Innovation in Nursing Care
Code: 44459 ECTS Credits: 6| Degree | Type | Year |
|---|---|---|
| 4317584 Nursing Innovation Applied to Vulnerability and Health | OB | 1 |
Contact
- Name:
- Eva Carolina Watson Badia
- Email:
- carolina.watson@uab.cat
Teachers
- Marc Codina Barbera
Teaching groups languages
You can view this information at the end of this document.
Prerequisites
Not required
Objectives and Contextualisation
In this module, techniques for creative stimulation and idea generation will be developed, evaluating methods, processes, and applications that lead to training the creative capacity applied to nursing care for vulnerable populations, with the aim of promoting the sustainability of healthcare systems. Special emphasis will be placed on creativity and innovation as drivers of change, integrating person-centered care and utilizing agile methodologies.
The module will delve into knowledge and talent management in interdisciplinary teams, highlighting the importance of initiative, creativity, proactivity, and the involvement of team members. Additionally, the role of expert groups as innovation think tanks will be emphasized, promoting the 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
- Analyse and synthesise complex information
- Apply innovative ideas that transform problems into challenges for the improvement of care in vulnerable situations.
- Contribute to public discussions on cultural matters
- Demonstrate the ability to acquire scientific knowledge autonomously.
- Identify models of innovation that can be applied to nursing care.
- Incorporate innovative methodologies into the planning of care for vulnerable populations to improve the transfer of knowledge.
- Present and discuss innovative group proposals on the subject of the master's degree.
- Use scientific innovation to solve health problems in vulnerable populations in a creative way.
- Work effectively in professional and/or academic teams in virtual, multicultural and interdisciplinary environments
Content
CREATIVE THINKING AND INNOVATION
- Generalities and theories on innovation
- The value of innovation in the nursing discipline
- From creativity to innovation
- Creative techniques and strategies to foster creativity
- Entrepreneurial culture: differences between entrepreneurship and innovation
- Applied methodologies in innovation
INNOVATION IN THE HEALTHCARE ENVIRONMENT
- Innovation management in healthcare organizations
- Top 10 innovations for healthcare
- Teaching innovation in the healthcare field
- Innovation capsules: successful innovation experiences in education and health
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
- ICTs as innovation processes in health
- Health apps and their evaluation in terms of usability and privacy
- Medical devices and wearables: types, use, technology, certification, validation, and integration into clinical information systems
- Gamification, social networks, and Big Data: specific solutions for different groups
Activities and Methodology
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Face-to-face seminars | 16 | 0.64 | 2, 3, 5, 7, 9, 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 | 3, 4, 7, 9, 8 |
| Type: Autonomous | |||
| Learning folder/portfolio | 35 | 1.4 | 2, 4, 5, 6, 7 |
| Personal study | 34 | 1.36 | 4 |
- 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.
Assessment
Continous Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Attendance and active participation in face-to-face and/or virtual lessons | 15 | 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 | 50 | 25 | 1 | 1, 2, 4, 5, 6, 8 |
| Virtual discussion forums | 15 | 10 | 0.4 | 2, 3, 4, 5, 9, 8 |
The evaluation system is organized into four sections, each of which will be assigned a specific weight in the final grade:
-
Virtual discussion forums (15%)
- Participation and the quality of contributions in the virtual discussion forums proposed during the course will be evaluated.
-
Attendance and active participation in face-to-face or synchronous virtual classes (15%)
- Attendance and participation in face-to-face classes will be evaluated. Attendance at face-to-face or synchronous virtual sessions is mandatory, and students must attend at least 80%. Otherwise, the module will be graded as NP.
-
Learning portfolio (50%)
- The learning portfolio involves creating a video and a presentation (PPT) to be presented in class. This individual work is the core of the evaluation and should reflect the student's learning process, highlighting their ability to analyze, reflect, be creative, and innovate on the material covered in the module.
- Evaluation will be carried out through peer evaluation, in which students will assess the work of their peers, along with a co-evaluation by the professor. The learning portfolio can reach a maximum of 8.5 points, with the professor's evaluation prevailing, and the remaining 1.5 points up to 10 will depend on the student's individual critical evaluation of their peers' work.
-
Performance/presentation of activities in class (20%)
- Individual/group work.
The final grade corresponds to the sum of the previous sections. A minimum of 5 in the weighted average of the four evaluative activities is required to pass the module.
Bibliography
Barba Ináñez, E. (2012). Innovación: 100 consejos para inspirarla y gestionarla. Barcelona: Libros de cabecera.
Budig, K., Diez, J., Conde, P., Sastre, M., Hernán, M., & Franco, M. (2018). Photovoice and empowerment: Evaluating the transformative potential of a participatory action research project. BMC Public Health, 18(1), 1–9. Available from: https://doi.org/10.1186/s12889-018-5335-7
Copeland, B., Raynor, M., & Shah, S. (2016). Top 10 health care innovations: Achieving more for less [Internet]. Deloitte Services LP. Available from: https://www2.deloitte.com/us/top-health-care-innovations
De Bono, E. (1994). El pensamiento creativo: el poder del pensamiento lateral para la creación de nuevas ideas (12a ed.). Barcelona: PAIDOS IBERICA.
Delgado-Hito, P. (2014). [Promotion of research and innovation: a commitment to training]. Enferm Intensiva, 25(2), 35–7. Available from: http://www.sciencedirect.com/science/article/pii/S1130239914000479
Deloitte Center for Health Solutions. (2018). Top 10 health care innovations: Achieving more for less. Deloitte Insights. Retrieved from https://www2.deloitte.com/us/en/insights/industry/health-care/top-10-health-care-innovations.html
Leyva-Moral, J. M., Gómez-Ibáñez, R., San Rafael, S., Guevara-Vásquez, G., & Aguayo-González, M. (2021). Nursing students’ satisfaction with narrative photography as a method to develop empathy towards people with HIV: A mixed-design study. Nurse Educ Today, 96. Available from: https://pubmed.ncbi.nlm.nih.gov/33160157/
Marlow, A., Spratt, C., & Reilly, A. (2008). Collaborative action learning: a professional development model for educational innovation in nursing. Nurse Educ Pract, 8(3), 184–9. Available from: http://www.sciencedirect.com/science/article/pii/S1471595307000649
Robinson, K. (2009). El Elemento. Barcelona: Grijalbo.
Roser, A., Jofresa, S., & Xirau, M. T. Informe de vigilància tecnològica: Apps de salut [Internet].[cited 2021 Jun 23]. Available from: www.hubb30.cat
Roussin, C. J., & Weinstock, P. (2017). Simzones. Acad Med, 92(8), 1114–20. Available from: http://www.ncbi.nlm.nih.gov/pubmed/28562455
Watson, C., & Bernabeu-Tamayo, M. D. (2019). La implementación de la simulación clínica de alta fidelidad en el grado de enfermería: un estudio mixto sobre las experiencias de los estudiantes [Internet]. Universitat Autònoma de Barcelona. Available from: https://dialnet.unirioja.es/servlet/tesis?Codigo=270844
Software
Not aplicable
Language list
| Name | Group | Language | Semester | Turn |
|---|---|---|---|---|
| (SEMm) Seminars (master) | 101 | Catalan/Spanish | annual | morning-mixed |
| (TEm) Theory (master) | 101 | Catalan/Spanish | annual | morning-mixed |