General information

Subject type: Mandatory

Coordinator: Carolina Chabrera Sanz

Trimester: Third term

Credits: 4

Teaching staff: 

Carlos Martínez Piper


Basic skills
  • CB4_That students can convey information, ideas, problems and solutions to an audience, both specialized and non-specialized

  • CB5_That students have developed those learning skills necessary to undertake further studies with a high degree of autonomy.

  • CB2_That students know how to apply their knowledge to their job or vocation in a professional way and have the skills that need to be demonstrated through the elaboration and defense of arguments and the resolution of problems within their area of ​​study

  • CB3_That students have the ability to gather or interpret relevant data (usually within their area of ​​study), to make judgments that include reflection on relevant social, scientific or ethical issues

Specific skills
  • CE6_Apply health care information and communication technologies and systems

General competencies
  • CG10_Protect the health and well-being of the people, family or groups cared for, ensuring their safety

  • CG6_Basing nursing interventions on scientific evidence and available media

  • CG11_Establish effective communication with patients, family, social groups and peers and promote health education

  • CG16_Know the health information systems

  • CG19_Enjoy autonomy and critical ability to use ICT

Transversal competences
  • CT 1 Develop the ability to assess inequalities based on sex and gender, to design solutions


The subject ICT in Health is a compulsory subject of 4 ECTS, framed in the matter 3 of the Degree of nursing. The aim of the course is to make students aware of the importance of digital transformation in health and to make visible those essential aspects that can directly intervene in the transformation of healthcare processes, such as mobile devices, sensors, the Internet. and the Internet of Things (IoT), social media, genomics, and Big Data. All these elements, but especially the Internet and the mobile phone, have changed the way we live.

Additionally, the course focuses on the relevance of Health 2.0 understood as the use of social tools to promote collaboration between patients, caregivers and health professionals, allowing a much more agile communication than known until the present. The Health 2.0 concept provides the ideal conceptual framework for integrating the content of Health 2.0 into the nursing curriculum, drawing the key and necessary concepts in the current nursing curriculum and identifying the aspects resulting from the effects of Nursing. 2.0.

The concept evolves at a time when innovation and technology come into play, forming a perfect choice that defines the subject ICT in Health. The course offers the possibility of creating, sharing, reflecting, discussing, learning and developing ideas to improve patient care 2.0, discovering advanced innovations focused on improving care with an active interrelation of innovation and creativity. . It is then this cocktail between Digital Health, Health 2.0 and Innovation that configures the added value of the subject, offering students the opportunity to achieve the skills required to understand the transformation of nursing care today.

Learning outcomes

  • LO 41. Know the nursing role in the various areas of health care.
  • LO 46. Describe, select, encode and analyze data.
  • LO 50. Knows how to make inclusive and non-sexist use of language.
  • LO 54. Analyze the social repercussions of the 2.0 concept.
  • LO 55. It relates current health needs and the shift to a digital society.
  • LO 56. Identifies and evaluates the opportunities offered by ICT in health care.
  • LO 57. Reflects on the ethical and legal aspects involved in the use of ICTs in health.
  • LO 58. Design a 2.0 health tool to respond to a particular health problem.
  • LO 60. Learn about public policies that affect health equality and gender mainstreaming instruments for implementation in health-related plans and reports.


Working methodology

The teaching methodologies (MD) are detailed below:

  • MD1. Expository class sessions.
  • MD2. Seminars.
  • MD4. Individual work.
  • MD6. Face-to-face tutorials in groups or individually.
  • MD7. Non-face-to-face tutorials
  • MD11. Self-employment.


Thematic unit 1. Basic knowledge in eHealth, Health 2.0 and innovation: EHealth as a practice in the health environment. Health 2.0 in the current context. Innovation and health. Design processes in creation and innovation with technology. Impact of ICT on organizations. Opportunities and challenges for nursing. The digital nurse.

Thematic unit 2. Nursing practice in digital health: components and opportunities: (1) Components: eHealth. Health care and web 2.0. (Environment). ePacient. Participatory health (Nursing care). (2) Opportunities: Collective intelligence. Learning communities. Knowledge management. Service design.

Thematic unit 3. Trend in nursing care and ICT: Miscellaneous: (1) Mobile health applications. (2) Big Data, Machine learning, chatbots, and Artificial Intelligence. (3) Virtual, augmented and mixed reality. (4) Digital competencies of the nurse. The digital nurse toolbox.



