Nursing education in Europe has been built by guidelines of the European Higher Education Area (EHEA) and European Union (EU) (EHEA, 2010; EU, 2005). The main goal is to increase staff and students' mobility and to facilitate employability. Higher education can no longer take place in the traditional way of sitting in a classroom. Nor can prospective students afford of taking time off from work to undertake a period of study. Flexible learning options, including part time study, accelerated programs, bridge programs and work based learning, blended programs are needed to ensure that nursing education is offered and delivered in the most cost-effective and time-efficient way. Therefore, these aspects have to be built into the programs through the delivery of educational technologies such as e-Learning, distance learning and virtual simulation. The growing importance of technology in health care calls for interdisciplinary study programs in which students with various backgrounds work together in exploring and designing new solutions for real-life problems. E-learning technologies have been explored extensively for students of health professionals in an academic context. This terminology involves a variety of electronic, digital or mobile devices used to support learning. E-learning has many advantages: it reduces time, it is flexible and accessible, it can be profitable and it allows students to learn at their own pace and from the place they choose. In addition, e-learning can present a variety of multimedia components such as text, audio, still images and moving images to support the acquisition of knowledge and skills. Results of systematic reviews support that this is an effective alternative way to learn . Some reviews on e-learning used by nurses or nursing students has positive impacts, especially knowledge, level of self-efficacy, attitudes, barriers and facilitators, skills and satisfaction regarding the use of e-learning .For this reason, it is necessary to work on the development of tools that facilitate student e-learning and that are integrated efficiently within the training and educational programs.For all the above, the general aim of the project “Digital Toolbox for innovation in nursing education (I-BOX)” is to design and develop audiovisual materials in open-access format related to procedures and nursing techniques in a simulation environment that will help graduate nursing students to improve their education and training. All this materials will be shared on a digital and collaborative tool that will allow restructuring content in m-learning format. This project will be developed by five higher education institutions from Spain, Slovenia, Russia, Finland and Austria that offers nursing programs working together in a Strategic Partnership. This Strategic Partnership will create a network of universities involved in developing new materials in nursing education, to achieve the following specific goals and related activities:•To develop educational and audiovisuals e-learning material (videos, postcasts..) following ASSURE model related to procedures and nursing techniques in a simulation environment. ASSURE is an instructional design model that has the goal of producing more effective teaching and learning.•To validate and adapt to cultural context the DREEM tool to Spanish and Russian language. The Dundee Ready Education Environment Measure (DREEM) was published in 1997 as a tool to evaluate educational environments of medical schools and other health training settings.•To develop a virtual space (on line platform) in web format where students and teachers can share the material and information in open access (scientific articles, tools, infographics, news, etc.). In this platform will be a space for virtual debate where students and teachers from different countries can share doubts and raise real situations to solve collaboratively. •To develop recommendations of best practices to implement educational e-learning material within the Nursing Education (theoretical or practical subject). The fact that these audiovisual materials are open-access enables students, teachers and also health professionals to keep updated on the techniques, share knowledge without borders and therefore ease generation of new expertise. It also aims to be a reference tool for all kind of educational organizations and professional individuals that enables to spread knowledge at all levels.The objectives of the I-BOX project are aligned with the horizontal strategy of open education and innovative practices in a digital era, because promotes innovative methods and pedagogies and develops digital learning materials and tools open-access.

