|
Titre :
|
The impact of watching educational video clips on analogue patients’ physiological arousal and information recall (2016)
|
|
Auteurs :
|
VAN BRUINESSEN I.R.
|
|
Type de document :
|
Article : texte imprimé
|
|
Dans :
|
Patient Education and Counseling (Vol. 99 n° 2, Février 2016)
|
|
Article en page(s) :
|
pp. 243–249
|
|
Note générale :
|
biblio.
|
|
Langues:
|
Anglais
|
|
Catégories :
|
ONCOLOGIE
COMMUNICATION
RELATION SOIGNANT-SOIGNE
VIDEO
PHYSIOLOGIE
INFORMATION
|
|
Mots-clés:
|
ONCOLOGIE
;
COMMUNICATION
;
RELATION SOIGNANT-SOIGNE
;
VIDEO
;
PHYSIOLOGIE
;
INFORMATION
;
EMOTION
|
|
Résumé :
|
Objective Investigating the influence of watching three educational patient–provider interactions on analogue patients’ emotional arousal and information recall. Methods In 75 analogue patients the emotional arousal was measured with physiological responses (electrodermal activity and heart rate) and self-reported arousal. Results A moderate increased level of physiological arousal was measured but not too much to inflict emotional distress. Recall of information was within the pursued range. Conclusion Hence, physiological arousal is not expected to hinder the goals we pursue with our online intervention. Practice implications Still, developers and researchers should remain attentive to the self-reported (conscious) and hidden (subconscious) emotions evoked by the content of educational video clips presented in self-help interventions. A moderate increased level of arousal is preferred to increase the learning capacity. However, too much arousal may decrease the learning capacity and may cause distress, which should obviously be avoided for ethical reasons.
|
|
Note de contenu :
|
SCIENTIFIQUE
|
