Abstract
Video technology is increasingly popular for disseminating research results because its multi-sensory avenues for communication provide richer information than is often available in printed reports. Despite this advantage, issues inherent in video-based dissemination research have not been well articulated in nursing literature. In this article, issues of power, representation, participant autonomy, confidentiality, informed consent, intellectual property, and commercial use and profits are described and critically analyzed. The discussion is contextualized with examples from two original qualitative research projects involving women recovering from eating disorders and adolescents living with diabetes. Recommendations for future video research include giving as much control as possible to participants through negotiation of consent, confidentiality, and copyright ownership issues on an on-going case by case basis.
Highlights
Video data are one of the most multidimensional modalities of data available to qualitative researchers and are a unique tool to comprehend and re-present or represent participants’ realities and contexts
Two video projects that were completed independently – one of the recovery experiences of women with eating disorders who reside in a rural underserved Canadian province and the other of adolescents living with diabetes in a large advantaged Canadian city – were scrutinized with the aim of laying a foundation for further video research dissemination
In the two research projects that involved women recovering from eating disorders and adolescents living with diabetes mellitus, video technology served as the primary strategy to enter participants' worlds and share the findings
Summary
Video data are one of the most multidimensional modalities of data available to qualitative researchers and are a unique tool to comprehend and re-present or represent participants’ realities and contexts. The increasing facility of dissemination options, from online journals to researcher created websites, provides the capacity to include video data to replace or accompany text-based dissemination. With such opportunity come some significant constraints. While there has been substantial dialogue of issues surrounding video-based data collection, there is a paucity of discussion about video-based dissemination in nursing research To address this gap, two video projects that were completed independently – one of the recovery experiences of women with eating disorders who reside in a rural underserved Canadian province and the other of adolescents living with diabetes in a large advantaged Canadian city – were scrutinized with the aim of laying a foundation for further video research dissemination. Recommendations are put forward for on-going negotiation of participant consent, any use of identity blocking technology that preserves confidentiality and copyright ownership in future dissemination initiatives
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