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The use of video cameras in one college of nursing
The use of video cameras in one college of nursing John Fowler
The use of video cameras in nurse education investigation into the usage of video cameras nursing and midwifery is described. It was found that only 3% of staff had used year. On these occasions the camera was used Analysis
and discussion
of the respondents’
is reviewed and a small scale in one medium-sized college of a video camera
more than six times a
primarily to record student role play. use and suggested use of the video
camera is included.
ous patient contact (Haggard
INTRODUCTION
opportunity
for observation,
1990) but also the discussion.
analysis
have been a common
sight in
and prediction.
The recent trend in nurse education has been to increase the theoretical input into various courses (UKCC Project 2000; ENB post basic certificated courses). As the length ofcourses has not increased
the result is fewer patient contact
hours for the students.
In an effort
to maximise
this as ‘quality’ time, much more emphasis is now placed on the student being supernumary and being
supported
by a mentor/preceptor.
The
author believes that if extracts of patient care/ behaviour/interaction were more readily available on video tape then these could be brought into the classroom and used as a basis for discussion and analysis of nursing action and nursing
care. This would seem to be a valuable
yet neglected
resource
allowing not only vicari-
Video recorders
colleges of nursing for the last 15 years and video cameras
have been present
the last 10 years. Whereas to be well used (having projector)
in most colleges
for
video recorders seem replaced the 16mm
for showing ‘films’, the video camera
does not seem to be part of the majority of nurse tutors repertoire 1986
McSweeney
of teaching said,
aids and tools. In
‘A national
survey
of
schools of nursing to see how thickly the dust had collected on their video cameras would be interesting’ (McSweeney
1986a).
Interestingly, McSweeney suggests that one of the reasons that video technology has had such a superficial application to education is the success of television.
Conceptually
television
is seen as
‘light entertainment’ and its use in education is often at that level. Will & Wrate (1988) found John Fowler BA RGN RMN RNT, Assistant Director, Continuing Education, Charles Frears College of Nursing & Midwifery, 266 London Road, Leicester LE2 1 RQ, UK (Requests for offprints to JF) Manuscript accepted 14 October 1992
that professionally of family therapy
produced videos in the field did not meet their students
needs and began producing their own. They state that, in the field of family therapy, ‘if a properly chosen video extract is used in addition
NUKSEEDUCA1‘10~1‘Ol)AY 67 to assigned reading, the gap between theory and practice often closes and a much more lively learning situation results’. It is mainly in the field of communication and interpersonal skills that the video camera has been taken on board as a serious education tool allowing reflection and analysis of behaviour (Bersky 1991, Burnard 1991). As technological developments increase, video cameras are becoming smaller, easier to use and more versatile in low light settings. The author felt that their use as a serious educational tool to allow discussion and analysis of all aspects of nursing care should no longer be ignored. Published literature showed very little documentation of video camera usage in nurse education. It was therefore decided to collect some simple information regarding video camera usage within one college of nursing and midwifery. The aim of the study was descriptive in terms of video camera usage. The author asked two questions: 1. To what extent do nurse tutors use video cameras in nurse education? 2. When a video camera is used, what is its purpose?
DESIGN AND SUBJECTS A questionnaire was sent out to all tutorial staff at one medium sized college of nursing and midwifery, permission having been gained from the principal of the college. A small pilot study had previously been carried out to gauge the validity of the questions on the questionnaire.
THE QUESTIONNAIRE The questionnaire contained a total of 11 questions. A pilot study confirmed that it took between 10 and 15 minutes to complete. It was hoped the brevity would increased the response rate. The aim of the first question was to measure tutors general knowledge of the video camera equipment available at the college. The second
question was used to divide tutors into two groups: those who had used a video camera in connection with nurse education and those who had not. Other questions concerned the frequency and purpose of video camera use, any reservations/problems that staff had or anticipated having in using a video camera and ideas regarding possible nursing skills/practices that staff would like to have available on video tape.
