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Videotape production: An inexpensive way to teach nursing skills
JUNE 1984, VOL 39, NO 7
AORN JOURNAL
Education Videotape production: An inexpensive way to teach nursing skills
I
’d rather see the instructor demonstrate the skill.” “I can learn more from a live presentation than from filmstrips. ” These were the comments of first year associate degree nursing students at West Georgia College in Carrollton, Ga, as they prepared for their perioperarive experience. Sterile techniques had always been taught by using combinationsof skill books and filmstrips, faculty-authored lab performance guides, independent student practice, and live demonstrations. But students and faculty objected to all the teaching methods except live demonstrations. Problems are inherent, however, in live demonstrations. Students expressed difficulty with 0 seeing detailed movement 0 taking notes and retaining material 0 recalling demonstration of specific movements . Instructors experienced difficulty including 0 remembering to include all steps of the procedure 0 simultaneously demonstrating and explaining 0 remaining organized when questions interrupted their presentations scheduling time for and maintaining consistency of repeat demonstrations. In light of these concerns, we wondered if producing teaching videotapes might eliminate the problems and at the same time save money with a one-time cost. Because we had been involved in videotape production before, we had some idea of the process. 1136
Planning
T
he college media center-including equipment and a studio-was available for our use. The media technical director agreed to film and edit videotapes. Three videotapes were planned; one on scrubbing, gowning, and closed gloving, a second on sterile dressing change, and the third on suture/ staple removal. Videotaping of scrubbing, gowning, and gloving was to be done at the scrub sink in the campus nursing lab; the other two tapings were scheduled for the media television studio. The script. A written format is essential to a good production. We wrote lab performance guides for each videotape, but other formats are useful, too. An introductory statement defining the purpose of each videotape helps to prepare the viewer for what follows. After writing the narration for the remainder of the tape, check to be sure that the narration clearly states every step to be demonstrated in the procedure. Remember to include steps that seem automatic. For example, if removing contaminated gloves will be videotaped, include a description of the technique in the script. Next, review the script for logical step sequence. “Obtain the soap sponge,” for example, should be stated before “open the soap sponge. Read the entire script aloud before taping to ensure that procedures have been clearly described. Often, a written statement such as “using gloved hand, pick up other glove” will be ”
JUNE 1984, VOL 39, NO 7
A O R N JOURNAL
better understood through narration as, “next, grasp the center of the cuff of the second glove with the fingers of your gloved hand.” The people. It is important to have talent on both sides of the camera. Videotaping sterile techniques required a narrator, a demonstrator, and the media center technical director. The best on-camera roles for amateurs are those that make them comfortable. A demonstrator should be competent in the specific skill and able to perform calmly in front of the camera. The narrator must speak clearly and distinctly while looking at the camera; speaking to the camera as if to a person will give narration more expression and warmth. Microphone sensitivity requires a narrator be aware of breathing patterns and movements to reduce extraneous noise. Relaxing in front of the camera becomes easier with experience. The importance of the technical director cannot be overemphasized.Although amateur camera operators can record action, an expert can significantly increase the quality of videotape production. The experienced camera operator knows how to get the best close-ups and camera angles and can emphasize actions such as nail scrubbing or staple remover placement on a skin staple.
The technical director needs thorough preparation to follow the action. Before filming, he should have a copy of the script, a description of each step, and the date, time, and place for each taping. On his copy of the script, the most important procedures should be noted so he can plan close-ups and camera angles.
Paulette Demaske Rollant
Roberta Barnen Siler
Paulette Demaske Rollant, RN. MSN, is an instructor of nursing at West Georgia College. Carrollion. She received both her BSN and MSNICNS from Georgia Stute University, Ailantu. She is also a certij‘ied crirical care registered nurse, and a clinical nurse speciulist in adult health nursing.
Roberta Barnett Siler, RN, MSN, is an associate professor of nursing at West Georgia College. She received her MSN from Georgia Slate University and her BSN from St Xavier College. Chicago.
