Author: Line Grønhaug

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News The project story

Filming a 360° community nurse scenario in the Covid era

83-year-old mother and volunteer actor.

An 83-year-old mother and a best friend, who is also a retired community nurse, agreed to take part.

Before filming, it was important to ensure the home environment reflected the details in the script, all the necessary equipment was in place to meet the clinical scenario requirements and that the ‘actors’ were comfortable with the scenario expectations. In the 83-year-old’s case, the necessity to appear dishevelled was possibly the biggest challenge of all!

83-year-old mother and volunteer actor.
Retired community nurse – and also volunteer actor.

Learning points from filming ‘on location’

1. Have a very detailed specification for filming each of the scenes including the following elements:

  • Positioning of actors and equipment in the scene
  • Lighting in the room
  • Where the person filming will be positioned
  • Ensure the actors are aware of the sequencing of each scene and give them a script to prompt what they need to do/say is really helpful
  • Equipment list including technical e.g., camera, stand, microphones, lighting, batteries

2. Visit the filming location beforehand to check out the space, potential issues (as far as possible – some can’t be predicted!). Also, if you are filming outdoors, it is important to check weather reports well in advance of any date decided for the shoot. As filming 360 video outside in the rain is not advisable.

3. Prepare your equipment in advance and make sure you have spare memory cards, batteries etc, and check everything is working beforehand. It is useful to create a checklist to make sure you don’t forget anything before travelling to your location. Get to the location in plenty of time to set up.

4. For our shoot we used the following equipment:

  • Insta 360 One R camera
  • iPhone 11with Insta 360 app installed (app available for IOS and Android phones)
  • Bushman panoramic monopod V2 – weighted tripod stand
  • Insta 360 selfie-stick & tripod
  • 2 lavalier lapel mics & 2 Sennheiser mobile body packs and receivers
  • Zoom H6 recorder
  • 2 x 128gb SanDisk Extreme A2 micro-SD cards (for 360 camera)
  • 2 x 32gb SanDisk Extreme PRO SDXC (For Zoom – audio)
  • 2 packets of replacement AA & AAA batteries
  • 1 x Heaphones

The kit above is very portable and mostly fits (complete with travel cases) into a medium sized backpack.

Sound: We could have relied on the built-in microphone within the 360 camera for our audio and further reduced the required kit, but we already owned zoom and lapel mics and wanted to try and get the best sound possible. (Remember when using external audio equipment to provide an identifiable noise such as a handclap at the start of each clip once all devices are set to record. This helps when aligning/syncing the external audio with the video clip during editing).

Lighting: We decided not to take any lighting and rely on house lighting and portable table and floor lamps for indoor scenes. This worked well and looked natural and as part of the furniture when viewed in shot.

Remote control: We used the iPhone to take still photos of equipment and control the camera remotely but could have downloaded the Insta 360 app onto almost any type of smartphone.

Tripod: We did invest in the weighted tripod, this is advisable as other tripods we experimented with offered little resistance to even the slightest amount of breeze and could easily fall over, which could seriously damage the camera and at very least ruin the shot. The weighted tripod has also been designed to work well with 360 video cameras and leaves very little stand footprint to remove during editing.

Monopod: We also used the monopod for a motion shot with the nurse holding the camera at arm’s length whilst entering the house. Shots such as this can cause motion sickness when viewed in headset, but this one seems to be working.

Frame rate: It was decided that we would use the higher quality HDR mode setting for stills and all scenes were shot in 5.7k. at 30fps.

5. Remember with 360 you are shooting blind – be prepared for re-takes in an uncontrolled environment. We had family members walking downstairs into the shot, a cat walking through the front door! Tell your participants that this may happen when they agree to take part in the filming. If they have not learned a script, they have to keep remembering what they said or should be saying in the scene.

6. Remember when you are filming 360 the field of view is much wider than in usual filming – things or people you think are out of shot are sometimes in. We took advantage of natural hiding places such as the hedge in the front garden and the alleyway next to the garage to remain safely out of shot for the outside scenes. We monitored each scene via the Insta 360 phone app which was installed on the Iphone.

