Contributions of Design Thinking to the Structuring of Conversational Modeling for a Digital Educational Health Technology on Sexual and Reproductive Health for Adolescents
1
Graduate Nursing Program, Federal University of Ceara, Fortaleza, Brazil
2
Postgraduate Studies in Public Health, University of Fortaleza (UNIFOR), Fortaleza, Brazil
3
Mutirão - Brazilian Institute of Digital Policies, Fortaleza, Brazil
4
Nursing department, State University of Vale do Acaraú, Fortaleza, Brazil
Popul. Med. 2026;8(Supplement Supplement 1):
ABSTRACT
BACKGROUND:
Digital educational health technologies require methods capable of systematically and ethically integrating scientific evidence, user experiences, and design decisions. In Nursing, the use of Design Thinking (DT) as a technological development method remains incipient, particularly regarding the active participation of end users. Considering the knowledge gaps among adolescents in sexual and reproductive health (SRH) and their limited involvement in technology design processes, this study aimed to describe the use of Design Thinking in mapping the conversational design requirements of a digital educational technology focused on adolescent SRH.
METHODS:
A qualitative study applied DT across the empathy, define, and ideation stages to construct the conversational flow of a digital educational technology. Data were generated through seven focus groups with 55 adolescents aged 15–17 years, enrolled in a public school in Fortaleza, Ceará, Brazil. Transcripts were analyzed using IRAMUTEQ software through lexical analysis combined with Mayring’s qualitative content analysis, resulting in thematic axes. During the define stage, an empathy map was developed from emerging meaning units, enabling identification and structuring of users’ unmet needs, translated into clear, actionable problem statements. Subsequently, ideation and brainstorming sessions supported refinement and design of a conversational flow organized into thematic axes and corresponding subthemes. Prototyping and testing stages will be conducted in future studies.
RESULTS:
Adolescents demonstrated predominantly biomedical knowledge of SRH, alongside gaps in emotional, relational, ethical, and communicational dimensions. The analysis yielded four thematic axes: prevention; relationships and self-care; support networks and mental health; and communication, body, and consent. The identified needs guided the conversational flow of the technology, emphasizing accessible and empathetic language and dialogical organization.
CONCLUSIONS:
Design Thinking proved to be a robust methodological approach for health professionals to translate qualitative data into structured design decisions, strengthening the rigor of developing adolescent-centered digital educational health technologies within the public health context.
Digital educational health technologies require methods capable of systematically and ethically integrating scientific evidence, user experiences, and design decisions. In Nursing, the use of Design Thinking (DT) as a technological development method remains incipient, particularly regarding the active participation of end users. Considering the knowledge gaps among adolescents in sexual and reproductive health (SRH) and their limited involvement in technology design processes, this study aimed to describe the use of Design Thinking in mapping the conversational design requirements of a digital educational technology focused on adolescent SRH.
METHODS:
A qualitative study applied DT across the empathy, define, and ideation stages to construct the conversational flow of a digital educational technology. Data were generated through seven focus groups with 55 adolescents aged 15–17 years, enrolled in a public school in Fortaleza, Ceará, Brazil. Transcripts were analyzed using IRAMUTEQ software through lexical analysis combined with Mayring’s qualitative content analysis, resulting in thematic axes. During the define stage, an empathy map was developed from emerging meaning units, enabling identification and structuring of users’ unmet needs, translated into clear, actionable problem statements. Subsequently, ideation and brainstorming sessions supported refinement and design of a conversational flow organized into thematic axes and corresponding subthemes. Prototyping and testing stages will be conducted in future studies.
RESULTS:
Adolescents demonstrated predominantly biomedical knowledge of SRH, alongside gaps in emotional, relational, ethical, and communicational dimensions. The analysis yielded four thematic axes: prevention; relationships and self-care; support networks and mental health; and communication, body, and consent. The identified needs guided the conversational flow of the technology, emphasizing accessible and empathetic language and dialogical organization.
CONCLUSIONS:
Design Thinking proved to be a robust methodological approach for health professionals to translate qualitative data into structured design decisions, strengthening the rigor of developing adolescent-centered digital educational health technologies within the public health context.
| eISSN: | 2654-1459 |
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