Innovation in Nursing Care
Code: 44459 ECTS Credits: 6| Degree | Type | Year |
|---|---|---|
| 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
General objective
To promote the development of creative thinking and innovation capacity in nursing in order to transform care in contexts of vulnerability, through the application of agile methodologies, digital tools, and person-centered strategies.
Specific objectives
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Stimulate individual and collective creativity as a driver of change in nursing practice.
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Understand and apply innovation techniques and methodologies to solve complex problems related to nursing care.
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Promote initiative, proactivity, and creative leadership within interdisciplinary teams and healthcare settings.
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Identify improvement opportunities in clinical practice and propose innovative, sustainable, and person-centered solutions.
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Explore the potential of digital technologies and data to generate innovative responses to health challenges in vulnerable populations.
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Develop a culture of open innovation by sharing knowledge and experiences to transform health systems.
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
BLOCK 1. CREATIVE THINKING, INNOVATION AND ENTREPRENEURSHIP IN NURSING
- General concepts 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
- Methodologies applied to innovation
BLOCK 2. INNOVATION IN HEALTHCARE SETTINGS
- Innovation management in healthcare organizations
- "Top 10" innovations for health care
- Educational innovation in the healthcare field
- Innovation capsules: successful experiences in education and health
BLOCK 3. DIGITAL HEALTH AND EMERGING TECHNOLOGIES
- Context and historical evolution
- E-health and E-patient
- Digital health and vulnerability: the digital divide
- Present and future of technologies applied to health
- ICT as innovation processes in health
- Health apps and their evaluation in terms of usability and privacy
- Medical devices and wearables: typology, use, technology, certification, validation and integration into clinical information systems
- Gamification, social media and Big Data: specific solutions for different populations
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 |
The methodology of the module is based on an active, experiential, and collaborative learning approach. Key content delivery is combined with participatory dynamics, real-world problem solving, critical reflection, and the use of digital tools:
- Expository and participatory lessons (face-to-face and online)
- Innovation capsules: expert seminars
- Face-to-face seminars for problem/case/exercise solving
- Preparation of reports / assignments
- Discussion and debate forum to encourage active participation
- Personal study
The module is delivered in a blended format (face-to-face and online), integrating synchronous and asynchronous sessions. Autonomy, active participation, and critical thinking are encouraged.
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 | 10 | 4 | 0.16 | 1, 2, 3, 4, 5, 7, 9, 8 |
| Carrying out / participating in class activities | 25 | 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 assessment system is organized into four components, each of which will carry a specific weight in the final grade:
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Learning portfolio (50%)
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Portfolio content: 40%
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Peer assessment: 5%
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Self-assessment: 5%
The portfolio is the core element of the assessment and must reflect the learning process, critical thinking, and the ability to generate innovative proposals. Originality, analytical depth, and applicability to real contexts will be assessed.
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Class activities (25%)
Includes case resolution, participatory dynamics, and presentation of individual or group proposals. -
Participation in virtual forums (15%)
Contributions will be assessed based on their quality, engagement, respectful dialogue, and relevance to the module's content. -
Attendance and active participation (10%)
Attendance to at least 80% of synchronous sessions (in-person or virtual) is mandatory. Active participationis essential to pass the module.
To pass the module, students must obtain a minimum weighted average of 5 out of 10.
Use of AI: Restricted.
For this course, the use of Artificial Intelligence (AI) technologies is permitted exclusively for support tasks, such as text correction, image creation, translations, or basic information searches.
If use is intended for any other purpose, it is the student’s responsibility to consult the module coordination.
In any case, the student must clearly identify which parts were generated using this technology, specify the tools used, and include a critical reflection on how they influenced both the process and the final result of the activity.
Lack of transparency in the use of AI in this graded activity will be considered academic dishonesty and may result in partial or total penalisation of the grade, or more severe sanctions in serious cases.
This module does not offer a single assessment system.
Bibliography
Barba Iñañez, E. (2012). Innovación: 100 consejos para inspirarla y gestionarla. 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. 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 [Informe]. Deloitte Services LP. 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.). PAIDÓS Ibérica.
Delgado-Hito, P. (2014). Promotion of research and innovation: A commitment to training. Enfermería Intensiva, 25(2), 35–37. https://www.sciencedirect.com/science/article/pii/S1130239914000479
Deloitte Center for Health Solutions. (2018). Top 10 health care innovations: Achieving more for less. Deloitte Insights. 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 Education Today, 96. https://pubmed.ncbi.nlm.nih.gov/33160157/
Locsin, R. C., & Purnell, M. J. (2015). Advancing nursing practice: Exploring roles and opportunities for innovation. Springer.
Marlow, A., Spratt, C., & Reilly, A. (2008). Collaborative action learning: A professional development model for educational innovation in nursing. Nurse Education in Practice, 8(3), 184–189. https://www.sciencedirect.com/science/article/pii/S1471595307000649
Robinson, K. (2009). El Elemento. Grijalbo.
Roser, A., Jofresa, S., & Xirau, M. T. (2021). Informe de vigilància tecnològica: Apps de salut. HUBb30. http://www.hubb30.cat
Roussin, C. J., & Weinstock, P. (2017). SimZones. Academic Medicine, 92(8), 1114–1120. https://pubmed.ncbi.nlm.nih.gov/28562455/
Snowdon, A. (2016). Digital health: A framework for healthcare transformation [Informe]. GS1 Canada. https://www.gs1ca.org/documents/digital_health-affht.pdf
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 [Tesis doctoral, Universitat Autònoma de Barcelona]. Dialnet. https://dialnet.unirioja.es/servlet/tesis?Codigo=270844
World Health Organization. (2021). Global strategy on digital health 2020–2025. https://www.who.int/publications/i/item/9789240020924
Woods, L., Eden, R., Green, D., Pearce, A., Donovan, R., McNeil, K., & Sullivan, C. (2024). Impact of digital health on the quadruple aims of healthcare: A correlational and longitudinal study (DIGIMAT Study). International Journal of Medical Informatics, 189, 105528. https://doi.org/10.1016/j.ijmedinf.2024.105528
Software
Not aplicable
Groups and Languages
Please note that this information is provisional until 30 November 2025. You can check it through this link. To consult the language you will need to enter the CODE of the subject.
| Name | Group | Language | Semester | Turn |
|---|---|---|---|---|
| (SEMm) Seminars (master) | 101 | Spanish | second semester | morning-mixed |
| (TEm) Theory (master) | 101 | Spanish | second semester | morning-mixed |