• Journal of Korean Biological Nursing Science
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• v.23 no.4
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• pp.267-275
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• 2021

Purpose: The purpose of this study was to evaluate the effects of inhaled clary sage (Salvia sclarea L.) oil or linalyl acetate on patients' anxiety and stress levels before undergoing chemotherapy. Methods: Forty-five eligible participants were randomly assigned to inhale clary sage oil, or linalyl acetate, each at concentrations of 5% vol/vol in almond oil or pure almond oil (control). State-trait anxiety inventory (STAI), Stress rating scale, anxiety-visual analog scale (Anxiety-VAS), stress-visual analog scale (Stress-VAS), blood pressure, and heart rate were measured before and after the inhalation prior to undergoing chemotherapy. Results: Anxiety-VAS and Stress-VAS were significantly lower after than before inhalation of clary sage oil (p< .01 and p< .05, respectively) and linalyl acetate (p< .05 and p< .05, respectively), despite having no significant difference in the three groups compared with control group. Systolic (p< .05) and diastolic (p< .01) blood pressure before undergoing chemotherapy were significantly lower after than before inhalation of linalyl acetate, while there was no significant difference in after than before inhalation of clary sage oil, despite both reducing levels of anxiety and stress. Conclusion: These findings suggest that linalyl acetate inhalation may be inappropriate in lowering anxiety and stress in patients undergoing chemotherapy, despite its anxiolytic and antistress effects, while clary sage oil inhalation may be useful in reducing anxiety and stress in patients undergoing chemotherapy, which has a risk of hypotensive side effects.

• Journal of the Korean Society of Physical Medicine
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• v.13 no.4
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• pp.27-33
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• 2018

PURPOSE: This study was conducted to identify the relationships among stress response inventory, hospital anxiety and depression, muscle tone and stiffness, and hand strength in chronic stroke patients. METHODS: A total of 14 chronic stroke patients voluntarily agreed to this experiment and were included in this study. All measurements were performed in one day and in a room without noise. The tests conducted in this study were as follows: muscle tone and stiffness of the upper trapezius hand grip measurement. Subjects were also asked to complete surveys describing the following: stress response inventory and hospital anxiety and depression scale. RESULTS: There were significant correlations among stress response inventory and hospital anxiety and depression, stress response inventory and hand strength, and hospital anxiety and depression and hand strength (P<.05). There were high positive correlations between stress response inventory and hospital anxiety and depression (r=.979), while there were moderate negative correlations between stress response inventory and hand strength (r=-.415) and between hospital anxiety and depression and hand strength (r=-.420). CONCLUSION: The results of the present study indicate that there is a relationship among stress response inventory, hospital anxiety and depression, and hand strength in patients with chronic stroke.

• Journal of The Korean Association For Science Education
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• v.28 no.3
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• pp.227-240
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• 2008

Cognitive conflict is well recognized as an important factor in conceptual change and is widely used in developing constructivism-based curricula. However, cognitive conflicts can also contribute to student anxiety during learning, which, when not properly addressed, can have negative impacts on students' motivation and achievement. Therefore, instructors need to be aware of the impacts of introducing cognitive conflicts in their instruction. We need a practical instrument that can help identify the existence and features of cognitive conflicts introduced by the instruction and the resulting anxiety. Based on the literature on studies of cognitive conflicts and student anxiety, we developed a quantitative instrument, the In-class Conflict and Anxiety Recognition Evaluation (iCARE), and used it to monitor the status of students' cognitive conflicts and anxiety in Physics by Inquiry (PBI) classes. In this paper, we introduce this instrument and present the types of information that can be obtained. Research and pedagogical values of this instrument are also discussed.

• Journal of Korean Academy of Nursing
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• v.37 no.4
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• pp.586-593
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• 2007

Purpose: The purpose of this study was to describe patients' anxiety in the ICU and to investigate related factors on the anxiety level. Methods: An exploratory cross-sectional survey design was used. Forty-eight patients participated in the study. Questionnaires were asked to patients who had been cared in the ICUs. Results: Related to the anxiety level, the mean of the total anxiety score was 5.47, and 60% of the patients had moderate or severe level of anxiety. Patients from the coronary care unit had a significantly higher level of anxiety than those from surgical intensive care unit or pulmonary surgery care unit. Moreover, significantly different levels of anxiety were found among patients who had been stayed for 2, 3, or 4 days. Conclusion: Patients who were from the coronary care unit or had been stayed longer (up to 4 days) in the ICU were significantly associated with higher anxiety level.

• Journal of Korean Academy of Nursing
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• v.16 no.2
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• pp.29-35
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• 1986

The Purposes of this study are for the assessment of anxiety level and for identification for factors relating to the anxiety of the normal Pregnant women who are impendign or entering labor. The State-Trait Anxiety Inventory is used as the measure of anxiety. The results of the study are as follows: 1. The correlation between state-anxiety and trait-anxiety is 0.459 and the linear regression is y(State-anxiety) : 0.251$\chi$(Trait -anxiety)＋29.27. 2. The maternal state-anxiety is not related to the variables of the age, the educational level, the occupation, the prenatal care, parity, show, labor pain and delivery type except for the premature or early rupture of the fetal membranes. 3. The maternal trait-anxiety is not related to the above-mentioned variables.