7. Take lots of batteries. A battery-operated kit is great to get the flexibility in how the scenes are filmed and for ease of use by the operator, but it is also useful to have an assistant to check battery levels in the different pieces of kit.

8. We had one professional technologist filming the scenes – with two assistants helping to set up the scenes, look after the actors/actresses and check batteries. It is important to check that the actors or any important information that you wish to include in your video is not captured in the camera’s stich-line. Having more than one person checking that each scene is correctly set-up is extremely useful.

9. Our participants in the film were an older family member (as the patient) and a district nurse (playing the district nurse) – they were not trained actors but were confident at role play. They read the specification of the scenes and activities beforehand but did not memorise a script but ad-libbed the scenes. This worked well in this case, but it is important to select performers who are confident to do this.

Have a look at our other tips on how to produce interactive 360° video for education.

Categories
News The project story

Developed editor and player for 360° video

The new tools were recently demonstrated in an online workshop. See video from the workshop at the bottom of the page for a detailed explanation of the tools.

The Editor

The purpose of the 360ViSi Editor, created by the Finnish 360Visi project partners Turku University of Applied Sciences, is to create a simulation by connecting short 360° videos. This is done by compiling nodes, the basic building blocks, together with actions that trigger the next activity based on the players choice.

The beauty of the tool is that it gives the user the possibility to create whatever construction the user needs or wants. Some editing is possible in the editor, for example, clipping and looping videos. What adds interest to it, are the features such as providing the player with additional information in the form of pictures of texts, a randomizer that chooses the next step on behalf of the player and questionnaires enabling to test the players’ learning.

The tool simply takes in the JSON files produced in the 360°ViSi Editor and publish them on the internet.

The player

With the 360°ViSi Player, created by another 360ViSi project partner, a Finnish company ADE Ltd, the simulation creator proceeds to the part of publishing the content.

The tool takes in the JSON files produced in the 360°ViSi Editor and gives the user an interface to play through the simulation.

360°ViSi Player works on a browser, enabling to publish simulations on the internet and use them with multiple different devices ranging from mobile phones to VR headsets. The idea with this tool too, is to offer a simple and user-friendly interface. The user, usually a teacher, gets a link that can be shared with the players.

Want the detailed explanation? See the video of the demo here:

360ViSi Editor code available on GitHub

The code for the editor is now available to everyone on the open-source platform GitHub, so that anyone can use it and help develop it further. Please have a look:

Visit the 360ViSi repository on GitHub

Categories
News The project story

Safe learning with a patient surgeon

Imagine standing in an operation theatre and handing instruments to a surgeon. To nursing students, the impression can be nerve-wracking and may cause them to choose another area of specialization.

To guarantee that the future is not lacking nurses with competence to work in this demanding field, Turku University of Applied Sciences has created a virtual 360° game that supports the students’ skills in identifying surgical instruments.

Nursing students testing the VR instrument game.

The game gives the students a boost in their competence and showcases the reality of working in an operating theatre.

“When turning my head, I saw the very realistic environment. I believe this game lowers the threshold to work in an operating theatre,” says Jasmine Pitkänen.

Pitkänen, a soon-to-be-graduate nursing student. Along with her classmates, she gave an estimation of the learning experience. With a bit more practice on the game, Jasmine would be ready to jump on the deep end.

Learning by doing was a rewarding method for the students. Instead of reading books or watching videos and learning passively, the students appreciated active practicing and experiencing the lifelike situation. Or like Mikko Kinnunen put it:

“The experience was concrete, authentic and very realistic. I improved my score after rehearsing just once. When you practice, you learn.”

The students appreciated that, unlike books and videos, the game indicated incorrect answers. This feature along with the possibility to retry were seen as big bonuses from the learning point of view.

“If I handed a wrong instrument, it was made clear, and I got a chance to try again,” said Riikka Mörsky.

