PERHAPS WE CAN BLAME IT ON MY BEING SNOWED IN. I recently
discovered YouTube[TM] and began to contemplate its potential impact on
nursing education. There is a lot of controversy surrounding trash on
YouTube. This is a social phenomenon that can't be ignored by
educators. As you'll see here and in future columns, my intention is
to focus on Web 2.0 tools and how we can begin to use them to transform
nursing education. I'll build off five themes (Web 2.0 as a social
networking See social networking site.
social networking –. Social network ?medium, digital natives, Net generation, visual literacy Visual literacy is the ability to interpret, negotiate. Make meaning from information presented in the form of an image. Visual literacy is based on the idea that pictures can be “read”. That meaning can be communicated through a process of reading. , and
thinking outside the box) and develop the notion of Nursing Education
2.0–that's, emerging technologies that'll transform the way nursing
education is offered.
HERE IS HOW MY INTEREST IN YOUTUBE GOT STARTED. I received an email
asking me if I'd seen the video titled “Introducing the
Book”. (aka “The Medieval Help Desk”) at
www.youtube.com/watch?v=xFAWRGhzZek. Produced by the Norwegian
Broadcasting television channel for a show titled “Oystein &
Meg”. (Oystein &. I), this 2001 video, in Norwegian with English
subtitles, is marvelously funny. it's about a new technology called the
book. An end user, who's puzzled and sceptical about using the book as
a replacement for the scroll, calls on a technical support person to
show him how to open and close a book and turn the pages. As the support
person reassures the user that the text won't be lost, I was LOL “Laughing out loud”. “lots of luck.”. See digispeak.
(chat) LOL –. “laughing out loud”. “lots of love”. “luck”. ?(laughing out loud).
WATCHING THIS VIDEO, I started to think about how it might be used
in my course “Human Computer Interaction Design.”. I also began
to reflect on digital natives and their preferences for multimedia
learning, how faculty can adopt technologies and new ways of teaching,
and how we can prepare a generation of nurses to use electronic health
records and clinical decision support tools in their practice.
What Is YouTube?
According to according to
1. As stated or indicated by. On the authority of: according to historians.
2. In keeping with: according to instructions.
3. ?its website, “YouTube is a place for people to
engage in new ways with video by sharing, commenting on. Viewing
videos.”. It “started as a personal video sharing See video sharing site. ?service, and
has grown into an entertainment destination with people watching People watching or crowd watching is a hobby of some people to watch those around them and their interactions. This differs from voyeurism in that it doesn't relate to sex or sexual gratification. ?more
than 70 million videos on the site daily.”. According to the
website, YouTube “is building a community that's highly motivated
to watch and share videos”. Through a web experience
YouTube is part of the social phenomenon of Internet user-generated
content and one of the “You”. Tools described in Time’s
Person of the Year article (1). it's what Newsweek describes as
“putting the WE in the Web”. (2). The Educause Learning
Initiative refers to YouTube as a social application that “allows
users to post and tag videos, watch those posted by others, post
comments in threaded discussion format, search for content by keyword or
category and create and participate in topical groups”. (3).
YouTube in Higher Education Why'd the notion of watching
user-created videos be important for higher education? First, remember
that the students now entering the hallowed halls of higher education
are digital natives who grew up in a multimedia world and are most
comfortable with technology. If you want to engage students of the Net
generation, you'll want to explore this tool as an adjunct to your
classroom or online teaching environments. For example, what'll you do
if tech-savvy learners submit video projects that they've created
instead of traditional papers?
This isn't a far-fetched idea. If you follow the Pew Internet
&. American Life Project, you'll see numerous reports about how
teenagers, adults. Seniors use the Internet. According to a study on
teen content creators and consumers, “57% of online teens create
content for the Internet. That amounts to half of all teens ages 12-17,
or about 12 million youth. These Content Creators report having done one
or more of the following activities: create a blog. Create or work on a
personal webpage. Create or work on a webpage for school, a friend, or
an organisation. Share original content such as artwork, photos,
stories. Videos online. remix re·mix?
tr.v. re·mixed, re·mix·ing, re·mix·es
To recombine (audio tracks or channels from a recording) to produce a new or modified audio recording: ?content found online into a new
creation”. (4). There is no doubt that someday soon, one of your
students will submit a paper that consists merely of a web address where
you can watch her YouTube project.
Second, as the Internet changes from a dissemination tool to one
that promotes social networking, it's important to think about how
tools like YouTube can be used to create a learning community. This
tool, among others, allows “students to replace passive learning
with active participation, where everyone has a voice, anyone can
contribute. The value lies less in the content itself than in the
networks of learners that form around content and support one another in
learning goals”. (3). Faculty need to think about the following
* Is there value in having students create their own videos instead
of web pages?
* Is there value in creating a promotional video to introduce your
school, your particular speciality program, your research. Yourself to
* Is this a method that allows online students to feel more
connected to the faculty, program. School?
* Is there value in using this tool to bring outside experts,
ideas. Content into your class’?
Third, faculty need to think about how the use of video helps
engage learners and draw them into the experience. Becoming involved in
a video experience “heightens a student’s visual literacy, an
important skill in today’s electronic culture”. (3). YouTube
allows the learner to experiment in new media to convey information and
knowledge. “Many educators believe that the act of creating
content, in virtually any form, is a valuable learning exercise”
(3). Remember, interviews with members of the Net generation indicate
that they're bored with our usual text-based PowerPoint slides. This
generation grew up on video games See video game console. ?and multimedia.
