61CHAPTER 7
Lights, Camera, Action! The Process of Evaluating, Acquiring, and Implementing an Audiovisual Capturing Solution to Enhance Learning
The process of integrating an audio or visual capture solution is daunting at best; from developing a full knowledge base of the audiovisual process and product solutions (software and hardware) to understanding the needs of your faculty, students, staff, and institution. Getting it “right” will increase the effective installation and implementation of audiovisual equipment in your health care simulation center. This chapter introduces key components of audiovisual software and hardware; helps you ascertain the correct audiovisual product for your center; determines equipment and control room placement; explores key concepts regarding the incorporation of audiovisual usage among faculty, students, and other users; and offers ideas for policies and procedures to encourage usage of the equipment and optimize learning in the simulation environment.
THE PROCESS FOR DETERMINING AN AUDIO OR VISUAL CAPTURING SOLUTION
Deciding on the “right” audiovisual product for any institution involves a great deal of preparation by health care simulation center personal. Self-education, surrounding yourself with experts in audiovisual solutions, visiting other simulation centers, and talking with others currently using audio or visual systems will assist in the planning process, as well as enhance decision making. The following section introduces some common terms, provides a contextual understanding of audiovisual software and hardware, and includes a discussion of how this equipment will impact both primary users (simulation center staff) and end users (faculty and participants).
Simulation includes multiple modes, including partial task trainers, standardized patient (SP) actors, and high-fidelity computerized patient simulators (Jeffries, 2012). Although any nursing program would be prudent to plan for and purchase an audiovisual software solution for initial and future use of all forms of nursing simulation, including expansion into standardized patient examination room suites; for the purposes of this chapter, the design of simulation sites with audiovisual capturing solutions will primarily focus on the use of high-fidelity computerized patient simulators. Adaptations of this model can be made for suites using standardized patient rooms.
62Initial steps in determining the right audiovisual capturing solution should begin with surveying the end users, including nursing faculty or staff development personnel, curriculum or staff development committee members, administrators, other key stakeholders, and simulation staff. This survey should seek to collect information regarding the proposed use of simulation, explore potential program growth, as well as identify projected student enrollment or usage by a department. Questions for personnel should include:
1. What are the plans to use simulation within the curriculum or in the staff development competency program?
2. What is the plan of the location of simulation activities? Will simulation take place in simulation labs only, wirelessly within classrooms, or in-situ on nursing units?
3. Will viewing of videos take place only in the simulation labs or virtually anywhere?
4. Will student population or health care staff size stay consistent or is growth planned?
5. How will the college or department use video captures for student or staff usage?
This information will assist with understanding how your program will require the software to perform or support the faculty, students, staff, and research efforts.
Design can include simple audiovisual capturing software to a more advanced solution, which will allow for the following: (a) design, storage, and management of simulation case scenarios; (b) camera movement during capture; (c) real-time documentation of participant performance; (d) faculty, participant, and/or staff access to videos (both live and archived); and (e) an ability to provide reports. An additional software consideration is the ease of use of the audiovisual software integration with computerized patient simulator(s) software to allow for immediate access for debriefing as well as comparing students’ performance while visualizing key vital signs.
Health care professionals are asked to investigate, select, and integrate equipment and software with little to no knowledge or understanding of the technology in general as well as what the programs have to offer. It is vital to understand all key components of a potential audiovisual package in order to make the best decision for your program. The next section will introduce key components of audiovisual solutions that will help to navigate through all the options that are currently available.
Understanding Key Components of Audio/Visual Solutions
An understanding of the mission, plans, growth, and use of simulation within the nursing program will allow for planning and purchasing of the right software, thus meeting the initial needs as well as allowing for future growth and expansion. The use of technology in nursing simulation audiovisual software should assist the end user in the efficient running of equipment as well as decrease the time and efforts of the simulation staff in administrative functions. This automation allows the simulation staff to manage simulation equipment allowing for a reduced workload of programming, recording, and creating videos for review. The audiovisual simulation software “solution” can be sold as an all-in-one package or à la carte, allowing for selection of different components such as:
1. Administration of all key aspects of the software
2. Management of the different level users
3. Case configuration
4. Recording
5. Easy accessibility for users
6. Some form of assessment (data collection and scoring).
Table 7.1 identifies key aspects of audiovisual software solutions.
