COMPARING THE EFFECT OF PEER EDUCATION AND ORIENTATION TOUR ON THE STRESS OF PATIENTS CANDIDATE FOR CORONARY ANGIOGRAPHY IN SELECTED HOSPITAL OF AJA UNIVERSITY OF MEDICAL SCIENCES

Angiography is a stressful process for most patients. Physiological responses to stress, during of angiography, has the consequence of possibility of dysrhythmia, coronary artery spasm or rupture. T his study aimed to compare the effect of peer education, and orientation tour on the stress in patients undergoing coronary artery angiography. In a quasi-experimental study in 2014, 177 patients referred to selected hospital of AJA University of Medical Sciences in Tehran, were recruited by convenience sampling and with a day gap among the three groups, peer education, orientation tours and controls (n = 59 per group) were randomized. Stress was measured in all patients on admission. In the department of angiography, patients were trained in peer and orientation tour group, by a peer person and the researcher, respectively. In the control group routine care was performed. In the next step, stress was measured two hours before angiography. Data collection tools were individual characteristics questionnaire and the standardized questionnaires on stress, anxiety and depression (DASS-21). Its validity and reliability was confirmed. The data were analyzed using SPSS version 21 software and Chi-square test, ANOVA, Kruskal-Wallis, Wilcoxon and Mann-whitney test. Before the intervention, stress scores among the three groups had no significant difference (P=0.52). Stress scores in peer group (from 8.92±3.57 to 5.34±3.40) and in orientation tour (from 9.61±3.41 to 5.37±3.72) significantly reduced (P=0/00), and in control group (from 8.98 ± 4.03 to 10.31±4.12) significantly increased (P=0.04). In the two groups of peer education and orientation tour, stress score s were not significantly different after the intervention(P=0.83). Peer education and orientation tour reduced equally stress in patients undergoing coronary angiography. Therefore, use of any of these pedagogical approaches to fit the conditions and possibilities is recommended.