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Educational Video Intervention Effects on Periprocedural Anxiety Levels Among Cardiac Catheterization Patients: A

Shahnaz Mohammed Ayasrah, Muayyad M Ahmad

    Research and Theory for Nursing Practice
    |March 31, 2016
    PubMed

    Insights

    An educational video significantly reduced anxiety in patients undergoing cardiac catheterization (CATH). This intervention offers a simple method to improve patient experience before heart procedures.

    Area of Science:

    • Cardiology
    • Medical Education
    • Psychology

    Background:

    • Cardiac catheterization (CATH) can induce significant periprocedural anxiety.
    • Anxiety is linked to the invasive nature of CATH and heart involvement.
    • Effective anxiety reduction strategies are crucial for patient well-being.

    Purpose of the Study:

    • To evaluate an educational video intervention for reducing anxiety in Jordanian patients undergoing CATH.
    • To assess the impact of video education on periprocedural anxiety levels.

    Main Methods:

    • A randomized controlled trial was conducted in a Jordanian heart institute.
    • 186 patients undergoing CATH were included.
    • Anxiety was measured using physiological parameters (BP, HR, RR) and the Spielberger State Anxiety Inventory (SAI).

    Main Results:

    • The experimental group receiving video education showed significantly lower preprocedural anxiety (M = 39.03) compared to the control group (M = 49.34).
    • Postprocedural anxiety was also significantly lower in the experimental group (M = 29.18) versus the control group (M = 41.73).
    • Statistical significance (p < .001) was observed for both pre- and postprocedural anxiety levels.

    Conclusions:

    • Educational video interventions can effectively decrease periprocedural anxiety in patients undergoing cardiac catheterization.
    • Video education serves as a valuable tool for managing patient anxiety before invasive cardiac procedures.
    • This approach may improve patient outcomes and procedural tolerance.
    Abstract

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