR, McCarthy M. The impact of noise on learning in higher education: A systematic review. J High Educ Policy Manag. 2018;40(3):257-271. doi:10.1080/1360080X.2018.1460365 Kaufman JC, Sternberg RJ. The International Handbook of Creativity. Cambridge University Press; 2006. Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6289576","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":454445139,"identity":"9d8eab55-2cfa-4ad4-9e95-f2d9824173c7","order_by":0,"name":"Merve Beke","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA40lEQVRIiWNgGAWjYJADxgdAgoePFC3MBiAtbKRoYZMAk4SUyUfkHn7Nu2ebnPmM5GOVX3PsZNgYmB8+uoFHi+GNvDRrnme3jWVupKXdlt2WDHQYm7FxDj4tM3LMjHkO3E6cwXPG7LbkNmagFh42aWK01M/gOf+tWHJbPWEt8hI5xo+BWhIk2HvYGD9uO0xYiwHPGzPGOQduG85gbzOWZtx2nIeNmYBf5NtzjD+8OXBbXoKZ+eHHn9uq7fnZmx8+xmvLAWh0gAAzD5jEoxxsSwMD8wcYh/EHAdWjYBSMglEwMgEAitVESGnsfhYAAAAASUVORK5CYII=","orcid":"","institution":"Istanbul University Cerrahpaşa","correspondingAuthor":true,"prefix":"","firstName":"Merve","middleName":"","lastName":"Beke","suffix":""},{"id":454445140,"identity":"f74ade3c-c28b-43a5-b56e-447ad954c16f","order_by":1,"name":"Aydanur Aydın","email":"","orcid":"","institution":"Gümüşhane University","correspondingAuthor":false,"prefix":"","firstName":"Aydanur","middleName":"","lastName":"Aydın","suffix":""},{"id":454445141,"identity":"1fa5e824-b551-4b06-a766-9f4eb5e7f783","order_by":2,"name":"Semra Ercivan","email":"","orcid":"","institution":"Ankara Onkoloji Eğitim ve Araştırma Hastanesi","correspondingAuthor":false,"prefix":"","firstName":"Semra","middleName":"","lastName":"Ercivan","suffix":""},{"id":454445142,"identity":"86943472-3cdc-49dc-9ac7-3be02eddc775","order_by":3,"name":"Hicran Karakuş","email":"","orcid":"","institution":"Ankara Onkoloji Eğitim ve Araştırma Hastanesi","correspondingAuthor":false,"prefix":"","firstName":"Hicran","middleName":"","lastName":"Karakuş","suffix":""}],"badges":[],"createdAt":"2025-03-23 17:23:19","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-6289576/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6289576/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":98301843,"identity":"17b50d79-679e-4ad1-b4fe-0f6085998fe2","added_by":"auto","created_at":"2025-12-16 10:18:44","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":63639,"visible":true,"origin":"","legend":"\u003cp\u003eTheme-Code Map\u003c/p\u003e","description":"","filename":"1.png","url":"https://assets-eu.researchsquare.com/files/rs-6289576/v1/10525cb26a77ec117f043d58.png"},{"id":98436680,"identity":"3ccb4b1b-6be7-4ad0-8879-7730dc89bc3c","added_by":"auto","created_at":"2025-12-17 16:56:03","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1172971,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6289576/v1/40523be9-136b-42d8-a283-10f63e3b2d87.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Enhancing Oncology Nurses' Innovation and Creative Thinking Skills: A Mixed-Methods Innovation Workshop Study","fulltext":[{"header":"INTRODUCTION","content":"\u003cp\u003eThe concept of innovation, derived from the Latin word “innovare”, means “make a change” (Kanter, 2006). The Turkish Language Association (Turkish: \u003cem\u003eTürk Dil Kurumu\u003c/em\u003e, TDK) defines innovation as “rejuvenescence-novelty” [1].Innovation in nursing is associated with the development of new ideas, methods, and tools aimed at meeting patients’ needs, reducing service costs, and improving the efficiency of nursing care [2-4]. Disseminating innovation in the nursing profession depends on certain factors such as managers’ perspective on innovation, participative institutional culture, individual innovative thinking, and positive work environment [5-7].\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eCreativity is the ability to observe and duly respond to problems and the art of mentally addressing problems in the best way possible [8]. \u0026nbsp;Creativity, a skill that can be developed through practice, helps individuals produce knowledge and use their imagination effectively [9-11]. \u003c/p\u003e\n\u003cp\u003eCreative thinking plays a key role in nursing, bringing science and art together. Creative nurses contribute to the profession's development by improving patient care quality by offering innovative solutions to problems [11-13]. Nurses should find scientific solutions to the problems they encounter while fulfilling their duties and responsibilities, they contribute to their professional development and adapt to changing technology [14]. Throughout this process, they should be aware of both their innovative thinking skills and creativity, and they should develop these skills.\u003c/p\u003e\n\u003cp\u003eDeveloping innovation and creativity in oncology nursing role is critical in improving the quality of nursing practice and nursing care processes. Accordingly, adopting innovative approaches improves the effectiveness of health care services and ensures patient safety. Encouraging innovation in nursing education contributes to the professional development of nurses while enabling them to produce more effective solutions in health care services [10, 15, 16].\u003c/p\u003e\n\u003cp\u003eThe innovative abilities of nurses further affect the overall efficiency of the healthcare system. Innovation in nursing practice allows nurses to have more control over their decision-making processes and to improve the quality of nursing care provided [17]. Nurses' innovative approaches to health care services improve the quality of nursing practice and positively affect patient satisfaction [18, 19]. Limited data on this subject draw attention to the need for nurses to benefit from innovative education methods in developing innovative thinking skills. This research aims to develop the innovation and creativity skills of oncology nurses through the Innovative Thinking Skills Development Workshop.\u003c/p\u003e"},{"header":"METHODS","content":"\u003cp\u003e\u003cstrong\u003eResearch Design\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u0026ldquo;The Innovative Thinking Skills Development Workshop\u0026rdquo; intervention, prepared to develop the innovation and creativity skills of oncology nurses, was used for this study. The authors adopted a mixed methods study design where qualitative and quantitative data were used together.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eParticipants and Data Collection\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe study was completed in a single-group quasi-experimental design. Inclusion criteria required working as a nurse in an oncology hospital, volunteering to participate in the study, and participating in the scheduled innovation workshop, while the exclusion criteria were suffering a language, speech, or hearing impairment that could hinder communication.\u003c/p\u003e\n\u003cp\u003eThe study was initiated on April 25, 2024, with 45 volunteer nurses working in an oncology hospital. The minimum sample size was calculated as 35 using G*Power analysis [20]. However, the intervention was finalized with 38 nurses due to nurses dropping out of the workshop. Participants were assigned to oncology services (hematology, bone marrow, and transplantation clinic, medical oncology), intensive care units, and administrative departments.\u003c/p\u003e\n\u003cp\u003eQuantitative data were collected using a time series design known as a repeated measures design. The tests were administered before the training, after the training, and 4 weeks thereafter. For these measurements, FINCODA (Framework for Innovation Competencies and Assessment) and Marmara Critical Thinking Dispositions Scale (MCTDS) were administered repeatedly. Qualitative data were collected using a phenomenological research design. Throughout the study, the authors followed the Consolidated Criteria for Reporting Qualitative Research (COREQ) guidelines, and the report was created accordingly\u0026nbsp;[21].\u003csup\u003e\u0026nbsp;\u003c/sup\u003e(Table 1).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 1.\u0026nbsp;\u003c/strong\u003eConsolidated Criteria for Reporting Qualitative Research (COREQ) Guidelines\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFocus Area 1: Research Team and Reflexivity\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003ePersonal Characteristics\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"604\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 73px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNumber\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eItem\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 151px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eGuiding Questions\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 200px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eComments\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 73px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e1\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003eInterviewer/Facilitator\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 151px;\"\u003e\n \u003cp\u003eWhich author(s) conducted the interview or focus group?\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 200px;\"\u003e\n \u003cp\u003eThe first author conducted the interview\u003cstrong\u003e.\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 73px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e2\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003eCredentials\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 151px;\"\u003e\n \u003cp\u003ePlease specify the author\u0026apos;s credentials?