Imagine a future where the limitless possibilities of virtual biopsies in cancer diagnostics can be explored. A future in which cancer patients would have access to MRI enabled virtual biopsies in order to receive the best possible treatment decisions anywhere on the globe. MIRACLE is developing a first-of-kind add-on device for MRI scanners that will be used to acquire a virtual biopsy of the tumor providing not only structural information on tumor dimensions for (tissue conserving) surgery, but also unique metabolic information on the efficacy of specific systemic therapies. Ultimately, this fully non-invasive, accurate and rapid predictive approach can guide patients to the best fitting treatment plan given their personal circumstances and tumor characteristics. WaveTronica (WT) together with the University Medical Centre Utrecht (UMCU), German Cancer Research Centre (DKFZ) and Medical University of Lublin (UMLUB) aim to build this future by bringing the first Metabolic MRI-as-a-Service solution to the market. Past projects and research led to the development of a Proof-of-Concept MRI coil capable of detecting metabolic biomarkers non-invasively using the strongest clinically available MRI system, as demonstrated in FET- OPEN-01-2016-2017-801075 - the Non-Invasive-Chemistry-Imaging (NICI) and FET-OPEN-03-2018-2019-2020 - FET Innovation Launchpad - MIRACLE. The MRI coil is a plug-and-play add on for existing MRI machines resulting in an accessible and affordable virtual biopsy tool that can identify cancer biomarkers and tumor activity without shedding a drop of patient blood. This project converts a complex research tool into an accessible diagnostic service (Metabolic MRI-as-a-Service). MIRACLE is supported by the Dutch reimbursement company VGZ, Tesla DC, and oncologists showing there is a strong market demand. Now the challenge lies in bringing the breast coil PoC hardware and software to the next level using breast cancer as a use case.

Population ageing is a long-term trend, which began several decades ago in the EU. As a result, the EU will, in the coming decades, face a number of challenges associated with an ageing society, which will have an impact on a wide range of areas (labour markets, pensions, provisions for health care etc.). Population change and the structure of the population are gaining importance in the political, economic, social and cultural context of demographic behaviour. One of the fields that is, and will be even more affected by the population ageing in the upcoming years, is the health care system, and that is why it is necessary (for the long term stability of the health care system) that people have the best possible chance to remain healthy, and stay active and independent as they become older. One of the crucial roles in this effort will be assigned to nurses and that is why it is important to raise awareness among them and among the students of nursing, as they represent the future of this profession. It is important that we enable them to obtain and share knowledge, ideas and examples of good practice on this topic with students, lectures and other experts from different EU countries and institutions. It is also essential to raise awareness among the elderly and to actively promote and enable them to be as literate and active in healthy lifestyle as possible. Based on these facts and with these goals in mind, a partnership of four HE institutions was formed: The College of Nursing in Celje, Slovenia (coordinator); Medical University of Lublin, Poland; University of Oulu, Finland and Cooperativa de La Superior Politecnico e Universitário – CESPU, Portugal and tried to make a difference. This project offered an international and interdisciplinary (nursing, medicine, sociology, psychology, physiotherapy, social gerontology and occupational therapy) approach in highlighting the importance of healthy lifestyle for aging well. The maint target groups, which were included in the project activities were the nursing students, higher education teachers and researchers and the elderly. In addition to these, the project also addressed other interested parties who wished to obtain and share knowledge, ideas, practical experience and examples of good practice from the areas under consideration among different institutions (especially higher education institutions) and different countries.The project offered the opportunity for 36 students and 22 lectures to travel and study/teach and join the intensive study programme in Slovenia and gain non-formal intercultural skills. 18 Slovenian students also took part in this project and attended intensive study progarmme and 5 lecturers of College of nursing in Celje conducted lecturers during both intensive study progarmmees. We also invited experts to contribute to the IP courses. Aditionally students and lecturers took part in the project via virtual mobility with the help of new information and communication technologies. And about 450 elderly were involved in project activities, mainly in research activities, IP and activities for raising awarrenes. Research activities that were carried out during the project enabled students of nursing to critically and analytically research this important field and to be able to compare and transfer knowledge, ideas and examples of good practices among different countries. Lectures that conducted lecturers during IP provided expert knowledge on the topic. Workshops and fieldworks for students enabled students contribution and encouraged their active involvement. Organized social and physical activities with the elderly and students of nursing were implemented to socialize and to enable students to promote healthy lifestyle of the elderly and transfer knowledge about healthy lifestyle. Project outputs and results had an impact on raised awareness on this thematic filed, strengthened partnership of partner institutions, quality of learning, greater international mobility of students and lecturers, greater opportunities for students of nursing. The main outputs and results of the project are: Web portal, five new optional subjects offered at each partner institution, recommendation for future work in this field, guidelines for ethical care for the elderly, guidelines for development of new programmes for healthy lifestyle of the elderly, DVD with recorded physical activity for the elderly (with recommendations and instructions). A lot of effort was devoted to evaluate the project and its results and as well to dissemination activities with which we tried to reach as many member of target gropus as possible. And moreover we made an effort to disseminate the results to local government and general public to raise awareness among people at a greater scale. We aimed that the project produced and offered long term benefits such as recommendations for future work in this field, newly developed guidelines, new optional subjects and Web portal.

