**2. Teaching methodology and concept**

to understand BP healthcare and health promotion, and nurses to understand mobile

**Keywords:** BP healthcare, smart aging , cloud-based BP measurement technologies, jointly interdisciplinary learning and teaching, mobile information and communica‐

In this chapter, computers, Internet access, mobile computing, Web page systems, short messaging services, multimedia messaging services, and e-mails were examined with respect to students of medical, nursing, and health science disciplines [1]. The advanced technologies help health science students to access healthcare information and adopt effective methods to develop their skills. Mobile information and communication technology (MICT) has been used in the learning and teaching process of health and medicine science education, and has enabled learning and access to health education knowledge anywhere and at any time [2]. Mazzola et al. [3] demonstrated how physical activity, nutrition, and training through a combination of processes and mobile technologies are related to overweight teenagers and obesity in behavio‐ ral education. The People for Ecosystem-based Governance in Assessing Sustainable develop‐ ment of Ocean and coast (PEGASO) scenarios [3] include motion sensors to detect physical activity, GPS location service, and the smartphone acts as a communication gateway for these sensors with feedback functions and information. The awareness and self-management of obesity risks are important to motivate teenagers to engage in affective learning and trigger a behavioral change. Smartphone applications were exploited to improve participants' healthrelated quality of life and healthcare utilization for rheumatic diseases self-management [4]. Disease-associated self-management strategies can be designed using mobile health (mHealth) technologies. Azevedo et al. [4] reviewed several aims, platforms, and characteristics of

mHealth is a "medical and public health practice supported by mobile devices, such as mobile phones, patient monitoring devices, personal digital assistants, and other wireless devices" [5], and is recognized by the World Health Organization. Advanced mobile Web-based and Internet technologies have transformed current healthcare models with regard to monitoring of physical activity or encouraging physiological changes that stimulate positive health behaviors. Zhang et al. [6] illustrated how to extend a mobile Web-based app with multimedia features for psychiatry education in Singapore, and found out through a survey that MICT helped them save a significant amount of time in clinical activities. MICT must ensure that the physiological signals provided within are accurate and credible. Healthy behaviors (e.g., sports lifestyle, healthy eating habits, and blood pressure (BP) monitoring) help in reducing fatal health risk, disability, healthcare use and health-related costs [7]. Weight management, physical activity, smoking cessation, self-management of diabetes mellitus, and hypertension care using MICT were demonstrated [8]. MICT-supported health behavior interventions are designed to prevent or manage illness and lead to fundamental changes in health practices,

BP healthcare and health promotion system for smart aging.

smartphone applications for self-management of rheumatic diseases.

tion technology

100 Mobile Health Technologies - Theories and Applications

**1. Introduction**

Our teaching team included professors from electrical and nursing fields, as well as physicians, the engineers, and health management experts for Microlife. Cloud-based and mobile BP healthcare knowledge was the focus of studies for students in electrical and nursing fields. The could-based and mobile BP platform of Microlife was used in the healthcare program for interdisciplinary learning. The tele-BP healthcare for smart aging course was offered through the Department of Electrical Engineering, National Taiwan Ocean University, and the School of Nursing Chung Shan Medical University, during February 2014 and June 2014. Fourteen students in the electrical field and 19 nursing students participated for joint interdisciplinary learning. The distance between National Taiwan Ocean University and Chung Shan Medical University is 180 km. Facebook videoconferences were used for team discussions associated with problem-based learning and problem solving. The BP healthcare for smart aging course was offered through the Department of Electrical Engineering, National Taiwan Ocean University, and the Department of Nursing, Ching Kuo Institute of Management and Health, during September 2014 and January 2015. Thirteen students in the electrical field and 34 nursing students participated for joint interdisciplinary learning. In the learning teams, students in the electrical field provided the MICT know-how, and nursing students contrib‐ uted user experience and healthcare knowledge. The course outline of tele-BP healthcare for smart aging is as follows:


Video materials were recorded and uploaded to the course Web site for students enrolled in the course so that they could download the information to study anytime and anywhere.

Nursing and technology video material [22]: Lu discussed the relationship between nursing and technology, technology's effects on nursing, the connection between nurse's experiences with technology and new technology design, advanced nursing processes, future trends in nursing education, and future trends in the development of nursing technologies.

Healthy aging video material [23]: Lu defined aging and discussed the aging process, changes in bodily functions, longevity, elderly food intake and arrangements, elderly movement, and approaches to caring for the elderly, as well as definitions of healthy aging, aging attitudes, and planning.

BP healthcare for smart aging video material [24]: Lin discussed health and medical, issues, medical care for smart aging, cardiovascular disease, BP definition, the principles of BP changes, classifications of hypertension, techniques and times for measuring BP, and princi‐ ples and operational modes regarding mercury, pneumatic, and electronic sphygmomanom‐ eters. Other topics included risk factors, symptoms, and complications of hypertension, and preventive measures for the disease.

Telenursing video material [25]: Lu discussed the definitions of telehealth, telecare, telemedi‐ cine, and telenursing, community-based telecare, home-based telecare, and agency-based telecare, as well as the roles, opportunities, and challenges of telecare nurses.

The course outline of BP healthcare for smart aging is as follows:


BP care for smart aging digital material [26]: Wang discussed the significance of low and high BP, the factors influencing BP, the significance of BP tracking, the risk of brain/cardiovascular disease associated with BP, and the challenge of telecare.

Community/home telecare digital material [27]: Wang discussed community-based telecare in Taiwan, the project model for telecare, physiological signal monitoring, locations and energy services for smart aging, health counseling and interpersonal assistance for smart aging, and design considerations for products for smart aging.

MICT digital material [28]: Lin discussed the definition and history of communication technology, definition and history of the Internet, introduction to multimedia communications and communications and network infrastructure in Taiwan, mobile communications and networks, the architecture of telecare, and the definition and history of telemedicine.
