The digital transformation of health is dramatically requesting the use of digital technology in European health care systems. HCPs are core in accelerating the digital transformation of health. The EU Joint action Health Workforce Planning and Forecasting states digital skills are an important future skill for healthcare workers. Heath care professionals will require knowledge on how to transfer their health related skills to the new digitalised healthcare paradigm. DELIVER inspires to enhance the digital skills of HCPs by supporting the digital transformation of health within European regions.DELIVER target groups are multidisciplinary healthcare professionals and health care managers working in the hospital and/or community care sectors. The overall goal of the project is to enhance the digital skills of HCPs. To achieve this, DELIVER will produce five intellectual outputs: IO1 - Needs analysis IO2 - Digital and Organisational analysis IO3 - Educational program and e-learning toolsIO4 - Health care professionals’ e-learning platform (HELP) for digital skills IO5 - Policy and implementation recommendationsDELIVER will be a collaboration project of five partners from four EU countries: Denmark, Italy, Slovenia, and Italy. The partners have specific expertise, knowledge and research activities in the fields of health, education, innovation, telehealth, e-health, m-health, and in the development of training programs for HCPs.DELIVER is an action research project and produce high quality standard results, DELIVER will apply a co-creation and co-design methodology. Co-creation is a process that creates change by working with people, organisations and communities. It will involve a participatory approach where stakeholders will participate throughout the entire project through four organised dialogue meetings in each country.DELIVER provides high quality digital skills training for HCPs enabling them to achieve essential skills in ICT communication, home monitoring and telehealth solutions and more. The generic transnational educational program, e-learning tools and the health care professionals’ e-learning platform will be jointly developed by partner organisations. DELIVER will directly affect approximately 350-400 HCPs across the four countries as well as indirectly affecting other members of participating organisations and citizens within the local community. DELIVER will welcome all interested parties to the national seminars and the final European conference to share results, lessons learnt and best practices. The health care professionals’ e-learning platform for digital skills will be open and accessible to all Europeans, and provide long-long learning opportunities to enhance the digital skills of health care professionals.

Heart failure (HF) is the leading cause of hospitalisation in people over the age of 65 and carries a high cost to healthcare systems. It also exerts a significant economic toll on patients, their families and society in general; more the 15 million people are living with HF in Europe. Despite the considerable burden to human life and healthcare costs there has been scarce innovation in treatments in the past several decades: HF occurs mainly in the older population that may mistake symptoms as being the natural result of ageing and therefore not recognized until the condition has reached a severe stage. Poor management of HF increases the risk and frequency of acute episodes resulting in hospitalizations, poor quality of life and high burden on healthcare systems. The recent COVID-19 pandemic has evidenced that fearing to be infected, cardiovascular patients delay care. A state-of-the-art search indicated that that integrated care is crucial for improving the health care services, wellbeing and engagement through shared decision-making, education and support to self-management. Existing solutions are local and there is no common effective solution available in the market. Public procurers cannot go to open tender to deploy effective solutions for advanced heart failure. The TIQUE Consortium recognised Pre-Commercial Procurement (PCP) as the only way to stimulate the market to find a solution to the common problem. TIQUE will bring to the market new integrated care solutions implementing a predictive, preventive, personalized and participatory model of health care services for patients with heart failure. TIQUE will stimulate European industry to become a global leader in this innovative field. Use of PCP is of particular interest to the consortium members some of them are familiar with PCP and PPI and in using them strategically while others are new adopters. The consortium will proactively share PCP knowledge with the PiPPI and EURIPHI communities of practice.

