Digital transformation in healthcare (5cr)

Code

General information

Enrollment: 17.11.2025 - 08.01.2026; Registration for introductions has not started yet.

Timing: 22.01.2026 - 05.05.2026; The implementation has not yet started.

Number of ECTS credits allocated: 5 cr

Local portion: 2 cr

Virtual portion: 3 cr

Mode of delivery: Blended learning

Unit: School of Health and Social Studies

Teaching languages: English

Seats: 0 - 30

Degree programmes: Master's Degree Programme in Advanced Practice Nursing

Teachers: Mervi Monthan; Hanna Hopia

Teacher in charge: Hanna Hopia

Groups: ZJAYSN25SM
Open UAS, sote, Master's Open Route Studies, Advanced Practice Nursing; YSN25SM
Master's Degree Programme in Advanced Practice Nursing (YAMK)

Course: YS00BV67

Unfortunately, no reservations were found for the realization Digital transformation in healthcare YS00BV67-3004. It's possible that the reservations have not yet been published or that the realization is intended to be completed independently.

Evaluation scale

0-5

Content scheduling

29.1.2025 from 9 am to 12 pm contact lessons
17.2.2026 from 9 am to 11 pm Online Webinar (Helsinki time)
26.3.2026 from 1 pm to 4 pm contact lessons
14.4.2026 from 9 am to 11 am Online Webinar (Helsinki time)
5.5.2026 from 9 am to 12 pm Online Webinar (Helsinki time)

Objective

The purpose is to deepen your understanding of why health care professionals need to be at the centre of development of digital technology and digital transformation. Another purpose is to increase your knowledge of utilizing the opportunities of digitalisation in development and management of your own field of expertise.

Competences: Operating in a workplace, Counselling of patients, clients and family members, Developing working community

By the end of the course, you can critically analyse areas in healthcare where digital transformation can have a significant impact. You are able to identify key drivers of digital transformation and evaluate the potential risks and benefits of digitalisation in healthcare context (e.g., artificial intelligence (AI), cybersecurity). You are able to create, develop, and critically evaluate evidence-based educational e-health and other digital material aimed at different types of patient groups. Additionally, you can apply evidence-based nursing interventions (such as usage of gamification, wearable technology, digital self-monitoring tools and other emerging digital technologies) in counselling patients and their family members. You can reflect on the prejudices and potential ethical considerations related to healthcare digitalization. You understand the reform of working life and you are able to educate your coworkers and multi-professional teams to use and apply practices based on the best evidence on digital technologies.

Content

Assessment of the current state of healthcare digitalisation.

Identification of key drivers of digital transformation in healthcare.

National and international regulations and standards for healthcare digitalisation.

Evaluation of the benefits and challenges of digital transformation on counselling patients and their family members.

e-health and m-health counselling method on patient education.

Critical analysis of new emerging digital technologies (e.g., AI, machine learning, Cyber security, gamification, eHealth and mHealth applications) to improve patient care and population health.

Evaluation and reflection on the potential ethical considerations of healthcare digitalisation and its transformation (e.g., equity of access to services, patient data privacy, ownership of data).

Location and time

Materials

Esmaeilzadeh, P. (2024). Challenges and strategies for wide-scale artificial intelligence (AI) deployment in healthcare practices: A perspective for healthcare organizations. Artificial Intelligence In Medicine, 151, 102861.
Gustafsson, C. & Dannapfel, P. (2025). Leaders’ experiences of successfully implementing health and welfare technology in sparsely populated Nordic areas. Disability & Rehabilitation: Assistive Technology, 20(1), 85–96.
Naamati-Schneider, L., Arazi-Fadlon, M., & Daphna-Tekoah, S. (2025). Strategic technological processes in hospitals: Conflicts and personal experiences of healthcare teams. Nursing ethics, 32(1), 236–252.
Petersson, L., Larsson, I., Nygren, J. M., Nilsen, P., Neher, M., Reed, J. E., Tyskbo, D., & Svedberg, P. (2022). Challenges to implementing artificial intelligence in healthcare: a qualitative interview study with healthcare leaders in Sweden. BMC health services research, 22(1), 850.
Nair, M., Svedberg, P., Larsson, I., & Nygren, J. M. (2024). A comprehensive overview of barriers and strategies for AI implementation in healthcare: Mixed-method design. PloS one, 19(8), e0305949.

Teaching methods

Flipped learning: home tasks prior to webinars and contact lessons
Problem-based learning: exercises, workshops, group discussions
Online pedagogy: various methods of online pedagogy, lectures

International connections

The course makes use of international literature and, where possible, seeks to engage international experts to lecture on the course themes.

Student workload

Contact lessons: 6 hours
Online webinars: 7 hours
Familiarization with the course literature:16 hours
Home tasks: 16 hours
Assignments: 90 hours

The total student workload for the course is 135 hours (1 ECTS credit corresponds to 27 hours)

Assessment criteria, satisfactory (1)

1 Sufficient
Student can recall the purpose of digital transformation in healthcare and is able to identify the key areas where digital transformation can have a significant impact. Student can recognise the opportunities of technology and digitalisation at work and begin to understand how digital transformation can improve healthcare delivery and enhance their daily work routines. Student can recognize his/her role as an actor of digital transformation. Student can implement e-health councelling methods aimed at different patient groups.

2 Satisfactory
Student is able to explain the concept of digital transformation and its application in healthcare including the technologies and strategies used to enhance healthcare delivery, the key drivers of digital transformation, and the potential risks and benefits of digitalisation. Student can discuss the potential risks and benefits of digitalisation in healthcare context. Student can recognize the importance of his/her role as an actor of digital transformation. Student is able to evaluate e-health councelling methods and material aimed at different patient groups.

Assessment criteria, good (3)

3 Good
Student is able to apply the knowledge and skills gained in the course to real-world situations such as developing an implementation plan for eHealth and mHealth services. Student can utilise the opportunities of technology and digitalisation in healthcare to improve patient care. Student is able to demonstrate the ability to critically analyze areas in healthcare where digital transformation can have a significant impact. Student can reflect the importance of his/her role as an active actor of digital transformation. Student is able to develop and evaluate e-health councelling methods and material aimed at different patient groups.

4 Very good
Student is able to analyse the potential risks and benefits of digitalisation in healthcare context. Student can evaluate the evidence-based nursing interventions such as usage of AI, gamification and other emerging digital technologies in counselling patients and their family members. Student is able to critically evaluate ethical considerations of healthcare digitalisation. Student can analyse the importance of his/her role as an active actor of digital transformation. Student can create, develop, and evaluate evidence-based educational e-health and other digital methods and material aimed at different types of patient groups.

Assessment criteria, excellent (5)

5 Excellent
Student is able to use evidence-based study results to develop and apply evidence-based nursing interventions such as usage of AI, gamification and other emerging digital technologies in counselling patients and their family members. Student can create a plan to educate coworkers and multi-professional teams to use and apply practices based on the best evidence on digital technologies. Student is able to design a plan to ensure the safe and ethical implementation of digital transformation in healthcare context. Student can analyse the importance of his/her role as an active actor of digital transformation in multiprofessional teams and networks. Student can create, develop, and critically evaluate evidence-based educational e-health and other digital methods and material aimed at different types of patient groups and their family members.

Qualifications

Bachelor degree in healthcare, social care, nursing or rehabilitation.

Further information

Assessment methods: self-assessment, peer assessment, and teacher feedback. The assessment is criteria-based.