<< Background >>Typical laboratory training of biomedical students takes place in a real-life laboratory and is led by academic and pathology experts. The exercises are of the “hands-on” type so that the student can acquire the necessary manual skills to allow him/her further work in a research lab. The COVID-19 pandemic restricted access to laboratory on-site training sessions has limited the possibility of staff-student interaction and development of students’ scientific skills. Consequently, the methodology of biomedical laboratory education and practical training has been challenged with a need to redesign the teaching approach. The pandemic has revealed certain shortcomings of the current educational strategies and prompted an innovation drive to remedy this situation. Over the past two years it has become apparent that a simple move to on-line teaching and digital interaction did not bring the expected results. While it partially worked for the lecture/seminar types of teaching, it failed when it came to the practical training. The standard tools for the remote training simply failed. We are applying for this project because all the grant applicants have faced this problem and challenge at the same time. Over the months we have developed educational solutions that, if further refined, will deliver a new approach for blended learning not only during pandemic but also at regular times. We know we have the skill to put together a course that will be useful in blended learning for the students at the European Universities. With this project we aim to capitalize on our collective knowledge and skills to create an on-line tool that would be used in teaching curriculum irrespective of any potential restrictions of contact-based education. The specific needs we plan to address are - The lack of an accessible tool replacing and/or enhancing wet lab teaching - The need for a platform giving educational tools to professionals teaching biomedical curriculum - The need to have an informational exchange hub for students and academic teachers to dynamically adapt the educational tools to the rapidly changing educational landscape of topics and tools.<< Objectives >>The key objective of the project is the development of a platform that would, in the educationally unstable times, provide students and teaching professionals with tools to maintain the high standards of the practical training. It is in line with the objectives set by the European Commission in the Education and Training Program. Specifically, the VIBES will contribute to the establishment of innovative European educational and scientific partnerships to design and implement students’ training with the use of high-quality standardized materials necessary for creation of sustainable educational models embedded with curricula. The aims of this project are: 1. address the common needs and priorities in the field of biomedical education resulting from limited access to laboratory infrastructure/equipment and teacher/peer-based institutional methods2. enable transformation and curricular changes by creation of an innovative online laboratory practice in biotechnology/ bioscience lab techniques3. promote knowledge transfer to digitally enhanced scientific approach4. allow learners to develop skills for professional decision-making and scientific operational autonomy5. enhance the quality in biomedical laboratory science education and practice6. increase the capacity of cooperating participants to operate jointly at transnational level7. open biomedical laboratory science to external learners and potential stakeholders<< Implementation >>We will jointly create an effective online laboratory practical training in biotechnology/bioscience laboratory techniques that will incorporate:- embedded videos recorded with a GoPro/Camera to capture: first person ‘point of view' technical skills of an expert performing the advanced lab technique - adaptive feedback; ‘drop and drag' morphology; multiple choice questions; ‘roll over' and annotated answers; extended feedback from a virtual ‘Biomedical Scientist'; and student-led learning (choice of activities). - one workshop on the final results and deliverables - an educational workshop aimed at training academics who might want to implement created educational resources in the biomed teaching process - physical meetings among consortium participants to fine-tune the practical aspects of the prepared teaching modules - recording of the video material according to the prepared screenplay - creation of interactive online training modules<< Results >>The project results will be: - novel teaching module for the medical and biomedical students at a bachelor/master level - written materials describing the procedures and methodologies used in the course - video material demonstrating the research procedures - self-testing module that will test if the teaching goals have been reached. - International glossary of biomedical and embryological terms related to the course - online web-based resources and student activities (quizzes, short answer questions, annotated morphology pictures); - 24/7 access to virtual slides (e.g. annotated moveable online tissue sections) - online tutorial feedback provided by an expert (e.g. in histology) - interactive online learning modules (e- Learning) - expert-led video demonstrations in the biotechnology laboratory. Additional outcomes will be - A methodological resource for members of medicine and biomedicine related professional societies - A webpage describing the link between the biomed research and clinic aimed at the general public in Europe (in different languages) - Creation of a novel European educational network that will in the future develop and expand the generated course and apply for other competitive funds to do that. All laboratory practical activities can be attended at least for 80%. of total ECTS and Certificate may be awarded by the consortium universities.