Table 7.1 Simulation Audiovisual Solution Software Key Aspects
Feature | Specific Functions of the Feature |
Software administration | – Templates for cases, surveys, and assessments – Ability to create and maintain separate programs within the software – Manage emails, individual and program profiles |
User management | – Create and manage users (faculty, students, staff, SPs, etc.) – Develop different levels of access to software and accessibility of videos – Bulk uploading of data (such as users, contact information) – Password access – Capability to send reminders – Task assignments (e.g., ability to assign assessment capabilities to a user level) |
Case configuration | – Case creation and management – Case categorization – Document storage (labs, nursing reports, provider orders, etc.) – Electronic medical record capabilities |
Recording(s) | – Ability to configure cameras to record automatically – Manual camera operations, which includes camera movement and last-minute camera changes – Provide live feeds for remote viewing from another location – Ability to search for a recording via participant name versus scenario versus date/time stamp |
Accessibility | – Local network (within the simulation center) versus local domain (within the institution such as university campus) versus World Wide Web – Bandwidth requirements (discussion with your institutional networking department will ensure streaming of video) – File conversion time (time needed to access video following recording for debriefing) – Indexing abilities (assignment of departmental faculty, case, SPs, course specific) – Individual permissions (e.g., student permission to view individual videos to incorporate inclusive date and times) |
Assessment | – Assessment items (measurable actions/competency or skill of participants or SPs; these items would include measurable performance behaviors, such as introducing one’s self, good eye contact, asking health history questions, medication administration performance, and so on – Report generation (types of report, student specific vs. scenario specific vs. competency or skill) |
Survey | – Opportunity to survey users pre/post simulation for testing, feedback, and so on. |
SP, standardized patients.
64VENDOR SELECTION
Understanding the process of investigating and selecting an audiovisual software solution vendor is critical because the search process is potentially the beginning of an association that could evolve into a service relationship before, during, and after the purchase. Identification of the project goals, followed by a call for proposals from vendors, can begin the official process. The call for proposals should ensure that only qualified vendors apply, allow for technology-specific comparisons, and place the responsibility of providing hardware and software information on the vendor. Time spent in developing and placing important questions specific to the audiovisual capturing solution within the call for proposals will assist in streamlining the process and avoid rework later in the process. Interviewing potential vendors during the call for proposals is an additional strategy that would be beneficial in the selection of an audiovisual solution partner. Additional comparative information regarding services of vendors can be gained during this interview process (Ness, 2006).
The cost of a fully integrated simulation product can be very costly and warrants a systemic process or due diligence. In an article titled, “Do the Due Diligence,” Kevin Oakes (2004) suggests steps to take in determining the right vendor for an e-learning solution. These include investigating the vendor (is the company private or public), understanding sales tactics, and making site visits. Oakes suggests that companies that are traded publicly have transparent financial information available through a variety of resources, which would enable the user to understand the stability of and the potential for the company to be around to provide service after the sale. Educating yourself in understanding sales is helpful so you do not fall into the trap of sales tactics that create fear, uncertainty, and doubt (FUD) about the sales agent’s competition. An informed buyer asks for the facts and/or documents to back up any proposal and also asks the vendor to support or defend these documents. The third phase includes what Oakes calls “hit(ting) the road” or making a site visit to the vendor’s home office (2004, p. 16). These visits to the vendor’s company will allow for gauging the atmosphere of the environment as well as the customer service of the employees. Incorporating these three approaches allows for a better understanding of any audiovisual solution vendor’s stability and potential for creating a long-term positive relationship (Oakes, 2004).
With the initial understanding of the stability of a technological audiovisual solution vendor, a deeper investigation of understanding the services, sales, and support can begin. NPower Network (2011) reviews the process of technology vendor selection and suggests the following seven-step process or model before making a purchase. These steps include:
1. Assessing the viability (Is this purchase feasible/practical for my organization?)
2. Collecting requirements (What is necessary for my organization related to this product?)
3. Understanding the organization’s requirements and options (What options are available to support the needs of the organization?)
4. Evaluating vendor options (Which of these companies may offer the product(s) that are the best fit for my organization?)
5. Selecting a vendor (Which price, components of the product, and ongoing contracts are reasonable and viable for my organization?)
6. Implementing the technology (Does the vendor have a history of delivering of the goods and services promised?)
7. Supporting and maintaining the purchased technology (How does the organization maintain this process/program and support it? [NPower Network, 2011]).
