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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In 2000 Lai14 published the results of an experimental study demonstrating the learning advantages of using dynamic visual information combined with audio. This experiment was based on the Paivio15 dual coding theory that assumes that memory and cognition are served by two separate symbolic systems - verbal information and visual images.

The Use of Video for Self-analysis

There are two trends among the articles discussing the use of video as a reflective tool. They are selfanalysis of cognitive abilities, such as communication skills16, or self-analysis of psychomotor abilities (muscular movement that is a direct result of mental activity)17. In both areas an observation tool is necessary to guide the learner and provide opportunities for reflection. This application of video is currently being used in the skill lab of an operating room formation program to assist with the acquisition of psychomotor skills. Graling and Rusynko17 maintain that being filmed while performing a skill introduces a level of stress that can be beneficial to the learner by giving them an opportunity to learn to deal with a stress level similar to that of real life while still in the relative comfort of the skill lab.

The Use of Video in Multimedia Teaching Programs

In the last 20 years, technology has been increasingly used in nursing practice and academia. The expectations of a "learning revolution" that were placed upon video in the '80s have now been transferred to informatics (the science concerned with gathering, manipulating, storing, retrieving and classifying recorded information) and · multimedia (information transmission that combines various communication media such as text, graphics, video, sound etc.). While some studies have shown that computer-assisted programs are an effective tool for learning facts and concepts18,19, the actual context of accessibility should be different since technologies are now part of the learner's environment. Most students are familiar with computers and use Internet, which was not the case of the preceding generation20.

When planning to use multimedia technologies in teaching programs it is important to evaluate the pertinence of the program prior to the utilization. Criteria have been established to guide the user in assessing such programs and it is recommended that the user evaluate and classify the nursing programs available on CDROM and websites21,22. The multimedia technologies can be integrated into a teaching program as a topic, a communication mode or as a pedagogic tool. It is important to note that using them does not in itself guarantee learning. They must carry an adequate pedagogic content23. Multimedia can facilitate the collaboration between students and teachers as well as stimulate reflection and problem resolution24. In the hospital setting, a potential use for multimedia programs is for general orientation of new employees. The advantages are seen as reducing the demands placed on the clinical educators, offering flexibility in the timing and place of the formation and an increase in time devoted to direct patient care. Barriers are perceived in the initial investment necessary for computer equipment, the few programs available in health care, and the lack of technical support and related expertise within the teaching institutions25.