The Effect of Individual Education and Educational Booklet on Anxiety and Perceived Stress in High Risk Pregnant Women Awaiting for Amniocentesis

Abstract

Abstract: Background: Amniocentesis is the most common invasive method used for diagnosis of genetic disorders. The purpose of this study was to examine the effect of education on stress and anxiety. Materials and Methods: This randomized controlled trial was performed on 62 pregnant women referring to Alzahra hospital-Tabriz for amniocentesis from March 2019 to January 2020. Participants were assigned to two groups using block randomization. An individual training session was held for participants of intervention group. Socio-demographic and obstetrics characteristics questionnaire, Perceived Stress Scale (PSS) and Spielberger State-Trait Anxiety Inventory (STAI) were used for data collection. PSS and STAI were completed at before intervention, after intervention (before amniocentesis), and 2 to 3 weeks after amniocentesis (before receiving the results). Data were analyzed using SPSS version-24 by chi-square, Fisher’s exact, independent t, ANCOVA and repeated measures ANOVA tests. P<0.05 was considered significant. Results: The mean±SD score of stress at before intervention, after intervention and 2 to 3 weeks after amniocentesis was 25.25±7.49, 23.87±7.40 and 24.45±7.09, respectively. These values for state anxiety were 43.84±10.03, 42.35±11.13 and 41.67±11.24, and for trait anxiety were 42.53±10.56, 39.19±9.35 and 41.29±10.40, respectively. After the intervention, there was significant difference between groups in terms of stress (P=0.020), state anxiety (P=0.029) and trait anxiety (P=0.002) with adjusting the baseline scores, but 2 to 3 weeks after amniocentesis, there was no significant difference between groups in terms of all outcomes (P>0.05). Conclusion: Based on the results, education had positive short-term effect on stress and anxiety. To determine its long-term effects, conducting of more trials is recommended.