COMPARING THE EFFECT OF PEER EDUCATION AND ENTATION TOUR ON THE STRESS OF PATIENTS CANDIDATE R 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. This study aimed to compare the effect of peer education, and orientation tour on the
stress in patients undergoing coronary artery angiography.
Materials & Methods: 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.
Results: 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 scores were not significantly different after the intervention(P=0.83).
Conclusion: 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