• Perspectives in Nursing Science
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• v.17 no.2
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• pp.61-71
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• 2020

Purpose: This mixed method study aimed to investigate patients' level of anxiety and their experience of this before undergoing esophagogastroduodenoscopy (EGD). Methods: A total of 125 patients answered a questionnaire assessing their pre-EGD level of anxiety, and a total of 17 patients participated in individual interviews regarding their experience of EGD-related anxiety. The SPSS Software program was used for survey data analysis and content analysis was used for qualitative data. Results: The mean anxiety score was 40.00±9.86 and the factors related to anxiety levels were being female (p<.001) and being a relatively young age (20-30 years old, p=.004). There were no significant differences shown in level of anxiety according to the purpose EGD was performed for: screening, diagnosis, or disease follow-up. In the qualitative analysis, however, patients who underwent a follow-up procedure as a result of stomach cancer exhibited more complicated feelings of anxiety and helplessness than others. For those who underwent EGD for diagnostic reasons, they worried about the test results and were concerned about possible life changes after diagnosis. Those for whom EGD was performed for screening purposes expressed concern only in the event of EGD complications. Conclusion: This study explored the nature of pre-EGD anxiety according to the purpose of the procedure. Nurses and doctors should be aware that patients undergoing EGD may have different levels and experiences of pre-procedure anxiety.

• Korean Journal of Childcare and Education
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• v.12 no.6
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• pp.189-206
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• 2016

The purpose of this study was to analyze the mediating effect of pedagogical content knowledge of science teaching on the relations among child care teachers' burnout, science teaching anxiety, and science teaching efficacy. For this study, questionnaires were distributed to 355 teachers working at child care centers in Jollanam-do. The analysis of data was conducted with SPSS WIN 18.0. The results of this study were as follows. First, child care teachers' burnout lowered their science teaching efficacy, and child care teachers' pedagogical content knowledge, as a mediating variable, reduced the negative effect of child care teachers' burnout on their science teaching efficacy. Second, child care teachers' science teaching anxiety lowered their science teaching efficacy, and child care teachers' pedagogical content knowledge, as a mediating variable, reduced the negative effect of child care teachers' science teaching anxiety as an independent variable on their science teaching efficacy. These findings imply there is a need to boost pedagogical content knowledge during in-service teacher education programs.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.596-611
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• 2004

Based on conceptual change theory, cognitive conflict is known as an important factor for conceptual change even though there are still questions about its positive and negative effects on science learning. However there are little research which propose types of meaningful(constructive) cognitive conflict in learning science. The purpose of this study is to find out how are the anxiety types of cognitive conflict to which high school students respond in the action-reaction task, and to reveal what's the characteristic of the explanatory hypothesis according to the anxiety types. The result of this study indicated that first, the characteristics of the anxiety types of the cognitive conflict were classified as eight types. Especially the students who belong to the types of conviction of logical misconception and reasonable modification suggested explanatory hypothesis close to physical nature. On the other hand, the students who showed other types of anxiety except the two types of anxiety suggested temporary supported hypothesis or simple explanatory hypothesis based on students' observation and intuition. Finally we discussed the importance and the implication of the types of anxiety in applying the cognitive conflict strategy to science instruction.

• Journal of Korean Biological Nursing Science
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• v.13 no.1
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• pp.23-28
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• 2011

Purpose: The aim of this study were to examine the effects of abdominal breathing on preoperative anxiety and blood pressure. Methods: The research was a non-equivalent control group pretest-posttest design. The subjects were 60 patients that operated on under local anesthetic. Thirty subjects in the experimental group and 30 subjects in the control group. Data on anxiety and blood pressure for this study were collected from them. The collected data were analyzed by t-test, $X^2$-test, paird t-test. Results: After abdominal breathing, there was a statistically significant decline in the psychological anxiety level of the experimental group. With regard to the physical anxiety level, no statistically significant drop was detected in blood pressure. Conclusion: The findings of the study confirmed that abdominal breathing reduced preoperative anxiety of upper and lower limbs surgical patients.

• Journal of Korean Elementary Science Education
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• v.40 no.3
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• pp.343-365
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• 2021

The purpose of this study was to clarify the effect of learner variables on triggering state curiosity and state anxiety in confronting scientific task situation for fifth to sixth grades of elementary school. Science curiosity, interest, need for cognition, science self-concept, science anxiety, prior knowledge, and perceived difficulty were selected as learner variables that are expected to affect state curiosity and state anxiety. As a result of this study, the variables that had a significant influence on evoking state curiosity in confronting scientific task situation were in the order of interest, need for cognition, science curiosity, and prior knowledge, and all of these variables had a positive effect. In addition, the variables that significantly affect on evoking state anxiety in confronting scientific task situation were in the order of science anxiety, perceived difficulty, need for cognition, science self-concept, and prior knowledge. Of these, only prior knowledge had a negative effect on evoking state anxiety, and the other variables had a positive effect. The results of this study are expected to broaden the comprehension of students' emotional states in science education, and provide a theoretical foundation for the studies of state curiosity and state anxiety in science learning.