1138
Rehearsal and Taping
A
lthough we had originally planned to videotape each demonstration uninterrupted, after our first attempt at taping we learned to plan for more rehearsal time. Rehearsals are essential for a smooth performance. The demonstrator becomes more familiar with the sequences in the script, and the narrator becomes more proficient in coordinating the script and action; both get a feel for when to slow movement and narration to obtain the desired emphasis. Rehearsals also allow mutual feedback between participants to improve production quality. And thorough rehearsals significantly shorten actual taping time. Possible problems with supplies and equipment should be anticipated during rehearsals. If a scrub suit gets wet during the procedure, for example, what should be done? How many
JUNE 1984. VOL 39, NO 7
AORN JOURNAL
cameras will be used in taping? Our single camera could only provide a front- or side-angle view of the props, so filming could not be done from above or below objects. As a result, all equipment had to be positioned to face the camera. At the beginning of the filming session, it is helpful to briefly demonstrate the steps of each segment for the technical director so that he can prepare for adjustments in camera location and focus. It is also wise to prepare him for procedures that may look painful or reveal body parts. If possible, taping should be done in a properly equipped studio, with suitable lighting and quality sound. Shadows and a noisy ventilation system hindered the production we filmed in the nursing laboratory. Skill segments can be taped separately. This makes moving equipment and individual setup for each segment easier. It also allows the narrator, demonstrator, and technical director time for review and coordination of efforts. Review of a scene immediately after taping allows you to decide if retakes of certain steps are needed to achieve the best camera angle. If you are color videotaping, remember that white reflects light and produces a glare. Neutral colors such as blue and green are the best background colors; however, colors in clothing and props should contrast with the background color. If the demonstrator needs to speak during a procedure, a stationary microphone is suitable; clip-on microphones amplify and record movements. Final tape editing is a joint effort. All segments should be reviewed and the most effective “takes, those which most clearly demonstrate the skills, should be identified and merged into a final videotape. Each production should be clearly identified by title at the beginning of the tape. Credits for the production should include the names of the scriptwriter, narrator, demonstrator, producer, and technical director. Credits may be placed at the beginning or end of the videotape. We spent three hours preparing the script, two hours rehearsing, two hours taping, and five hours editing to produce each videotape. The videotape should be made available only ”
1140
in a nonerasable cartridge. To ensure videotape preservation, keep the master copy. The approximate cost of a blank 60-minute, %-inch videotape is $30, so copies can be made inexpensively.
Results and Summary
U
se of the three videotapes has some very clear advantages for students and instructors. Students cite 0 convenient viewing within the scheduled audiovisual lab hours opportunity to view difficult steps more than once 0 opportunity to see “action” instead of “still” pictures close-ups of critical, detailed action consistency between demonstration of the skill and written standards. Advantages for instructors include 0 well-planned and organized presentations of sterile techniques more time to help individual students 0 opportunity to update technology or procedures without remaking the entire tape standard teaching and evaluation references elimination of repetition of live demonstrations, and opportunity to use creative skills and expression through a new media. Surprisingly, the only disadvantage identified was the lack of immediate student feedback. If students have questions, they must wait until later to ask an instructor. We are convinced that videotaping is costeffective, time-efficient, and a good learning aid. Satisfaction with self-made videotapes makes the efforts involved in their production worthwhile. As with most creative endeavors, we had a sense of accomplishment and satisfaction from our three videotape productions. We also gained some insights into the process of videotape production. We hope our suggestions help others who wish to do the same. RN, MSN PAULETTE DEMASKE ROLLANT, ROBERTABARNETT SILER,RN, MSN
AORN JOURNAL
Education Videotape production: An inexpensive way to teach nursing skills
I
’d rather see the instructor demonstrate the skill.” “I can learn more from a live presentation than from filmstrips. ” These were the comments of first year associate degree nursing students at West Georgia College in Carrollton, Ga, as they prepared for their perioperarive experience. Sterile techniques had always been taught by using combinationsof skill books and filmstrips, faculty-authored lab performance guides, independent student practice, and live demonstrations. But students and faculty objected to all the teaching methods except live demonstrations. Problems are inherent, however, in live demonstrations. Students expressed difficulty with 0 seeing detailed movement 0 taking notes and retaining material 0 recalling demonstration of specific movements . Instructors experienced difficulty including 0 remembering to include all steps of the procedure 0 simultaneously demonstrating and explaining 0 remaining organized when questions interrupted their presentations scheduling time for and maintaining consistency of repeat demonstrations. In light of these concerns, we wondered if producing teaching videotapes might eliminate the problems and at the same time save money with a one-time cost. Because we had been involved in videotape production before, we had some idea of the process. 1136
Planning
T
he college media center-including equipment and a studio-was available for our use. The media technical director agreed to film and edit videotapes. Three videotapes were planned; one on scrubbing, gowning, and closed gloving, a second on sterile dressing change, and the third on suture/ staple removal. Videotaping of scrubbing, gowning, and gloving was to be done at the scrub sink in the campus nursing lab; the other two tapings were scheduled for the media television studio. The script. A written format is essential to a good production. We wrote lab performance guides for each videotape, but other formats are useful, too. An introductory statement defining the purpose of each videotape helps to prepare the viewer for what follows. After writing the narration for the remainder of the tape, check to be sure that the narration clearly states every step to be demonstrated in the procedure. Remember to include steps that seem automatic. For example, if removing contaminated gloves will be videotaped, include a description of the technique in the script. Next, review the script for logical step sequence. “Obtain the soap sponge,” for example, should be stated before “open the soap sponge. Read the entire script aloud before taping to ensure that procedures have been clearly described. Often, a written statement such as “using gloved hand, pick up other glove” will be ”
JUNE 1984, VOL 39, NO 7
A O R N JOURNAL
better understood through narration as, “next, grasp the center of the cuff of the second glove with the fingers of your gloved hand.” The people. It is important to have talent on both sides of the camera. Videotaping sterile techniques required a narrator, a demonstrator, and the media center technical director. The best on-camera roles for amateurs are those that make them comfortable. A demonstrator should be competent in the specific skill and able to perform calmly in front of the camera. The narrator must speak clearly and distinctly while looking at the camera; speaking to the camera as if to a person will give narration more expression and warmth. Microphone sensitivity requires a narrator be aware of breathing patterns and movements to reduce extraneous noise. Relaxing in front of the camera becomes easier with experience. The importance of the technical director cannot be overemphasized.Although amateur camera operators can record action, an expert can significantly increase the quality of videotape production. The experienced camera operator knows how to get the best close-ups and camera angles and can emphasize actions such as nail scrubbing or staple remover placement on a skin staple.
