want to know more? - Design for Child and Hospital

Final master project proposal
DESIGN FOR CHILD & HOSPITAL
designing a child-friendly environment for medical procedures
Student: Alice van Beukering
Coach: prof. dr. Loe Feijs
11 - 10 - 2013
Table of Contents
Acknowledgement
Table of Contents
1
Introduction
2
Vision on Design
2.1.
Vision on Society
2.2.
Vision on Design in Health Care
3Context
3.1.
Medical Perspective
3.2.
Child Perspective
4
Design
5.1.
5.2.
5.3.
5.4.
5
References
Design Question and Objectives
Design Space
Design Approach, Planning and Deliverables
Design Iteration One
Appendix
www.alicevanbeukering.com/Appendix.zip
INTERACTIVE INTERIOR DESIGN at an hospital in London
“Nature Trial”, by Jason Bruges Studio
2
3
chapter 1
chapter 2
Introduction
Vision on Design
In this document I describe my proposal for my final
master project that runs from September 2013 up
until June 2014, at the faculty of Industrial Design at
the TU/e. The project I propose is in commission and
close collaboration with paediatric-intensivist dr.
Piet Leroy from Maastricht University Medical Centre
(MUMC).
The project originates from a serious problem in
daily pediatric practice:
“How to deal with procedure related stress, and
pain in sick children?”
In modern pediatrics, procedures are part of
daily practice. These are relatively small medical
interventions for which no anaesthesia is
administered and that take place outside the
operating room, such as blood sampling, lumbar
puncture and wound dressing. These procedures
are painful and stressful mainly when children
need to undergo these procedures regularly.
The design of the hospital rooms, the pediatric
surgeries, where children need to undergo
these procedures is highly medical and purely
focuses on maximizing the doctor’s comfort and
performance. These rooms nearly never focus
on the comfort of the patient, while I believe the
physical, medical environment plays a major role
in constituting (the quality of ) the care experience.
Therefore, the challenge is to create a calm and
child-friendly environment by re-designing these
hospital rooms. In this way, striving to optimize
the child’s comfort and reduce procedure related
4
“how to design a comfort- and
child-centred pediatric surgery, to
reduce stress and anxiety in sick
children?” dr. Piet Leroy
stress and anxiety. In the end, I hope to create
an environment that, on one hand enhances the
quality of the care experience for children and
their parents. And on the other hand, facilitates
medical staff in carrying out procedures more
effectively in a patient and child-friendly manner.
In this proposal, I will first describe my personal
vision on design, since this forms and clarifies my
motivation for my final master project proposal.
Thereafter, I will describe the context, from a medical
and child perspective. Ultimately, I zoom in on the
design perspective, which provides the framing,
objectives, and design space of the project, as well as
details on the design approach and further planning
of the project.
2.1. Vision on Society
2.2. Vision on Design in Health-Care
Human well being, health-care and psychology are
topics that always have intrigued me. Currently,
our healthcare sector undergoes major changes
and faces new challenges in today’s society. The
continuation of the increase of life expectancy is
a fact, as we live in an aging society. Technological
and medical developments improve diagnosis,
conception and treatment of diseases. IC
technologies, such as the Internet, facilitate the
democratization of knowledge, which changes the
role of the patient and health care professionals.
The patient becomes a more active participant
in the care process and a partnership between
patient and health care professional arises. In
conjunction with these changes, the costs in the
health care sector are rising explosively, as a result
of which financial and economical interests have
an increasing influence on the health care system.
This all has an undoubted effect on the shape and
sustainability of the modern health care system.
The medical care as provided by professional’s
shapes the quality of care. In addition to the
medical care provided by professionals, the shape
of medical products and environments contribute
greatly to the overall experience of the quality
of care. Moreover, outside the hospital context,
medical products often play an even more central
role in providing care, moreover in shaping our
quality of life. Think of a hearing aid device, a
wheel chair, and a blood glucose meter for people
with diabetes, products that provide everyday
medical care.