\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 200px;\"\u003e\n \u003cp\u003eFirst author: PhD student\u003c/p\u003e\n \u003cp\u003eSecond author: PhD\u003c/p\u003e\n \u003cp\u003eThird author: Master\u0026rsquo;s Degree Student\u003c/p\u003e\n \u003cp\u003eFourth author: MsC\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 73px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e3\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003eProfession\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 151px;\"\u003e\n \u003cp\u003eWhat were the actual professions of the authors at the time of the study?\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 200px;\"\u003e\n \u003cp\u003eFirst author: PhD(c), Nurse\u003c/p\u003e\n \u003cp\u003eSecond author:\u0026nbsp;Dr.\u0026nbsp;Surgical Nurse\u003c/p\u003e\n \u003cp\u003eThird author: MsC Student, Nurse\u003c/p\u003e\n \u003cp\u003eFourth author: MsC, Nurse\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 73px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003eGender\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 151px;\"\u003e\n \u003cp\u003eWas the author male or female?\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 200px;\"\u003e\n \u003cp\u003eFour authors: Women\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 73px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e5\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003eExperience and Trainings\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 151px;\"\u003e\n \u003cp\u003eWhat is the experience level of the authors or which trainings did the authors received?\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 200px;\"\u003e\n \u003cp\u003eThe first author received trainings on qualitative research, has experience in qualitative research, and has published qualitative studies in a national journal.\u003c/p\u003e\n \u003cp\u003eSecond author: received trainings on qualitative research, has experience in qualitative research, and has published qualitative studies in international journals.\u003c/p\u003e\n \u003cp\u003eThe third and fourth authors received trainings on qualitative research.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003eRelationship with Participants\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 73px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003eRelationship\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 151px;\"\u003e\n \u003cp\u003eDid the authors establish a relationship with the participants before the intervention?\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 210px;\"\u003e\n \u003cp\u003eThe authors did not establish a relationship with the participants before the intervention.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 73px;\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003eInterviewer\u0026rsquo;s prior knowledge of the participant\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 151px;\"\u003e\n \u003cp\u003eWhat did the participants know about the authors?\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 210px;\"\u003e\n \u003cp\u003eParticipants knew that the authors were conducting research on innovation\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 73px;\"\u003e\n \u003cp\u003e8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003eInterviewer\u0026rsquo;s characteristics\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 151px;\"\u003e\n \u003cp\u003eWhich characteristics were reported about the interviewer/facilitator?\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 210px;\"\u003e\n \u003cp\u003eAt the beginning of the interview, participants were informed about the purpose and objectives of the study.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003eFocus Area 2. Study Design\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTheoretical Framework\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 73px;\"\u003e\n \u003cp\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003eMethodological Orientation and Theory\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 151px;\"\u003e\n \u003cp\u003eWhich methodological orientation was adopted to support the study? e.g. discourse analysis, ethnography, phenomenology, content analysis\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 210px;\"\u003e\n \u003cp\u003eThis is a qualitative study.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003eEmployment of the Participants\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 73px;\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003eSampling\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 151px;\"\u003e\n \u003cp\u003eHow were the participants employed?\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 210px;\"\u003e\n \u003cp\u003eThe criterion sampling method, one of the purposive sampling methods, was used.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 73px;\"\u003e\n \u003cp\u003e11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003eAccession\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 151px;\"\u003e\n \u003cp\u003eHow were the participants accessed?\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 210px;\"\u003e\n \u003cp\u003eThe timing of the interviews was scheduled by the individuals who voluntarily agreed to participate in the study.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 73px;\"\u003e\n \u003cp\u003e12\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003eSample Size\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 151px;\"\u003e\n \u003cp\u003eHow many participants were included in the study?\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 210px;\"\u003e\n \u003cp\u003eA total of 45 individuals were included in the study.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 73px;\"\u003e\n \u003cp\u003e13\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003eNon-participation\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 151px;\"\u003e\n \u003cp\u003eHow many nurses refused to participate in the study or withdrew from the study? Reasons?\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 210px;\"\u003e\n \u003cp\u003eThere were no individuals who refused to participate in the study.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003eSetting\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 73px;\"\u003e\n \u003cp\u003e14\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003eThe setting of data collection\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 151px;\"\u003e\n \u003cp\u003eWhere were the data collected?\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 210px;\"\u003e\n \u003cp\u003eDetailed information on this issue is provided in the data collection section of the study.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 73px;\"\u003e\n \u003cp\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003ePresence of other individuals\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 151px;\"\u003e\n \u003cp\u003eWere there any other individuals besides the participants and the authors?\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 210px;\"\u003e\n \u003cp\u003eThere were no observers.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 73px;\"\u003e\n \u003cp\u003e16\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003eDescription of the sample\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 151px;\"\u003e\n \u003cp\u003eWhat were the significant characteristics of the sample?\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 210px;\"\u003e\n \u003cp\u003eIndividuals who agreed to participate in the study were included.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Collection\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 73px;\"\u003e\n \u003cp\u003e17\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003eInterview Guide\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 151px;\"\u003e\n \u003cp\u003eWere questions, instructions, and guidelines provided by the authors? Was a pilot scheme conducted?\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 210px;\"\u003e\n \u003cp\u003eDetailed information is provided in the Methods section.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 73px;\"\u003e\n \u003cp\u003e18\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003eRepeat interviews\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 151px;\"\u003e\n \u003cp\u003eWere subsequent interviews conducted? If yes, how many?\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 210px;\"\u003e\n \u003cp\u003eNo\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 73px;\"\u003e\n \u003cp\u003e19\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003eAudio/visual recording\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 151px;\"\u003e\n \u003cp\u003eWas audio or visual recording used for data collection in the study?\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 210px;\"\u003e\n \u003cp\u003eThe interviews were recorded using forms in which participants wrote their own statements.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 73px;\"\u003e\n \u003cp\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003eField notes\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 151px;\"\u003e\n \u003cp\u003eWere field notes taken throughout and/or after the interview or focus group?