Publication Date


Document Type


First Advisor

Sechrist, Karen R.

Degree Name

M.S. (Master of Science)

Legacy Department

Department of Nursing


Anxiety; Memory; Heart--Diseases--Patients


This study's purpose was to determine knowledge retention, five days after teaching, of the uncomplicated post-myocardial-infarction patient taught three days post-admission to the Coronary Care Unit (Group 1) vs. two days post-transfer to the telemetry/stepdown unit (Group 2), and to determine the relationship between anxiety level at the time of teaching and retention of what had been taught. An experimental, two-group pre- test/posttest design was used. Sample size included six patients per group. The Institute for Personality and Ability Testing-Anxiety Scale Questionnaire and pretest were administered immediately prior to the teaching intervention. The posttest was administered five days after the teaching intervention. The findings indicated that both groups had an increase in knowledge between pretest/posttest means (Group 1 - 13.83 to 16.17; Group 2 - 14.67 to 16.00). However, there was no significant difference between the pretest and posttest means for Group 1 (t₅ = 1.75). For Group 2, there was a significant increase between pretest and posttest means (t₅ = 2.61 ). There was no significant difference between the posttest means of the two groups (t₁₀ = .17) indicating no difference in the amount of information retained. The Pearson product moment correlation coefficient was used to determine the relationship between anxiety level at the time of teaching and knowledge p retention. The obtained r = -.14 (r² = .02) indicated a slight inverse relationship between the two variables. Transformation to a t-value was done (t₁₀ = -.44) which indicated that the inverse relationship between the two variables was not significant at the .05 level.


Bibliography: pages 49-53.


viii, 80 pages




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