ContextStudent Stress Training e-Mobile Management (SSTeMM) is referenced to the ‘European Framework for Mental Health and Well-being’ and the WHO (Tsouros et al., 1998) Framework of Action for Health Promoting Universities to promote and protect the physical and mental health of students and staff in Higher Education Institutions (HEIs). Industry based internships, as part of HEI professional courses, such as medicine or nursing, transition the learner from student to qualified status and are formative in terms of heuristic development to cope with stress in the workplace. The impact of STTeMM aligns to the European Agency for Safety and Health at Work – EASH - (2013) in its research priorities for 2013 to 2020,‘Develop interventions, programmes and strategies that merge traditional workplace health protection with workplace health promotion and address both work-related risks —organisational and individual psychosocial contexts — and behavioural factors simultaneously'. This logically includes a focus on both the work environment and individual choices and behaviours.’(EASH, 2013:52). Within the context of the promotion of health broadly and retention of the nursing workforce particularly, SSTeMM may be seen significantly to support the European Commission's broad and specific policy goals and to be aligned with EASH priorities with its focus upon sharing good practice and establishing a Pan EU framework for action in order to establish a more effective service engaged approach to the management of work related stress and the promotion of well-being amongst the nursing profession in general across the European Union and, indeed, beyond.ObjectivesSSTeMM aims to develop an end-user (which we define as internship student, internship mentor, hosting industry and HEI staff) accessible digital mobile platform of targeted work based education, competency training and in vivo self reflection learning opportunities to equip students and mentoring workers with the knowledge, skills and competencies to address occupational stressors (both personal and environmental). The focus will be on a pedagogy that develops personal skills to build resilience that support retention; enhance student internship engagement whilst away from their base HEI and equip such students with a reinforced skills and competency set that will enhance their personal wellbeing once they have entered the world of full time employment following graduation/qualification.Number and profile of the participantsStudent nurses on internship placement as part of the pre qualification training and their qualified nurse mentors are the target of SSTeMM solution development and implementation. We anticipate a minimum of 200 student nurses plus their internship mentors directly participating in SSTeMM solutions across four national jurisdictions, plus a minimum of 700 student and qualified nurses participating in a survey on identifying student stressors in the work place. Description of ActivitiesSSTeMM involves the analysis of student nurse stressors whilst in internship settings. Based on this data, SSTeMM will develop training packages and guidance to manage stress in the work place delivered through an e-platform and mobile application which will be specifically designed for student nurses on internship and their clinical mentors to use at the time events occur or shortly after. The SSTeMM solution will be localised and Beta tested and then piloted across three to five clinical sites in four jurisdictions (Ireland, Slovenia, Spain and Kosovo).Methodology to be usedMultiple synergistic methodologies will be used incorporating literature review, survey, curriculum methods, mobile application development with Beta testing and case studies.Results and Impact EnvisagedAn analytical toolbox incorporating a stress catalogue and survey instrument. Blended Learning Training Package incorporating mobile application to deliver developed stress training and guidance modular content in the workplace. A training manual and programme to support academic lecturers and clinical mentors. A localised validated SSTeMM solution that be will be open access and available to anyone who wishes to use it. SSTeMM aims to locate and embedd stress management skills and knowledge acquisition through a curriculum that emphasises internship learning as the most effective environment for training student nurses to manage stress and translates into their professional way of working once qualified and in employment.Longer term benefitsEstablish a more effective service engaged approach to stress management at work amongst the nursing profession that generalises to other disciplines.

<< Background >>The learning process in clinical placements involves several actors such as tutors, supervisors, teachers and students and during this complex process, tasks and mentorships must be done in a way that is synchronized with educational and clinical processes and embedded in the respective contexts. Only a structure that synchronizes processes and respective communication can prevent (some central problems) and ensure meaningful learning for students and appropriate care in the placement organizations. The project ‘4D (Determinants, Design, Digitalization, Dissemination) in the Digitalization of Learning in Practice Placement (4D Project) aims at addressing this gap by building individualized and customized mobile application (app) for students, tutors, supervisors, teacher of each participant organization through practice-based reflective learning, mobile technology, and technology adoption. Contemporary health systems are aimed at more integrated and person-centered care models and the use of technology is becoming the rule rather than the exception in most of the processes related to the provision of care. In this context, healthcare Higher Education Institutions (HEIs) are introducing the use of technology in their degree programs intending to train their students in basic skills in digital health and prepare them for their future workplaces. Mobile technologies, together with respective digital literacy should allow professionals to face the complex challenges of current health systems and students to facilitate their learning during periods of clinical practice. Especially in practice-based learning scenarios, this can help to achieve competencies through identifying