Instead of having the instruments explained as a list in a book, the game showed all the instruments at one glance. When reading about the topic, it did not occur to her, how the situation would look like in a real setting.

“If I had played this game at the beginning of my studies, I might have chosen to practice in an operating theatre.”

Valtteri Hannila appreciated the safe learning experience. Despite handing a wrong instrument several times, the surgeon stayed calm, and the rehearsal continued. In the real-life, a surgeon might not be as understanding. Playing in front of others added, however, more stress to the situation.

During their nursing studies, the students had played a learning game before, but this was the first VR learning game experience. Based on their practicing on the Instrument game, both the students’ experiences and attitudes towards the learning method were positive.

See video and interviews of the students testing the instrument game.

You may also find these stories interesting

The police student case – using 360° video in education

Specific needs for simulation tools in Health Education

User guide for creating interactive 360° video

Process for creating interactive 360° video for education

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News

Company cooperation across borders – because of the 360ViSi project

That led to a demo with the Norwegian University of Stavanger and based on their recommendation, the Finnish project team from Turku University of Applied Sciences was keen to hear more about the company and its products.

ONsim offers its customers VR headsets and easy-to-use 360° training solutions mainly to the medical sector whereas Turku UAS is, as a part of the 360ViSi project, both creating new methods for nursing education and developing the 360ViSI Editor enabling practically anyone to create simulations from 360° videos.

With a mutual passion for VR and simulation, the meeting between ONsim and Turku UAS was a sparkling start to the cooperation. Both ONsim and Turku UAS teams are enthusiastic about developing not only their products but also each other’s ideas. With cross-fertilization in mind, both the project and the company are looking forward to future cooperation.

Categories
Results The project story

Review of current literature on simulation training in Health Education



This literature review is a supporting study to a report on specific needs for simulation tools in Health Education. This report will be published at a later stage.

Feel free to download the litereture review below

Literature reviewDownload

You may also be interested in

See more results from the 360ViSi project

Tips about producing 360° video

Categories
Results The project story

Specific needs for simulation tools in Health Education

There are different technologies that can facilitate digital learning for health sciences students in an immersive environment, such as virtual reality (VR), simulation or 360° video amongst others. These environments allow the student to interact with a virtual world through their immersion in a three-dimensional context with real experiences.

Immersive learning is used in various disciplines outside of Health sciences including engineering, mathematics, education, biology, neuroscience, psychology, computer science, communication, economics and business. It enables interaction in multidimensional environments and provides valuable tools to improve practice and theory in order to enhance and promote transformational learning. So, it is not only about technology but also about designing activities using the technology for students to learn in context, therefore increasing knowledge and improving skills and competencies.

Mapping out the landscape

One of the work packages in the 360Visi project sets out to find out how and where 360° video simulation advantageously can be used in Health education.

The main objective of the study is:

  • To identify specific proven areas in Health education where students will gain from 360° video simulation training.

In addition, the study has these specific objectives:

  • To analyse whether new technologies like 360° video are effective tools for student learning  
  • To identify needs for 360° video simulation training at the universities participating in the project

Please note that this is a short description of the study and its findings. We will publish the entire study at a later stage.

Methods

The following approaches were used in the study:

1.) Reviewing literature where simulation, 360° video, mobile phone applications, interactive video, telecare tools were used. The review included also 1b.) Information from the four universities participating in 360ViSi on their previous experience in the use of 360° video. Lastly 2.) A focus group of experts from each of the partner universities of the 360ViSi project, assessed the relevance, opportunity, effectiveness and feasibility of applying 360° technology in each of the areas of training in nursing education.

Literature review and previous experience

The evidence found from the literature review has shown that the use of new technologies in university teaching is already a reality that can benefit the learning of health sciences students. Specifically, the decrease in cost and the technological improvement on hardware in recent years have promoted the use of VR, AR or 360° video in this area of education.

The fact that students are able to have an experience before actual contact with a patient, either through real simulation or through virtual simulation, favours the consolidation of knowledge in a safer environment not only for the student but also the patient.