\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 210px;\"\u003e\n \u003cp\u003eAll individual responses and the author\u0026rsquo;s observations were recorded.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 73px;\"\u003e\n \u003cp\u003e21\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003eDuration\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 151px;\"\u003e\n \u003cp\u003eHow long were the interviews or focus groups?\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 210px;\"\u003e\n \u003cp\u003eEach interview took between 30 and 40 minutes.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 73px;\"\u003e\n \u003cp\u003e22\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003eData Saturation\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 151px;\"\u003e\n \u003cp\u003eWas data saturation discussed?\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 210px;\"\u003e\n \u003cp\u003eData saturation was discussed.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 73px;\"\u003e\n \u003cp\u003e23\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003eTranscripts returned\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 151px;\"\u003e\n \u003cp\u003eWere transcripts returned to participants for comments and/or corrections?\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 210px;\"\u003e\n \u003cp\u003eNo\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003eFocus Area 3: Analysis and Findings\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 73px;\"\u003e\n \u003cp\u003e24\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003eNumber of data coder operators\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 151px;\"\u003e\n \u003cp\u003eHow many data coder operators coded the data?\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 210px;\"\u003e\n \u003cp\u003eThree authors coded the data.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 73px;\"\u003e\n \u003cp\u003e25\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003eDescription of the Data\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 151px;\"\u003e\n \u003cp\u003eDid the authors provide a description of the coding?\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 210px;\"\u003e\n \u003cp\u003eThe headings and subheadings in the Results section represent the final coding.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 73px;\"\u003e\n \u003cp\u003e26\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003eDerivation of the themes\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 151px;\"\u003e\n \u003cp\u003eWere the themes already developed or derived from the collected data?\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 210px;\"\u003e\n \u003cp\u003eThemes were derived from the data collected.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 73px;\"\u003e\n \u003cp\u003e27\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003eSoftware\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 151px;\"\u003e\n \u003cp\u003eWhich software, if any, was used to analyze data?\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 210px;\"\u003e\n \u003cp\u003eData were manually analyzed.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 73px;\"\u003e\n \u003cp\u003e28\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003eParticipants\u0026rsquo; Control\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 151px;\"\u003e\n \u003cp\u003eDid the participants provide any feedback on the findings?\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 210px;\"\u003e\n \u003cp\u003eNo\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003eReports\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 73px;\"\u003e\n \u003cp\u003e29\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003eQuotations\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 151px;\"\u003e\n \u003cp\u003eWere quotes from participants presented to illustrate themes/findings? Was each quote identified? E.g with a participant number\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 210px;\"\u003e\n \u003cp\u003eYes. Quotes from participants were presented to illustrate themes/findings. E.g with a participant number.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 73px;\"\u003e\n \u003cp\u003e30\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003eData and findings consistent\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 151px;\"\u003e\n \u003cp\u003eWere the findings consistent with the data presented?\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 210px;\"\u003e\n \u003cp\u003eYes.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 73px;\"\u003e\n \u003cp\u003e31\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003eClarity of main themes\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 151px;\"\u003e\n \u003cp\u003eWere the main themes clearly presented in the findings?\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 210px;\"\u003e\n \u003cp\u003eYes.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 73px;\"\u003e\n \u003cp\u003e32\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 180px;\"\u003e\n \u003cp\u003eClarity of sub-themes\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 151px;\"\u003e\n \u003cp\u003eIs there an explanation of different cases or were minor issues discussed?\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 210px;\"\u003e\n \u003cp\u003eYes.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003eInnovation and Creativity Workshop\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe workshop was held in an Oncology Training and Research Hospital. Invitation to the training/intervention was announced on social media and the hospital\u0026apos;s website 30 days before the training, and volunteering participants were registered by the hospital\u0026apos;s training department. The day before the training, a meeting addressing the participants was held where the participants were informed about the content and expectations of the interventions. Participating nurses were asked to wear casual clothes and were informed about the physical activities to be carried out after the presentation. At this step, participants were given the opportunity to read the informed consent and a pilot test was administered to those who agreed.\u003c/p\u003e\n\u003cp\u003eThe one-day training was finalized within a four-hour program. Interactive presentations and panels were held in the first two hours, printed materials were distributed to the participants and projection support was provided. The presentations covered the topics of \u0026ldquo;Health Technologies\u0026rdquo;, \u0026ldquo;Examples of Innovation in Nursing\u0026rdquo;, \u0026ldquo;Developing New Ideas in Nursing\u0026rdquo; and \u0026ldquo;Informatics in Nursing\u0026rdquo;.\u003c/p\u003e\n\u003cp\u003eWithin the context of the workshop, activities focusing on \u0026ldquo;Developing Innovative Thinking Skills\u0026rdquo; were performed, creative drama techniques were used to encourage team spirit and help participants overcome their inhibition. Participants were asked to present their innovative ideas with the materials provided to them (needle, pen, straw, eraser, etc.), and ideas were exchanged through group work. At the end of the day, critics and feedback were evaluated within a discussion platform, and the post-test was administered.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Collection\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMarmara Critical Thinking Dispositions Scale (MCTDS):\u003c/strong\u003e It is a 25-item scale with validity and reliability confirmed in Turkish by Özgenel and Çetin (2017) [22]. It consisted of six factors, namely self-discipline (5 items), search for innovation (8 items), courage (4 items), curiosity (3 items), doubt (2 items) and flexibility (3 items). The factors were measured over a five-point Likert scale where answers ranged between \u0026ldquo;1-never\u0026rdquo; and \u0026ldquo;5-always\u0026rdquo; There is no negative statement in the scale. The minimum and the maximum score on the scale were 25 and 125, respectively. The total score is calculated by adding all the responses given by the individual to the scale items. The answers given to the sub-dimensions are summed up to calculate the total score of the relevant sub-dimension. Higher scores on the scale indicate that the creative thinking disposition of the relevant participant is high. The Cronbach Alpha reliability coefficient of the scale was calculated as 0.85 [22].\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFINCODA (Framework for Innovation Competencies and Assessment)\u003c/strong\u003e The scale, which was developed to measure the innovation competencies of individuals, was confirmed for its validity and reliability in Turkish by Ovacı and Yıldırım Saat\u0026ccedil;i (2020) [23]. It assesses the individual\u0026apos;s Innovation Competency in 5 core areas separately. \u0026nbsp;These core areas are determined as creativity, critical thinking, initiative, teamwork, and networking. There are a total of 24 items on the scale. Creativity is measured with seven items, critical thinking with 5, teamwork with 5, initiative with 4, and networking with three items. For the Turkish version of the scale, the items related to the core areas were measured with a 5-point Likert scale. The Cronbach Alpha reliability coefficient of the scale was calculated as 0.93 [23].