<< Background >>Healthcare is a very demanding working environment that is characterized by societal and organizational changes, technological development, growing diversity among care recipients and patients, and scarcity of resources. Together with shortages of staff and time, lack of respect and effective cooperation in inter-professional teamwork, disempowering organizational structures, nurses and midwives are at constant risk to develop moral distress. Moreover, a constant exposure to moral distress ultimately leads to moral stress, which has negative outcomes such burn-outs, extended sick leave, and even nurses and midwifes even leaving their profession. Hence, moral distress and stress can become a vicious circle putting extreme pressure on health organizations. The COVID-19 pandemic, in a very direct and intense manner, has shown the extreme fragility and complexity of the different European healthcare systems which led and continues to lead to major moral distress among all healthcare workers.It is evident that to avoid moral distress and stress, and their negative outcomes, nurses and midwifes' ethical competence need to be strengthened. Nurses and midwifes need to have an increased awareness of the ethical complexity of the settings (e.g. hospitals, nursing homes, home care) in which they work and have the ethical competence to deal with this complexity before entering the working field. Although the World Health Organization, in 2016, identified “ethical and legal principles and professionalism” as one of the key nurse educator core competences, good practices to improve ethical competence integrated in educational curricula of Nursing and Midwifery Programs are still lacking. Hence, there is an urgent need to develop innovative learning methods to establish ethical competence among nursing and midwifery students. Moreover, as ethics involves nurses and midwifes as whole persons, these learning methods need to focus upon a holistic understanding of what it is to be a nurse or a midwife, and not just upon one specific skill or quality. Moreover, learning methods should encompass the complex clinical reality and need to deal with: 1) inter-professional contexts, 2) increasing diversity, 3) high-tech contexts, and 4) deep-level learning.<< Objectives >>With increasing complexity of different healthcare settings (e.g. hospitals, nursing homes, home care) nurses and midwifes are confronted with an increasing risk to moral distress, and more severely moral stress, and its negative outcomes such as burn-out and leaving the nursing and midwifery profession. ETHCOM aims to strengthen the ethical competence of future nurses and midwifes by means of experiential inter-professional learning methods which will be implemented in nursing and midwifery educational curricula and programs. On a longer term the overall aim is to make the nursing and care profession as also their work environment more ethically robust.Consequently, the project has several objectives:1) Harmonizing the nursing and midwifery educational curricula and programs to the ethical needs groups experienced in the professional nursing working fields which are characterized by changing societal and organizational structures, increasing diversity among healthcare professionals and patient groups, increasing technology development and uptake, and scarce resources.2) Developing and implementing experiential inter-professional training methods to enhance the ethical competence of nursing and midwifery students, educational and clinical professionals, particularly teachers and tutors.3) Safeguarding the impact of the co-created experiential training methods by ensuring the inclusion of all the stakeholder groups (particularly vulnerable healthcare user groups e.g. families and patients with diverse cultural background and special needs, patients in end-of-life care).4) Enhancing proactive ethical conflict solving competences of healthcare professionals working in inter-disciplinary healthcare teams with diverse approaches, views, and beliefs and within challenging cultural situations.5) Facilitating inter-disciplinary ethical problem-solving skills related to ethical dilemmas in high-tech clinical settings.<< Implementation >>ETHCOM is based on a solid and unique transnational and co-creative action learning approach, in which ten interdisciplinary action learning teams (ALT) facilitated by trained teachers/tutors will develop, test, and evaluate experiential learning methods in nursing and midwifery educational programs. Each partner will facilitate two ALTs. The innovation, implementation and evaluation process of ETHCOM is based on the principles of participatory action research, and relies on three important cornerstones: 1) approached from an inter-professional point of view; 2) applied to the emerging challenge of patient diversity and technology uptake in healthcare; and 3) conducted in co-creation with higher education and different clinical environments (e.g. intensive care unit, psychiatric setting, dementia-care setting).In a first phase, all partners describe the needs concerning ethical competence in different stakeholders (students, teachers, nurses, midwives, nursing and midwifery managers) specific for the allocated clinical learning environment. Nursing and midwifery students will support this need analyze by developing related literature reviews.In a second phase, ALT participants immerse themselves in nursing and midwifery work in the different clinical ETHCOM learning environments so to describe experiences which they find ethically stimulating or challenging. Guided by Kolb’s Experiential Learning Cycle (concrete experience, reflective observation, abstract conceptualization, active experimentation), the ALT will transfer these experiences into ethical scenarios to be implemented in simulation based learning sessions to urge ethical