These technological, medical, economic and
sociological developments have complex
reciprocal relationships. Therefore, I believe
the new challenges in health care require
collaboration between different fields of expertise.
Knowledge and experiences should be shared, in
contrast to the traditional analytical approach tied
to either the technological, medical, economic
or sociological domain. As a designer I am
particularly strong in integrating and connecting
different fields of expertise, perspectives and
knowledge, while taking a refreshing and holistic
approach to the health care sector.
Current procedure-centred medical products
and environments tend to limit their focus to the
disease, diagnosis, treatment and patient, reducing
the patients to objects, to data generators. Within,
the fragile healthcare context, I believe products
and environments should embody an adaptive
(nuanced) and careful approach to people and
reach beyond their “patient”-label. Eventually,
not only our physical well being but also our
emotions, our psychological and social well-being
affects how our immune system fights diseases
and thus, influences our health. People-centered,
instead of procedure-centered. Products that
focus on the strengths (what the person is capable
of), independence (gaining a sense of control)
and confidence of people, to offer a meaningful,
positive care experience.
Given the current financial challenges in
healthcare, I dare to believe that taking a human
and holistic approach to health care has the
5
chapter 3
Context
potential to smartly take economic interests into
account. For example, when patients are more
at ease, and more relaxed, patients are more
cooperative, and medical care can be provided in
both a more efficient and comfortable manner.
2.3. Final Master Project
The framework of this design project provides a
challenging opportunity to bring my personal
vision on design in practice. The project originated
from a need in the medical field for design as
a contributing factor in optimizing children’s
comfort during medical procedures. Herein, the
combinations of (child) psychology, medicine and
design are key. Furthermore, the design question
is primarily driven by medical and socio-ethical
developments, but economic and technological
developments play an important role as well.
Overall, the design challenge of the projectt
naturally fits my design vision, as the project is
about how to improve the care experience for
children through the design of the health care
environment.
Sources:
Sternberg, E. (2009) “Healing spaces, the science of place and
well-being”, Harvard, University Press
French, D., Vedhara K, Kaptein, A., Weinman, J. (2012) “Health
Psychology”, Oxford: BPS Blackwell
Tugade, M.M., Fredrickson, B.L. and Feldman Barrett, L. (2004)
“Psychological Resilience and Positive Emotional Granularity:
Examining the Benefits of Positive Emotions on Coping and
Health” Journal of Personality, 72: 1161-1190
Duchatteau, D.C., Vink, M.D.H. (2011) “Medisch-Technologische
Ontwikkelingen Zorg 20/20”, Raad voor de Volksgezondheid &
Zorg
6
In this section, I will consicely describe the context of
the design project (see Appendix A for more detail),
based upon and in close equivalence to the original
wording of the design brief (see appendix B) written
by dr. Piet Leroy and his doctoral thesis (see appendix
C). The design project originated from the research
topic of pediatric-intensivist en sedationist dr. Piet
Leroy.
3.1. Medical Perspective
Invasive diagnostic and therapeutic procedures,
such as blood sampling, vascular, access, wound
dressing and lumbar puncture, form an important
part of daily paediatric practice. These are
relatively small medical interventions for which no
anaesthesia is administered and that take place
outside the operating room. In order to perform
these medical procedures safely and effectively
immobility of the child is necessary. However,
often these procedures are painful and stressful for
children. As a result immobility and cooperation of
children becomes a serious and complex problem
during medical procedures. Local anaesthesia,
reassurance and distractions techniques often
are insufficient, and subsequently many children
are not able to undergo these procedures without
some form of physical restraint. In addition to this,
the use of forced immobilization and physical
restraint is increasingly considered inhuman,
especially in non-lifesaving procedures, as
children have the right to optimal health care.
