Humanising the lived experience of mental health patients through immersive video
•
1 like•97 views
A study explored using immersive video to help students understand the lived experiences of mental health patients. 54 first-year nursing and midwifery students participated, viewing 360-degree and first-person videos depicting patient scenarios. Students reported increased understanding and empathy for patients after viewing. They felt it would change their practice to be more considerate of patients' perspectives. The videos were found to be effective tools for promoting critical reflection and perspective-taking around mental healthcare experiences.
Recommended
More Related Content
More from Laura Hollinshead
More from Laura Hollinshead (15)
Recently uploaded
Recently uploaded (20)
Humanising the lived experience of mental health patients through immersive video
- 1. Laura Hollinshead Matt Gilooly Alison Kilduff Gemma Breitschadel Humanising the lived experience of mental health patients through immersive video
- 2. Creating the lived experience
- 4. When
- 5. 54 students 2 groups 1st Year ¾ female Who were the students?
- 7. +16% 35% Strongly Agree 19% Strongly Agree I understand the lived experience of service users
- 8. +19% 58% Strongly Agree 39% Strongly Agree I empathise with the lived experience of service users
- 9. +23% 43% Strongly Agree 20% Strongly Agree I can critically reflect on the nuances within my practice which contribute to the positive and negative experiences of care
- 10. (Strongly Agree 31% and Agree 63%) 94% Agree The session has helped me to consider aspects of patient care and treatment I had not previously considered 74% Yes Will you make changes to your practice?
- 11. Mindful of how others are experiencing the environment The simulation has further shown the importance of considering the lived experience How would you change your clinical practice?
- 12. Used a Smartphone to access the videos 76% Used their own device 84% Used the headset at least once in the session 72% Not viewed 360˚ video before 52% The videos
- 13. 360˚ Would watch video again 70% (Very Effective or Effective) 360˚ Video 80% (Very Effective or Effective) First person video 89% Effectiveness of the videos
- 14. More positive aspects of care Classroom environment was a bit loud Compatibility with all models of device Authentic acting and more authentic situations (some negative aspects felt artificial) Having actors I don’t know The quality of the sound Responses from ‘Sam’. We are not sure how enthusiastic Sam is about an informed admission What could we do to improve the videos?
- 15. Next steps
- 16. Laura Hollinshead l.hollinshead@derby.ac.uk @ljhollinshead University of Derby Centre for Excellence in Learning and Teaching How could this be used in your context?
Editor's Notes
- Academics wrote the script – examples they have seen in practice Recreating the patient journey at key points Needed to be reusable – ability to change context of patient Gender Neutral – to allow students to feel like they are ‘Sam’ Always talking to camera for fixed view videos Immersed in a scene as a fly on the wall for 360 videos – to give students agency
- Day to film 25 crew including actors Academic, experts by experience (ex-patients) and NHS staff played all the roles Blocking actors took up most of the time Direction changes message and meaning
- Pre-sessions instructions to test 360 capability of phone All day workshop Simulated practice module QR codes and short url on worksheet for each video Watch and discuss Mix of VR headsets and using the player while scrolling around Using their own technology
- Asked agreement to 3 statements before and after the video
- Icons from https://icons8.crisp.help/en/
- Really positive elements of changes to practice highlighted. Often reinforcing what they already know from other sessions Empathy Consideration Reflection Thinking Mindfulness
- About half of the students liked using the headsets some found them disorientating and hard to use with their phone Device use is likely to be higher (although this could be higher as those who said University supplied were referring to the headsets as well)
- Comments on why would watch it again To see elements missed To experience the patient pov more than once See hoe you could come across to patient Follow-up on points in the discussion they missed when watching
- Areas for improvement were clear Technical including compatability and sound quality As well as aspects within the film – authenticity, positive aspects of care As well as the environment in which it was viewed and the structure of the session.
- Better able to support other academics to create similar content Ideas of future collaboration with different subject areas including inter-professional learning Student media producers co-creating with academics in order to scale-up Most time consuming element was the creation of the scripts Difficult to get academic time to commit to this