learning needs, the context where the practices are carried out, their purpose or the objectives to be achieved, the way of assessing the students, the practice education model and the involved actors. To address actual problems in teaching as well as learning, embed technologies in respective practices and increase acceptance, the Technology Enhanced Learning (TEL) solution(s) must be co-designed with affected researchers, teachers, students and administrative staff. Digitalising and transforming higher education requires a human-centred approach that promotes adoption and sustainable impact on practice. Leveraging this approach in digitalizing and transforming practice-based learning in healthcare also helps to understand determinants and factors of successful introduction of mobile learning in practice placements.To create a bridge between the different actors involved in these learning contexts (university and clinical practice placement) and to foster the best experience in practice-based learning in healthcare settings, it is necessary to introduce mobile learning approaches in practice placements and to understand the best way in their digitalization.<< Objectives >>The 4D project aims to introduce mobile technology in practice placements, creating a bridge between the different actors involved learning contexts to foster the best experience in practice-based learning in healthcare settings. The 4D project aims to address this goal by implementing the five main objectives: (i) to Determine the key factors (practice-based learning models) and the key elements (diffusion of innovation theories) to introduce mobile technology in practice placements, (ii) to co-Design a mobile learning application (app) for successful adoption of mobile technology in practice-based learning reflecting users’ core values and needs, (iii) to introduce Digitalization and to train the participating institutions through workshops and providing tutorials, (iv) to pilot and assess the use of mobile learning in practice placements in healthcare higher education in three different countries in Europe and (iv) to Disseminate the project findings as a inclusive approach to exchange and support the practice placement digitalization around universities EU Countries.<< Implementation >>WP1. Management and organization. Leader: Tecnocampus. Participants: all partners.a)Project Governance. b)Contract and financial management. Reports. c)Continual communication and cooperation management. d)Monitoring tracking deliverables. e)Continual progress report manager.Work Package 2. Developing and orchestrating the bases of the knowledge framework of the project. Leader: IGTP and Lublin. Participants: all partners.a)Review the literature to determine and analyse the key factors of the different models and theories in practice-based learning (centres, different actors, processes).b)Understand the key elements of the different theories and models of diffusion of innovation to introduce technology in practice placements and therefore need to be accounted for in any digitalisation initiative.c)Understand and select the key factors from the perspective of the various actors that influence the learning in practice placements and the introduction of technology in practice placements needed to be accounted for in any digitalisation initiative.d)Develop the 'Key factors report to digitalise practice-based learning in higher education'.e)Select the main key factors in practice settings that need to be accounted for in order to move the curve of innovation to the left side (early and late majority).f)Develop a recommendations report to ensure the introduction of mobile technology in practice placements settings.Work Package 3. Co-creation and co-design to determine the key components of the Learning Toolbox App (LTB) in practice-based learning. Leader: Kubify and Graz University of Technology. Participants: all partners.a)Introduce co-creation and co-design methods to ensure stakeholders’ ongoing participation in the design of educational innovations, which incorporate technology as critical support for the practice.b)Build upon canvas and scenario-based design processes to co-create the value (proposition) of LTB designs with all stakeholders in practice learning contexts, continuously alongside iterationsc)Promote the successful adoption of mobile technology in practice placements by co-designing for users’ needs and practices, and analyzing their appropriation of respective prototypes in the fieldd)Advocate learner-centered design and experience with mobile technology as part of education to emphasizes the need to reflect on the TEL-supported professional /vocational learning practice e)Develop a recommendations toolkit to ensure the introduction of mobile technology in different scenarios in higher education in the EU countries: 'A toolkit to introduce mobile technology in practice placements in higher education in the EU countries’.Work Package 4. Digitalization of practice placements. Evaluation and good practices. Leader: University of Duisberg-Essen. Participants: all partners.a)Designs the methodological and research aspects of the feasibility study.b)Validate the digital contents with the other partners involved in the pilot study.c)Organize complementary activities as additional training, organization support, conference calls, and complementary materials.d)Provide recommendations in PR1, PR2, PR3. Work Package 5. Dissemination, exploitation, and communication. Leader: TecnoCampus. Participants: all partners.a)Introduce the project to the public and professionals. b)Public communication of the deliverables and outputs of the project. Exploitation and communication activity package. Guidelines. c)Define and organize the multiplier events that we will organize to release the project and disseminate the results.d)Coordinate the dissemination plan.