The vast majority of pediatric procedures are nonlifesaving procedures. Moreover, there are studies
that show that restraint has been associated with
adverse effects such as: speech and language
problems, a negative self-image, fear of distrust
in medical care, and with post-traumatic stress
disorder.
Driven by these findings, a lot of work has been
done over the last years for the improvement of
the overall quality of Procedural Sedation and/or
Analgesia (PSA) in children in the Netherlands, as
a solution for this problem. “PSA can be defined as
the use of sedative, analgesic, and/or dissociative
drugs to provide anxiolysis, analgesia and motor
control during painful or unpleasant diagnostic
and therapeutic procedures” [11]. As a result an
evidence based multidisciplinary guideline has
been published as the golden standard for PSA in
children [10].
Experiences in the application of PSA in children,
at the MUMC, have led to an impressive
improvement of the quality of care for sick
children. However, the experiences in the process
towards the implementation and realization
of a comfort-centred approach generated new
questions and shortcomings. The need for design
as a contributing factor in optimizing children’s
comfort during PSA and medical procedures
became evident. The atmosphere created by the
direct environment where the medical procedures
in children are performed proved to play a major
role in the success of the PSA practice. Particularly
in light sedation (see Appendix A) the atmosphere
of the direct environment plays a fundamental
role. Many factors influence the atmosphere
of the environment where the procedures
are performed such as; personal experiences,
expectations or fears in the child, the behaviour
of the professionals, but also the of the design of
the room where procedures take place in general
is highly important. Currently, the surgeries that
are used to perform light sedation in children
are purely procedure-centred, maximizing the
comfort and performance of the medical staff.
Here, ‘surgery’ refers to the typical procedural
treatment rooms in a hospital, see Figure 1, and
which are located at different departments of
the hospital (i.e. the emergency or children’s
department). Although, special child-surgeries
exists and are decorated with ‘child-friendly
elements, one cannot be convinced of a comfort
and child-friendly centred design of these rooms,
see Figure 1, 2, 3 & 4. In this context, the question
arose:
“how to design a comfort- and childcentred pediatric surgery, that facilitates
the performance of standard medical and
PSA procedures in sick children?”
3.2. Child’s Perspective
At this point, I have described the rationale behind
the project from a medical perspective. In this
project, the child perspective is central in the
process towards a design solution. Therefore,
in this section I concisely describe the child’s
perspective when facing, illness, hospitalization and
undergoing medical procedures, see appendix D for
more information.
7
Figure 1: Current pediatric surgery, at MUMC
Figure 2: Child perspective at current pediatric
surgery, at MUMC
Figure 3: Medical equipment at pediatric surgery,
at MUMC
In general, the hospital environment provides
a place for the diagnosis, treatment and healing
of people afflicted with various illnesses. When
entering the western health care system, patients
receive contemporary care in the hands of
professional doctors and staff equipped with
modern technology for diagnosis, treatment and
conception of illnesses. Although, the modern
hospital facility is concerned with providing the
best medical care available, the experience of
illness and hospitalisation nonetheless exerts a
tremendous amount of psychological distress,
and might actually be one of the most distressful
events in the lifetime of people [20].
When the patient is a child (0 up and until 17 years
old), the experience of illness and hospitalization
is even more likely to be a stressful and traumatic
event, for child and family. In the child’s perspective
the hospital is an unfamiliar, intimidating and
incomprehensible environment, with frightening
and unfamiliar devices, noises and people.
On top of children’s generally heightened stress
and anxiety levels, it is often very difficult for
children to feel confident and reassured that a
medical procedure has the actually purpose of
helping them and treating their illness. Instilled
by fear, this might lead to an uncooperativeness
of children during medical procedures [3].
