Effect of Pre-procedural Teaching on level of knowledge and Anxiety among patients undergoing Cardiac Catheterization
*Corresponding Author E-mail: email@example.com
The present study was aimed at evaluating the effect of pre-procedural teaching on level of knowledge and anxiety among patients undergoing cardiac catheterization.
Assess the level of knowledge and anxiety, compare the knowledge and anxiety score, correlate the post-test knowledge and anxiety score and associate the pre-test level of knowledge and anxiety with selected socio-demographic and clinical variables among patients undergoing cardiac catheterization in interventional and control group.
True experimental pre-test post-test control group design was used with a sample size of 60 selected by random sampling method. Study was conducted in the cardiology wards of JMMCH and RI. The tools used were structured knowledge questionnaire and Zung's modified self rating anxiety scale. Pre-test was conducted on the admission day for both groups followed by teaching on cardiac catheterization for patients in interventional group. Post-test was conducted for both groups 2hrs before cardiac catheterization. The study was based on Peplau's theory of interpersonal relationship.
Results and interpretation
There was highly significant difference in post-test knowledge and anxiety score between patients in interventional and control group at p <0.001. A significant negative correlation was found between post-test knowledge and anxiety score with correlation coefficient (r =-0.42) in both groups. A significant association was found between educational qualification (p=0.02) and occupation (p=0.000) with pre-test level of knowledge. A significant association was found between age (p=0.04) and previous knowledge on cardiac catheterization (p=0.02) with pre-test level of anxiety.
Providing the patients with appropriate information will diminish their anxiety level and promote their knowledge.
Pre-Procedural Teaching, Cardiac Catheterization, Level of knowledge, Anxiety.