Video Use in Nursing Research on Interactive Video
Interactive video (IAV) refers to a technology where a video program is controlled by a computer, allowing user choices to influence the progression of the program. Initially, IAV utilized videotape, but contemporary applications primarily employ videodisks. This technology enables users to interact with the content, making choices that affect how the video unfolds. This dynamic interaction aims to enhance the learning experience by providing a more engaging and responsive educational tool.
Early research into IAV focused on its potential applications across various fields, including nursing education. Researchers investigated how IAV could improve learning outcomes and whether it offered advantages over traditional educational methods such as linear videotapes or lectures. The findings from these studies have been mixed, with both positive outcomes and limitations noted.
Interactive Video Use in Nursing Education
The integration of IAV into nursing education began in the early 1980s, with commercially produced programs emerging in 1989. Despite its early adoption, the body of research on IAV in nursing education remains relatively small. Most studies in this area are dissertations or small-scale projects. The research generally falls into several categories: cost-effectiveness, expert and usage surveys, effectiveness, learning in groups, learner attributes, and strategies to facilitate learning.
The initial focus of IAV programs in nursing education was on enhancing learning through interactive scenarios and simulations. These programs were designed to provide nursing students with practical, hands-on experience in a controlled environment. However, the adoption of IAV in nursing education has been limited by various factors, including cost, technology availability, and resistance to change.
Interactive Videos for Continuing Nursing Education
Interactive videos have also been explored for continuing nursing education. A significant project in this area was initiated by Parker in 1981, aimed at providing continuing education to nurses across multiple locations in Florida. The study reported substantial time and cost savings when IAV was compared with traditional workshop formats. This finding highlighted the potential for IAV to offer a more flexible and efficient approach to continuing education.
In 1987, Rizzolo conducted a Delphi study involving experts to identify factors impeding the development of new IAV programs in nursing. The study revealed that experts saw value in IAV for students, particularly for simulations, but were uncertain about its impact on faculty roles. Predictions about the future role of technology in nursing education were conservative, reflecting a cautious optimism about its potential.
Outcomes of Using Interactive Videos
Several surveys have examined the status and outcomes of IAV in nursing education. For instance, Clark (1989) surveyed 504 Bachelor of Science in Nursing (BSN) programs and found that 66 were using IAV. Cambre and Castner (1990) later found that 207 out of 1,120 schools surveyed used IAV. Although positive attitudes toward IAV were reported, its integration into the curriculum remained limited.
Early studies comparing IAV to other instructional methods, such as linear videotapes or lectures, generally found no significant differences in achievement. Some studies did report positive outcomes associated with IAV, such as improved retention and more favorable attitudes towards content. For example, Weiner et al. (1996) found that students who completed an IAV on labor and delivery, along with clinical experience, exhibited significantly greater clinical confidence and learning compared to those with only clinical experience.
However, Witt Stadt (1996) found no difference in confidence levels between nurses using an IAV program on infusion pumps and those learning through lectures. Froman et al. (1996) reported that the sequence of lecture followed by IAV resulted in the largest gains in self-efficacy for students learning intravenous (IV) procedures. Middlemiss (1996) found that students who completed an IAV program on ethical decision-making shifted from focusing on emotions to adopting a more rational approach in their analyses.
Conflicting Results
Conflicting results have emerged from studies examining the use of IAV in group settings. Rizzolo (1994) found that students working in large classroom groups achieved higher post-test scores compared to those working independently. In contrast, Garcia (1995) found no significant differences in outcomes among students working individually, in small groups, or in larger groups. Battista Calderone (1996) also reported no significant differences in learning or attitudes across different group sizes.
Moyer (1996) conducted a content analysis of audiotaped group interactions during IAV sessions, revealing more problem-solving behaviors in groups of four compared to pairs. Students felt that group learning was less beneficial for slower learners and for content like ethical decision-making, especially when dominant group members were present.
Studies examining learner attributes and their impact on achievement or attitudes yielded mixed results. Glavin-Spichs (1994) and Hasset (1995) studied field dependence and psychological type, respectively, finding no significant differences. Billings and Cobb (1996) identified attitude toward computer-based instruction as the strongest predictor of learner achievement. Billings (1996) later found that while group study increased comfort, it did not significantly affect learning outcomes. Yoder (1994) found that students who preferred active experimentation learned better with IAV, whereas those who preferred reflective observation performed better with linear videotape.
Overall, the research suggests that well-designed IAV programs can be as effective, if not more effective, than traditional methods. Some studies have used IAV as a tool for research, such as Predko’s (1995) examination of clinical decision-making skills in cardiac care nurses.
Recommendations for Nursing Researchers
Nursing researchers can draw on instructional design and educational technology research to guide future investigations into IAV. Studies from these fields offer insights into cognitive psychology, systems modeling, and instructional events, providing valuable models and propositions for testing the effectiveness of technology-based learning tools.
Researchers should consider exploring how IAV can be optimized for diverse learner needs and contexts. Further research could focus on identifying effective instructional design principles for IAV and testing their impact on learning outcomes. Additionally, studying how IAV can be integrated into nursing curricula in a meaningful way is crucial for maximizing its potential benefits.
Deficiencies and Needs for Improvement
Despite some promising findings, significant deficiencies and areas for improvement remain in the use of IAV in nursing education. The integration of IAV into nursing curricula has been limited, with most faculty using IAV for supplementary assignments rather than core instruction. This limited integration may stem from challenges in evaluating program design and determining the appropriateness of technology-based applications for specific content and objectives.
Further research is needed to explore how faculty can effectively evaluate and implement technology-based programs. Questions about the appropriateness of instructional strategies, media, and fidelity for different learner groups must be addressed to ensure that IAV programs are used effectively. Additionally, qualitative studies exploring how nursing students interact with and benefit from IAV could provide valuable insights for improving these programs.
In summary, while interactive video holds promise as a tool for enhancing nursing education, ongoing research and development are needed to address existing deficiencies and maximize its effectiveness. By focusing on instructional design, learner needs, and curriculum integration, nursing educators and researchers can work towards creating more effective and engaging educational experiences for nursing students.