目的 探讨在数字化转型背景下，将设计思维融入护理信息学课程的效果。方法 以某医科大学护理信息学课程为载体，选取193名“3+2”贯通培养的护理本科生为教学对象，将设计思维的EDIPT（Empathize为共情、Define为定义、Ideate为构思、Prototype为原型，Test为测试）模型融入理论与实验教学。通过课程成绩、测量课程前后护理本科生护理信息能力的变化，评估教学效果。结果 2022年—2024年入学的学生护理信息学课程成绩分别为（85.70±2.34）分、（91.86±2.01）分和（84.59±6.52）分。课程结束后，193名护理本科生自评护理信息能力及其各维度水平较课程开始前明显提升（P<0.05）。193名护理本科生共产出32个创新方案，基于其孵化出大学生创新创业项目4项。结论 融入设计思维的护理信息学课程设计及教学实践有效促进护理本科生信息能力的培养，可为数字化转型背景下护理教育改革提供实践参考。

Objective To explore the effect of integrating design thinking into Nursing Informatics courses in the context of digital transformation. Methods Nursing Informatics course in medical university-level was taken as the carrier，and 193 undergraduate nursing students enrolled in the “3+2” integrated training program were selected as the participants. The EDIPT（Empathize，Define，Ideate，Prototype，Test） model of design thinking was integrated into both theoretical and experimental teaching. The teaching effect was evaluated through course scores and changes in nursing information literacy of undergraduate nursing students before and after the course. Results The course scores of students enrolled from 2022 to 2024 were（85.70±2.34），（91.86±2.01） and （84.59±6.52），respectively. After the implementation of the teaching，the nursing information competence of undergraduate nursing students and their performance in all dimensions were significantly improved compared with before（P<0.05）. Besides，a total of 32 innovative schemes were produced by the 193 undergraduate nursing students，and four college students’ innovation and entrepreneurship projects were incubated based on these schemes. Conclusion The course design and teaching practice of Nursing Informatics integrated with design thinking can effectively promote the cultivation of information competence among undergraduate nursing students，which provide a practical reference for the reform of nursing education in the context of digital transformation.