To determine and quantify the major sources of anxiety for patients undergoing magnetic resonance (MR) imaging and to suggest means by which to eliminate or diminish their negative effects, the authors studied anxiety in 46 subjects. Of these, 20 randomly selected subjects who successfully completed the examination participated in exit interviews. Six subjects who terminated the examination before completion also completed exit interviews. Pre-imaging and postimaging questionnaires (state-trait anxiety inventory) were administered to measure anxiety in the 20 other subjects. Anxiety was associated with the constrictive dimensions of the magnet bore, examination duration, coil noise, and temperature within the bore. Preparation at the point of referral was consistently absent, incomplete, or misleading. Patients used identifiable strategies to cope with the examination: blinding, breathing relaxation techniques, visualization of pleasant images, and performance of mental exercises.
The authors compared the effectiveness of three anxiety-reducing interventions for patients undergoing magnetic resonance imaging. Each of 50 subjects was randomly assigned to one of the interventions. Intervention 1 involved provision of information about the imager and nature of the examination. Intervention 2 included information and counseling. Intervention 3 included information and a 12-minute relaxation exercise. Anxiety levels were measured by means of a 20-item questionnaire before and after imaging. The latter provided a retrospective report of anxiety experienced during imaging. Patients in intervention group 3 showed significantly less increase in anxiety compared with those in groups 1 and 2. Overall, only patients who participated in intervention 1 showed a significant increase in anxiety during imaging. When anxiety levels experienced before and during the examination were compared, with the focus on each questionnaire item for each group, those in group 1 showed a significant increase in anxiety on eight of 20 items; those in group 2, three items; and those in group 3, none. Psychologic preparation that includes relaxation strategies is more effective than provision of information alone.
This study examines the values held by mothers in Japan, Puerto Rico and the U.S. Mainland for their handicapped and nonhandlcapped preschoolers in the contexts of home and school. In order to study values, mothers from the three cultures were asked to rank twelve value items relating to four value areas: physical, intrapersonal, interpersonal, and sociocultural.The value rankings were different in the three cultures and depended upon the home and school contexts. The presence of a diagnosed orthopedic and/or neurological impairment in the child had no overall effect on value ratings but did interact with culture and context to influence mothers' values.The purpose of this study is to examine the values that mothers in Japan, Puerto Rico, and the U.S. Mainland hold for their handicapped and nonhandicapped youngsters in the home and in the preschool setting. Values are defined in terms of the relative importance that
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