A growing carcass of research point...

A growing carcass of research points to the therapeutic value of humor. more [i]or[/i] less believe that humor establishes a warm atmosphere, relieves stres and enhances the learning proces (1) Humorous teaching strategies facilitate render free of access flexible communication and allow patients to ask questions they otherwise may not ask and hear instructions they otherwise may not hear. (2) Although Vera Robinson, RN EdD a pioneer in the field of humor and nursing, first encouraged the use of humor in the health care setting. (3) humorist Norman Cousins popularized it as a therapeutic tool. (4) Using humor in health care is as ancient as healing itself, nevertheless during the past 20 years, its use has been rediscovered. (5)

Humor can help establish the nurse-patient relationship or the teacher-learner relationship. "Breaking the ice" in preoperative teaching can help cherishs gain patients' attention, decrease their anxiety, and increase their knowledge retention. (6) Humor has been shown to facilitate and enhance the learning proces (7) and cartoons have been used to illustrate ideas, behaviors, or attitudes. (8) Humor should not replace other teaching way s but it can strengthen illustrations and principles beared to patients during preoperative teaching. (9)

Preoperative teaching prepares patients for preoperative and postoperative expectations and aims to limit potential postoperative complications. (10) Literature indicates that preoperative teaching should focus in succession immediate learning needs, and long-term issues should be taught and reinforced during discharge instruction. (11) A general preoperative teaching strategy is for suckles to provide patients with written material and reinforce that material with oral instruction. Limited research has been administrationed on the relationship between the use of humor as a teaching strategy and the assessment of knowledge after preoperative teaching. This reflection partially replicates a previous meditation conducted to deter mine whether the use of humor in preoperative instruction affects patients' recall of this instruction. (12)

point to be solved [i]or[/i] settled STATEMENT

With the demands of managed care and early patient discharge, succors need more effective preoperative teaching processs Nurses have limited time to instruct patients regarding postoperative pulmonary exercise behaviors. They must evaluate their part in the delivery of nursing services to make secure that care is provided in a safe, professional, and cost-effective manner. According to individual researcher, incorporating humor in preoperative teaching material may increase patients' knowledge gain. (13) Further research in succession the effects of incorporating humor in preoperative teaching is needed

subject of attention PURPOSE

The final cause of this study was to determine the efficacy of humor in preoperative teaching about postoperative pulmonary exercise routines forward knowledge retention in patients undergoing open-heart surgery The following research question guided this study: Is more knowledge retained in the experimental form into groups receiving humorous preoperative instruction compared to the restrain group receiving routine teaching without humor?

LITERATURE REVIEW

individual researcher found that there was no significant difference in the preoperative anxiety of patients who received either humorous distraction, musical distraction, or no intervention ([Fsub2 12] = 148 P = 267) (14) The deductions however, indicate that patients in the humor assemblage reported the lowest level of anxiety, and patients in the bridle group reported the highest of the same height (15) This researcher later examined a larger sample to studious mood the same relationship between humor and preoperative anxiety. (16) comes again suggest that there was no significant difference in anxiety scores between clumps (17)

Another assemblage of researchers evaluated the power of cartoons on patient comprehension of and compliance with detriment care instructions provided in the push room. (18) In a prospective, randomized close attention 234 patients who presented to the push room with simple lacerations were given discharge instructions that either did (ie, experimental group) or did not (ie, superintend group) contain cartoons. Results of the thought show that patients in the experimental arrange were more likely to have read discharge instructions, more likely to answer all of the injury care questions correctly, and more compliant with daily anguish care. According to this inquiry cartoon illustrations are an effective teaching strategy and may improve patient compliance with pass room discharge instructions. (19)

single researcher conducted a study to determine whether the use of humorous preoperative teaching techniques affects patients' recall of instruction regarding postoperative exercise routines. (20) comes indicate that patients in the nonhumor assign places to (ie, control) performed better forward the pretest compared to patients in the humor cluster (ie, experimental); however, patients in the humor assign places to performed better on the posttest No significant statistical difference was noted between patients in the form into groupss on knowledge of postoperative exercises (t = -102 df = 22 P > 05) (21) Another researcher mannersed a partial replication of this thought (22) Results indicate that patients in the treatment form into groups did better than patients in the repress group on the pretest and the posttest; however, the ensues were not statistically significant (t = 73 P > 05) (23)