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2021/2022

Innovation in Nursing Care

Code: 44459 ECTS Credits: 6
Degree Type Year Semester
4317584 Nursing Innovation Applied to Vulnerability and Health OB 0 A
The proposed teaching and assessment methodology that appear in the guide may be subject to changes as a result of the restrictions to face-to-face class attendance imposed by the health authorities.

Contact

Name:
Carolina Watson Badia
Email:
Carolina.Watson@uab.cat

Use of Languages

Principal working language:
spanish (spa)

Teachers

Jordi Carrabina Bordoll
Juan Leyva
Mariela Patricia Aguayo Gonzalez

Prerequisites

Not required

Objectives and Contextualisation

In this module, creative stimulation techniques and the generation of ideas will be developed, evaluating the methods, processes and applications that lead to the training of creative capacity applied to nursing care in vulnerable populations in order to promote the sustainability of health systems.

Knowledge and talent management will be deepened in interdisciplinary teams, emphasizing initiative, creativity, proactivity and the involvement of team members as core values and of expert groups as innovation think tanks developing culture and models of open innovation applied to nursing.

Competences

  • Analyse and synthesise complex information
  • Analyse professional practice in situations of vulnerability on the basis of innovation and research.
  • Apply data from research into innovation in nursing care in situations of vulnerability. 
  • Contribute to public discussions on cultural matters
  • That students have the learning skills that enable them to continue studying in a way that will be largely self-directed or autonomous.
  • That students should be able to convey information, ideas, problems and solutions to both specialist and non-specialist audiences.
  • That the students can apply their knowledge and their ability to solve problems in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their field of study.
  • Use tools to foster and improve knowledge transfer in nursing services that work with groups in situations of vulnerability
  • Work effectively in professional and/or academic teams in virtual, multicultural and interdisciplinary environments

Learning Outcomes

  1. Analyse and synthesise complex information
  2. Apply innovative ideas that transform problems into challenges for the improvement of care in vulnerable situations.
  3. Contribute to public discussions on cultural matters
  4. Demonstrate the ability to acquire scientific knowledge autonomously.
  5. Identify models of innovation that can be applied to nursing care.
  6. Incorporate innovative methodologies into the planning of care for vulnerable populations to improve the transfer of knowledge.
  7. Present and discuss innovative group proposals on the subject of the master's degree.
  8. Use scientific innovation to solve health problems in vulnerable populations in a creative way.
  9. Work effectively in professional and/or academic teams in virtual, multicultural and interdisciplinary environments

Content

CREATIVE THINKING AND INNOVATION  

  • Generalities and theories in the field of innovation  
  • The value of innovation in the nursing discipline  
  • From creativity to innovation  
  • Creative techniques and strategies to encourage creativity  
  • Entrepreneurial culture: differences between entrepreneurship and innovation  
  • Methodologies applied in innovation  

 

INNOVATION IN THE HEALTHCARE ENVIRONMENT  

  • Management of innovation in healthcare organizations  
  • Top 10. Innovations for health care  
  • Innovation Capsules: Successful Health Innovation Experiences  

 

TEACHING INNOVATION  

  • Creativity and innovation applied to the teaching environment  
  • Key concepts in educational innovation  
  • Classification of educational innovation  
  • High Fidelity Simulation: Promoting Patient Safety  
  •   Innovation capsules: successful experiences of innovation in education 
  • Photovoice and narrative photography 
  • Learning and service  

 

 

DIGITAL HEALTH  

  • Context and historical evolution 
  • E-health and E-patient 
  • Digital health and vulnerability: digital divide  
  • Present and future of technologies applied to health  
  • ICT as processes of innovation in health  
  • Health Apps and their evaluation in terms of usability and privacy. 
  • Medical Devices and Wearables. Typology, use, technology, certification, validation and integration in clinical information systems.  
  • Gamification, social media and Big Data. Specific solutions for different groups.

Methodology

  • Expository and participatory lessons (face-to-face and virtual)
  • Innovation Capsules: Expert Seminars
  • Face-to-face seminars to solve problems / cases / exercises
  • Preparation of reports/courseworks
  • Discussion and debate forum to encourage active participation
  • Personal study

Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.