Fourth, videos, both in the classroom and in online courses, can
serve as triggers for discussions. they've several advantages over
graphic and textual media: “portrayal of concepts involving motion,
the alteration of space and time. The observation of dangerous processes
in a safe environment. dramatization dram·a·ti·za·tion?
1. The act or art of dramatizing: the dramatisation of a novel.
2. A work adapted for dramatic presentation: ?of historical and complex events;
demonstration of sequential processes the viewer can review and the
promotion of affective, social. Cultural ideas with powerful visual
In a recent issue of the Chronicle of Higher Education, Jenkins
wrote about the rise of our networked culture and speculated on the
impact of the YouTube phenomenon. “Now try to imagine what'd
happen if academic departments operated more like YouTube or Wikipedia,
allowing for the rapid deployment of scattered expertise and the dynamic
reconfiguration of fields. Let’s call this new form of academic
unit a ‘YouNiversity'”. (6, p. B9). In his musings,
Jenkins suggests thinking about a department as an intellectual network
where students interact not only with professors. With industry and
Although Jenkins refers specifically to the transformation of the
graduate program in comparative media studies at the Massachusetts
Institute of Technology, he presents interesting notions that we all
should consider. One statement that resonated with me concerned distance
learning. Rather than thinking about distance learning solely as a means
to transmit knowledge to the world, Jenkins states that “we should
see these efforts as opportunities for us to learn from other
sectors”. (6, p. B10). He concludes: “We may or may not see the
emergence of YouNiversities. YouTube already exists. And its
participants are learning plenty about how media power operates in a
networked society”. (6, p. B10). Jenkins’. Thinking provides a
broader context to view the social phenomenon of Web 2.0 tools,
especially YouTuhe, in education.
nursing education? You'd be surprised. Here is a sampling of what I
found under the terms nursing and medical education, student projects,
schools of nursing. The promotion of nursing as a profession. (One
word of caution: If you search on the word nursing, especially in this
unstructured environment, you'll find a lot of different meanings of
* Drexel University’s “Content Review on NCLEX NCLEX National Council Licensure Examination [R]
EXCEL!–Adult Nursing”. Is one in a series of content reviews
available at www.youtube.com/watch?v= XFS XFS X Font Server (Sun)
XFS Extended File System
XFS X-Fleet Sentinels (gaming clan)
XFS Extensions for Financial Services (software interface specification)?8vjsi5OE.
* “Echocardiograms and Cases on You Tube”. Is at
* A student project called “Nursing BACK”. Is a hip-hop
dance scenario that describes nursing and all its opportunities. Go to
* “Nursing at Medical University of South Carolina “MUSC”. Redirects here. For Abel Santa María airport in Santa Clara, Cuba (ICAO code MUSC), see Abel Santa María Airport.
The Medical University of South Carolina ”. Is a
promotional video about a school of nursing available at
* Another school of nursing promotion. The University of Miami This article is about the university in Coral Gables, Florida. For the university in Oxford, Ohio, see Miami University.
The University of Miami (also known as Miami of Florida, UM, or just The U ?School of Nursing and Health Sciences, is available at
* “Nursing, it’s more than a job,”. A promotional
video about men in nursing and their opportunities, by a community
college and sponsored by the Washington State Health Association, is
available at www.youtube. com/watch?v=6o4yYwU2sE8.
* The Making of The Men in Nursing Calendar, about making the
calendar, is available at www.youtube.com/watch?v= R61ABwUbl-U.
And if you think YouTube hasn't infiltrated health care, think
again. Practitioners in Wales Wales,?Welsh Cymru, western peninsula and political division (principality) of Great Britain (1991 pop. 2,798,200), 8,016 sq mi (20,761 sq km), west of England. Politically united with England since 1536. The capital is Cardiff. , specifically the Buihh and Llanwrtyd
Medical Practice in Powys, have launched a series of health education
films on YouTube. Their videos include advice about flu vaccinations,
blood sugar testing. Cervical screening (7). The flu vaccination
video is available at www.youtube.com/ watch?v= 2Jl_3YGHboc. Also, check
out the public service videos provided for patients from the National
Disease Control and Prevention Centres for Disease Control and Prevention?(CDC), agency of the U.S. Public Health Service since 1973, with headquarters in Atlanta. It was established in 1946 as the Communicable Disease Centre. ?(CDC See Control Data, century date change and Back Orifice.
CDC –. Control Data Corporation ). Visit www.youtube.com/watch?v=
their website (www.youtube.com). If you want to upload your own content,
sign up for a free account. Let me know if you or your students have
created any YouTube experiences by sending an email to
(1.) Grossman, L. (2006, December 13).Time’s person of the
year: YOU. Time. [Online]. Available:
www.time.com/time/magazine/article/ 0,9171, 1569514,00.html.
(2.) Levy, S., &. Stone, B. (2006, April 3).The new wisdom of
the web. Newsweek. [Online]. Available:
(3.) Educause Learning Initiative. (2006, September). 7 things you
should know about YouTube[TM]. [Online]. Available:
(4.) Lenhard, A., &. Madden mad·den?
v. mad·dened, mad·den·ing, mad·dens
1. To make angry. Irritate.
2. To drive insane.
To become infuriated. , M. (2005, November 2). Pew Internet
&. American Life Project. Reports. Family, friends &. Community.
Teen content creators and consumers. [Online]. Available:
(5.) Misanchuk, E., Schwier, R., &. Boling, E. (1996-2000).
Visual design for instructional multimedia. [CD-ROM].
(6.) Jenkins, H. (2007, February 16). From YouTube to YouNiversity.
Chronicle of Higher Education: Chronicle Review, 53(24), B9-B10.
(7.) Website clips are a hit. (2007, January 17). Nursing Standard,
21 (19), 5.