\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eSemi-Structured Interview Form:\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe form was developed by reviewing the relevant literature [9, 10, 24-27] in line with the purpose of the research. The semi-structured interview form consists of complementary additional questions aimed at examining the topics that will evaluate the innovation and creative thinking skills of nurses. The questions included in the form are as follows:\u003c/p\u003e\n\u003col start=\"1\" type=\"1\"\u003e\n \u003cli\u003eHow did you feel during the workshop? Can you share your experiences on this subject?\u003c/li\u003e\n \u003cli\u003eHow was your perspective on nursing affected after the workshop?\u003c/li\u003e\n \u003cli\u003eHow did you feel about generating creative ideas after the workshop? Can you share your experiences on this subject?\u003c/li\u003e\n \u003cli\u003eWhat is your opinion about the change in your creativity level?\u003c/li\u003e\n \u003cli\u003eCan you share your views on the impact of the workshop on nursing care?\u003c/li\u003e\n\u003c/ol\u003e\n\u003cp\u003eThe Personal Information Form (PIF), consisting of 5 questions, was developed by the authors by the literature [9, 10, 15, 24-27].\u003csup\u003e\u0026nbsp;\u003c/sup\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eValidity and Reliability of the Research\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe four basic criteria of Lincon and Guba (1985) were considered to keep the reliability level of the research high [28]. To assess whether the research met the criteria of credibility, the results obtained at the end of the analysis the interviews were shared with two of the participants with a high level of education to get the participant\u0026apos;s approval. To achieve transferability, that is, to confirm that the findings obtained can be used in further contexts, detailed information about the characteristics of the participants and the place where the research was conducted was provided. From this perspective, it is thought that subsequent researchers can reach similar results with similar participants in similar settings. To ensure the dependability, detailed information about the research process was provided. To achieve confirmability, quotations from participants\u0026apos; statements were included in the study results before the analyses [28]. To improve internal reliability, codes were given independently by four authors. To strengthen internal validity, the opinions of four referees in the field were sought for the research questions in the semi-structured interview form, and the reviews of one referee were sought for the results [28].\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Analysis\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eCollected data were analyzed using IBM SPSS Statistics version 22. The general characteristics of the nurses participating in the study were examined according to frequency and percentage distributions. The creativity disposition and individual innovation skills of the participants were examined using ANOVA and regression analyses before and after the implementation of the developed intervention program.\u003c/p\u003e\n\u003cp\u003eThe qualitative data derived from the interviews were analyzed using the 7-stage method developed by Colaizzi (1978) for phenomenological studies [29, 30]. First, transcription texts of the interviews were read independently and repeatedly by three authors. Accordingly, the authors tried to understand what was explained in the data collected. Significant statements from the transcription texts of the interviews were selected, rearranged, and expressed in general terms. Then, the data that the expressions were trying to explain were determined and analyzed. The authors discussed the expressions to formulate the underlying meanings until a consensus was reached. The authors then determined and organized the themes into main and sub-themes. The themes and sub-themes of the study were developed with clear expressions. In addition, quotations from the participants\u0026apos; statements were included to allow the reader to verify the interpretation and analysis of the data [31].\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthical Considerations\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll processes were executed by the approval received from Dr. Abdurrahman Yurtaslan Oncology Training and Research Hospital Clinical Research Ethics Committee (2024-KAEK-07) and the Helsinki Declaration. Informed consents were received from all participants before the workshop, and the surveys were administered via face-to-face interviews by the authors. While administering pre-test and post-test surveys, each participant was asked to choose a nickname for themselves to ensure anonymity. This method provided blinding throughout the processes, thus preventing the authors from getting to know the participants.\u003c/p\u003e"},{"header":"RESULTS","content":"\u003cp\u003eA total of 45 nurses participated in the creativity and innovation skills workshop. However, the analyses were completed with the inclusion of 38 nurses when the data that did not meet the criteria were removed. The mean age of the nurses participating in the study was calculated as 36.50 and their mean duration of employment was calculated as 14.71. Three of the participants had an associate degree, 28 had a bachelor\u0026apos;s degree, and 7 had a postgraduate degree. While 26 of the participants worked in clinics and intensive care units (hematology, medical oncology, radiation oncology, outpatient chemotherapy unit, Bone Marrow and Transplantation clinic, anesthesia and reanimation intensive care unit, surgical intensive care unit), 12 of them were assigned in administrative departments (Table 2).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 2.\u0026nbsp;\u003c/strong\u003eParticipants\u0026rsquo; characteristics (N=38)\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eN\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e%\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"3\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eGender\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003cp\u003eMale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003cp\u003e32\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e16\u003c/p\u003e\n \u003cp\u003e84\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eEducational Status\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eAssociate degree\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eBachelor\u0026apos;s degree\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e28\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e74\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eMaster\u0026apos;s degree\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e18\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eClinics\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eInpatient service\u003csup\u003ea\u003c/sup\u003e\u003c/p\u003e\n \u003cp\u003eIntensive care unit\u003csup\u003eb\u003c/sup\u003e\u003c/p\u003e\n \u003cp\u003eAdministrative units\u003csup\u003ec\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e14\u003c/p\u003e\n \u003cp\u003e12\u003c/p\u003e\n \u003cp\u003e12\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e36\u003c/p\u003e\n \u003cp\u003e32\u003c/p\u003e\n \u003cp\u003e32\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eM\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eSD\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eWorking year\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e14.71\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e10.93\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eAge\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e36.50\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e11.74\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"3\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003csup\u003ea\u003c/sup\u003e\u003c/strong\u003e Hematology, Medical Oncology, Radiation Oncology, Chemotherapy Unit, Bone Marrow and Transplantation Clinic; \u003csup\u003eb\u003c/sup\u003e Anesthesia and Reanimation Intensive Care Unit, Surgical Intensive Care Unit, \u003csup\u003ec\u003c/sup\u003e Quality and Support Unit, Hospital Coordination Unit, Charge Nurse\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eEffect of Innovation and Creativity Workshop on Creativity Disposition and Individual Innovation Skills\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eMeasurements before the intervention, after the intervention, and four weeks thereafter revealed that the Marmara Creative Thinking Dispositions Scale (MCTDS) created significant improvements in self-discipline, search for innovation, courage, and total scores. The total score, which was measured as 97.55\u0026plusmn;8.79 in the first measurement, was recorded as 102.63\u0026plusmn;9.19 at the end of the third measurement. FINCODA Framework for Innovation Competencies and Assessment results, on the other hand, indicated improvements to the creativity and initiative sub-dimensions, and the total score increased from 86.18\u0026plusmn;16.35 before the workshop to 93.05\u0026plusmn;18.09 after the workshop and 94.05\u0026plusmn;18.28 four weeks thereafter. ANOVA analyses indicated significant differences in creativity (F(2.72) = 13.99, p = 0.00), initiative (F(2.72) = 4.51, p = 0.01) and total score (F(2.72) = 6.98, p = 0.00) depending on the FINCODA application. Concerning the MCTDS, significant differences were found in the sub-dimensions of self-discipline (F(2.74) = 6.453, p = 0.003), search for innovation (F(2.74) = 5.537, p = 0.006), courage (F(2.74)=14.50, p=0.00) and the total score (F(2.74)=7.98, p=0.00) (Table 3).