Document Type : Original Article


1 Departments of Psychiatric and Mental Health Nursing

2 Department of Medical Surgical Nursing, School of Nursing and Midwifery, Student Research Committee, Rafsanjan University of Medical Sciences

3 Department of Cardiology, Medical School, Non‑Communicable Diseases Research Center, Rafsanjan University of Medical Sciences, Rafsanjan, Iran

4 Departments of Community Health Nursing, School of Nursing and Midwifery, Social Determinants of Health Research Center, Rafsanjan University of Medical Sciences


INTRODUCTION: The family members’ presence during teaching rounds is introduced as a
challenging issue. The outcomes of family presence during teaching rounds in adult care settings is
an under investigate issue. The propose of this study was to determining the effect of family presence
at teaching rounds on patient’s anxiety and satisfaction in cardiac intensive care unit (CICU).
MATERIALS AND METHODS: In this double‑blind randomized controlled trial, 60 patients who
were hospitalized in CICU were selected based on inclusion criteria and then assigned into 2
groups (with and without family members presence during teaching round), equally by the random
minimization method. The patient’s anxiety score was measured before and after rounds on the
Spielberger State‑Trait Anxiety Inventory (STAI). Furthermore, the patient’s satisfaction about various
clinical aspects of round was measured by a self‑reported questionnaire. The data were analyzed by
SPSS software using Kolmogorov–Smirnov test, Chi‑square test, independent sample and paired
sample t‑test, at the significance level of 0.05.
RESULTS: The study groups were similar in terms of demographic variables. In the family members
presence group, the STAI score significantly decreased after intervention (P = 0.001). Furthermore,
in this group, the after‑intervention STAI score was significantly lower than family absence
group (P = 0.011). The mean changes of patient’s satisfaction about quality of round score in family
member presence group were significantly higher than family absence group (P = 0.001).
CONCLUSIONS: Family presence during teaching rounds led to patient’s lower anxiety and higher
satisfaction score.


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