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Open Access The Effect of Anxiety on Learning Outcomes Post-CABG L'effet de l'anxiété sur les résultats d'apprentissage post-PAC

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Abstract:

Post-operative coronary artery bypass graft (CABG) patients require educational interventions to support recovery and prevention of surgical complications. However, the effectiveness of these interventions is questionable, as stress related to the hospitalization process can result in increased levels of anxiety that may impact on the success of the education. The purpose of this study was to examine the relationship between anxiety and the achievement of knowledge, use of self-care behaviours, and management of symptoms. A descriptive correlation design was used, which included a convenience sample. Results indicate statistically significant correlations between anxiety and the outcomes of interest. Implications for practice include provision of educational interventions at times when anxiety levels are low.

French
Les patients ayant subi un pontage aortocoronarien (PAC) requièrent des interventions éducatives ayant pour objectif d'aider à leur rétablissement et de prévenir les complications chirurgicales postopératoires. Toutefois, l'efficacité de ces interventions est discutable, le stress lié à l'hospitalisation pouvant entraîner une augmentation de l'anxiété capable d'affecter leur réussite. L'objet de la présente étude était d'examiner la relation entre l'anxiété et la réussite d'apprentissage, le recours aux comportements d'autosoins et la gestion des symptômes. Un modèle de corrélations descriptives a été employé, ce qui incluait un échantillon de commodité. Les résultats montrent des corrélations statistiquement significatives entre l'anxiété et les résultats recherchés. Les implications sur la pratique seront de réaliser les interventions éducatives aux moments de faible anxiété.

Keywords: ANXIETY; CABG PATIENT EDUCATION; DESCRIPTIVE DESIGN; SELF-CARE BEHAVIOUR; SYMPTOM MANAGEMENT

Document Type: Research Article

Publication date: March 1, 2008

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  • CJNR is a peer-reviewed, quarterly journal published by the McGill University School of Nursing since 1969. With world-wide circulation, CJNR's primary mandate is to publish original nursing research that develops basic knowledge for the discipline and examines the application of the knowledge in practice. Research related to education and history is also welcomed, as are methodological, theoretical, and review papers that advance nursing science. Letters or commentaries about published articles are encouraged. Learn more.
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