\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"8\" valign=\"top\" style=\"width: 933px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTable 3.\u003c/strong\u003e Participants\u0026rsquo; score in Marmara Creative Thinking Dispositions Scale and Fincoda Framework for Innovation Competencies and assessment data and anova results\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 269px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eScale Sub-Themes\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 110px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e1.Measurement\u003csup\u003ea\u003c/sup\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e(Mean\u0026plusmn;SD)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 107px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e2.Measurement\u003csup\u003eb\u003c/sup\u003e (Mean\u0026plusmn;SD)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 136px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e3. Measurement\u003csup\u003ec\u003c/sup\u003e (Mean\u0026plusmn;SD)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 86px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eF Value\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eP Value\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePartial Eta Squared\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eBonferroni\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"8\" valign=\"top\" style=\"width: 933px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eMarmara Critical Thinking Dispositions Scale (MCTDS)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 269px;\"\u003e\n \u003cp\u003eSelf-discipline\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 110px;\"\u003e\n \u003cp\u003e19.68 \u0026plusmn; 2.22\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 107px;\"\u003e\n \u003cp\u003e20.81 \u0026plusmn; 2.29\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 136px;\"\u003e\n \u003cp\u003e20.63 \u0026plusmn; 2.01\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 86px;\"\u003e\n \u003cp\u003e6.45\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e0.001\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e0.14\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003ea\u0026lt;b, a\u0026lt;c\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 269px;\"\u003e\n \u003cp\u003eSearch for Innovation\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 110px;\"\u003e\n \u003cp\u003e31.42 \u0026plusmn; 3.37\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 107px;\"\u003e\n \u003cp\u003e32.78 \u0026plusmn; 4.02\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 136px;\"\u003e\n \u003cp\u003e32.86 \u0026plusmn; 3.21\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 86px;\"\u003e\n \u003cp\u003e5.53\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e0.001\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e0.13\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003ea\u0026lt;b, a\u0026lt;c\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 269px;\"\u003e\n \u003cp\u003eCourage\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 110px;\"\u003e\n \u003cp\u003e14.03 \u0026plusmn; 1.65\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 107px;\"\u003e\n \u003cp\u003e15.34 \u0026plusmn; 2.29\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 136px;\"\u003e\n \u003cp\u003e15.78 \u0026plusmn; 1.59\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 86px;\"\u003e\n \u003cp\u003e14.50\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e0.001\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e0.28\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003ea\u0026lt;b, a\u0026lt;c\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 269px;\"\u003e\n \u003cp\u003eCuriosity\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 110px;\"\u003e\n \u003cp\u003e12.24 \u0026plusmn; 0.90\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 107px;\"\u003e\n \u003cp\u003e12.50 \u0026plusmn; 1.48\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 136px;\"\u003e\n \u003cp\u003e12.31 \u0026plusmn; 1.74\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 86px;\"\u003e\n \u003cp\u003e0.64\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e0.52\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e0.02\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"3\" valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 269px;\"\u003e\n \u003cp\u003eDoubt\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 110px;\"\u003e\n \u003cp\u003e8.03\u0026plusmn;6.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 107px;\"\u003e\n \u003cp\u003e8.23 \u0026plusmn; 0.91\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 136px;\"\u003e\n \u003cp\u003e8.21 \u0026plusmn; 1.06\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 86px;\"\u003e\n \u003cp\u003e0.61\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e0.54\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e0.02\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 269px;\"\u003e\n \u003cp\u003eFlexibility\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 110px;\"\u003e\n \u003cp\u003e12.16 \u0026plusmn; 1.22\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 107px;\"\u003e\n \u003cp\u003e12.60 \u0026plusmn; 0.22\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 136px;\"\u003e\n \u003cp\u003e12.47 \u0026plusmn; 0.22\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 86px;\"\u003e\n \u003cp\u003e1.38\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e0.26\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e0.04\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 269px;\"\u003e\n \u003cp\u003eTotal Score\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 110px;\"\u003e\n \u003cp\u003e97.55 \u0026plusmn; 8.79\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 107px;\"\u003e\n \u003cp\u003e102.31 \u0026plusmn; 11.43\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 136px;\"\u003e\n \u003cp\u003e102.63 \u0026plusmn; 9.19\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 86px;\"\u003e\n \u003cp\u003e7.98\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e0.001\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e0.17\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003ea\u0026lt;b, a\u0026lt;c\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"8\" valign=\"top\" style=\"width: 933px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eIndividual Framework for Innovation Competencies\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 269px;\"\u003e\n \u003cp\u003eCreativity\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 110px;\"\u003e\n \u003cp\u003e23.43 \u0026plusmn; 5.23\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 107px;\"\u003e\n \u003cp\u003e27.18 \u0026plusmn; 4.64\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 136px;\"\u003e\n \u003cp\u003e27.08 \u0026plusmn; 5.97\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 86px;\"\u003e\n \u003cp\u003e13.99\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e0.001\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e0.28\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003ea\u0026lt;b, a\u0026lt;c\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 269px;\"\u003e\n \u003cp\u003eTeam Work\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 110px;\"\u003e\n \u003cp\u003e19.72 \u0026plusmn; 3.45\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 107px;\"\u003e\n \u003cp\u003e20.83 \u0026plusmn; 3.87\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 136px;\"\u003e\n \u003cp\u003e20.64 \u0026plusmn; 3.53\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 86px;\"\u003e\n \u003cp\u003e2.14\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e0.12\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e0.05\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 269px;\"\u003e\n \u003cp\u003eInitiative\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 110px;\"\u003e\n \u003cp\u003e14.70 \u0026plusmn; 3.43\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 107px;\"\u003e\n \u003cp\u003e15.89 \u0026plusmn; 2.83\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 136px;\"\u003e\n \u003cp\u003e16.00 \u0026plusmn; 3.04\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 86px;\"\u003e\n \u003cp\u003e4.51\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e0.01\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e0.11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003ea\u0026lt;b, a\u0026lt;c\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 269px;\"\u003e\n \u003cp\u003eCritical Thinking\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 110px;\"\u003e\n \u003cp\u003e17.70 \u0026plusmn; 4.20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 107px;\"\u003e\n \u003cp\u003e18.16 \u0026plusmn; 3.63\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 