The technical director needs thorough preparation to follow the action. Before filming, he should have a copy of the script, a description of each step, and the date, time, and place for each taping. On his copy of the script, the most important procedures should be noted so he can plan close-ups and camera angles.
Paulette Demaske Rollant
Roberta Barnen Siler
Paulette Demaske Rollant, RN. MSN, is an instructor of nursing at West Georgia College. Carrollion. She received both her BSN and MSNICNS from Georgia Stute University, Ailantu. She is also a certij‘ied crirical care registered nurse, and a clinical nurse speciulist in adult health nursing.
Roberta Barnett Siler, RN, MSN, is an associate professor of nursing at West Georgia College. She received her MSN from Georgia Slate University and her BSN from St Xavier College. Chicago.
1138
Rehearsal and Taping
A
lthough we had originally planned to videotape each demonstration uninterrupted, after our first attempt at taping we learned to plan for more rehearsal time. Rehearsals are essential for a smooth performance. The demonstrator becomes more familiar with the sequences in the script, and the narrator becomes more proficient in coordinating the script and action; both get a feel for when to slow movement and narration to obtain the desired emphasis. Rehearsals also allow mutual feedback between participants to improve production quality. And thorough rehearsals significantly shorten actual taping time. Possible problems with supplies and equipment should be anticipated during rehearsals. If a scrub suit gets wet during the procedure, for example, what should be done? How many
JUNE 1984. VOL 39, NO 7
AORN JOURNAL
cameras will be used in taping? Our single camera could only provide a front- or side-angle view of the props, so filming could not be done from above or below objects. As a result, all equipment had to be positioned to face the camera. At the beginning of the filming session, it is helpful to briefly demonstrate the steps of each segment for the technical director so that he can prepare for adjustments in camera location and focus. It is also wise to prepare him for procedures that may look painful or reveal body parts. If possible, taping should be done in a properly equipped studio, with suitable lighting and quality sound. Shadows and a noisy ventilation system hindered the production we filmed in the nursing laboratory. Skill segments can be taped separately. This makes moving equipment and individual setup for each segment easier. It also allows the narrator, demonstrator, and technical director time for review and coordination of efforts. Review of a scene immediately after taping allows you to decide if retakes of certain steps are needed to achieve the best camera angle. If you are color videotaping, remember that white reflects light and produces a glare. Neutral colors such as blue and green are the best background colors; however, colors in clothing and props should contrast with the background color. If the demonstrator needs to speak during a procedure, a stationary microphone is suitable; clip-on microphones amplify and record movements. Final tape editing is a joint effort. All segments should be reviewed and the most effective “takes, those which most clearly demonstrate the skills, should be identified and merged into a final videotape. Each production should be clearly identified by title at the beginning of the tape. Credits for the production should include the names of the scriptwriter, narrator, demonstrator, producer, and technical director. Credits may be placed at the beginning or end of the videotape. We spent three hours preparing the script, two hours rehearsing, two hours taping, and five hours editing to produce each videotape. The videotape should be made available only ”
1140
in a nonerasable cartridge. To ensure videotape preservation, keep the master copy. The approximate cost of a blank 60-minute, %-inch videotape is $30, so copies can be made inexpensively.
Results and Summary
U
se of the three videotapes has some very clear advantages for students and instructors. Students cite 0 convenient viewing within the scheduled audiovisual lab hours opportunity to view difficult steps more than once 0 opportunity to see “action” instead of “still” pictures close-ups of critical, detailed action consistency between demonstration of the skill and written standards. Advantages for instructors include 0 well-planned and organized presentations of sterile techniques more time to help individual students 0 opportunity to update technology or procedures without remaking the entire tape standard teaching and evaluation references elimination of repetition of live demonstrations, and opportunity to use creative skills and expression through a new media. Surprisingly, the only disadvantage identified was the lack of immediate student feedback. If students have questions, they must wait until later to ask an instructor. We are convinced that videotaping is costeffective, time-efficient, and a good learning aid. Satisfaction with self-made videotapes makes the efforts involved in their production worthwhile. As with most creative endeavors, we had a sense of accomplishment and satisfaction from our three videotape productions. We also gained some insights into the process of videotape production. We hope our suggestions help others who wish to do the same. RN, MSN PAULETTE DEMASKE ROLLANT, ROBERTABARNETT SILER,RN, MSN