RESULTS Discussion Questionnaires were sent out to all tutorial staff (87) at one college of nursing, 63 were returned giving a response rate of 72%. Only 32% of respondents knew how many video cameras there were within the college. However, as the audio visual equipment within the college is stored and set out by a technician, it may be that the possession of such knowledge is not a true indicator of usage. Indeed, 63% of staff stated that they had used a video camera in the past. Of this 63%, over half had used the camera once a year or less and only 3% of all respondents used the camera regularly (defined as more than 6 times a year). It thus appears that the video camera was not used regularly by the majority of confirming McSweeney’s opinion tutors, (1986a). When the camera was used its main purpose was to provide feedback to students following some form of role play. This reflects its general use in nurse education as a reflective tool in interpersonal skill training (Berksy 1987, Burnard 1991). The majority of tutors, including those who had operated the camera before, requested some form of training regarding basic camera operation. Their responses to the opportunity of attending training sessions for the use of the video camera in role play, production of a training video, or the recording of clinical practice, was also high. The tutors not only lacked confidence in their ability to cope with the technical aspects of camera operation, they also
lacked the imagination to see the camera’s versatility as an educational tool. This is reinforced by the fact that those tutors who had used a camera before were slightly more interested in attending various training sessions than the rest. Although they were more confident in the technical use of the video camera they were still unsure of how to capitalise on its educational use. When tutors described areas which they would like to see recorded on video tape it was found that those tutors who had previously used a video camera identified slightly more areas of interest than those tutors who had not. The suggestions were categorised into three areas: 1. Skill based delivery of care. 2. Conceptual frameworks. 3. Therapeutic interactions. The percentage breakdown of these suggestions into the three categories showed similarities for both the group of tutors who had used a video camera and those who had not. Both groups identified the greatest proportion of suggestions within the therapeutic interaction category and the least within the skills based delivery of care. Those who had not used a video camera before identified a greater proportion of their suggestions within the therapeutic interaction category. The number of respondents and suggestions involved in the study were too small for any forma1 statistical test of significance. However, it would seem probable from these results that tutors who had used a video camera before were slightly more aware of the versatility and potential use of the camera in situations other than interactional ones. The author concludes that: 1. The video camera is not used regularly in the college for the following reasons: a. Tutors are unfamiliar with the basic skills required to operate the camera. b. The camera’s use is seen principally as a reflective tool for interpersonal skill
training. Those tutors who are not involved in teaching this area of the curriculum are less likely to consider the video camera as a potential resource. 2. Tutors who have used a video camera previously are slightly more aware of its potential uses in nurse education.
CONCLUSION The video camera is an under-valued educational resource (McSweeney 1986b). Its potential as a medium enabling discussion and anlysis of nursing and patient care is not recognised. If tutors are given training in basic camera operation and methods of use then a more creative use of the camera to teach, discuss and analyse patient care and nursing interaction in nurse education could follow.
References A 1987 Learning interdisciplinary and assessment skills through videotaped client interviews
Bersky
and collaborative planning. Journal of Nursing Education 26: 202-204 Burnard P 199 1 Using video as a reflective tool in interpersonal skill training. Nurse Education Today 11: 143-146 ENB 1989 English National Board Circular 1989/27/AS. Guidelines for the Development of ENU Certificated Courses in General Nursing. ENB, London Haeeard <,., L 1990 Your skills on video. Nursing Times X6 ((:ommunity Outlook): 4-5 McSweeney P 1986a Sight and sound; any use for video found? Video - A technology spurned. Nurse Education Today 6: 172-l 75 McSweeney P 1986b Sight and sound; any use for video tbund! A potential still untapped. Nurse Education Today 6: 223-227 UKCC 1986 United Kingdom Central Council for Nursing, Midwifery and Health Visiting. Project 2000; A New Preparation for Practice. HMSO, London Will D, Wrate K 198X Education videotape: a medium full of promise and riddled with pitfalls. Health Libraries Review 5: 234-236
The use of video cameras in nurse education investigation into the usage of video cameras nursing and midwifery is described. It was found that only 3% of staff had used year. On these occasions the camera was used Analysis
and discussion
of the respondents’
is reviewed and a small scale in one medium-sized college of a video camera
more than six times a
primarily to record student role play. use and suggested use of the video
camera is included.
ous patient contact (Haggard
INTRODUCTION
opportunity
for observation,
1990) but also the discussion.
analysis
have been a common
sight in
and prediction.