136px;\"\u003e\n \u003cp\u003e19.05 \u0026plusmn; 3.99\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 86px;\"\u003e\n \u003cp\u003e2.54\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e0.86\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e0.07\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 269px;\"\u003e\n \u003cp\u003eNetworking\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 110px;\"\u003e\n \u003cp\u003e10.62 \u0026plusmn; 2.58\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 107px;\"\u003e\n \u003cp\u003e10.97 \u0026plusmn; 2.75\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 136px;\"\u003e\n \u003cp\u003e11.27 \u0026plusmn; 2.78\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 86px;\"\u003e\n \u003cp\u003e1.06\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e0.35\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e0.03\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 269px;\"\u003e\n \u003cp\u003eTotal Score\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 110px;\"\u003e\n \u003cp\u003e86.18 \u0026plusmn; 16.35\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 107px;\"\u003e\n \u003cp\u003e93.05 \u0026plusmn; 18.09\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 136px;\"\u003e\n \u003cp\u003e94.05 \u0026plusmn; 18.28\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 86px;\"\u003e\n \u003cp\u003e6.98\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e0.001\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e0.16\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003ea\u0026lt;b, a\u0026lt;c\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 269px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ep\u0026lt;0.005\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 110px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 107px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 136px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 86px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eThe regression analysis findings were evaluated through two models. For Model 1, the FINCODA score was used as the dependent variable, and the effects of the independent variables on this score were examined. Analysis results revealed that self-discipline (\u0026beta; = 0.55, t = 2.67, p \u0026lt; 0.001) positively and significantly affects the FINCODA score. This data indicates that an improvement in the level of self-discipline significantly increases the FINCODA score. On the other hand, the courage (\u0026beta; = -0.28, t = -2.34, p \u0026lt; 0.001) variable negatively and significantly affects the FINCODA scores. It was observed that the FINCODA score decreased as the level of courage increased. Other variables, namely search for innovation, curiosity, doubt, and flexibility, did not create significant differences (p \u0026gt; 0.05). The model\u0026apos;s very high (R\u0026sup2; = 0.82) general fit indices indicate that the independent variables explain 82% of the total variance in the FINCODA score. The model was found to be generally significant (F = 12.62, p \u0026lt; 0.001) and the Durbin-Watson value (1.76) does not indicate an autocorrelation problem.\u003c/p\u003e\n\u003cp\u003eFor Model 2, the MCTDS score was used as the dependent variable. This model revealed that only creativity (\u0026beta; = 0.59, t = 2.95, p \u0026lt; 0.001) among the independent variables had a significant and positive effect. The increase in creativity level significantly increases the MCTDS score. Other variables, such as teamwork, initiative, critical thinking, and networking, did not cause a significant effect (p \u0026gt; 0.05). The model\u0026apos;s high (R\u0026sup2; = 0.76) fit indices indicate that the independent variables explain 76% of the total variance in the MCTDS score. The model was found to be generally significant (F = 9.74 \u0026lt; 0.001), and the Durbin-Watson value (1.94) does not indicate an autocorrelation problem. All these findings indicate that certain variables have significant effects on both FINCODA and MCTDS scores and that the models are generally valid (Table 4).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 4.\u003c/strong\u003e Regression Analysis Results between the sub-themes of the Marmara Critical Thinking Dispositions Scale (MCTDS) and the sub-themes of the Fincoda Framework for Innovation Competencies and Assessment\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eModel\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eB (Unstandardized)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eStd. Deviation \u0026nbsp;\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eBeta (Standardized)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003et (p)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e1\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e(Constant)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e-91.806\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e56.88\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e-1.61 (0.119)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eSelf-discipline\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e0.55\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;1.62\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e0.55\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e2.67 (\u0026lt;0.001)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eSearch for Innovation\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e0.32\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e1.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e0.32\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e1.51 (0.14)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eCourage\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e-0.28\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e1.20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e-0.28\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e2.34 (\u0026lt;0.001)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eCuriosity\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e0.12\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e1.65\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e0.12\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e0.79 (0.43)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eDoubt\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e-0.35\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e3.30\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e-0.018\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e-0.10 (0.91)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eFlexibility\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e1.68\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e2.17\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e0.12\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e0.77 (0.44)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"5\" valign=\"top\"\u003e\n \u003cp\u003eR=0. 91 \u0026nbsp; \u0026nbsp; \u0026nbsp; R\u003csup\u003e2\u003c/sup\u003e= 0.82 \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; F= \u0026nbsp; \u0026nbsp; \u0026nbsp; 12.62 \u0026nbsp; \u0026nbsp;p= 0.00 \u0026nbsp; Durbin-Watson= 1.76\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e2\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e(Constant)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e145.936\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e24.53\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e5.94 \u003cstrong\u003e(\u0026lt;0.001)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eCreativity\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e1.14\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e038\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e0.59\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e2.95 (\u0026lt;0.001)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eTeam Work\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e0.32\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e0.63\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e0.10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e0.50 (0.61)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eInitiative\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e-0.15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e0.64\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e-0.05\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e-0.24 (0.80)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eCritical Thinking\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e0.01\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e0.67\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e0.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e0.02 (0.98)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eNetworking\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e0.82\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e0.92\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e0.19\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e0.88 (0.38)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"5\" valign=\"top\"\u003e\n \u003cp\u003eR=0.87 \u0026nbsp; \u0026nbsp; R\u003csup\u003e2\u003c/sup\u003e= 0.76 \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;F= \u0026nbsp; \u0026nbsp;9.74 \u0026nbsp; \u0026nbsp; \u0026nbsp; p= 0.00 \u0026nbsp; Durbin-Watson= 1.94\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"5\" valign=\"top\"\u003e\n \u003cp\u003eDependent Variables FINCODA Score for Model 1, MCTDS for Model 2\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003eTable 5.