THE RELATIONSHIPS OF INSTRUCTIONAL METHODOLOGIES AND ANXIETY LEVELS IN FAMILY MEMBERS OF CARDIAC CARE PATIENTS.
Contributors: University Of Tennessee.
Published: 1987
Number of pages: 105
Subjects: Health Sciences, Nursing.; Education, Health.
Description: The emergence of health education as an important area for research has received minimal attention. This study was conducted to ascertain the effects that two methods of instruction had on the anxiety scores of family members of patients hospitalized in the cardiac care units at Fort Sanders Regional Medical Center in Knoxville, Tennessee.

Experimental subjects were assigned to three groups determined by the date of the admission of the patient to the hospital. The treatment was a family health education program specific to the cardiac care units. The Spielberger State-Trait Anxiety Inventory STAI (Form Y) was used to posttest the family members. Posttest scores were tested in a one-way analysis of variance (ANOVA) for each group. In order to identify any major intervening variables affecting anxiety posttest scores, multiple regression analysis was applied. The variables of age, sex, relationship to patient, educational level, occupation and state anxiety scores were correlated.

It was concluded that the stress levels of family members of cardiac care unit patients are not significantly affected by the method of instruction used in health education programs. However, intervening variables are likely to be significantly related to anxiety scores. Females demonstrated significantly higher state anxiety scores than males in the same crisis situation. Young females with low education levels will exhibit high levels of stress and will require additional assistance until the crisis no longer threatens the family support system. Recommendations were that future studies be conducted to determine the needs specific to females visiting family members of acutely hospitalized patients.
Notes: Source: Dissertation Abstracts International, Volume: 49-04, Section: B, page: 1092.

Thesis (PH.D.)--THE UNIVERSITY OF TENNESSEE, 1987.

School code: 0226.