Excessive and recurrent anxiety, pain and stress,
decreases the child’s ability to cope with a medical
procedures, and potentially leads to transient or
lasting behavioural and psychological difficulties
in the child [2, 5, 6, 12]. Therefore, for children (i.e.
oncology, diabetic or cystic fibrosis patients) who
Figure 4: Peditric Intensive Care Unit, at MUMC,
8
where medical procedures are carried out
“To a child the hospital is like a foreign
country to whose customs, language and
schedules he must learn to adapt” (Gelbert, 1958)
suffer from a chronic, prolonged or severe illness,
and who require repeated and/or frequent medical
procedures, coping with procedure related stress ,
anxiety and pain is likely to be even more difficult.
The child’s anxiety in anticipation of procedure
related pain causes an increase in sympathetic
responses to the pain stimuli. An increase in
the child’ awareness of the pain signal reduces
pain thresholds and subsequently increases the
pain experience [1, 12]. Due to the interacting
mechanisms of anxiety and pain, a negative spiral
originates wherein pain cumulatively builds up
when the child is exposed to repeated painful
medical procedures.
On top of this, physical restraint has been, and
still is, a method for immobilizing children to
be able to perform medical procedures. In the
child’s perspective, this is an even more stressful,
incomprehensible and hostile act that results
in a struggle between the child and medical
professionals. It is therefore logical that restraint
has been associated with a fear of and distrust
of medical care, and with post-traumatic stress
disorder [4]. Moreover, according to pediatric
nurses, restraint is even seen as a more traumatic
for a child than the treatment itself [19]. In
situations whereby parents of children are
involved in the use of restraint, a negative effect
on the child-parent relationship is the result [14].
9
chapter 4
Design
Up till now, I have provided an understanding of the
context of my final master project. In this section, I
will further zoom in on the framing, objectives and
design space of the project. In addition, I provide
details on the design approach and the further
course of the project towards the expected endresult.
4.1. Design Question & Objectives
The design question that forms the starting point
of the project is: “How to design a comfort- and
child-centred pediatric surgery, that facilitates
the performance of standard medical and PSA
procedures in sick children (0 to 17 years)?”. Ideally
seen, I would, of course, like to adress this general
design question. However, this question is too
broad and unspecific in scope of my final master
project, and therefore requires further framing.
Subsequently, I formulated the following design
question and associated objectives, see Figure 5.
The design question and associated objectives are
based upon an extensive context exploration and
multiple consultations with pediatric-intensivist
dr. Piet Leroy. The project focuses on the laughing
gas procedure, since professional experience
indicated that the direct environment is of
particular importance in realizing a comfort- and
child-centred approach in this setting. In addition,
the user group will consist of a primary user group;
sick children that need to undergo a laughing
gas procedure, and a secondary user group; the
medical staff that performs the laughing gas
procedure. In this project, I will focus on children
10
“How to design a comfort- and childcentred pediatric surgery optimized for
performing laughing gas procedures in
sick children of 4 to 8 years old?”
That,
> “Creates a child-friendly atmosphere and
environment for sick children in the ages
of 4 to 8 years old (and their parent(s))”
(Objective 1)
> “Invites and/or persuades medical staff
to behave in a child-friendly manner”
(Objective 2)
> “Facilitates medical staff in performing
laughing gas procedures” (Objective 3)
> “Takes the current financial challenges in
health care into account” (Objective 4)
Figure 5: Design Question and Objectives
(and their parent(s)) in the ages of 4 to 8 years old,
since this age group is most susceptible for the
execution of successful laughing gas procedures.
Throughout the entire design process iterative,
continuous and critical reflection on the following
question is key:
> “What means comfort- and child-centred in the
context of the design of a paediatric surgery and
the execution of laughing gas procedures?”
4.2. Design Space
The design space of the project provides a
framework, wherein the expected end-result (=
design) of a design project will originate. Moreover,
it can be seen as a very first positioning of the
design project in relation to other work done in
the specific field of design.