Of the four universities participating in the 360ViSi project, two of them have previous experiences with the use of 360° video technology in the teaching of health sciences students, and the other two universities had also developed technological solutions to improve the learning of their students.

Six areas for enhanced learning

The experts from the four participating universities each identified areas where use of 360° video would be relevant in health education and gave them scores to show which were most relevant.

  • Home care (Score 4)
  • Nursing care and procedures (Score 4)
  • Drug administration (Score 2)
  • Surgical care (preoperative, perioperative, postoperative) (Score 2)
  • Emergency and acute care (Score 3)
  • Ethics and communication (Score 2)

The score corresponds to how many of the universities have chosen that area as a priority for the application of 360° video technology. 

Within each of these areas, the experts found different items or competencies in which students could be trained using this technology and, also, enhance their learning. Each of them is detailed as follows:

Home Care

The experts highlighted the need to work on Home Care, particularly with the elderly, paying special attention to care related to injuries caused by falls. 

The possibility of working on correct decision-making in the patient’s home, especially in situations where there is palliative care involved in the home environment, was also underlined.

Another important aspect was the possibility of working on patient transfer (i.e. when transferring from/to their home and primary care or hospital facilities).

Nursing Care and Procedures

There is a mix of competencies that the experts have been emphasising, but they all have a point in common: the possibility for the student to acquire and incorporate practical skills and nursing care and procedures in a safe environment, through 360° technology, before their actual practice on real patients.

The need to enhance teamwork skills in nursing is emphasised, especially with the medical team during patient visits or ward rounds, which are necessary skills on all types of nursing care.

The importance of working on patient observation and clinical examinations of different kinds (assessment of the patient in pain, taking vital signs, knowledge of the clinical environment) has been highlighted by several universities. 

Different techniques in the care of pediatric and adult patients, such as cannulation or the care and prevention of ulcers or wounds, was also pointed out. 

Drug Administration

The experts emphasized the special benefit this technology could have for training in the work with drug administration – both for the administration of the medication, and also the organisation, drug preparation and drug round within the hospital environment.

360° technology can be a great tool for the student to effectively incorporate a systematic approach in their practice for the safe administration of medication. 

Surgical Care (preoperative, perioperative, postoperative care)

Even though it has only been pointed out by the experts from two of the universities, care related to the surgical environment lends itself very effectively to learning through 360° technology, as studies analysed in the first phase also have shown.

The experts highlighted the need to apply the 360° technology on training in pre-operative care, anesthesia nursing care, assisting the surgeon during the operation, patient preparation and nursing care in trauma surgery. 

Emergency and Acute Care

Three different areas have been identified within this item. Firstly, the need and importance of training on pre-hospital emergencies, given the property to rendering an image of the outdoors environment in 360° format enhances the teaching capacity in this area.

Secondly, hospital emergency/acute care, both in the emergency department and in the intensive care unit. Different needs were indicated in this field, such as cardiopulmonary resuscitation, care in patients with pulmonary oedema, pulmonary embolism, sepsis, etc. Thirdly, the expert group also sees possibilities for learning about the care of the ventilated patient, both on the use of ventilators and on techniques related to aspiration of secretions as an example.

Ethics and Communication

The experts from two universities pointed out the suitability of the 360° video technology in the area of Ethics and Communication. Specifically, the possibility of training on breaking bad news was highlighted, as well as the holistic assessment of the patient, evaluating their needs in full, taking into account patient beliefs, diversity and cultural aspects. Communication and correct decision-making can also be skills to be acquired effectively through the use of 360° video.

Reinforcing learning and training with minimal risk

360 video and other immersive technologies has unique features that allow the user to train at their discretion in a safe and non-intrusive environment.

It is clear that there is unanimous belief among the experts from the participating universities in the 360ViSi project that certain areas of learning can be reinforced by 360° video technology in order to help students consolidate high standards in nursing care and health education.

