Thesis (M.S.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains xi, 124 p. : ill. (some col.) Includes abstract. Includes bibliographical references (p. 94-104).

The purpose of this study was to examine the effects of teaching-coaching interventions on knowledge scores and anxiety scores on a group of individuals In a phase II cardiac rehabilitation program as compared with Individuals not receiving teaching-coaching. Ten individuals received the traditional cardiac rehabilitation program given by the participating hospital. The second group of ten individuals received the traditional cardiac rehabilitation program plus additional teaching-coaching by a registered nurse.Sister Callista Roy's (1984) adaptation model was used as the conceptual framework for this study. Roy's adaptation model was appropriate because the teaching-coaching function of the nurse that was utilized in this study, has been found to help individuals adapt to changes and to decrease anxiety. Roy's model used guidance and direction with the individual's cognator and regulator to promote physiological functioning, improve self-concept, develop role function, and interdependence to bring about adaptation to the myocardial infarction.Hypothesis one and two tested different effects of the teaching-coaching function on two groups of cardiac rehabilitation patients on knowledge scores and anxiety scores by analysis of variance. Hypothesis three determined the relationship between knowledge and anxiety in the two groups by Pearson's product moment correlation.A twenty question multiple choice test focusing on content from the cardiac rehabilitation program, designed by the researcher, determined knowledge gain by the participants. Anxiety was determined by the state section of the State-Trait Anxiety Inventory (Form Y) by Spielberger. The teaching-coaching was accomplished in two thirty minute sessions that focused on content in the cardiac rehabilitation program with each participant by the researcher.The knowledge test and anxiety questionnaire were coded by number to give anonymity. Confidentiality was maintained. The participant was free to discontinue the study at any time without jeopardy.Findings of this study found no significant Increase In knowledge or reduction in anxiety between groups. However, the experimental group that received registered nurse teaching-coaching had a mean score Increase of 3.1 in knowledge scores and mean score reduction of 4.4 In anxiety. Correlation of post knowledge scores and post anxiety scores indicated as knowledge increased anxiety decreased in the participants as related to registered nurse teaching-coaching interventions.Conclusions Indicated that further research is needed to demonstrate the effectiveness of nurse teaching-coaching on knowledge and anxiety. The teaching-coaching function of the nurse warrants strong consideration for further study and use in nursing practice in assisting individuals in recovering from illness and being restored to optimum quality of life. / School of Nursing

Thesis (Ph. D.)--University of Alabama at Birmingham, 2007. / Title from first page of PDF file (viewed Feb. 6, 2008). Includes bibliographical references (p. 96-103).

Diss. (sammanfattning) Stockholm : Karolinska institutet, 2006. / Härtill 4 uppsatser.

Thesis (M.S.)--University of Michigan, 1985. / "A research report submitted in partial fulfillment of the requirements for the degree ..."

Thesis (M.S.)--University of Michigan, 1993.

Thesis (M.S.)--University of Michigan, 1984.

Thesis (M.S.)--University of Michigan, 1988.

Thesis (M.S.)--University of Michigan, 1983.

Thesis (M.S.)--University of Michigan, 1984.