McDonald Deborah Dillon, Goncalves Patricia Herrera, Almario Vivian E, Krajewski Aleksandra L, Cervera Patricia L, Kaeser Donna M, Lillvik Cherylynn A, Sajkowicz Tammy L, Moose Priscilla E
University of Connecticut School of Nursing, Storrs, Connecticut 06269-2026, USA.
Public Health Nurs. 2006 May-Jun;23(3):216-23. doi: 10.1111/j.1525-1446.2006.230303.x.
The purpose of this study was to test how teaching format (factual versus storytelling) and restructuring the social norm of caring for others to caring for self affects how women learn to identify and respond to myocardial infarction (MI) symptoms.
The study was a randomized pretest posttest full factorial experiment.
One hundred and thirteen women participated.
Before and after reading the intervention pamphlet, the women wrote all the MI symptoms that they knew and rated their intention to call 911 if symptoms occurred.
The women read one of the four MI pamphlets corresponding to the four conditions.
No significant effects for learning MI symptoms resulted from teaching format or social norms. Women learned three additional MI symptoms. All responded with high intention to call 911 if MI symptoms occurred.
Women can learn additional MI symptoms from reading a brief pamphlet about MI symptoms. Use of a storytelling format and the social norm of caring for self might not impact how many MI symptoms women learn. Studies using audiovisuals and larger samples are needed to clarify whether storytelling format and the social norm of caring for self-impact learning MI symptoms.
本研究旨在测试教学形式（事实性与故事性）以及将关爱他人的社会规范重构为关爱自己如何影响女性学习识别和应对心肌梗死（MI）症状的方式。
该研究为随机前测后测全因子实验。
113名女性参与。
在阅读干预手册前后，这些女性写下她们所知道的所有MI症状，并对出现症状时拨打911的意愿进行评分。
这些女性阅读了与四种情况相对应的四份MI手册中的一份。
教学形式或社会规范对学习MI症状没有显著影响。女性多了解了三种MI症状。所有人在出现MI症状时拨打911的意愿都很高。
女性可以通过阅读一份关于MI症状的简短手册来了解更多MI症状。采用故事性形式和关爱自己的社会规范可能不会影响女性了解MI症状的数量。需要使用视听资料和更大样本的研究来阐明故事性形式和关爱自己的社会规范是否会影响学习MI症状。