The methods that bring the student closer to their future professional role, and in which they can learn by repetition, and correct mistakes as many times as they need with minimal risk, should become increasingly important in the teaching-learning process. Beyond that, 360° video technology will in an academic university environment still require teaching and supervision in real time and in groups. This is also a context where the technology can be explored for new ways of learning – where the instructor can control what students look at, to make them aware of and reflect on certain details, ask them questions or correct common mistakes.

Please note that this is a short description of the study and its findings. We will publish the entire study at a later stage.

Literature

Literature reviewed and applied in the full 360ViSi project study and analysis of Needs for simulation tools in Health Education:

  1. Ayala Pezzutti, R.J., Laurente Cárdenas, C.M., Escuza Mesías, C.D., Núñez Lira, L.A., Díaz Dumont, J.R., Ayala Pezzutti, R.J., et al. (2020). Mundos virtuales y el aprendizaje inmersivo en educación superior. Propósitos y Represent. 8(1).
  2. Kilmon, C.A., Brown, L., Ghosh, S., Mikitiuk, A. (2010). Immersive virtual reality simulations in nursing education. Nurs Educ Perspect. 31(5):314-317. 
  3. Kinio, A., Dufresne, L., Brandys, T., Jetty, P. (2017). Break Out of the Classroom: The Use of Escape Rooms as an Alternative Learning Strategy forSurgical Education. J Vasc Surg. 66(3):e76.   
  4. Akhtar, K., Sugand, K., Sperrin, M., Cobb, J., Standfield, N., Gupte, C. (2015).  Training safer orthopedic surgeons. Acta Orthop. 3 de septiembre de. 86(5):616-21. 
  5. Harris, D.J., Bird, J.M., Smart, P.A., Wilson, M.R., Vine, S.J. (2020). Un marco para la prueba y validación de entornos simulados en experimentación y entrenamiento. Fronteras en psicología, 11, 605. https://doi.org/10.3389/fpsyg.2020.00605 
  6. Jensen, L., & Konradsen, F. (2018). A review of the use of virtual reality head-mounted displays in education and training. Education and Information Technologies, 23(4), 1515-1529. https://doi.org/10.1007/s10639-017- 9676-0 
  7. Falconer, C.J., Slater, M., Rovira, A., King, J.A., Gilbert, P., Antley, A., Brewin, C.R. (2014). Embodying compassion:

a virtual reality paradigm for overcoming excessive selfcriticism. PLoS One. 9, 11, e111933 

  • Tropea, Joanne & Johnson, Christina & Nestel, Debra & Paul, Sanjoy & Brand, Caroline & Hutchinson, Anastasia & Bicknell, Ross & Lim, Wen. (2019). A screen-based simulation training program to improve palliative care of people with advanced dementia living in residential aged care facilities and reduce hospital transfers: study protocol for the Improving Palliative care Education and Training Using Simulation in Dementia (IMPETUS-D) cluster randomised controlled trial. BMC Palliative Care. 18. 10.1186/s12904-019-0474-x. 
  • Hanson, J., Andersen, P., Dunn, P.K. (2019). Effectiveness of three-dimensional visualisation on undergraduate nursing and midwifery students’ knowledge and achievement in pharmacology: A mixed methods study. Nurse Educ Today. 81:19-25. doi:10.1016/j.nedt.2019.06.008 
  • Green, J., Wyllie, A., & Jackson, D. (2014). Virtual worlds: a new frontier for nurse education? Collegian (Royal College of Nursing, Australia), 21(2), 135–141. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/25109212 
  • Tjoflåt, I., Brandeggen, T. K., Strandberg, E. S., Dyrstad, D. N., & Husebø, S. E. (2018). Norwegian nursing students’ evaluation of vSim® for Nursing. Advances in Simulation. 3(1). https://doi.org/10.1186/s41077-018-0070-9 
  • Harrington, C. M., Kavanagh, D. O., Wright Ballester, G., Wright Ballester, A., Dicker, P., Traynor, O., Tierney, S. (2018). 360° Operative Videos: A Randomised Cross- Over Study Evaluating Attentiveness and Information Retention. Journal of Surgical 

