Methods: The video was based on the results of a phenomenological study of viewing self in the mirror after an amputation of a limb. Qualitative focus-group work by Freysteinson et al (2016) brought the subject to light, and to disseminate the results, experts were sought in videography and theater, to help capture scripted discussions of real stories, in a high quality format, suitable for viewing online. This method was chosen in order to create a lasting educational resource, to be shared with a wide audience. After forming an academic partnership between nurse researchers, willing actors in the community with this lived experience, videographers, a director, and a hospital educator with administrative funding and support, the need to learn storyboarding in order to collaboratively edit a script became apparent. Eight actors who had an amputation of one to four limbs told the story of the trajectory of the mirror experience starting from the initial mirror viewings after the amputation. The process of video production included: developing a working relationship among video team members; translating research findings into scripts; envisioning the themes and desired visuals; securing sites for video production finding, engaging and supporting actors; supporting the videography, through editing the video footage, and, creating a plan for dissemination.
Results: Two video scripts were developed: one for community-members and one to teach nurses how and why to assist individuals who have recently lost a limb, in the viewing of self in the mirror. The desire is that these rich educational resources will effectively stand alone, whether incorporated into online content by a professional organization or advocacy group, or as a learning module - teaching tool in a more formal setting. Whether or not a formal process is put into place in a clinical setting, including preparation of family members, providing privacy, and sharing the experience of others, the increased knowledge viewing this video brings to a learner hopefully improves their ability to understand and support or be supported through the mirror experience. Partners who will post the video have been sought, and the next phase of this evolving research is to determine the impact on clinical staff behaviors and on life satisfaction, for those in their care.
Conclusion: The team learned that the development of a video is a complex and time-consuming endeavor. Research is needed to assess the impact of this dissemination method as compared to traditional methodologies. There are gaps observed in the literature of the impact on patient outcomes using video. We are finding that there are many unanswered questions, as the field of educational innovation continues to expand, and the first step is often to measure the effectiveness of the education (Boydell, Gladstone, Volpe, Allemang, & Stasiulis, 2012). This team hopes to continue to track this effort, as practice changes and satisfaction of affected individuals are the true targets of this transformative knowledge activity.