This article is a must read by any simulation staff making the decision to purchase an audiovisual software solution in that it provides a step-by-step “how to” from a technological perspective. Many health care personnel are intimidated by the need to make decisions regarding these technological resources. The author offers a readable/understandable article with a variety 65of very helpful suggestions and considerations to use during the vendor selection process. He includes exploration of a budget, including a potential variance; professional staff’s ability to learn, use, and incorporate the new technology; sustainability of the new technology; ascertaining the return on investment and tips for the decision-making process (NPower Network, 2011).
Creating an evaluation matrix regarding different software solution vendors will assist in making the right purchase for your nursing simulation program. Include aspects such as software features, technology elements, quality of the product, costs (initial as well as maintenance), vendor company stability, general impressions, support provided during vendor selection, product installation and placement time frame, training, and technical support, and whatever other options relate to your program. All of these factors placed in a matrix will provide an opportunity for comparisons and assist in decision making (NPower Network, 2011).
During the authors’ vendor selection, a comparison was made of existing audiovisual vendors by Rockstraw in early 2006 and by Meakim in 2007/2008 and again in 2013/2014. Exhibit 7.1 shows the vendor selection comparison checklist that was used during our programs’ evaluations.
66
CAMERA, MICROPHONE, AND CONTROL-ROOM PLACEMENT
The following section of this chapter describes different considerations for the placement of recording equipment and the control room. Having early and continued conversations with simulation staff, faculty, and departmental administration as well as networking with other nursing simulation users will assist in the understanding of function and use of recording equipment and simulation control-room design. As audiovisual vendors may have participated in development of other sites, they can be a great resource to gain insight into simulation center designs specifically related to camera, microphones, and the control room, including types, location, and placement. These vendors may also offer services to assist with the general design and design and layout of rooms. Another great resource in gaining an understanding of room and equipment layouts is by getting out and visiting other simulation centers. A great deal can be learned by touring and speaking with other simulation professionals.
Camera and microphone placement will be affected by the size of the simulation suite as well as the number of cameras and microphones that will be placed. Single camera and microphone placements would typically be positioned to capture video and audio of the main focus of the nursing simulation suite, typically a patient’s bed, nurses’ station, and conference table. The camera can be placed at the foot of the bed (nurses’ station or conference table) or from either side, far enough back to allow for viewing/recording of the entire bed and work space around the bed. The microphone would be placed directly over the bed or at the center of focus. Figure 7.1 shows a floor plan of this room configuration. Authors Dhingra and Kerns (2011) provide an in-depth description on health care simulation labs hardware and software design, which this author would encourage reading before deciding on a simulation lab design.
If the capital budget allows placement of a second camera and microphone, placement in an additional key focus area or from a corner of the room to allow a full room view would be optimal, as shown in Figure 7.2. An additional key focus area could be a counter work space, a sitting area, as well as a fuller view of the entire simulation suite. Key discussions with the audiovisual solution vendor, simulation consultant, and other design professionals will aid with the appropriate placement of cameras and microphones.
The ability to place a third camera and microphone or more would be dependent on the size of the simulation suite as well as the design of the room. One last consideration would be the placement of a bird’s-eye view camera, which allows for viewing only from the control-room and does not allow audio or visual capture. This feature would allow for control-room staff to view student performance from over the focal area (patient’s bed, nurses’ station, or conference table) when the view from the one-way mirror into the simulation suite may be blocked by students or other simulation participants. The third camera and the bird’s-eye view camera are shown in Figure 7.3.
Overall floor design should include strategic placement of the control room. A conceptual layout is shown in Figure 7.4. Control-room access and flow should allow for entering and exiting from both a main hallway as well as the nursing simulation suite. The use of these two access/exit points should be used to promote the “feel” of the simulation encounter. Typically, the hallway that students would use to access the nursing simulation suite would be the same hallway that faculty would use to access the control room; should the student need to request assistance or a conference with the faculty member, this could take place just inside or outside of the same entrance of the simulation suite. The second access to the control room from the simulation suite is designed for quick and easy access by simulation staff and actors. Ideal space use would include a prep/prop room area between the control room and nursing simulation suite to gain easy access to equipment and props requested by the students, but which was not placed in the room for initial use.
67
Figure 7.1 Camera and microphone placement—one each.
PTZ, pan, tilt, and zoom.
Stay updated, free articles. Join our Telegram channel
Full access? Get Clinical Tree
