The effects of multimedia education on anxiety and physiological status among patients with cerebral angiography: A randomized controlled clinical trial
AbstractBackground &Aim: Cerebral angiography is a diagnostic procedure for cerebral disorders, particularly the disorders of cerebral blood vessels. However, as an invasive procedure, it can cause patients anxiety and physiological instability. This study aimed to evaluate the effects of multimedia education on anxiety and physiological status among patients with cerebral angiography. Methods & Materials: This randomized controlled clinical trial was conducted from October 2017 to January 2018 in the angiography unit of a university hospital in Tehran, Iran. Participants were 88 candidates for cerebral angiography who were randomly allocated either to an intervention (n = 44) or a control (n= 44) group. Patients in the intervention group were provided with at least thirty-minute multimedia education consisted of video-based education, verbal education, written materials (an educational booklet), and question and answer. Data on participants’ personal characteristics were collected before the intervention, while their state anxiety was assessed before multimedia education and after cerebral angiography via Spielberger State Anxiety Inventory. Moreover, participants’ physiological parameters were measured and documented in a data sheet before and every two hours after angiography up to their discharge from the angiography unit. The independent-sample t, Chi-square, and McNemar’s tests and the Generalized Estimation Equation were used for data analysis. Results: After the intervention, 95.5% of patients in the intervention group and 86.4% in the control group had low level of anxiety; however, the between-group difference was not statistically significant (P > 0.05). Moreover, anxiety level changed significantly neither in the intervention (P > 0.05) nor in the control (P > 0.05) group. In addition, after adjusting the effects of participants’ age, there were no significant between-group differences respecting the means of systolic blood pressure, the means of body temperature, peripheral oxygen saturation, and respiratory rate. However, the means of diastolic blood pressure and heart rate in the intervention group were significantly lower than the control group, irrespective of the effects of participants’ age. Conclusion: Multimedia education has no significant effects on state anxiety but has significant effects on diastolic blood pressure and heart rate among patients with cerebral angiography.
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