<< Objectives >>TECH2MATCH supports cross-disciplinarity and internationalisation involving nursing-, physiotherapists- and midwifery educations led by DK with partners from FIN, AT & ES. Due to missing technological skills in healthcare TECH2MATCH will educate future healthcare professionals to match and use the right technology for people with pain (PwP) to improve health and quality of life. TECH2MATCH will ensure HEIs strengthen the digital skills and competencies for min 60-80 students & 16-20 lecturers.<< Implementation >>TECH2MATCH implements a 5 ECTS blended learning course. To develop TECH2MATCH desk research, reports on needed skills and identified gaps will be conducted. 4 frameworks will be developed along with 4 focus groups with national stakeholders to inform the blended learning, the real-life scenarios, the training of lecturers and the xMOOC. A pilot will be conducted, and 4 WPs summaries reports will be carried out. Finally, interviews, surveys and events will be used to evaluate TECH2MATCH.<< Results >>TECH2MATCH results in 4 frameworks and a blended learning 5 ECTS course for healthcare students, improving the health and quality of life for PwP. Providing them with skills and competences to match and use technology by involving patients in other situations and disciplines of healthcare, having a constructively critical approach to technology. The innovative digitalisation, development of frameworks, and inclusion of stakeholder groups will inspire the further future development of HEIs.

Vorarlberg University of Applied Sciences mission statement defines the generation and transfer of knowledge and competencies on an academic level as its central task. In this way, the university makes an important contribution to the economic and social development of Vorarlberg and ensures the prosperity of the region over the long term. Systematically, the internationalisation strategy of Vorarlberg University of Applied Sciences also intends to foster a critical contribution in this direction through the systematic promotion of international alliances in learning and research.In the area of learning, in particular, the goal is to provide international standards and content in the courses conceived in conformity with the Bologna requirements. Another goal is to provide students with the key qualifications that are important in a labour market defined by globalisation and internationalisation. This includes intercultural competencies, knowledge of European and international connections, an understanding of other cultures and ways of working, expertise and knowledge of foreign languages and the expansion of one's own horizons. Ultimately, employers and thus the region of Vorarlberg will benefit from the competencies of their staff.For the university, the alliances with international partner universities also facilitate contacts to qualified professional lecturers, the mutual expansion of individual study programmes and opportunities for the university's own lecturers and the administrative staff to participate in international mobility projects.The aim of the completed project was to offer mobility options for students and staff for studies, teaching and training. Almost all mobility activities could get realized as planned, all expected results could get achieved.85 students successfully completed their mobility period abroad. This also means that 48 % of all full-time bachelor students of the university have improved the above mentioned key qualifications. In future, their employees also will benefit from the skills and experiences of the graduates, which will contribute to the prosperity of the region over the long term.Additionally, 31 staff members participated successfully in the project and benefited from their mobility activity. Lecturers and administrative staff have had the chance to enlarge their knowledge, their skills and their networks and will therefore be able to improve their own work at the university and for the students.

This is a project for higher education student and staff mobility between Programme Countries and Partner Countries. Please consult the website of the organisation to obtain additional details.

Healthcare and social care providers are called to embrace smart technologies and the use of Artificial intelligence (AI) and social robotics in order to adapt in the current challenges of an ageing population and workforce shortages. In order to harness the power that AI has to offer, difficult medical challenges need to be addressed as well as societal barriers towards the adoption of such technologies in health and social care. Research also suggests that cultural change and addressing the reluctance and scepticism from the care workforce on the ability of AI and robotics to assist them in their role rather than being a threat to their jobs, needs to be recognised as a priority. The literature reviews conducted by my research centre (RCTSH) during 2018-19 indicated the current global absence of any professional learning and training programmes in health and social care that offer care workers and students the opportunity to explore and integrate awareness of the technologies that are, or may soon be deployed in care settings. The health and social care workforce needs to be trained, learn new skills and achieve new competencies. In 2019 we also conducted a number of in-depth interviews with individuals working in social care who have had some exposure to AI humanoid robot in their working environment in the UK; early indications have revealed suggestions for staff training.Based on this evidence -and any other which will become available during the first year of the project’s timescale- the proposed project will aim to produce learning materials which will be suitable for health and social care workers and educators not only within the partnership of this project but also internationally. We will embed the materials in a MOOC course (massive open access online course) which the project will pilot and then deliver over a period of five weeks. This is an ideal way to include individuals who otherwise would not have (or could not afford) opportunities to learn and engage with others - from different parts of Europe and the world - on this topic.The MOOC will be on Transcultural Robotics Nursing*(TRN), a term coined by the CARESSES project which I was a member of for the last three years. The CARESSES project produced the first culturally competent AI robot. Transcultural Robotics Nursing will enable us to develop a course that combines the main topic of the IENE programme (Intercultural education) with AI robotics in health and social care. The whole of the IENE programme (the previous 9 projects) as well as Transcultural Robotics Nursing were underpinned by the Papadopoulos theory on transcultural health and nursing which is operationalised through the Papadopoulos, Tilki and Taylor (PTT) model (1998, revised by Papadopoulos in 2006). Whilst each project within the IENE programme has a unique area of work, the PTT model provides the cultural lens and framework for the systematic development of the course, an important consideration in a multicultural world.*Transcultural Robotics Nursing is defined as the ability of a robot to recognise a person’s cultural values, beliefs, attitudes and self-care practices regarding their health and illness, and respond with compassion in a culturally sensitively and appropriate way. The new field of TRN explores the need for (trans) culturally competent robots in health and social care, addresses the various implications of the deployment of culturally competent robots for patients and the workforce include the urgent need for training.Please note that the term 'nursing' used throughout this application refers to the provision of care by qualified and unqualified nurses in hospitals and the community as well as the care provided by care workers in care homes and the community. It also refers to those who train /educate the caregivers, those who manage care-giving services and those who are involved in policy making for care-giving services.

This action supports physical and blended mobility of higher education students and staff from EU Member States and third countries associated to Erasmus+ to any country in the world. Students in all study fields and cycles can take part in a study period or traineeship abroad. Higher education teaching and administrative staff can take part in professional development activities abroad, as well as staff from the field of work in order to teach and train students or staff at higher education institutions.