The digital transformation of healthcare has created new opportunities for more accessible, responsive, and patient-centered care. In mobile and home-based services, digital tools such as remote consultations, mobile diagnostics, and digital monitoring are increasingly seen as essential to address both geographical and structural care gaps. However, the successful adoption of such innovations depends not only on technological availability but also on how learning is embedded in professional practice. Emotional engagement, motivation, and a strong sense of responsibility among healthcare professionals often compensate for systemic limitations, yet these efforts risk being unsustainable without supportive organizational conditions. This study aims to investigate how learning processes—both individual and collective—enable or hinder the meaningful integration of digital tools in everyday healthcare practice, with a specific focus on mobile and home-based care settings.

The study is based on qualitative data collected through nine workshops conducted with healthcare professionals from regional and municipal care organizations in Sweden. Each workshop lasted approximately one hour and included three to four participants, along with a moderator who facilitated open dialogue. The researcher acted in an observational and data-collecting role, allowing for the capture of spontaneous reflections, shared experiences, and situated knowledge. The collected data were analyzed thematically to identify recurring patterns and critical conditions for learning and digital integration.

Findings show that learning is most effective when it is locally adapted, socially embedded, and closely linked to real clinical needs. Participants emphasize that motivation to learn digital tools is driven by tangible improvements in care quality and equity, rather than by technical novelty alone. Learning is perceived as a worthwhile investment when digital solutions support rather than replace professional judgment. Emotional engagement is particularly strong in situations where professionals fill gaps in the system, often beyond their formal duties. Structural barriers, such as legal uncertainty, incompatible systems, and rigid procurement models, limit the impact of learning efforts. At the same time, the study reveals a strong desire for cross-professional collaboration, shared training platforms, and inclusive strategies that consider both digital and analogue needs, especially for elderly patients.

This study contributes to a deeper understanding of how work-integrated and practice-based learning can act as a catalyst for sustainable digital transformation in healthcare. It highlights the importance of aligning digital innovation with professional values, organizational support, and local context. The findings suggest that emotional investment, social learning, and confidence-building are as critical as infrastructure and policy in achieving meaningful and equitable integration of digital tools in care delivery. These insights are relevant for policymakers, educators, and healthcare leaders aiming to develop resilient and learning-oriented systems for the digital age.

Keywords: Digital transformation, close-to-home care, work-integrated learning.