Benchmark
Related work in the field of design products for
sick children and the design of children’s hospital
environments, show the value and power of
design. Moreover, it provides an indiation of the
possible end-design of my final master project. At
first, extensive work has been done in the field of
interior design of health care facilities, whereby
mostly the use of colours, light and spatial layout
play a role. The book “Healing space, a science of
place and well being” by E. Sternberg [21], provides
an overview of research that has been done about
the relationship between environment, human
and health. This underpins, that the design of
our built environment has the power to influence
the healing process and health of people. In
addition, the book “Desiging the World’s Best
Children’s Hospitals” by B. Komiske [9] (see Figure
6 & 7), contains an overview of interior designs in
children’s hospitals over the world. Furthermore,
there are quite a number of products designed
for sick children in hospitals. Examples include,
children’s books about medical procedures, such
as “Radio-Robbie” [7] and “Chemo-Kasper” [15],
the “KanjerKetting” (“ChampChain” in English)
[13] (see Figure 13), the pain-passport [18] and the
“superformula to fight cancer” [22] (see Figure 12).
The benchmark shows that design work in the field
of interior design of children’s hospitals mainly
includes the design of general hospital spaces and
patient rooms. As I know to date, the only design
work that has been done in the field of a specific
procedural and medical rooms in hospitals, is the
“MRI for pediatric patients” by Philips [16] (see
Figure 8 & 9). In addition, in general the interior
and product design work in the field of children’s
hospitals particularly includes static design work,
in contrast to interactive and intelligent products.
The “MRI for pediatric patients” by Philips and the
“Nature Trial” by Jason Bruges Studio [17] (see
Figure 10 & 11) are two rare examples, that include
interactive aspects in their designs in the field of
interior design of children’s hospitals.
Design space and expected result
Based upon, the benchmark described in the
previous section, the design space is defined.
Within the design space I identify two design
layers that constitute the design space:
> (1) Interior design layer: This first layer is about
the design of the interior decoration and spatial
layout of the pediatric surgery. The (re-)design of
the medical equipment, is outside the scope of
the project.
> (2) Interactivity and intelligence design
layer: This second layer is about the creation of an
interactive and intelligent environment, wherein
a reciprocal interaction between different users
(child, parent(s) and medical staff ) and the
pediatric surgery environment is central.
11
INTERIOR DESIGN
Figure 6: Designing Children’s World’s Best Hospitals
INTERIOR DESIGN
Figure 7: Designing Children’s World’s Best Hospitals
INTERACTIVE INTERIOR DESIGN
PRODUCT DESIGN
Figure 8: “MRI for Paediatric Patients”, by Philips
Figure 9: “Kitten Scanner”, by Philips
INTERACTIVE INTERIOR DESIGN
INTERACTIVE INTERIOR DESIGN
Figure 10: “Nature Trial”, by Jason Bruges Studio
Figure 11: “Nature Trial”, by Jason Bruges Studio
Within this design space the expected end-result
of the project will originate. The primary focus of
the design space will be on the second design
layer, since using interactivity and intelligence,
in my opinion, are underexposed elements in
related design work done in the field of children’s
hospitals. Furthermore, a focus on interactivity and
intelligence of a paediatric surgery allows a clear
differentiation and positioning of the expected
end-result of the project in contrast to other work
done in this field. Moreover, adding elements of
interactivity and intelligence have the potential
to create more rich and dynamic interactions
between different users in the context and the
pediatric surgery environment, i.e. the possibility
to create an dynamic atmosphere of the pediatric
surgery that changes according the preferences of
different types of users. Hereby, the design space
will not be exclusively limited to the design of
the pediatric environment itself. Products in the
relation to the peditric environment are also in
scope of the project, i.e. the “Kitten Scanner” of
Philips, see figure 9.
therefore, most rewarding and motivating.
Therefore, I will aim to create a ‘social impact’
with the design result of my final master project
whereby; I hope that the project rationale and
associated design will find its way into other fields
and communities outside the design community
of the TU/e.
