Producing videotapes for cancer education: methods and examples

Abstract

Purpose/objectives: To describe a systematic process to produce videotapes for cancer education and research.

Data sources: Published research and education articles, patient and health education models, the National Cancer Institute's health communication model, and personal experiences.

Data synthesis: Videotapes provide a consistent form of teaching, are a familiar medium to most patients, and can communicate concepts in a realistic and visual manner. To enhance the acceptability, relevancy, and understanding of cancer messages, target-audience assessment and learner verification should be given special attention. Practical aspects of preproduction, production, and post-production phases, including budget considerations, script development, talent/narration, and location scouting, are important factors to address in producing videotapes.

Conclusions: Cancer education videotapes can be developed through the use of a systematic process and by addressing practical aspects of video production. Assessment and inclusion of target audience members throughout the development process help to ensure that content meets learners' needs.

Implications for nursing practice: Nurses can produce effective educational videotapes by using a systematic framework to guide their efforts. Attention to practical aspects of production is necessary to create high-quality programs that are effective in terms of time, energy, and money.