The recent trend in nurse education has been to increase the theoretical input into various courses (UKCC Project 2000; ENB post basic certificated courses). As the length ofcourses has not increased
the result is fewer patient contact
hours for the students.
In an effort
to maximise
this as ‘quality’ time, much more emphasis is now placed on the student being supernumary and being
supported
by a mentor/preceptor.
The
author believes that if extracts of patient care/ behaviour/interaction were more readily available on video tape then these could be brought into the classroom and used as a basis for discussion and analysis of nursing action and nursing
care. This would seem to be a valuable
yet neglected
resource
allowing not only vicari-
Video recorders
colleges of nursing for the last 15 years and video cameras
have been present
the last 10 years. Whereas to be well used (having projector)
in most colleges
for
video recorders seem replaced the 16mm
for showing ‘films’, the video camera
does not seem to be part of the majority of nurse tutors repertoire 1986
McSweeney
of teaching said,
aids and tools. In
‘A national
survey
of
schools of nursing to see how thickly the dust had collected on their video cameras would be interesting’ (McSweeney
1986a).
Interestingly, McSweeney suggests that one of the reasons that video technology has had such a superficial application to education is the success of television.
Conceptually
television
is seen as
‘light entertainment’ and its use in education is often at that level. Will & Wrate (1988) found John Fowler BA RGN RMN RNT, Assistant Director, Continuing Education, Charles Frears College of Nursing & Midwifery, 266 London Road, Leicester LE2 1 RQ, UK (Requests for offprints to JF) Manuscript accepted 14 October 1992
that professionally of family therapy
produced videos in the field did not meet their students
needs and began producing their own. They state that, in the field of family therapy, ‘if a properly chosen video extract is used in addition
NUKSEEDUCA1‘10~1‘Ol)AY 67 to assigned reading, the gap between theory and practice often closes and a much more lively learning situation results’. It is mainly in the field of communication and interpersonal skills that the video camera has been taken on board as a serious education tool allowing reflection and analysis of behaviour (Bersky 1991, Burnard 1991). As technological developments increase, video cameras are becoming smaller, easier to use and more versatile in low light settings. The author felt that their use as a serious educational tool to allow discussion and analysis of all aspects of nursing care should no longer be ignored. Published literature showed very little documentation of video camera usage in nurse education. It was therefore decided to collect some simple information regarding video camera usage within one college of nursing and midwifery. The aim of the study was descriptive in terms of video camera usage. The author asked two questions: 1. To what extent do nurse tutors use video cameras in nurse education? 2. When a video camera is used, what is its purpose?
DESIGN AND SUBJECTS A questionnaire was sent out to all tutorial staff at one medium sized college of nursing and midwifery, permission having been gained from the principal of the college. A small pilot study had previously been carried out to gauge the validity of the questions on the questionnaire.
THE QUESTIONNAIRE The questionnaire contained a total of 11 questions. A pilot study confirmed that it took between 10 and 15 minutes to complete. It was hoped the brevity would increased the response rate. The aim of the first question was to measure tutors general knowledge of the video camera equipment available at the college. The second
question was used to divide tutors into two groups: those who had used a video camera in connection with nurse education and those who had not. Other questions concerned the frequency and purpose of video camera use, any reservations/problems that staff had or anticipated having in using a video camera and ideas regarding possible nursing skills/practices that staff would like to have available on video tape.
