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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Discussion

The literature review suggests that video can be used as a pedagogic tool in nursing but it would find its relevance in the operating room mostly within the context of experiential learning (using Kolb's model and Paivio's theory as theoretical frameworks).

When Lai14 validated Paivio's theory, she demonstrated that students assimilated abstract concepts better when they were presented with dynamic images and sound. Due to video's advantages of offering multiple viewings and the opportunity to rewind and pause the image, it can be perceived as a superior representation of reality and a concrete learning experience for the student7'8'13. As such, video can be used as a demonstration tool for students who favour a diverging learning mode.

When used as a self-analysis tool, video becomes an instrument used to induce reflective observation. The learner revisits his/her performance on video and, through the use of an evaluation grid, can structure the process of reflection and the integration of concepts. This application can be useful in the training of an OR nurse and in the setting of the skills laboratory.

The most recent articles on this topic discuss the use of multimedia in education, whereby video is a component of the three major themes: interactive video; distance education; and simulation. In some instances, the video image is digitalized and integrated in to an on-line program27 or on to a CD-ROM26 where the learner is an observer and integrates the concepts by observing and reflecting. This would be quite different than the use of a simulation or an interactive video where the learner becomes an active participant and lives a concrete experience as describe by Kolb3.

A learner whose dominating learning mode is diverging, or assimilating, could benefit from using video as a concrete experience, during a simulation, or as a reflective observation tool. A learner whose dominating learning mode is convergent, or accommodating, will prefer the active experimentation. They would not benefit as much from the use of video since their integration of concepts would occur during the experimentation. Fortunately, active experimentation is already an obligatory component of the operating room formation and therefore tools are in place to appeal to learners who respond better to that form of learning. The addition of video would help appeal to the other style of learner.

Many authors cited by Garrett & Callear29 doubt the efficacy of video in education and justify it by the lack of studies comparing video or multimedia with traditional teaching methods. AORN's clinical education department has been producing perioperative teaching videos since 1987, but has not conducted any studies in to the efficacy of, and value of, video as a pedagogic tool. In order for a change to occur in the culture surrounding video in education it will be important to obtain empiric results proving the pedagogic value of video and multimedia.

The literature reviewed offers no recommendations for the making of a specifically perioperative teaching video but some of the general suggestions can be applied to the perioperative setting. Initially, the clinical experts of the setting and the novice nurses, as potential users, should be consulted to determine the concepts and techniques where it is difficult to acquire actual workplace experience and for which a video representation would be advantageous28'31. Following this process, the content should be validated and a script and storyboard developed26. Participation by the audio-visual department of the institution would help with the feasibility of the project.