Background: Anxiety is as an emotional state of fear, tension, panic, or anticipation of an unpleasant experience. Patients who experience a psychological reaction during a scan may choose to stop the procedure entirely, decline to undergo CT scans in the future, and potentially affect other patients who may need a medical CT scan later. Objectives: A study to evaluate the effectiveness of pre-procedural teaching in reducing procedural anxiety among patients undergoing Computed Tomography (CT) scan in a selected hospital at Mangalore. Method: In this study, a quasi-experimental research approach was used and the subjects were selected by purposive sampling method and random assignment was adopted while assigning the sample to experimental and control group. A total of 40 participants were involved, with 20 in the experimental group (Group 1) and 20 in the control group (Group 2). Results:The mean post-procedural anxiety level (X2= 32.65) was lower than the mean pre-procedural anxiety level (X1= 57.90) in Group I. The mean post-procedural anxiety level in Group I (X2=32.65) was lower than the mean post-procedural anxiety level in Group II (X2=45.90). The mean difference between the pre-procedural and post procedural anxiety level in Group I was highly significant (t19=20.23) (t19=2.09 at 0.05 level). The mean difference between the post-procedural anxiety level in Group I and Group II was highly significant (t38=4.78) (t38=2.04 at 0.05 level). There was no significant association between the pre-procedural anxiety level and selected demographic variables in Group I and Group II. Interpretation and conclusion: Finding of the study have shown that pre-procedural anxiety level among clients undergoing CT scan was high before the administration of pre-procedural teaching in both Group I (Experimental) and Group II (Control). Pre-procedural teaching regarding CT scan was given to only Group I and it was found to be effective in the reduction of anxiety in Group I. It was also found out that post-procedural anxiety in Group I was lower than that of Group II. Hence it can be concluded that pre-procedural teaching is an effective strategy in improving knowledge and thereby reducing procedural anxiety regarding CT scan procedure.

Keywords: Anxiety,Pre-procedural teaching, CT scan, Procedural anxiety, Quasi-experimental research

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Background: Anxiety is as an emotional state of fear, tension, panic, or anticipation of an unpleasant experience. Patients who experience a psychological reaction during a scan may choose to stop the procedure entirely, decline to undergo CT scans in the future, and potentially affect other patients who may need a medical CT scan later. Objectives: A study to evaluate the effectiveness of pre-procedural teaching in reducing procedural anxiety among patients undergoing Computed Tomography (CT) scan in a selected hospital at Mangalore. Method: In this study, a quasi-experimental research approach was used and the subjects were selected by purposive sampling method and random assignment was adopted while assigning the sample to experimental and control group. A total of 40 participants were involved, with 20 in the experimental group (Group 1) and 20 in the control group (Group 2). Results:The mean post-procedural anxiety level (X2= 32.65) was lower than the mean pre-procedural anxiety level (X1= 57.90) in Group I. The mean post-procedural anxiety level in Group I (X2=32.65) was lower than the mean post-procedural anxiety level in Group II (X2=45.90). The mean difference between the pre-procedural and post procedural anxiety level in Group I was highly significant (t19=20.23) (t19=2.09 at 0.05 level). The mean difference between the post-procedural anxiety level in Group I and Group II was highly significant (t38=4.78) (t38=2.04 at 0.05 level). There was no significant association between the pre-procedural anxiety level and selected demographic variables in Group I and Group II. Interpretation and conclusion: Finding of the study have shown that pre-procedural anxiety level among clients undergoing CT scan was high before the administration of pre-procedural teaching in both Group I (Experimental) and Group II (Control). Pre-procedural teaching regarding CT scan was given to only Group I and it was found to be effective in the reduction of anxiety in Group I. It was also found out that post-procedural anxiety in Group I was lower than that of Group II. Hence it can be concluded that pre-procedural teaching is an effective strategy in improving knowledge and thereby reducing procedural anxiety regarding CT scan procedure.

Keywords: Anxiety,Pre-procedural teaching, CT scan, Procedural anxiety, Quasi-experimental research

🔒 This is a subscription article

Full text is available to subscribers and institutional members. Please choose an option below to access it.