<< Background >>The European project ATHIKA (Advanced Training in Health Innovation Knowledge Alliance) was born with the purpose of bringing a humanistic approach to the engineering education while addressing the most important new research in the world of AI and IoT linked to Healthcare. It has been achieved by building a set of advanced training programs for students, involving academia, health public administration, SMEs, startups and entrepreneurs, and health business consultants.<< Objectives >>ATHIKA project has successfully achieved the objectives by developing a KA through the cooperation and involvement of the HEIs, SMEs and Industry of the KA with the final result of an international multidisciplinary free-access online eHealth course for all backgrounds that provides the tools (key digital competences, job-specific skills, ethical awareness, innovative pedagogies, cutting-edge knowledge, Challenge Based Learning) to face eHealth challenges(from technical and business perspective)<< Implementation >>The ATHIKA project designed the ATHIKA Framework for the eHealth Challenge identification and Scenario Planning, the companies designed their challenges using it. In parallel, the HEIs prepared the ATHIKA course platform, focusing on a common part (eHealth sector and Fundamentals) and on a specific part for IoT, AI&Ml and Gov&ethics has been developed. After deploying the course, a workshop, competition and mobility was hosted. A refinement has been applied following the students' feedback.<< Results >>- ATHIKA framework (Health and Smart City Ecosystem Framework)- ATHIKA course (Unit 1-eHealth; Unit 2-Fundamentals; Unit 3-IoT; Unit3-AI Unit3-Governance&Ethics). More than >180 international students involved- ATHIKA IoT Lite (>300 undergraduate students involved)- ATHIKA competitions (>70 students participated; 12 students won)- ATHIKA Mobility (9 students travelled to the companies of the project)

<< Background >>One of the challenges higher education institutions (HEIs) are facing nowadays is promoting equal opportunities among graduates to enhance their employability. HEIs must provide core educational elements which allow all the students, even those with fewer opportunities, to tackle the globalized and constantly changing 21st-century societies. As seen with the pandemic, digital skills have become a priority. Moreover, transversal skills, including intellectual, self-management skills, communication skills, ethics, internationalization, and research-oriented minds are among those core educational elements all students should have. Increasing transversal skills acquisition among students will make them more sensitized citizens towards societal needs and capable to face them.Another key element to face the emerging challenges of society is the Internationalization of Higher Education. However, some students face barriers that impede their mobility experiences. Internationalization at home is a good educational experience, open to any student, in which both, transversal and digital skills are trained. Moreover, internationalization at home gives the opportunity to learn intercultural collaboration by those students who are not able to study abroad. Design of more international curricula will have a broader impact among graduates and HEIs, not only on those engaging in mobility programs (only 5% of students can have the Erasmus+ experience). In addition, it is a greener way to interact with other cultures and practice multilingualism. Moreover, the international experience during formation will make students more aware of international social concerns.Over the last years, HEIs invested a huge number of resources in the internationalization of the curriculum to promote and support the development of students’ international, intercultural, and intersectional competencies. These efforts were worth it as improvements have been carried out. Several examples and experiences of joint semesters between institutions may be found in Europe. So far some projects are focused on describing the level of Evidence-based practice at the three levels of Higher Education, specifically in Nursing (EBP e-Toolkit project), on training higher education teachers to improve the e-learning higher education (ECOLHE) or on contributing to the fundamental transformation of European Higher Education that empowers learners as globally engaged citizens with state-of-the-art knowledge, skills, and innovation potential to tackle major societal transitions and to promote equitable quality of life and sustainability (ENLIGHT). However, the Internationalization of Final Graduate Dissertations (IFGD). is still a challenge. EHECADI project aims at co-designing a digital, international, and collaborative model, a knowledge Hub, hosting a Virtual Community of Practice, used by European HEIs to reinforce existing health care curricula in 4 health disciplines (nursing, physiotherapy, occupational therapy, and human nutrition and dietetics) to address societal health challenges through International Final Graduate Dissertations.Curricular development, towards an International Final Graduate Dissertation, will empower our students, all of them (no matter which is their origin or culture, socio-economic background), to face the forthcoming global professional challenges in response to societal needs. Moreover, IFGD will facilitate a research networking scenario among HEIs as IFGD are research-oriented projects. This curricular development will be achieved through the EHECADI online open course and with the EHECADI guidelines both of the project results<< Objectives >>The EHECADI (EUROPEAN HEALTH CARE FINAL DISSERTATION) project supports healthcare students from different disciplines (nursing, physiotherapy, occupational therapy, and nutrition and dietetics) to address broad societal health issues such as healthcare equity, epidemic preparedness, underinvestment in healthcare workers, health needs of migrant populations, etc. through International Final Graduate Dissertations (IFGD). This new generation of students will be sensitized to these challenges and provided with the necessary skills to work in an interdisciplinary and evidence-based way to take up the challenges of their future practice. The following project objectives are outlined as steps to achieve this ambitious goal. As the main objective, we aim to co-design a digital, international, and collaborative model, a knowledge Hub, used by European HEIs to reinforce existing health care curricula in 4 health disciplines (nursing, physiotherapy, occupational therapy, and human nutrition and dietetics) to address societal health challenges through international final graduate dissertations. The three major objectives are defined as follows: 1.Strategic Objective 1 (SO1). To codesign a Virtual Community of Practice (VCoP) with the aim to share knowledge between the academia and all the stakeholders, detect societal needs and steer the international final graduate dissertations towards them.2. Strategic Objective 2 (SO2). To co-design, pilot, and evaluate a modular digital open course for students (EHECADI course) aiming at enhancing responsible research, digital and transversal skills through the whole degree length. The course will follow the universal design and it will empower students to be global-minded citizens, more sensitized towards societal needs, and with easier access to employment. Course contents will also be adapted to be used by any subject during bachelor formation with the aim to complement the subject contents and to start with the practice and acquisition of transverse skills from the very beginning of bachelor formation.3.Strategic Objective 3 (SO3): To codesign guidelines for students, teachers, and institutions to support IFGD supported within the Virtual Community of Practice at the Knowledge Hub. The guidelines will contain good practices and tips and tricks for successful IFGD collaboration organized for students, teachers, and institutions. Information related to the EHECADI course and responsible research and innovation will also be available in the students’ guidelines. EHECADI course materials adaptation to different bachelor subjects will also be in the guidelines for teachers. All the objectives of this project will follow a SMART criteria (Specific, Measurable, Achievable, Realistic, and Timely) (see Figure 1 for more details).