The effect of guided imagery upon first semester nursing students performing their first injections

This study examined the effect of guided imagery upon the anxiety of baccalaureate nursing students learning to perform their first injections. The quasi-experimental post test design used a treatment (imagery) group and a control group of subjects who were first semester undergraduate students. Anxiety was measured by State-Trait Anxiety Inventory (STAI), Biodot stress dots, performance time, and performance score. Analyses of covariance were performed on the post treatment STAI scores, performance times, and performance scores. A Kruskal-Wallis was performed on post treatment Biodot stress dot reading. Results indicated statistically significant lower anxiety levels by self-report (STAI), p = .008, in the experimental group. No statistically significant differences were found in the Biodot stress dot readings, p = .6777, performance times, p = .130, or performance scores, p = .774. The significance of the findings is that if guided imagery reduces self-reported anxiety levels in nursing students, introduction of this teaching strategy early in the curriculum may be beneficial to students.