Education. 75(4), 993–1000. https://doi.org/10.1016/j.jsurg.2017.10.010 

  1. Watson, W., & Yang, S. (2016). Games in schools: Teachers’ perceptions of barriers to game-based learning. Journal of Interactive Learning Research. 27(2), 153-170 
  2. Yi-Lien, Y., Yu-Ju, L., & Yen-Ting, R. L. (2018). Gender-Related Differences in Collaborative Learning in a 3D Virtual Reality Environment by Elementary School Students. Educational Technology & Society, 21(4), 204–216. https://doi.org/10.2307/26511549
  3. Choi, K. S. (2017). Virtual reality in nursing: Nasogastric tube placement training simulator. Studies in Health Technology and Informatics. 245, 1298. https://doi.org/10.3233/978-1-61499-830-3-1298.
  4. Hernández-Sampieri, R., Baptista-Lucio, P. & Fernández-Collado, C. (2010). Metodología de la investigación (5ta ed.). México: McGraw Hill. 
  5. Szyld, D., Uquillas, K., Kalet, A. (2017). Improving the clinical skills performance of graduating medical students using “WISE OnCall,” a multimedia educational module. Simulation in Healthcare. 12, 385–392. doi:10.1097/SIH.0000000000000254  
  6. Khan, R., Plahouras, J., Johnston, B.C., Scaffidi, M.A., Grover, S.C., Walsh, C.M. (2018). Virtual reality simulation training for health professions trainees in gastrointestinal endoscopy. Vol. 2018, Cochrane Database of Systematic Reviews. John Wiley and Sons Ltd; 2018.
  7. Pires, S., Monteiro, S., Pereira, A., Chaló, D., Melo, E., Rodrigues, A. (2017). Non-technical skills assessment for prelicensure nursing students: An integrative review. Vol. 58, Nurse Education Today. Churchill Livingstone; 2017. p. 19–24. 
  8. Alfalah, S.F.M., Falah, J.F.M., Alfalah, T. et al. (2019). A comparative study between a virtual reality heart anatomy system and traditional medical teaching modalities. Virtual Reality 23, 229–234 (2019). https://doi.org/10.1007/s10055-018-0359-y
  9. Kamińska, D.; Sapiński, T.; Wiak, S.; Tikk, T.; Haamer, R.E.; Avots, E.; Helmi, A.; Ozcinar, C.; Anbarjafari, G. (2019). Virtual Reality and Its Applications in Education: Survey. Information 2019, 10, 318. doi:10.3390/info10100318
  10. Shanahan, M. (2016). Student perspective on using a virtual radiography simulation Radiography, Volume 22, Issue 3, 217 – 222 https://doi.org/10.1016/j.radi.2016.02.004
  11. McDowell, J., Styles, K., Sewell, K., Trinder, P., Marriott, J., Maher, S., & Naidu, S. (2016). A Simulated Learning Environment for Teaching Medicine Dispensing Skills. American journal of pharmaceutical education. 80(1), 11. https://doi.org/10.5688/ajpe80111
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Categories
News The project story

The police student case

With help from University of Stavanger, the Norwegian Police University College has produced and started using 360° video in education with the purpose of boosting asset recovery behavior from police officers, both bachelor students and post graduate police officers.

Inger A. E. Coll, assistant professor at the Norwegian Police University College, explained that police students need to be able to identify valuable assets during search and seizure of properties when a crime is suspected.

In a digital meeting, Inger A. E. Coll shared the Norwegian Police University College’s experience with 360° video in education.

Learning about asset recovery

The 360° video simulation allows the students to move around in an apartment in search of valuable items. Before starting the tour, the students are provided with this context for the scenario: The couple living in the apartment are suspected of massive drug sales. They have no recorded income and receive social security benefits.

Placed in the apartment are expensive female accessories, jewelry, valuable art and wine, user equipment for cocaine and documents proving ownership of a horse and a yacht. It is up to the student to identify and assess them.