\u003c/strong\u003e Experiences of nurses after the workshop\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 201px;\"\u003e\n \u003cp\u003eThemes\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 201px;\"\u003e\n \u003cp\u003e\u003cem\u003ef\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 201px;\"\u003e\n \u003cp\u003e%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 201px;\"\u003e\n \u003cp\u003ePositive Experiences\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 201px;\"\u003e\n \u003cp\u003e137\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 201px;\"\u003e\n \u003cp\u003e39.6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 201px;\"\u003e\n \u003cp\u003eNegative Experiences\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 201px;\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 201px;\"\u003e\n \u003cp\u003e1.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 201px;\"\u003e\n \u003cp\u003eIndividual gains\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 201px;\"\u003e\n \u003cp\u003e87\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 201px;\"\u003e\n \u003cp\u003e25.2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 201px;\"\u003e\n \u003cp\u003eProfessional gains\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 201px;\"\u003e\n \u003cp\u003e118\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 201px;\"\u003e\n \u003cp\u003e34.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eA total of 346 opinions were obtained under four themes at the end of the content analysis conducted based on the theoretical framework (Figure 1). The distribution of the themes derived is presented in Figure 1 and Table 5. According to the data obtained from the interviews, the participants expressed their experiences from the workshop as motivation, excitement, interest, innovation, and fun. Negative experiences were identified as noise, failure, and hesitation. Considering the individual gains, it was observed that each participant used an expression related to awareness. It is further noteworthy that almost all of the participants used an expression related to the discovery sub-theme. Considering the professional gains, almost all of the participants used an expression related to the innovation sub-theme. It is noteworthy that most of the participants included personal statements coded as different perspectives and motivating (Figure 1).\u0026nbsp;\u003c/p\u003e"},{"header":"DISCUSSION","content":"\u003cp\u003eNursing is referred to as a profession where innovative approaches are adopted while pursuing healthcare services and technological developments are constantly changing. In this context, it is possible to argue that creativity and innovative approaches assume a key role in the uninterrupted and high-quality implementation of the nursing profession as well as the professional development. This study contributes to the literature by presenting the results of the change in innovation and creativity skills following a workshop specifically prepared for oncology nurses.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eMeasurements before the workshop, after the workshop, and four weeks thereafter revealed a significant improvement in MCTDS and FINCODA scores. A significant increase was found in the self-discipline, search for innovation, and courage sub-themes of MCTDS and the creativity and initiative focus areas of FINCODA. These results are consistent with the literature arguing that structured workshops can effectively promote self-discipline, innovation skills and courage, which are critical components of creative thinking and innovation [26, 32-34], and are effective in the development of creative thinking disposition and innovation skills [22, 35].\u0026nbsp; The improvement in scores in the due course indicates that the benefits of such structured training workshops can be permanent and thereby reinforces the idea that continuously participating in creative activities is necessary to maintain innovation competencies [22, 32, 33, 36, 37]. The effects of initiative and innovation training on nurses is a significant issue. Baltacı and Deniz argued that the initiative dispositions of nursing students are low, therefore different educational methods are needed to develop creative and innovative thinking skills [38]. Bagheri and Akbari determined a positive correlation between nurses\u0026apos; entrepreneurial leadership characteristics and innovative skills [39]. Creativity is a fundamental skill for nurses to cope with complex situations they encounter in clinical decision-making processes. Karacabay et al. drew attention to the importance of developing analytical and intuitive thinking skills in nursing education [40]. Innovation culture enables nurses to develop creative projects and improves the quality of healthcare services provided [15].\u003c/p\u003e\n\u003cp\u003eRegression analysis findings in Model 1 indicate that self-discipline positively and significantly affects the FINCODA score, meaning that the improvement in individuals\u0026apos; self-discipline levels significantly improves creativity and innovation skills. It supports the view that being disciplined contributes positively to innovative thinking processes. This finding is consistent with the literature results emphasizing the importance of self-regulation and discipline in promoting creativity and innovation in nursing practice [37]. On the other hand, the finding indicating that courage has a negative and significant effect on the FINCODA score suggests that excessive courage may prevent individuals from being more cautious in their creative and innovative approaches. This unexpected result suggests that excessive risk-taking disposition or self-confidence may prevent sufficient diligence in innovative processes. This conclusion is further supported by previous studies that emphasize the delicate balance between innovation and risk in the field of health [24, 41]. Other variables that were not found to be significant indicate that the search for innovation, curiosity, skepticism, and flexibility do not have a direct effect on the FINCODA score in this context. The high explanatory power of the model (82%) and its overall significance indicate that the independent variables used in the study significantly affect innovation dispositions and that the model is valid. This high explanatory power is consistent with the findings of Aoun et al., who revealed significant relationships between personal characteristics and social skills such as human relations, communication, leadership, problem-solving, teamwork, and innovation abilities in healthcare settings [42].\u003c/p\u003e\n\u003cp\u003eThe findings in Model 2 suggest that creativity has a significant and positive effect on the MCTDS score and that creative thinking directly improves individuals\u0026apos; creative dispositions. Other variables that were not found to cause a significant effect suggest that skills such as teamwork, initiative, critical thinking, and networking do not play a significant role in creative thinking dispositions in this context. This finding highlights the critical role of creativity in developing creative thinking skills in the nursing profession and is in line with the conclusions of \u0026Ouml;zdemir and Işık, who emphasized the necessity of integrating creative teaching techniques into nursing education [27].\u0026nbsp;The fact that focus areas such as teamwork, initiative, critical thinking, and networking did not show a significant effect suggests that these concepts may not directly affect creative thinking dispositions. This finding contradicts the literature that argues the importance of collaboration skills in promoting innovation [43, 44]. The high explanatory power of the model (76%) and its overall significance indicate that the independent variables used in the study significantly affect innovation dispositions and that the model is valid.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eIn summary, the findings derived from both models reveal the significant effects of certain psychological constructs on creativity and innovation competencies among nurses. The positive effect of self-discipline and creativity on innovation and creative thinking highlights the critical importance of these characteristics in nursing practice. On the other hand, the negative effect of courage on innovation indicates the need to adopt a balanced approach towards risk-taking for innovation in healthcare services. These results contribute to the existing literature by reinforcing the determining role of psychological factors in developing nursing competencies and suggest that targeted interventions aimed at encouraging self-discipline and creativity may be beneficial in nursing education and practice.\u003c/p\u003e\n\u003cp\u003eThe interviews conducted following the workshop reveal the experiences of the participants from a multi-faceted perspective and evaluate the overall impact of the workshop from both positive and negative perspectives. The prominence of elements such as motivation, excitement, innovation, and interest in positive experiences is consistent with Knowles\u003csup\u003e\u0026nbsp;\u003c/sup\u003ewho emphasizes the importance of motivation in adult learning processes [45]. The participants\u0026apos; statements about raising awareness and discovery support the constructivist learning theory which argues that acquiring knowledge occurs through experience and thought [46].