competence.In a third phase, the ALT will work on transforming the ethical scenario’s in experiential learning methods (e.g. simulations) specific for the predefined clinical learning environment. These methods will be first tested by the ALT. The co-created experiential learning methods are tested by other ALT's in order to gain ethical competence at EQF6-level and in order to facilitate life-long learning among teachers, nurses and midwifes focusing on practical dilemmas. Gallagher’s five stages of ethical competence (ethical knowing, ethical seeing, ethical sensitivity, ethical reflecting, ethical doing behavior, ethical being) will be used to assess the increase of ethical competence among ALT’s participants and of later students.The process and outcome evaluations of the ETHCOM-project include participation of all the stakeholder groups, both relevant professional and healthcare user groups. The formative evaluation phase includes definition of the needs for the harmonization of the curricula emerging from immersion in selected contexts, literature reviews reporting existing evidence and consulting relevant healthcare user groups and families. The process evaluation of the ETHCOM-project contains assessments of various intervention implementations, acceptance and reach of the participant group describing how the project was carried out in practice. It also describes how the project was implemented differently in diverse environments and stakeholder groups. The process evaluation reveals why the project did or did not achieve the anticipated outcomes in real-life. It starts after the detailed ETHCOM action planning and occurs before the interventions start. The project actions are important to integrate and visualize into intervention maps (IM) or logic models (LM). Formative evaluation is conducted concurrently with the impact evaluation (Bauman & Nutbeam 2013 ).<< Results >>ETHCOM has three types of envisioned results: General results, Practical results, and Potential long-term benefits. The first type refers to this project’s aim to increase the ethical competence of nursing/midwifery students, the second covers those aimed experiential learning methods and supporting tools to establish this increased ethical competence, and the third refers to the continuous effect of the aimed methods and supporting tools.GENERAL RESULTS:1) To increase nursing/midwifery students’ ethical awareness and competence by developing and implementing experiential learning methods into existing EU educational curricula.2) To establish an ongoing change of ethical competence in the healthcare working field.PRACTICAL RESULTS:1) ETHCOM NETWORK: ETHCOM Digital Platform, ETHCOM Course, and Partnerships (Project Result 1)Together, partners lay down the foundations of the ETHCOM NETWORK which systematically will be broadened to a wider network of partners by means of a digital platform and a yearly ETHCOM course, organized by one of the partners. By means of this network, methods, good practices, and experiences will be made publicly available and shared.The ETHCOM Digital Platform will be the disseminating tool of the project, by which the results, the methods, the developed experiential learning methods, the ETHCOM TOOLKIT, MANIFEST, and LIBRARY will become available to a wider public. During the project time, partnerships will be elaborated, the digital platform will be released and the first summer course will be organized. The network inspires and empowers all European teachers and tutors (and broader) to share good practices and to cooperate in realizing high standard education and to put ethics on the nursing/midcurriculum and research agenda.2) ETHCOM TOOLKIT - Practical Compass and Experiential Learning Methods to improve Ethical Competence in Nursing and Midwifery (Project Result 2)ETHCOM project publishes an e-book:a) An instruction manual for teachers and tutors that encompasses a practical compass with ‘how, when, what and in which context’ to use experiential learning methods, or in other words, with guidance for teachers and tutors describing the objectives, expectations, risks and pitfalls of the learning materials.b) A range of different experiential learning materials with practical instructions and videos.By means of this e-book teachers and tutors are equipped with practical tools that they can use in daily practice. The e-book contributes to the improvement of the ethical competence of (future) nurses and midwives in an interdisciplinary context with special attention to issues of diversity and technology use.3) ETHCOM MANIFEST: Ethical competence education line for Nursing and Midwifery (Project Result 3)For both nursing/midwifery programs (from start to graduation) ETHCOM presents an ethical competence learning line based on inter-professional and practice-based evidence.ETHCOM fosters the definition of a European core curriculum in nursing and midwifery. ETHCOM focuses on the inter-professional context which makes it more likely that project results can be translated and applied to other healthcare programs.4) ETHCOM LIBRARY: Sharing Knowledge and Insights (Project Result 4)Strengthen the ethical competence of future nurses and midwifes by means of experiential inter-professional learning methods: results and recommendations from a European action learning project. ETHCOM has the societal responsibility to share the insights and results of the project with the broader educational community. The project design facilitates co-creation with predefined quality standards that are required for high level publicationsPOTENTIAL LONG-TERM RESULTS:Nursing and midwifery students as well as their teachers and tutors become more ethical competent, will experience less ethical distress in clinical practice, increase their awareness of cultural and professional diversity in the EU.

<< 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.