Design approach
In this project I will follow an iterative design
process, which is a design methodology based on
a cyclic process of prototyping, testing, analysing
and refining a product or process [23].
Design
Medicine
Psychology
Economic
Socio-Ethical
4.3. Design Approach
PRODUCT DESIGN
PRODUCT DESIGN
Figure 12: “Superformula to Fight Cancer”, by JWT
Brazil
Figure 13: “KanjerKetting”, by VOKK
Here, I describe the design approach. But, first I
briefly go into my personal ‘mind-set’ behind the
project.
‘Mind-set”
As a designer I aim to create meaning for people,
with the design ideas and concepts I develop.
Enthusiasm of people, the outside world, is
12
Figure 14: Project Perspectives
In the design approach the integration of the
medical, psychological and design perspective is
central, within the broader economic and socialethical context of the project (see Figure 14).
Therefore, during the iterative design process
switching actively and repeatedly between these
13
Figure 15
Stakeholder Overview, Final Master Project
This overview shows the current stakeholders that are involved in
the project. All stakeholders in this overview have been contacted,
except “Stichting Kind & Ziekenhuis”, and experts from DQI.
DQI research group
design interaction expertise
Health Care Design
prof. dr. Loe Feijs (coach)
Misha Croes, Ph.D. student
Design for Children
dr. Tilde Bekker
prof.dr. Panos Markopoulos
dr. Piet Leroy
Pediatric-Intensivist
& Sedationist
Pedagogical Team
Medical Psychologist
PICU Nursing Team
Sanne Nijzink, MSc
Instrumental Service
CliniClowns
Sandra van Erp
& Henk de Wit
Child Psychologist
dr. Renske Wassenberg
Rotary Club Bussum
Financial sponsoring
Stiching Kind & Ziekenhuis
potential promotion platform
Environmental Psychologist
and owner StudiodVO
Fiona de Vos, Ph.D
Ons Lieve Vrouwen Gasthuis
pediatrician, dr. Felix Kreier
14
different perspectives is key. These perspectives
are represented by different stakeholder groups,
see figure 15. Therefore, the involvement of
different stakeholder- and expert groups is
essential, and an active manner to organize
feedback, criticism and discussion (evaluation,
reflection and validation) with and from the
different perspectives. Furthermore, throughout
the project a rational, analytical and scientific
approach will be combined with an intuitive,
holistic and hands-on design approach, Overall,
over the course of the process, broader and
quicker iterations will proceed in more specific,
elaborate and in-depth iterations. In line with this,
lo-fi prototyping methods will be used in the first
phases of the project and proceed into high-fi
prototyping methods in the final phase(s).
As concrete end-results of the project I
aim to produce the following deliverables:
> An experiential prototype that acts as a proof of
concept
> A report that documents and describes the design
process
> A final video and series of photo’s that illustrates
and explains the final design concept
> A website about the design project, as platform to
promote my design project to other stakeholders
and communities outside the TU/e
> The generation of ‘social impact’, i.e. in the form of
a publication of the project in a newspaper
Planning
Subsequently, this design approach translates
itself in the project planning, which is depicted in
the self-explaining picture on the next two pages.
4.4. Design Iteration 1
The first phase of the project began with an
extensive and in-depth context exploration of
three weeks at Maastricht University Medical
Centre. In addition, an initial literature study was
done. The underlying goals of this first iteration
were as follows:
> Understanding the context, both the broader
hospital context as the specific context of the
pediatric surgery, and the various stakeholders
and experts in this context
> Understanding the general design question and
framing the specific design question
> Establishing contacts with various stakeholder
and expert groups (see Figure 15)
> Identification of design values and principles
> Inspiration
> Establishment of a theoretical framework
Overall, the context exploration and initial
literature study has led to a good foundation for
the project, of which this proposal is a part of
the first result of the knowledge that has been
gathered (iteration 1). At this point in the process,
the identification of the values and principles that
are relevant in the context will be completed.