Learning activities

The following table summarizes the training activities (AF) and the teaching methodology (MD):

Activity ECTS Methodology
AF1. Master class 1  MD1. Expository class sessions
AF5. Seminars 0,4  MD2. Seminars
AF6. Work in group 0,4  MD4. Individual work
AF7.Individual work 0,2  MD11. Self-employment
AF9. Personal study 2  MD3. Work in group


Evaluation system

The evaluation of the competences will be carried out continuously with the following activities:

Evaluation system Weighting Assessed skills
SE2. Individual works 40%  CB3, CB5, CE6, CG16
SE3. Teamwork 40%  CB2, CB3, CB4, CG6, CG10, CG16, CG19, CT1
SE4. Classroom participation 20%  CB2, CB4, CB5, CE6, CG11, CG19, CT1

A system of quantitative (from 0 to 10) and qualitative (suspended, approved, notable, excellent, honorary registration) is used according to RD 1125/2003.


To pass the subject, an average of 5 must be obtained among all the evaluation activities. The only part that can be recovered will be the final group work (during the corresponding recovery period).

In accordance with current regulations, you can only opt for recovery, if the subject has been suspended. If the rating is "Not Submitted", you will not be eligible for recovery. Continuous assessment is not likely to recover.

In the case of failing the subject, it must be recovered next year (no note will be saved).

The total or partial copy in any of the learning activities means a "Not Presented" in the subject, without option to present in the proof of recovery and without prejudice of the opening of a file for this reason.



Li, J., Westbrook, J., Callen, J., & Georgiou, A. (2012). The role of ICT in supporting disruptive innovation: a multi-site qualitative study of nurse practitioners in emergency departments. BMC medical informatics and decision making, 12, 27. 

Meskó, B., Drobni, Z., Bényei, É., Gergely, B., & Gyorffy, Z. (2017). Digital health is a cultural transformation of traditional healthcare. mHealth, 3, 38.

Samples, C., Ni, Z., & Shaw, RJ (2014). Nursing and mHealth. Online J Nurs Sci Dec, 1 (4), 330-333. [doi: 10.1016 / j.ijnss.2014.08.002]

Van De Belt, TH, Engelen, LJ, Berben, SA, & Schoonhoven, L. (2010). Definition of Health 2.0 and Medicine 2.0: a systematic review. Journal of medical Internet research, 12 (2), e18. 

A Nurse's Guide to the Use of Social Media. The National Council of State Boards of Nursing. Available in: 

Immersion Manual 2.0 for Health Professionals. Available in: 

Wiener University | Prospective Conference and the Technologies of the Future - José Luis Cordeiro. Available in: 

What Should Be In A Medical Bag Of The 21st Century? by Bertalan Mesko. Available in: ttps: // v = g4uyb6UP9ok

Christensen, CM, Grossman, JH, & Hwang, J. (2009). The Innovator's Prescription: A Disruptive Solution for Health Care. New York: McGraw-Hill; 2009.

Different authors. (2015). 2050: A Health odyssey. Health first Europe. 2015. Available at: 

Doswel, WM., Braxter, B., DeVito Dabbs, A., Nilsen, W., & Klem, ML. (2013). mHealth: Technology for nursing practice, education, and research. J Nurs Educ Pract, 3 (10), 99-109.

Eysenbach G. (2001). What is e-health ?. Journal of medical Internet research, 3 (2), E20.

Harrison, JP, & Lee, A. (2006). The role of e-Health in the changng health care environment. Nursing economics, 24 (6), 283–289.

Using Social Media: practical and ethical guidance for doctors and medical students (BMA). Available in: 


Social Media Guidelines for Medical Professionals: Summary. Available in: 

Guide to uses and styles on the social networks of the Generalitat de Catalunya. Available in: 

DeBronkart, D. (2014). Let the patients help! Amazon. Available in: 

Drucker, PF (2002). The discipline of innovations. Boston, Harvard Business School Publishing. Available in: 

Mayer, MA, Rodríguez Blanco, O., & Torrejon, A. (2019). Use of Health Apps by Nurses for Professional Purposes: A Web-Based Survey Study. JMIR Mhealth Uhealth, 7 (11), e15195.

Thiel, P. (2015). From zero to one. How to invent the future. Barcelona, ​​Spain. Management 2000.

Topol, E. (2019). Deep Medicine: How artificial intelligence can make healthcare human again. Basic Books.

Topol, E. (2016). The patient will see you now. Basic Books. 

Social media policy of the Hospital Sant Joan de Déu - Barcelona. Available in: 

American Medical Association Policy: Professionalism in the Use of Social Media. Available in: 

Social Media Guidelines for Physicians (Massachusetts Medical Society). Available in: 

Social Networking and The Medical Practice. Guidelines for Physicians, Office Staff and Patients (Ohio State Medical Association). Available in: 

Social Media user guide for doctors (Barcelona Official Medical Association). Available in: 

Australian Medical Association: Social Media and the Medical Profession. Available in: