Abstract
Background: The affective domain describes learning associated with feelings, values, and emotions. Although this domain was first described in the late 1960s, a significant emphasis on skills and knowledge still remains. This prominence is evident despite global concerns about standards of practice and the place for empathy and care in nursing education. The emergence of newer technologies, such as 360 degrees video, provides an opportunity to revisit the design and delivery of affective learning.
Method: Using the taxonomy of the affective domain, a 360 degrees video viewed through a virtual reality headset was developed to give nursing and medical students insight on the patient experience and an orientation to the operating room.
Results: Careful planning and consideration of how the affective domain can inform design of learning and teaching materials resulted in an engaging and informative learning experience. Being aware of how each level of the domain informs the next is essential to develop effective affective teaching plans.
Conclusion: Affective learning traditionally has been difficult to deliver and assess. Technology such as 360 degrees video provides an engaging, reproducible, and consistent platform for delivering a domain of education.