Subsequently, these values and principles will
function as the starting point for the first, broad
and quick idea generation phase. This phase will
be concluded with an evaluation that leads to a
more specific idea and concept direction (iteration
2).
15
activities
goals
SEMESTER 1
weeks
context exploration
DESIGN ITERATION 1
first idea exploration
DESIGN ITERATION 2
narrowing down
DESIGN ITERATION 3
finalizing first semester
EXHIBITION
end of first semester
_ GRIP ON DESIGN QUESTION
_ UNDERSTANDING OF CONTEXT
_ IDENTIFY DESIGN VALUES & PRINCIPLES
_ SERIES OF INITIAL IDEAS
_ DEFINING CONCEPT DIRECTION
_ DEVELOPMENT BASIC CONCEPT SCENARIO
_ WRAPPING UP
_ REFLECTION ON
REFLECTION
&
_ SET-UP OF THEORETICAL FRAMEWORK
_ FINE-TUNING EXPECTATIONS
_ FIRST EVALUATION WITH PEDIATRICINTENSIVIST DR. PIET LEROY
_ IDENTIFY VARIABLES FOR EXPLORATION
_ MULTIPLE EXPERT EVALUATIONS
through,
through,
FIRST SEMESTER
_ REFINE PLANNING
2ND SEMESTER
through,
Extensive context exploration at MUMC
Contact with stakeholders and experts
Literature study
Analysis of and reflection on design context
Idea generation and explorative sketching
Expert meeting with dr. Felix Kreier (23-10)
Expert evaluation
Set-up professional project website
36 [37 38]
42
39
40 41
43
44
45
Reflection on previous iteration
Manual and digital sketching
Relating concept direction to theoretical
framework
Expert meeting with Fiona de Vos, Ph.D.
[46 - 47] 48
48
49 SHOWCASE
&
ASSESSMENT
through,
Documentation
“Final” presentations
Planning
Promotion of website
50 51
2
3
4
5
activities
goals
SEMESTER 2
weeks
16
context exploration
DESIGN ITERATION 4
first idea exploration
DESIGN ITERATION 5
narrowing down
DESIGN ITERATION 6
finalizing first semester
FINALIZING
_ SET-UP SIMULATION & TEST LAB
_ MULTIPLE EXPLORATIONS WITH CONCEPT
VARIABLES
_ DEVELOPMENT OF CONCEPT SCENARIO
_ EVALUATION & VALIDATION
_ IN-DEPTH AND DETAILED
DEVELOPMENT OF CONCEPT SCENARIO
_ EVALUATION & VALIDATION
_ DEVELOPMENT FINAL CONCEPT
_ DEVELOPMENT EXPERIENTIAL PROTOTYPE THAT
ACTS AS A PROOF OF CONCEPT
_ EXTENSIVE USER AND EXPERT EVALUATION
_ FINALIZING
_ EXHIBITION
through,
Reflection on previous iteration
Lo-fi prototyping methods
Preparing an ‘alternative’ evaluation
method, i.e. with students or experts
6
7
8
9
[10]
through,
Reflection on previous iteration
Medium-fi to high-fi prototyping methods
Preparing alternative evaluation methods,
i.e. with students or experts
11
12
13 14
through,
Definition of final concept and scenario
High-fi prototyping
Preperation and execution of user and expert
evaluations and validations
15 16 17
18
19
20
through,
Final concept video
and photo’s
Documentation in
report
Generating media
attention
21
22
23
end of first semester
REFLECTION
&
SHOWCASE
&
ASSESSMENT
25
26 27
17
References
psychopedagogical intervention programme” Patient Education and Counseling, 25(1), 17–22.
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Mediators”, Pain, 56(3), 307–314
2. Becher Y. & Sing A.W.N. (1997) “A New Chapter in Paediatric Health Care: A Research Report to
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