The purpose of this study was to determine the effect of two different types of preoperative instruction on learning and anxiety. Group one received a preadmission booklet containing preoperative exercises and was taught the exercises postadmission. Group two received only the booklet containing the preoperative exercises preadmission. Both groups were tested for knowledge of exercise behaviors and for anxiety level after admission. Data collection and instruction was completed by the researcher and one assistant. Results revealed that those patients who received the booklet as well as the postadmission instruction gained significantly more knowledge than those receiving only the booklet explaining the exercises. The group receiving both types of instruction also had higher anxiety scores. A major implication of this study is the need for nurses to not underestimate their role in patient teaching. Significantly more knowledge was gained when nurses participated in the teaching. A moderate increase in anxiety level played a positive role in learning in this study as these patients were more knowledgeable.
","abstract_html":"<p>The purpose of this study was to determine the effect of two different types of preoperative instruction on learning and anxiety. Group one received a preadmission booklet containing preoperative exercises and was taught the exercises postadmission. Group two received only the booklet containing the preoperative exercises preadmission. Both groups were tested for knowledge of exercise behaviors and for anxiety level after admission. Data collection and instruction was completed by the researcher and one assistant. Results revealed that those patients who received the booklet as well as the postadmission instruction gained significantly more knowledge than those receiving only the booklet explaining the exercises. The group receiving both types of instruction also had higher anxiety scores. A major implication of this study is the need for nurses to not underestimate their role in patient teaching. Significantly more knowledge was gained when nurses participated in the teaching. A moderate increase in anxiety level played a positive role in learning in this study as these patients were more knowledgeable.</p>","abstract_has_math":false,"creators":["Reich, Janet L."],"institution":null,"degree_name":"Master of Science (MS)","degree_level":"Thesis - University Access Only","degree_discipline":"Graduate Nursing","degree_department":null,"school":null,"contributors":["Phyllis Gaspar"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1990,"date_issued":"1990-01-01T08:00:00Z","date_published":"1990-01-01T08:00:00Z","updated_at":"2026-07-24T04:28:17Z","subjects":["patient education","preoperative care","anxiety testing","Nursing"],"languages":["en"],"rights":["Copyright © 1990 Janet Reich. All rights reserved"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://openprairie.sdstate.edu/etd/779","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Phyllis Gaspar"]},{"key":"dc:creator","label":"Author","values":["Reich, Janet L."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Graduate Nursing"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis - University Access Only"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science (MS)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["patient education","preoperative care","anxiety testing","Nursing"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright © 1990 Janet Reich. All rights reserved"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://openprairie.sdstate.edu/etd/779"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to determine the effect of two different types of preoperative instruction on learning and anxiety. Group one received a preadmission booklet containing preoperative exercises and was taught the exercises postadmission. Group two received only the booklet containing the preoperative exercises preadmission. Both groups were tested for knowledge of exercise behaviors and for anxiety level after admission. Data collection and instruction was completed by the researcher and one assistant. Results revealed that those patients who received the booklet as well as the postadmission instruction gained significantly more knowledge than those receiving only the booklet explaining the exercises. The group receiving both types of instruction also had higher anxiety scores. A major implication of this study is the need for nurses to not underestimate their role in patient teaching. Significantly more knowledge was gained when nurses participated in the teaching. A moderate increase in anxiety level played a positive role in learning in this study as these patients were more knowledgeable.
"]},{"key":"dc:title","label":"Title","values":["Evaluation of Two Different types of Preoperative Instruction on Learning and Anxiety"]}]}],"canonical_facts":{"dc:contributor":["Phyllis Gaspar"],"dc:creator":["Reich, Janet L."],"dc:description.abstract":["The purpose of this study was to determine the effect of two different types of preoperative instruction on learning and anxiety. Group one received a preadmission booklet containing preoperative exercises and was taught the exercises postadmission. Group two received only the booklet containing the preoperative exercises preadmission. Both groups were tested for knowledge of exercise behaviors and for anxiety level after admission. Data collection and instruction was completed by the researcher and one assistant. Results revealed that those patients who received the booklet as well as the postadmission instruction gained significantly more knowledge than those receiving only the booklet explaining the exercises. The group receiving both types of instruction also had higher anxiety scores. A major implication of this study is the need for nurses to not underestimate their role in patient teaching. Significantly more knowledge was gained when nurses participated in the teaching. A moderate increase in anxiety level played a positive role in learning in this study as these patients were more knowledgeable.
"],"dc:identifier":["https://openprairie.sdstate.edu/etd/779"],"dc:language":["en"],"dc:rights":["Copyright © 1990 Janet Reich. All rights reserved"],"dc:subject":["patient education","preoperative care","anxiety testing","Nursing"],"dc:title":["Evaluation of Two Different types of Preoperative Instruction on Learning and Anxiety"],"thesis:degree_discipline":["Graduate Nursing"],"thesis:degree_level":["Thesis - University Access Only"],"thesis:degree_name":["Master of Science (MS)"]},"updated_at":"2026-07-24T04:28:17Z"}