Centro para la investigación del pensamiento contemporáneo e innovación para el desarrollo social (COIDESO).

The new pandemic-lockdown situation has caused empowerment of new technologies; mobile phones and computers have gained further importance. Homes have become the new educators of health since health education has decreased or stopped during the pandemic. The lack of knowledge in the child and adolescent population about how to incorporate healthy habits in their daily lives, along with the rise of health devices and the introduction of healthcare in the syllabus, has led to the realization of the present study. The aim of this study was to identify the relevant health topics in a sample of adolescents for the later development of a mobile application (Healthy Jeart) that promotes the adoption of healthy lifestyle habits in adolescence. The information was gathered through the technique of nominal groups. The sample was recruited by nonprobability purposive sampling, with a total of 92 students from 4 educational centers of the province of Huelva (Spain). According to the obtained results, the most relevant categories were physical wellbeing (40.81%), psychological wellbeing (22.13%), interpersonal relationships and social skills (21.58%), toxic substances and addictions (10.35%) and sex habits (1.83%). This technique allowed identifying and selecting the most relevant content areas of the “Healthy Jeart” application.

Educational institutions and their agents play a fundamental role in improving people’s health literacy and quality of life. We intend here to describe and justify an educational resource embodied in an application for mobile devices developed through a subsidized project by the Ministry of Health (Government of Andalusia); the purpose of this app is to educate young people in healthy habits. The application was designed to be easily used in both smartphones and tablets with the aim of achieving good physical, psychological and social health. The project comprises several phases and the results we have so far show that, from an early age, health institutions and educational settings must work in partnership, increasing health literacy levels. This cooperative work combined with the use of this innovative approach presents an important potential for change in the lifestyles of younger generations. This type of intervention took on a special role in the pandemic context, allowing for the maintenance of the educational stimulus in a safe context.

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The disease caused by the SARS-CoV-2 coronavirus led to the disruption of normality with respect to education, public healthcare and new technologies. Education is a fundamental pillar to increase the knowledge and morale of people. However, due to the lockdown implemented to protect the population from an infection of unknown aetiology, the education system decided to switch from face-to-face education to virtual education. This modality has affected the teaching–learning process in the Degree of Nursing, since its competencies and knowledge demand in-presence learning. The aim of this study was to evaluate the impact that telematic education had on students of the Degree of Nursing who were studying in the final year of said degree, which involves their imminent entry into the labour market. We used the client satisfaction questionnaire of Bob Hayes to gather data and analyse the satisfaction level of the nursing students. As a result, a considerable amount of information was obtained about teaching, which shows the absence of practical activities and the lack of information about safety and protection measures related to the pandemic. Most educators themselves were struggling to understand the implications of the virus and implement appropriate safety measures, since there was quite a bit of conflicting information relating to the effectiveness of personal protective safety equipment and the lifespan of the virus on various media outside of the host. It is, therefore, not surprising that education for students in this regard was lacking. In general, most of the students showed dissatisfaction with the virtual education they received.