Effect of Structured Teaching Programme on Knowledge, Anxiety and Behavioral Response of Patients Undergoing' Endoscopy at a Tertiary Care Hospital

Abstract

Upper gastrointestinal endoscopy is a common OPD procedure carried out for diagnostic as well as therapeutic purpose. Limited time for interaction between patients and health workers leads to increased anxiety among patients. This study was carried among 50 patients undergoing planned, diagnostic upper GI endoscopy for the first time at a tertiary care hospital. A pre-experimental study was conducted using single group pre-test post-test design. On the day of appointment, their socio-demographic data, baseline knowledge and anxiety levels were assessed using the structured questionnaire and the State and Trait Anxiety Inventory. The patients were then imparted structured teaching programme on the various aspects of upper GI endoscopy using video, flash cards and flip charts and a pamphlet for later reference. On the day of the procedure, their knowledge and anxiety levels were reassessed using the same tool. The patients were provided another session of structured teaching programme using the same AV aids. The behavioural responses of the patients were then observed during the procedure using an observation checklist. Statistical analysis revealed that the knowledge score of the patients increased significantly following the structured teaching (p <0.0001). The mean pre-test anxiety score decreased significantly following the intervention (p<0.0001), only 4 percent had extreme responses like grabbing the endoscope and not maintaining the position