Patient education has become more important in decreasing patient anxiety about surgery. The purpose of this study was to examine the effects of two methods of teaching instruction on 2 groups of surgical patients (25 in each group): traditional (film and interview) and traditional plus nurse teaching-coaching on anxiety scores on two groups of surgical patients. Sister Callista Roy's Adaptation Model (1984) was the conceptual framework for this study.The research questions are a) "Are there significant differences between preoperative and postoperative scores on State Anxiety between two groups of surgical patients using two methods of preoperative instruction: traditional preoperative teaching and traditional preoperative teaching plus nurse teaching-coaching interventions" and b) "Are there significant differences in pre- and postanxiety scores of men and women?"State anxiety was measured by Form Y-1 of the State-Trait Anxiety Inventory by Speilberger, Gorsuch, & Lushene (1983). The nurse teaching-coaching intervention was performed in a 30 minute session that focused on content covered in the traditional preoperative teaching. Procedures for the protection of human subjects were followed.Findings of this study showed that no significant differences between pre- and post- anxiety scores for two groups of surgical patients, regardless of the method of instruction. There was, however, a significant difference between pre- and post- scores for two groups of surgical patients in regards to men and women. Women had greater levels of anxiety before surgery and greater decreases postoperatively than did men.Conclusions indicated that further research is needed to demonstrate the effectiveness of the nurse teaching-coaching intervention on decreasing anxiety levels of surgical patients. The nurse teaching-coaching intervention warrants strong consideration for further study and use in nursing practice in assisting in recovering from surgery. / School of Nursing

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

The purpose of the study was to explore barriers hospital nurses perceive in the care of AIDS or HIV positive patients. According to the Center for Disease Control, the total number of AIDS cases reported in the United States as of December 1991 was 206,392. The Center for Disease Control reported of the known AIDS cases in the United States 59% have resulted in death.A grounded theory approach was used in the study of sixteen nurses working with AIDS patients in a medical surgical area of the hospital. Results of the study showed nurses had a need to maintain self integrity. All barriers found as a result of the study related to the nurses need to maintain self integrity. Barriers found as a result of the study include the following: fear of contagion, family concerns, fear of the unknown, issues in confidentiality, issues in universal precautions, and emotional and spiritual aspects. / School of Nursing

Thesis (PhD)--University of South Australia, 2002.

Thesis (MNursing (Advanced Practice))--University of South Australia, 1995

Thesis (Ph.D.) -- University of Adelaide, Dept. of Clinical Nursing, 1999. / Bibliography: leaves 252-270.

Thesis (Ph. D.--University of New South Wales, 2002. / Includes bibliographical references (leaves 197-226). Also available online.

Thesis (Ph.D.)--University of Western Sydney, Nepean, 1996. / Bibliography: leaves 283-313.

Thesis (Ph. D.)--University of Sydney, 2001. / Title from title screen (viewed Apr. 24, 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Dept. of Family and Community Nursing, Faculty of Nursing. Includes tables and questionnaires. Includes bibliography. Also available in print form.

Thesis (M.S.)--University of Michigan, 2001. / Includes bibliographical references.