\u003csup\u003e\u0026nbsp;\u003c/sup\u003eThe prominence of creativity within professional gains is consistent with the findings of Bagnasco et al. \u0026nbsp;who emphasize that creativity is an important skill in problem-solving processes and nursing practices [25]. In addition, developing different perspectives has been considered a great advantage in the nursing profession, where collaboration and interdisciplinary work are critical [47].\u003c/p\u003e\n\u003cp\u003eEnvironmental factors such as noise and distractions were reported by some participants as negative experiences. The conclusion that these elements which prevented focusing throughout the workshop negatively affect the learning process is consistent with the studies of Baker et al.\u003csup\u003e\u0026nbsp;\u003c/sup\u003e[48]. The feelings of failure and hesitation expressed by the participants reveal that the pressure of displaying creative performance in a group environment and the fear of being judged can restrict creativity [49]. In light of these findings, it is recommended that distractions should be minimized for future workshops to ensure a learning setting that will make nurses feel safe. Such a learning environment will improve the quality of professional development and learning outcomes by encouraging innovative thinking.\u003c/p\u003e\n\u003cp\u003eThe findings derived from this study indicate that the Innovative Thinking Skills Development Workshop, organized to develop the creative and innovative skills of oncology nurses, offers a multidimensional experience that includes both positive results and challenges. The workshop improved the nurses\u0026apos; motivation, strengthened their creativity and innovative thinking dispositions, and also played a key role in gaining professional skills such as self-discipline, creativity, and developing different perspectives. However, negative factors such as environmental distractions and pressure to perform creatively within the group made it difficult for some participants to learn during the workshop. These results emphasize that similar workshops to be held in the future should be carried out in a supportive learning environment where participants feel safe, and reveal that such structured programs are effective in sustainably strengthening the innovation and creativity skills of nurses.\u003c/p\u003e"},{"header":"CONCLUSION","content":"\u003cp\u003eConsequently, the study revealed that the Innovative Thinking Skills Development Workshop designated to develop the innovation and creativity skills of oncology nurses has positive effects on the participants. Nurses participating in the workshop have strengthened significant skills such as creativity, and self-discipline and developed different perspectives, and it was confirmed that these skills may contribute to the development of innovative approaches in health care services. However, negative factors such as environmental distractions and pressure to perform creatively affected some of the nurses' learning processes. These findings have provided the first data to the literature on what should be considered in the structuring of training that support innovative thinking. The study further suggested that a safe, focused learning environment should be provided to support and sustain creativity and innovation in the professional development of nurses. In light of the findings derived from this study, it is possible to argue that the competence of nurses may be improved with structured innovative training that promote an innovation culture in nursing practices.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eLimitations\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study has some limitations and challenges. First, the study was conducted in a single hospital and the sample was limited to nurses working in a single hospital. Though the inductive qualitative research design used is useful for deeply understanding the experiences of the participants, the objectivity of the data depends on the interpretation of the authors. Participants’ voluntary participation in the innovation workshop may restrict the findings to nurses who are open to innovative thinking. The one-day training program may limit the extent to which participants adopt new knowledge and skills, while the post-training feedback process may further restrict the richness of the evaluation process due to participants' reluctance to criticize. These limitations, which may affect the overall validity of the study, should be considered in future studies and are important in terms of reaching a wider audience and achieving a general validity for the findings.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eDisclosure:\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNo conflicts of interest declared.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eThe Turkish Language Association (TDK). G\u0026uuml;ncel T\u0026uuml;rk\u0026ccedil;e S\u0026ouml;zl\u0026uuml;k. https://sozluk.gov.tr/?ara=inovasyon. Published 2018. Accessed October 28, 2024.\u003c/li\u003e\n\u003cli\u003eWeng RH, Chen WP, Huang CY, Hung CH, Hsu CT. 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Nurse Educ Today. 2019;79:1-8. doi:10.1016/j.nedt.2019.05.015\u003c/li\u003e\n\u003cli\u003eBaker LR, McCarthy M. The impact of noise on learning in higher education: A systematic review. J High Educ Policy Manag. 2018;40(3):257-271. doi:10.1080/1360080X.2018.1460365\u003c/li\u003e\n\u003cli\u003eKaufman JC, Sternberg RJ. The International Handbook of Creativity. Cambridge University Press; 2006.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Oncology nursing, innovation skills, creative thinking, mixed-methods research, innovation workshop","lastPublishedDoi":"10.21203/rs.3.rs-6289576/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6289576/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cstrong\u003eBackground\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eDeveloping innovation and creativity skills is essential for oncology nurses to adapt to evolving healthcare challenges. Structured interventions can enhance these competencies, yet evidence on their effectiveness remains limited.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eObjective\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study aimed to examine the impact of a structured innovation workshop on the innovation and creativity skills of oncology nurses.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMethods\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eA semi-experimental mixed-methods design was used, incorporating a one-group pretest-posttest-follow-up approach. Quantitative data were collected using the FINCODA (Framework for Innovation Competencies and Assessment) and the Marmara Critical Thinking Dispositions Scale (MCTDS) and analyzed with SPSS. Qualitative data were obtained through structured interviews and analyzed using a phenomenological research design. Data collection occurred in three stages: before the workshop, after the workshop, and four weeks later.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResults\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eA total of 38 oncology nurses participated in the study, with a mean age of 36.50 years and a mean employment duration of 14.71 years. The mean total MCTDS score increased from 97.55±8.79 to 102.63±9.19 before and after the workshop, respectively. Similarly, the mean total FINCODA score increased from 86.18±16.35 to 94.05±18.28. Significant improvements were observed in the sub-dimensions of creativity, assertiveness, self-discipline, search for innovation, and courage.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConclusions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eFindings indicate that the workshop enhanced nurses' motivation, creativity, and creative thinking dispositions. Additionally, it contributed to the development of professional skills, such as self-discipline and adopting different perspectives.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eImplications for Practice\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eStructured innovation workshops can be an effective learning method for fostering creativity and innovation among oncology nurses, supporting their professional development and adaptability in dynamic healthcare environments.\u003c/p\u003e","manuscriptTitle":"Enhancing Oncology Nurses' Innovation and Creative Thinking Skills: A Mixed-Methods Innovation Workshop Study","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-12-16 10:18:36","doi":"10.21203/rs.3.rs-6289576/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"447e2135-ce9b-4f5e-8e58-ed8019130413","owner":[],"postedDate":"December 16th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-12-16T10:18:37+00:00","versionOfRecord":[],"versionCreatedAt":"2025-12-16 10:18:36","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6289576","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6289576","identity":"rs-6289576","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}