HLTH 6412 Week 9 Screening Day Video Script Example

Media Script: A Two-Minute Video for a Free Blood Pressure and Blood Sugar Screening Day at the Public Library, Built So the Essentials Survive If Only the First Ten Seconds Get Full Attention

Student Name

Walden University

HLTH 6412: Health and Wellness Education Communication and Technology Strategies

Instructor Name

Month Day, Year

Media Script: A Two-Minute Video for a Free Blood Pressure and Blood Sugar Screening Day at the Public Library, Built So the Essentials Survive If Only the First Ten Seconds Get Full Attention

Design Notes

The script is for a short video shown on a waiting-room screen, posted on social media and played on a local cable access channel to promote a free screening day held by a composite county health department. Viewers will often be half-watching, with the sound off or while doing something else. Four rules follow. The first ten seconds carry the event, date, place and cost. Every spoken fact also appears on screen, so the video works without sound. The same essential line repeats at the end. And each scene does one job. Material built this way is easier to understand and act on, the qualities the audiovisual form of the federal patient-materials rating tool was built to score (Shoemaker et al., 2014).

Script

Scene 1, 0:00 to 0:10. On screen, large text: "Free blood pressure and blood sugar checks. Saturday, May 16. Main Street Library. 9 a.m. to 1 p.m." Narrator: "Free blood pressure and blood sugar checks this Saturday, May 16, at the Main Street Library, from 9 to 1. No appointment needed."

Scene 2, 0:10 to 0:30. Footage of a nurse placing a blood pressure cuff on a smiling volunteer. On screen: "Takes about 15 minutes." Narrator: "It takes about fifteen minutes. A nurse checks your blood pressure, and a quick finger stick checks your blood sugar."

Scene 3, 0:30 to 0:50. A man in work clothes checks his watch, then sits down. On screen: "You can feel fine and still have high blood pressure." Narrator: "Many people with high blood pressure or high blood sugar feel fine. A check is the only way to know."

Scene 4, 0:50 to 1:10. A woman receives a printed card from the nurse. On screen: "You leave with your numbers and what they mean." Narrator: "You leave with your numbers written down, and a nurse explains what they mean. If you need follow-up, we help you find a clinic, even if you do not have insurance."

Scene 5, 1:10 to 1:30. Outside the library, a sign and the front door. On screen: "Free. No appointment. No insurance needed." Narrator: "It is free. You do not need an appointment or insurance. Spanish-speaking staff will be there."

Scene 6, 1:30 to 1:50. Narrator on camera, plain background. On screen: phone number in large type. Narrator: "Questions? Call the health department at the number on your screen."

Scene 7, 1:50 to 2:00. Repeat of Scene 1's text. Narrator: "Free checks. Saturday, May 16. Main Street Library. 9 to 1."

Choices Explained

The Opening

The opening scene holds everything a viewer needs to attend. Someone who looks up for ten seconds and then away has the date, place, time and cost.

On-Screen Text for Every Fact

Captions and large on-screen text serve viewers watching without sound and viewers with hearing loss. They also make the script work on social media, where videos often start muted.

One Job Per Scene

Each scene answers one likely question: what is it, how long, why bother, what do I get, what does it cost, how do I ask. A viewer who catches only one scene still leaves with one useful fact.

Plain Words

The narration says "blood sugar" rather than "glucose" and "finger stick" rather than "capillary sample." People who struggle with health information fare worse on many measures (Berkman et al., 2011), so the script uses the words people already use.

What the Script Avoids

It avoids statistics about disease rates, which would slow the opening and invite the viewer to decide the message is not about them. It also avoids fear appeals. The emphasis is on ease and cost, the barriers most likely to stop someone who is busy.

Production Requirements

Edited captions, not automatic ones; on-screen text in a high-contrast color; a Spanish-language version recorded separately rather than subtitled; and a text description of the video for the web page, so the event details are available to screen reader users, consistent with web accessibility guidelines (World Wide Web Consortium [W3C], 2023).

References

Berkman, N. D., Sheridan, S. L., Donahue, K. E., Halpern, D. J., & Crotty, K. (2011). Low health literacy and health outcomes: An updated systematic review. Annals of Internal Medicine, 155(2), 97-107. https://doi.org/10.7326/0003-4819-155-2-201107190-00005

Shoemaker, S. J., Wolf, M. S., & Brach, C. (2014). Development of the Patient Education Materials Assessment Tool (PEMAT): A new measure of understandability and actionability for print and audiovisual patient information. Patient Education and Counseling, 96(3), 395-403. https://doi.org/10.1016/j.pec.2014.05.027

World Wide Web Consortium. (2023). Web Content Accessibility Guidelines (WCAG) 2.2. https://www.w3.org/TR/WCAG22/