| dc.contributor |
Wichita State University. School of Nursing |
en_US |
| dc.contributor.author |
Speck, B. J. |
en_US |
| dc.date.accessioned |
2012-02-28T20:25:58Z |
|
| dc.date.available |
2012-02-28T20:25:58Z |
|
| dc.date.issued |
1990-10 |
en_US |
| dc.identifier |
2175773 |
en_US |
| dc.identifier |
7705432 |
en_US |
| dc.identifier.citation |
The Journal of nursing education. 1990 Oct; 29(8): 346-50. |
en_US |
| dc.identifier.issn |
0148-4834 |
en_US |
| dc.identifier.uri |
http://hdl.handle.net/10057/4512 |
|
| dc.description |
The full text of this article is not available in SOAR. |
en_US |
| dc.description.abstract |
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. |
en_US |
| dc.format.extent |
346-50 |
en_US |
| dc.language.iso |
eng |
en_US |
| dc.publisher |
Slack |
en_US |
| dc.relation.ispartofseries |
The Journal of Nursing Education |
en_US |
| dc.relation.ispartofseries |
J Nurs Educ |
en_US |
| dc.source |
NLM |
en_US |
| dc.subject.mesh |
Adult |
en_US |
| dc.subject.mesh |
Anxiety/diagnosis |
en_US |
| dc.subject.mesh |
Education, Nursing, Baccalaureate |
en_US |
| dc.subject.mesh |
Evaluation Studies as Topic |
en_US |
| dc.subject.mesh |
Female |
en_US |
| dc.subject.mesh |
Humans |
en_US |
| dc.subject.mesh |
Imagination |
en_US |
| dc.subject.mesh |
Injections, Intramuscular/nursing |
en_US |
| dc.subject.mesh |
Male |
en_US |
| dc.subject.mesh |
Models, Nursing |
en_US |
| dc.subject.mesh |
Students, Nursing/psychology |
en_US |
| dc.subject.mesh |
Teaching/methods |
en_US |
| dc.subject.mesh |
Anxiety/etiology |
en_US |
| dc.subject.mesh |
Anxiety/prevention & control |
en_US |
| dc.subject.mesh |
Teaching/standards |
en_US |
| dc.title |
The effect of guided imagery upon first semester nursing students performing their first injections |
en_US |
| dc.type |
Article |
en_US |
| dc.coverage.spacial |
United States |
en_US |
| dc.description.version |
peer reviewed |
en_US |
| dc.rights.holder |
Copyright © Slack |
en_US |