Effect of family presence during teaching rounds on patient’s anxiety and satisfaction in cardiac intensive care unit: A double‑blind randomized controlled trial
نویسندگان
1 Department of Medical Surgical Nursing, School of Nursing and Midwifery, Student Research Committee, Rafsanjan University of Medical Sciences
2 Departments of Community Health Nursing, School of Nursing and Midwifery, Social Determinants of Health Research Center, Rafsanjan University of Medical Sciences
3 Departments of Psychiatric and Mental Health Nursing
4 Department of Cardiology, Medical School, Non‑Communicable Diseases Research Center, Rafsanjan University of Medical Sciences, Rafsanjan, Iran
doi
چکیده
INTRODUCTION: The family members’ presence during teaching rounds is introduced as achallenging issue. The outcomes of family presence during teaching rounds in adult care settings isan under investigate issue. The propose of this study was to determining the effect of family presenceat teaching rounds on patient’s anxiety and satisfaction in cardiac intensive care unit (CICU).MATERIALS AND METHODS: In this double‑blind randomized controlled trial, 60 patients whowere hospitalized in CICU were selected based on inclusion criteria and then assigned into 2groups (with and without family members presence during teaching round), equally by the randomminimization method. The patient’s anxiety score was measured before and after rounds on theSpielberger State‑Trait Anxiety Inventory (STAI). Furthermore, the patient’s satisfaction about variousclinical aspects of round was measured by a self‑reported questionnaire. The data were analyzed bySPSS software using Kolmogorov–Smirnov test, Chi‑square test, independent sample and pairedsample t‑test, at the significance level of 0.05.RESULTS: The study groups were similar in terms of demographic variables. In the family memberspresence group, the STAI score significantly decreased after intervention (P = 0.001). Furthermore,in this group, the after‑intervention STAI score was significantly lower than family absencegroup (P = 0.011). The mean changes of patient’s satisfaction about quality of round score in familymember presence group were significantly higher than family absence group (P = 0.001).CONCLUSIONS: Family presence during teaching rounds led to patient’s lower anxiety and highersatisfaction score.
