UTILISATION DE MATÉRIEL VIDÉO COMME OUTIL PÉDAGOGIQUE AU SEIN DE LA FORMATION DES INFIRMIÈRES ET INFIRMIERS PÉRIOPÉRATOIRES : ANALYSE DOCUMENTAIRE/THE USE OF VIDEO AS A PEDAGOGIC TOOL FOR THE TRAINING OF PERIOPERATIVE NURSES: A LITERATURE REVIEW

Canadian Operating Room Nursing Journal,  Mar 2008  by Vigeant, Danielle,  Lefebvre, Hélène,  Reidy, Mary

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Auteures :

Danielle Vigeant, infirmière autorisée, maîtrise en sciences, CPN(C), travaille en tant qu'infirmière de salle d'opération depuis 1990. Elle est actuellement infirmière clinique spécialiste au service périopératoire (préopératoire, salle d'opération et soins postanesthétiques) aux sites pour soins adultes du Centre universitaire de santé McGill.

Hélène Lefebvre, Ph.D, est professeur à la Faculté des sciences infirmières à l'Université de Montréal.

Mary Reidy, Ph.D, est professeure à la Faculté des sciences infirmières à l'Université de Montréal.

RÉSUMÉ

Cette analyse documentaire examine l'utilisation de matériel vidéo en tant qu'outil pédagogique lors de la formation d'infirmières et infirmiers périopératoires. L'objectif de cette analyse est de déterminer quelles applications vidéo peuvent être intégrées à la formation périopératoire. Le modèle d'apprentissage par expérience de Kolb, suivant lequel les connaissances sont acquis en transformant ses expériences en nouvelles manières de penser et de se comporter, sert de cadre théorique pour l'analyse des documents pertinents. Les articles sélectionnés ont été identifiés par le biais des moteurs de recherche suivants : CINAHL, ERIC et PSYCH INFO. De plus, certains articles ont été reçus d'experts dans le domaine clinique. Les articles analysés se divisent en trois catégories : l'utilisation de matériel vidéo pour démontrer un contenu; l'utilisation de matériel vidéo pour l'autoévaluation; et l'intégration de matériel vidéo au sein de programmes de formation multimédia.

THE USE OF VIDEO AS A PEDAGOGIC TOOL FOR THE TRAININGOF PERIOPERATIVE NURSES: A LITERATURE REVIEW

Authors:

Danielle Vigeant RN, M Sc. CPN(C), has been an OR nurse since 1990. She is currently the Clinical Nurse Specialist for the Perioperative Services (pre-op clinic, OR and PACU) at the adult sites of the McGill University Health Center.

Hélène Lefebvre, Ph.D, is a professor at the Faculty of Nursing for the Université de Montréal.

Mary Reidy, Ph.D, is a professor at the Faculty of Nursing for the Université de Montréal.

ABSTRACT

This review of the literature considers the use of video as a pedagogic tool (teaching instrument) for the training of new perioperative nurses. The literature review seeks to address the question of which usage of the video medium can be integrated into the education of new OR nurses. Kolb's model of experiential learning, whereby knowledge is acquired by transforming experience into new ways of thinking and behaviours, is the theoretical framework used to analyze the pertinent literature. The selected articles were obtained from the following search engines: CINAHL, ERIC and PSYCH INFO. In addition, articles were obtained from experts in the clinical field. The reviewed literature can be classified into three main categories: the use of video to demonstrate content; the use of video for self-analysis; and the integration of video in to multimedia teaching programs.

Introduction

Recent high rates of retirement among experienced nurses has contributed to a staffing shortage in both general and specialized nursing. The major impact of this shortage is being felt in the specialties with the highest levels of stress and where the most training is required. These areas include the intensive care, the labour and delivery room, and the operating room1. The training of new nurses in to the OR takes, on average, one year and involves a significant investment of time and money.

These in-house, and informal, orientation programs are a factor that Craven and Boyle2 have identified as a cause of staff turnover, burn out, and dissatisfaction. Because the new nurse's orientation takes place entirely in the operating theatre, her exposure to the surgery varies depending on the scheduled cases. The use of video in a formal orientation program is discussed in this article as an advantageous option for offering a broad and standardized content to the new nurses in the operating room.

This article is a systematic literature review on the use of video as a pedagogic tool for the training of nurses in the operating room. Kolb's model of experiential learning was chosen to direct the analysis of the literature. Kolb explains experiential learning as based on a personal and concrete experience of the learner. Learning occurs through a critical reflection on a particular experience and requires the active participation of the learner to transform his/her experience into knowledge3. The structure of the experiential model makes it possible to study and strengthen the links between education, work and personal development. It is also a cognitive, emotive, and behavioural process resulting in a living experience rather than just the knowledge of facts3,4.

Kolb's Model

Kolb's model is simple and dynamic. It describes the experiential adult learning process in four cyclical phases: concrete experience, reflective observation, abstract conceptualization and active experimentation.