Activities

Title Hours ECTS Learning Outcomes
Type: Directed      
Face-to-face seminars 16 0.64 2, 8
Theorical lessons 4 0.16 5, 6
Virtual theorical lessons 10 0.4 2, 4, 5
Type: Supervised      
Forums and debates 10 0.4 7, 8
Type: Autonomous      
Learning folder/portfolio 35 1.4 4, 6, 7
Personal study 34 1.36 4

Assessment

The evaluation system is organized into 4 sections, each of which will be assigned a specific weight in the final grade:  

Virtual discussion forums (15%) The participation and quality of contributions to the virtual discussion forums will be evaluated.  

Attendance and active participation in face-to-face and / or virtual class (25%) Attendance and participation in face-to-face classes will be evaluated. Attendance at face-to-face sessions is mandatory, students must attend a minimum of 80%. Otherwise the evaluation of the module will correspond to an NP. 

Learning portfolio (40%) The creation of the learning portfolio consists of an analysis and critical reflection, based on fixed references, on the subject taught in the module. Individual work. 

Carrying out / participating in class activities (20%).Individual/grup work. 

The final grade corresponds to the sum of the previous sections. A minimum of 5 is required in the weighted average of the 4 assessment activities to pass the module.

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Attendance and active participation in face-to-face and/or virtual lessons 25 4 0.16 1, 2, 3, 4, 5, 7, 9, 8
Carrying out / participating in class activities 20 2 0.08 1, 2, 3, 4, 5, 6, 7, 9, 8
Learning folder/portfolio 40 25 1 1, 2, 4, 5, 6, 8
Virtual discussion forums 15 10 0.4 2, 3, 4, 5, 9, 8

Bibliography

  1. Barba Ináñez E. Innovación: 100 consejos para inspirarla y gestionarla. Barcelona: Libros de cabecera; 2012.
  2. Budig K, Diez J, Conde P, Sastre M, Hernán M, Franco M. Photovoice and empowerment: Evaluating the transformative potential of a participatory action research project. BMC Public Health [Internet]. 2018 Apr 2 [cited 2021 Jun 10];18(1):1–9. Available from: https://doi.org/10.1186/s12889-018-5335-7
  3. Copeland B, Raynor M, Shah S. Top 10 health care innovations: Achieving more for less [Internet]. Deloitte Services LP; 2016 [cited 2021 Jun 23]. Available from: https://www2.deloitte.com/us/top-health-care-innovations
  4. De Bono E. El pensamiento creativo: el poder del pensamiento lateral para la creacion de nuevas ideas (12a ED.). Barcelona: PAIDOS IBERICA; 194AD.
  5. Delgado-Hito P. [Promotion of research and innovation: a commitment to training]. Enferm Intensiva [Internet]. 2014 Jan [cited 2021 jun 15];25(2):35–7. Available from: http://www.sciencedirect.com/science/article/pii/S1130239914000479
  6. Leyva-Moral JM, Gómez-Ibáñez R, San Rafael S, Guevara-Vásquez G, Aguayo-González M. Nursing students’ satisfaction with narrative photography as a method to develop empathy towards people with Hiv: A mixed-design study. Nurse Educ Today [Internet]. 2021 Jan 1 [cited 2021 Jun 23];96. Available from: https://pubmed.ncbi.nlm.nih.gov/33160157/
  7. Marlow A, Spratt C, Reilly A. Collaborative action learning: a professional development model for educational innovation in nursing. Nurse Educ Pract [Internet]. 2008 May [cited 2021 May 12];8(3):184–9. Available from: http://www.sciencedirect.com/science/article/pii/S1471595307000649
  8. Robinson K. El Elemento. Barcelona: Grijalbo; 2009.
  9. Roser A, Jofresa S, Xirau MT. Informe de vigilància tecnològica: Apps de salut [Internet].[cited 2021 Jun 23]. Available from: www.hubb30.cat
  10. Roussin CJ, Weinstock P. Simzones. Acad Med [Internet]. 2017 Aug [cited 2021 May 10];92(8):1114–20. Available from: http://www.ncbi.nlm.nih.gov/pubmed/28562455
  11. Watson C, Bernabeu-Tamayo MD. La implementación de la simulación clínica de alta fidelidad en el grado de enfermeria: un estudio mixto sobre las experiencias de los estudiantes [Internet]. Universitat Autònoma de Barcelona; 2019. Available from: https://dialnet.unirioja.es/servlet/tesis?Codigo=270844

Software

Not aplicable