<< Results >>During the project, three project results will be produced:(1) “Determinants to introduce mobile technology in practice placement”. This result will be a combination of two reports. -The 'Key factors to introduce mobile technology in practice-based learning'. This report will include an overview of the different models and theories in practice-based learning and a determination of the main factors to introduce mobile technology in practice-based learning. -The 'Recommendations to ensure the diffusion and introduction of mobile applications in practice placements in higher education'. This report will include an overview of the diffusion and adoption of technological innovation and will select the main key factors to introduce mobile apps in practice placements to move the curve of innovation to the right side (from innovators and early adopters to early and late majority). (2) “Design and implement a mobile learning application in practice-based learning” The design, development and test of mobile apps were at the focus of the second project result. The design and the development of mobile learning applications will be using co-design and co-creation methodologies and producing a digital toolbox to help other interesting parts in the digitalization of practice placements. (3) “Evaluation and good practices on introducing technology in practice placement”. The third project result will be the test of the mobile apps that will be carried out in a pilot study with participants (students, clinical mentors, academic teachers, and stakeholders) from Poland, Germany and Spain in three different hospitals. The results of the pilot study will be used to improve the design and the development of mobile technology in a reiteration phase and let the project evaluate the good practices and the base of knowledge on digitalization of learning in practice placement.Therefore, the impact of the project is intended to help European Universities that are interested in introducing mobile applications in practice placements to design the best mobile app proposals based on the different actors involved (students, clinical and academic tutors, managers, and others) from different contexts (universities and centres of practices). In this sense, the project considers the exchange and mutual support of universities in terms of learning resources and support of healthcare professionals in terms of peer review, thinking in terms of a major benefit beyond supporting the individual meaning, to leverage the power of the emerging network. The project supports the reflection of communication and interaction processes between different actors within and across different organizations and countries. Additionally, the project is intended to be an improved provision and assessment of basic and transversal skills in practice placements settings and to digitize the different administrative and management processes related to clinical practices to reduce the time dedicated to these processes and in this way to be able to use this time in the teaching and learning of our students. The potential longer-term benefits will be related to improving the communication and interaction processes in a digital era, reinforcing the bridge between the different actors involved, and fostering new ways of cooperation between these with the use of technology.

<< Objectives >>The Academy4Business project brings together 4 academic and 4 business organisations from Estonia, Czech Republic, Poland and Spain. In international cooperation they develop and pilot a cross-disciplinary, cross-border, and cross-sector innovative blended course on developing and supporting EdTech entrepreneur mindset. This capacity-building project aims at reducing the cap between the academic and business sectors by reciprocal knowledge transfer and supporting future entrepreneurs.<< Implementation >>The Academy4Business will implement online and hands-on learning opportunities for students and professors who learn together with business mentors. The opportunities are first co-designed by using the design thinking approach, then piloted and followed by feedback, improved and transferred to the digital deliverables for a 6-credit A4B blended course curriculum. To achieve it, 4 physical co-design sessions, 9 online webinars, 3 onsite 3-day workshops, 9 mentoring sessions will be conducted.<< Results >>The main result is a 6-credit blended course for academy to boost the entrepreneurial and scientific mind-set for future entrepreneurs and knowledge workers in EdTech. It consists of several innovative high-level digital deliverables that are disseminated to the wider audience via open educational digital resources and multiplier events. The main impact of the project is to increase the quality and relevance of partnering-universities’ teaching activities in entrepreneurship field.

"The ability to act & think entrepreneurially is a crucial endowment in today’s knowledge-based society. Universities & enterprises take on important roles for fostering entrepreneurial competence development. To facilitate this, the EC has provided educators & trainers with a “reference methodology” that is based on a wide entrepreneurship definition (“creating value for others”) – the Entrepreneurship Competence Framework (EntreComp). However, an operational setting that allows to “capture"" (wider) entrepreneurial competence profiles of learners has not been established yet. As a result, HEIs & businesses lack a coherent instrumental basis to A) assess individual entrepreneurial competences (students, employees) & B) accurately address specific competence development needs by education & training interventions as a response to the assessment results.The Entrepreneurial and Intrapreneurial Competences Assessment Alliance (EICAA) is devoted to bridge this gap & will create such instrumental basis integrated into a new digital platform.EICAA resources will be developed for application in Higher Education & the business sector. These are:I. a revised EE methodology relying, challenging, & going beyond EntreCompII. a rubric system & assessment instrument (“Monitor”) operationalising I.III. an entrepreneurial teaching & training intervention repository rooted on I.IV. An OER digital platform which integrates II. & the III. & is able to: - generate automated results for the entrepreneurial competence check of learners - suggest learning / training interventions as response to specific competence needs V. a strategy to combine EICAA solutions into other initiatives in the field to allow for a holistic perspectiveEICAA will be realised as inter-disciplinary 3-year HEI-Business collaboration (4 HEI, 4 SME, 1 Research Instit., & Assoc. Partner) & is expected to unfold impact in 5 EU countries by reaching out to 15.000+ students, 30+ educators, & 150+ employees."