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The effects of an individualized ver...

Hsieh, Yichuan Grace.

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The effects of an individualized versus a non-individualized prenatal genetic education program on uncertainty in pregnant women.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The effects of an individualized versus a non-individualized prenatal genetic education program on uncertainty in pregnant women./
Author:	Hsieh, Yichuan Grace.
Description:	197 p.
Notes:	Source: Dissertation Abstracts International, Volume: 70-07, Section: B, page: 4086.
Contained By:	Dissertation Abstracts International70-07B.
Subject:	Health Sciences, Nursing. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3367498
ISBN:	9781109282573

The effects of an individualized versus a non-individualized prenatal genetic education program on uncertainty in pregnant women.
Hsieh, Yichuan Grace.

The effects of an individualized versus a non-individualized prenatal genetic education program on uncertainty in pregnant women. - 197 p.

Source: Dissertation Abstracts International, Volume: 70-07, Section: B, page: 4086.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2009.

Uncertainty has been described as a major component of the illness-related experiences that is encountered across all phases of illness (Mishel, 1988). Pregnant women at increased risk of having a child with a chromosomal abnormality are faced with an unfamiliar situation when they must decide whether to undergo prenatal screening and/or diagnostic testing and which tests to choose. In such situations, pregnant women experience uncertainty that is in part due to insufficient information to interpret the event. The Uncertainty in Illness theory (Mishel, 1988) suggests that information targeting event familiarity can subsequently modify one's uncertainty, and the Elaboration Likelihood Model (Petty & Cacioppo, 1981) suggests that individualized information may have different effects on event familiarity and uncertainty than non-individualized information. An innovative pre-clinic web-based resource applying principles of infromatics was developed to examine the effects of an individualized versus a non-individualized information intervention on event familiarity and uncertainty.

ISBN: 9781109282573Subjects--Topical Terms:

1017798
Health Sciences, Nursing.

The effects of an individualized versus a non-individualized prenatal genetic education program on uncertainty in pregnant women.
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100 1 $a Hsieh, Yichuan Grace. $3 1679031
245 1 4 $a The effects of an individualized versus a non-individualized prenatal genetic education program on uncertainty in pregnant women.
300 $a 197 p.
500 $a Source: Dissertation Abstracts International, Volume: 70-07, Section: B, page: 4086.
500 $a Adviser: Patricia Flatley Brennan.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2009.
520 $a Uncertainty has been described as a major component of the illness-related experiences that is encountered across all phases of illness (Mishel, 1988). Pregnant women at increased risk of having a child with a chromosomal abnormality are faced with an unfamiliar situation when they must decide whether to undergo prenatal screening and/or diagnostic testing and which tests to choose. In such situations, pregnant women experience uncertainty that is in part due to insufficient information to interpret the event. The Uncertainty in Illness theory (Mishel, 1988) suggests that information targeting event familiarity can subsequently modify one's uncertainty, and the Elaboration Likelihood Model (Petty & Cacioppo, 1981) suggests that individualized information may have different effects on event familiarity and uncertainty than non-individualized information. An innovative pre-clinic web-based resource applying principles of infromatics was developed to examine the effects of an individualized versus a non-individualized information intervention on event familiarity and uncertainty.
520 $a The purposes of this study were to assess and compare the effects of an individualized versus a non-individualized Prenatal Genetic Education Program (PreGEP) on uncertainty and to examine the effects of these programs on uncertainty through event familiarity in pregnant women prior to their prenatal genetic counseling and/or testing appointments. A double-blind randomized controlled field experiment with pretest design was used to assess these effects. One hundred and fourteen eligible pregnant women who consented to participate were randomly assigned to either the individualized PreGEP group (IPreGEP, n = 39), the non-individualized PreGEP group (NIPreGEP, n = 39), or the control group (n = 36).
520 $a Results of this study showed that the IPreGEP significantly improved pregnant women's event familiarity but not uncertainty. The NIPreGEP did not improve pregnant women's event familiarity or uncertainty. Findings in part support the conceptual framework that providing individualized information to a given individual will increase that person's event familiarity. The potential effects of the IPreGEP in reducing individuals' uncertainty states through event familiarity were revealed. Additionally, the value of implementing the IPreGEP in a clinical setting was confirmed through study participants' high levels of satisfaction with no increases in their anxiety.
590 $a School code: 0262.
650 4 $a Health Sciences, Nursing. $3 1017798
650 4 $a Education, Health. $3 1017668
690 $a 0569
690 $a 0680
710 2 $a The University of Wisconsin - Madison. $3 626640
773 0 $t Dissertation Abstracts International $g 70-07B.
790 1 0 $a Brennan, Patricia Flatley, $e advisor
790 $a 0262
791 $a Ph.D.
792 $a 2009
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3367498