The production and deployment of an on-line video learning bank in a skills training environment Presenter Gerald Cannon, Dublin City University Co-authors Mary Kelly, Mary McGrath, Colette Lyng, Caron McMahon

Background  BSc in Nursing with major skills component  Taught to small groups (in large numbers) using demonstration and practice technique  Disadvantages to this method - Resource intensive - Inconsistency of delivery - Reliance on single demonstration

Addressing these disadvantages  We developed a plan to produce a series of teaching videos  Project Team - Mary Kelly, Lecturer and Module Co-ordinator - Mary McGrath, Manager, Clinical Education Centre, Lecturer - Colette Lyng, Clinical Skills Nurse - Caron McMahon, Clinical Skills Nurse - Gerald Cannon, Senior Audio Visual & Communications Technical Officer  Received funding from the Learning Innovation Fund at Dublin City University

Pilot Video  Development of a single video demonstrating ‘Aseptic Technique’  Replaced the demonstration element of the skills session  Students viewed it online before the skills session and then spent the time allotted to the skill practicing it under supervision  Evaluated positively by students and the lecturer involved

Full Scale Project  Development of a wide range of teaching videos  Focus on fundamental skills within one first year module  Topics covered include patient hygiene, admission, nutrition, respiratory therapy, positioning, temperature measurement.  Completed 16 videos which are now available online to students

The Production Process  From late 2005 to Feb It involved: Script writing, circulation, feedback, revision Resource Management Recruit actors Filming videos Reviewing, editing, reshooting of footage Recording Voiceovers Insertion of graphics and final editing And they all learned happily ever after Or if you really, really want to do it all over again?

Less is more  In the initial scripts EVERYTHING on the topics being covered was included  This would have resulted in long clips of video with nothing happening as the script was narrated  Keep scripts short and succinct. Focus on the performance of the skill. Theoretical material can be covered in lectures

Getting it right  Video is a very unforgiving medium  To get everything right means accepting two seemingly contradictory concepts  First of all when shooting you must make every possible effort to make sure everything is perfect first time as if it is your only chance  Secondly you must accept you will never actually get everything right first time. Plan for re- shoots after a rough cut has been completed

The trouble with reshoots! Also getting everyone back for re-shoots can be very complicated

The Review Process  We were lucky to have an AV facility that allowed for on-line viewing of daily edits  This greatly improved the feedback cycle and allowed for a far superior product than traditional production feedback procedures

Implementation Process  Changed how skills classes were structured 2 hour class without use of video 2 hour class with video viewed beforehand Active skills practice Required 45min demonstration Optional skills demonstration Revision possible

Current Status  The 16 completed videos were used in the first year module ‘Meeting Fundamental Needs’  Monitoring of the media web server indicates high usage (e.g. ‘Admission to health care environment’ viewed 387 times by 162 people in February 2007)  Evaluation ongoing and includes: - evaluation of learning (experimental and control groups, MCQ, OSCE) - evaluation of attitudes to / opinions of the videos (questionnaire) - comparison by year results

Early Results Questionnaire  Overall the videos were viewed positively by the students with 59.7% agreeing or strongly agreeing that they enjoy learning skills using the videos  83.6% of students liked the fact that the could watch the videos in their own time  80.4% of students agreed or strongly agreed that they will use the videos to revise clinical skills in the future  In relation to accessing the videos 71.4% agreed or strongly agreed that it was easy to access the videos and 73.1% found the instructions on how to access the videos easy to understand  Many students reported difficulties downloading the videos at home with 68.2% disagreeing or strongly disagreeing that they could do this

Student’s views  Formal evaluation ongoing  Informal feedback  Allows for control  Some skills complex – require demonstration as well  Revision benefit e.g. 2 days before recent OSCEs (practical exams) saw 2 videos being viewed147 times by 81 viewers and 116 times by 67 viewers respectively

Lecturer’s views  Defined standard  Practice classes more industrious  More ‘hands on’

Contacts Colette ph Mary ph Mary ph Caron McMahon ph Ger ph

Questions and Answers

References  Horizon Report 2007 – The New Media Consortium  “VideoActive – 6 Case Studies of Using Video in Learning and Teaching” Asensio M & Cuttle M Ed. ctive_Case_Studies.pdf JISC funded project ctive_Case_Studies.pdf  “Considering video production? Lessons learned from the production of a blood pressure measurement video” Melissa Corbally 2005 Nurse Education in Practice Volume 5, Issue 6, November 2005, Pages  McGrath M., Moran A., Kelly M., Kingston R. and Henry, P., The Value of Technology in the Acquisition of Clinical Nursing Skills, 1st International Clinical Skills Conference, 09-May May-2005, Prato, Italy.  “Interactive video instruction increases efficiency in cognitive learning in a baccalaureate nursing education program” Napholz L & McCanse R, Computers in Nursing 1994 May-Jun;12(3):  Moss, R. Video – The Educational Challenge, Croom Helm Ltd (1983).