  • The student moves around the apartment to identify valuable objects.
  • User eqipment for cocaine.
  • Money and jewlery found in the apartment.

“The simulation is offered two times for the students. The first time, the goal is to boost their attention and stimulate reflection. Later in the course they do the same simulation but are then given added information about the items’ value, to increase the learning outcome,” Coll explains.

The second simulation session provides students with added information in order to increase the learning outcome.

 The simulation is not a compulsory part of the education, but since it was introduced, 90 % of the students have completed it, and their feedback is very positive.

360° live streaming

The second part of the workshop was called “Possibilities with 360 live streaming” and presented by Kåre Spanne, media engineer at the University of Stavanger.

Spanne talked about how 5G, the fifth-generation technology standard for broadband cellular networks, is enabling a new aspect for 360° video: live streaming.

In China, an intensive care unit (ICU) has started using live streaming of 360° video to enable family members to “visit” patients on the ward.  See the news report about the story by CGTN:

“I believe we will see live streaming of 360° video used in education in the near future. One opportunity is to use it to observe students while they perform specific procedures,” Spanne says.

More workshops to come

This particular workshop was hosted by University of Stavanger, and all the partners will take turns to host workshops where a larger audience is invited to take part.

“The Knowledge Alliance is all about sharing knowledge. The project partners have insight into other cases that could be relevant and inspirational to the 360ViSi project, so this is a perfect arena for us to learn and develop our project,” says Atle Løkken, project manager for 360ViSi.

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The project story User guide

Process for creating interactive 360° video for education

Please note that the information related to the patient case is constructed.

Step 1 – Scope

The process started with workshops where the goal was to describe the case, using and testing a predefined template. The template poses these questions:

  • What’s the goal of this 360-video?  
  • Why are we making the video in 360 format? 
  • Who is the audience of this video? 
  • What’s our video topic? 
  • What are the key takeaways of the video?  
  • What should viewers learn from watching it? 
  • What’s our call-to-action? What do we want viewers to do after they’ve finished watching the video? 
The team from University of Stavanger preparing for the case study.

For this case study, these questions were answered as follows:

What’s the goal of this video?  
Ensure knowledge and confidence in nursing care in a home care setting

Why are we making the video in 360 format and not 2D video? 
To present a comprehensive and complete overview of a complex home care setting where several factors interact together, i.e patient and surroundings (pictures, furniture etc). Ability for the student to move around at own will, as in a physical setting.

Who is the audience/target group of this video? 
Nurse student in the 2nd and 3rd year of the Bachelor program in nursing.

What’s our video topic? 
Home care nursing

Scenario
Still picture: Apartment – entrance/ living room and bedroom (with equipment).

Video from a home care setting. Still picture from entrance and living room and door into the room where the procedures and dialogue between patient and nurse take place.

Please note that the information related to the patient case is constructed.

Learning outcomes, information and call to action
For every hotspot (i.e. interactive digital areas in the video where information, sound and tasks may be included) in the video, these questions were addressed:

  • What are the key learning outcomes of the video?
  • What information should the student get – and where?
  • Call to action: What do we want the student to do? 

Step 2 – Mapping out the hotspots

Hotspot 1 

Learning outcomes

Knowledge:

  • Knowledge of communication and interaction with patients in a home care setting

Skills:

  • Skills in how to behave and communicate with patients in this home care setting
  • Display respect and dignity for the patient

General competence:

  • Reflection on nurse patient communication and interaction in a home care setting

Hotspot placement

Corridor /entrance and view of the living room in the apartment.

Hotspot voiceover

“You are visiting a patient for the first time as a nurse student in home care. You know that the patient is 65 years old lady, living in an apartment and your tasks are to do colostomy care and a heparin injection. The lady has received home care the last year. “

Hotspot questions (written)

  1. When you enter the room what will be important to observe to be able to communicate and display respect and dignity for the patient?
  2. Write an example of how you will communicate and interact with the patient living in this apartment?
  3. Share your example with your fellow students and reflect on your experience.
  4. Write a reflection paper based on your communication and interaction experience.