RESULTS Discussion Questionnaires were sent out to all tutorial staff (87) at one college of nursing, 63 were returned giving a response rate of 72%. Only 32% of respondents knew how many video cameras there were within the college. However, as the audio visual equipment within the college is stored and set out by a technician, it may be that the possession of such knowledge is not a true indicator of usage. Indeed, 63% of staff stated that they had used a video camera in the past. Of this 63%, over half had used the camera once a year or less and only 3% of all respondents used the camera regularly (defined as more than 6 times a year). It thus appears that the video camera was not used regularly by the majority of confirming McSweeney’s opinion tutors, (1986a). When the camera was used its main purpose was to provide feedback to students following some form of role play. This reflects its general use in nurse education as a reflective tool in interpersonal skill training (Berksy 1987, Burnard 1991). The majority of tutors, including those who had operated the camera before, requested some form of training regarding basic camera operation. Their responses to the opportunity of attending training sessions for the use of the video camera in role play, production of a training video, or the recording of clinical practice, was also high. The tutors not only lacked confidence in their ability to cope with the technical aspects of camera operation, they also
lacked the imagination to see the camera’s versatility as an educational tool. This is reinforced by the fact that those tutors who had used a camera before were slightly more interested in attending various training sessions than the rest. Although they were more confident in the technical use of the video camera they were still unsure of how to capitalise on its educational use. When tutors described areas which they would like to see recorded on video tape it was found that those tutors who had previously used a video camera identified slightly more areas of interest than those tutors who had not. The suggestions were categorised into three areas: 1. Skill based delivery of care. 2. Conceptual frameworks. 3. Therapeutic interactions. The percentage breakdown of these suggestions into the three categories showed similarities for both the group of tutors who had used a video camera and those who had not. Both groups identified the greatest proportion of suggestions within the therapeutic interaction category and the least within the skills based delivery of care. Those who had not used a video camera before identified a greater proportion of their suggestions within the therapeutic interaction category. The number of respondents and suggestions involved in the study were too small for any forma1 statistical test of significance. However, it would seem probable from these results that tutors who had used a video camera before were slightly more aware of the versatility and potential use of the camera in situations other than interactional ones. The author concludes that: 1. The video camera is not used regularly in the college for the following reasons: a. Tutors are unfamiliar with the basic skills required to operate the camera. b. The camera’s use is seen principally as a reflective tool for interpersonal skill
training. Those tutors who are not involved in teaching this area of the curriculum are less likely to consider the video camera as a potential resource. 2. Tutors who have used a video camera previously are slightly more aware of its potential uses in nurse education.
CONCLUSION The video camera is an under-valued educational resource (McSweeney 1986b). Its potential as a medium enabling discussion and anlysis of nursing and patient care is not recognised. If tutors are given training in basic camera operation and methods of use then a more creative use of the camera to teach, discuss and analyse patient care and nursing interaction in nurse education could follow.
References A 1987 Learning interdisciplinary and assessment skills through videotaped client interviews
Bersky
and collaborative planning. Journal of Nursing Education 26: 202-204 Burnard P 199 1 Using video as a reflective tool in interpersonal skill training. Nurse Education Today 11: 143-146 ENB 1989 English National Board Circular 1989/27/AS. Guidelines for the Development of ENU Certificated Courses in General Nursing. ENB, London Haeeard <,., L 1990 Your skills on video. Nursing Times X6 ((:ommunity Outlook): 4-5 McSweeney P 1986a Sight and sound; any use for video found? Video - A technology spurned. Nurse Education Today 6: 172-l 75 McSweeney P 1986b Sight and sound; any use for video tbund! A potential still untapped. Nurse Education Today 6: 223-227 UKCC 1986 United Kingdom Central Council for Nursing, Midwifery and Health Visiting. Project 2000; A New Preparation for Practice. HMSO, London Will D, Wrate K 198X Education videotape: a medium full of promise and riddled with pitfalls. Health Libraries Review 5: 234-236