Using immersive video to enhance simulated practice for health and social care students

Simulated clinical experiences have been increasingly developed to provide authentic learning opportunities for students undertaking Health and Social care programmes. This can be helpful where clinical placements are limited, for example in highly popular programmes; but it also mitigates risks by providing a safe space for skills and knowledge to be developed and accumulated through immersion, reflection, feedback and practice. Despite numerous advantages of using virtual reality learning environments in healthcare education there is a limited evidence base thus far on its integration and impact on the student humanising the lived experience of mental health service users. With this in mind, a project was created to explore the use of immersive video to help bring to life the experience of a mental health patient and different points of their journey within the healthcare system.

This was achieved by creating point of view (POV) video content ranging from standard video footage to virtual reality achieved through 360 videos, where providing the students with agency over their viewpoint they would be able to deeply consider how this experience would be for a patient entering this environment. Subject matter experts including health care practitioners, Experts by Experience (ex-patients) and academic staff created the video scripts, played parts in the video and helped to shape the delivery of this to students, ensuring an authentic patient case study. It contained several layers of learning, allowing students to identify how the person would feel in the situation, the practices that were good and bad as well as the nuances, which might be small but could, have a significant effect on the patient’s experience. Sustainability was built into the video design by ensuring the patient was generic. Referring to them as ‘Sam’ could mean they were either male or female and as no details were included of the reason Sam was entering the health care system, this meant different scenarios could be applied to the videos helping to change the way students analysed, evaluated and applied the practice seen.

The presentation will provide details of the whole production process, helping attendees to understand how the different types of video were designed, directed, filmed and delivered to students ensuring an authentic learning experience. This will include the technical details of the cameras used, what platform the videos were delivered on, how the students viewed the videos within the classroom and the advantages and disadvantages to using these approaches. The results of the evaluation carried out with students to understand their experience of the videos and the impact this had on their learning will also be discussed. The presentation will conclude with an explanation of where we would like to go next with this project, with use of the videos helping to support inter-professional learning across health disciplines, the development of further video case studies utilising immersive video and research into the impact this has on students learning.