What if video recording, editing, and production were a part of providing patient education, and students learned these skills as part of their curriculum?

In a public health nursing course, educators used a flipped-classroom "Video Production" activity where students watched pre-recorded lectures, then created 3-minute health education clips on their smartphones. 

The task required students to translate complex community disease processes into plain language, a skill that traditional essays and exams rarely give students the chance to practice.

This approach addresses the shift toward community-based nursing by engaging students with health literacy and communication skills in a digital medium. The current generation of students is quite comfortable with informal video, and this gives an opportunity to practice it in a professional setting.

Creating a teaching video transforms clinical knowledge into practical advocacy, reaching 'Net generation' learners through a high-engagement, participatory pedagogical model.

Want to read the full article:

• Kwon, M., Gaughan, M. R., & Park, E. (2021). Flipping the classroom: Incorporating video production in public health nursing education. Creative Nursing, 27(3), 190–194.