<< Implementation >>The project activities leading to the previously described objectives will be organized into Work packages (WP). WP1 and WP5 include all the management and dissemination activities, respectively, which will guarantee the on-time development of the project as well as its dissemination and sustainability. More information regarding the detailed activities its timing and monitoring are described in depth in another section. The rest of the work packages, WP2, WP3, and WP4 include the activities leading to the achievement of project results. WP2 includes all the activities leading to the Knowledge Hub (KH) and Virtual Community of Practice (VCoP) co-designed and developed by the participating HEIs working closely together with stakeholders and students. The KH and VCoP co-design will be hosted on a platform that will also be developed and maintained during WP2. Moreover, this WP includes detection of research priorities, responding to societal needs, which will also be launched at the finalized platform. Users' experience assessment is the last activity included in this WP2 as it will help improve the project result. Under WP3 there are all the activities related to the EHECADI course. The course will be co-designed and developed among students, teachers, and stakeholders. Piloting, evaluation, and posterior improvements to the final course are also included in this WP3. Evaluation (final approach to evaluation in codesign terms) will take place in Finland (M16) as a learning and teaching activity with students from all HEIs as well as teachers. The transnational partner meeting in Portugal (M13) will agree on the protocols for this final approach to evaluation. Finally, all the activities related to the EHECADI guidelines are included in WP4. Guidelines codesign and development process includes students, teachers, and stakeholders interaction. Guideline development, implementation, and evaluation is no linear process, but a cycle of interdependent activities which will be closely monitored to achieve the final guidelines. Technical issues and pedagogical approaches will be promoted among WP Leader and participating organizations. As in WP3, the final approach to evaluation will be a learning and training activity for teachers which will take place in Portugal (M28). All the activities will be monitored and deliverables, as well as milestones, have been defined to ensure its on-time completion (see Table1 for more details).<< Results >>EHECADI project aims to address societal health needs through International Final Graduate Dissertations (IFGD). To reach the aim, a virtual space needs to be created to find partners to work internationally and dissertation topics tackling societal needs. The main output of the project will be the creation of a Virtual Community of Practice (VCoP) where members can exchange knowledge and work together towards solving societal challenges through IFGD. VCoP will be codesigned among final users (students, teachers, and stakeholders). The values of the VCoP for its members include helping with challenges, access to expertise, confidence, fun and meaningful work. In the long-term, personal development, reputation, and network, professional identity, voice and influence. By being valuable to its members, this community will be helpful for the sustainability of the project. This VCoP will be hosted in the Knowledge Hub (KH), a virtual platform that will be populated with the other outputs of the project: the EHECADI course and guidelines. The EHECADI course will be an online open course addressed to any bachelor student who wants to enroll in the program. The course will be codesigned among final users (like the VCoP). Its contents will be divided into 3 modules of 1 ECTS each and oriented towards transversal skills acquisition. Lifelong ethics, Green lifestyle, Decent work, Co-creative solutions, Democratic life, Migration are among the course focus. Modules micro-credentials may be obtained after the course is successfully completed (1 ECTS/module). Since transversal skills acquisition is so important, course materials will be adapted to be used for any bachelor’s degree subject. In this way, all the bachelor students will be trained towards transversal skills and not only those enrolling IFGD. These adaptations will increase EHECADI impact and also reach students with language, familial or economic barriers that could impede them from enrolling for IFGD. These adaptations will be in the EHECADI guidelines for teachers. EHECADI guidelines are the third project output. There will be for students, for teachers, and for institutions. The guidelines will be co-designed between final users as the EHECADI course. Guidelines for students will be digital learning pathways where students can find all the information towards the successful realization of their IFDG. They will include all the formative as well as the methodological requirements and the responsible research principles. Guidelines for teachers will contain all the pedagogical approaches and materials to use the contents of the EHECADI course in any health degree subject. Moreover, they will include all the steps which should be considered for mentoring IFGD (how to look for projects and joining them, international collaborative calendarization, etc). The guidelines will also help teachers with their mentoring skills, allowing teachers to accompany any student towards their best performance. Guidelines for institutions will provide the partner HEIs with innovative solutions to include curricular changes throughout the bachelor’s degree to guarantee the necessary skills to give response to the societal challenges through the students’ IFGD. As mid-term project results, we estimate that IFGD will empower our students to face the forthcoming global professional challenges. Student participation in the project, as well as any bachelor student thanks to EHECADI course materials adaptation, will be more aware of societal needs and capable of tackling them. This is expected to have an impact on their international mobility as well as on their employability. Another impact of the project is research networking enhancement among HEIS. Final graduate dissertations are research projects linked to Research Groups (RG). With the project, we make them international and collaborative, increasing the chances of RG to establish new international research collaborations (Figure 1)