Hotspot 2

Learning outcomes

Knowledge:

  • Knowledge about prevention of falls in a homecare setting

Skills:

  • Supervise patient related prevention of falls according to their learning needs

Hotspot placement

Carpets

Hotspot on carpets. The student can click to hear sound and read the information, or move into the next room.

Hotspot voiceover

“Falls in a home care setting have serious health consequences, referring to the bachelor thesis about falls in a home care setting.”

Hotspot questions (written)

  1. Plan a supervision session about prevention of falls related to the patient you are visiting in the apartment.
  2. Conduct a supervision session about the prevention of falls.
  3. Evaluate the supervision session. 

Hotspot 3

Learning outcomes

Knowledge:

  • Knowledge about nutrition related to colostomy

Skills:

  • Supervise patient about nutrition intake when having a colostomy. 

Hotspot placement

Fruit bowl on the table

Hotspot voiceover

“The patient has a colostomy and according to the documentation at the home care office the lady has during the last week reported problem with flatus, irregular and thin stools and she has asked for some advice related to food intake.”

Hotspot questions (written)

  1. Assess together with the patient her nutritional status.
  2. Conduct a supervision / education session about nutrition related to colostomy using a digital device.
  3. Evaluate the supervision / education together with the patient.

Step 3 – Equipment and technical preparations

The technical preparation phase involved ensuring the equipment worked as it should. Practicing how to use the equipment was also part of this phase. Having control of all the technical details gives a better and controlled production phase.

Testing and familiarising with the equipment before going on location.

The equipment used was:

  • Tripod
  • Camera: GoPro Fusion 360
  • Ipad with installed Go Pro App to control the camera, monitor the film/photo input
  • Editing programme: 3D VISTA to add hotspots and learning elements

Note: Using the camera with the GoPro App was a great advantage – especially during the Covid-19 pandemic. This meant a minimum of people had to enter the flat, while others were monitoring everything from outside in the hallway. The distance from the camera to the Ipad can be up to 15 metres.

Step 4 – Communication and consent

At this stage it is time to

  • Contact and inform the selected clinical field about the project
  • Obtain permission and informed consent from patients, health personnel and eventually relatives
  • Divide and decide roles during the production phase

Step 5 – Production phase

Recording 360 video and 360 images on location. Remember:

  • Be on time
  • Keep the roles
  • Stick to the plan or the script (if a predefined script is described).
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Case example

Take the virtual tour of a patient’s home produced for the case study:

Home care example.

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News The project story

Made art exhibition available in the pandemic – with 360° video

Photo: Screen Story

According to the team at Screen Story, this was a great opportunity to apply interactive 360° video to a real user case. With the help of 360° technology, they were able to make the exhibition into a digital version – open to anyone, for free.

Explore the exhibition

The exhibition is still available online, so feel free to visit it. Navigate around and have a look at this example of one of the many ways to use 360° video.

In contrast to a normal video, the interactive 360° video allows you to choose what you want to look at and where you want to go, just as you would if you attended the exhibition physically.

https://stavangerkunstmuseum.no/360/iskyene/

Behind the scenes

Have a look at how Screen Story made the interactive 360° video for Stavanger Art Museum.

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News User guide

User guide for creating interactive 360° video

The document provides basic information on producing 360° video using consumer-oriented equipment. It will discuss what is important to know when shooting 360° video, like tips about equipment, camera settings and camera position.

You will also learn about what you can do post-production; such as editing and exporting the finished video. The user guide gives recommendations and descriptions of different kinds of hardware and software that can be used, with links to several video tutorials.

After reading this – you should have the information you need to get started. We wish you the best of luck!

Please download the document:

360visi_user_manual_print_englishDownload
360visi_user_manual_print_spanishDownload
360visi_user_manual_print_finnishDownload

Questions about the user guide?

Please contact us!

The European Commission’s support for the production of this website does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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