Effets d'une intervention educative psychocognitive individualisee sur le niveau d'anxiete preoperatoire de la femme en attente d'une mastectomie

Abstract

Le but de cette étude expérimentale était d'évaluer les effets d'une intervention éducative psychocognitive individualisée sur l'anxiété préopératoire des femmes en attente d'une mastectomie. Un échantillonnage de type aléatoire a réparti 60 femmes, âgées entre 21 et 65 ans, dans deux groupes. L'instrument utilisé, l'Inventaire d'Anxiété Situationnelle (IAS), a permis d'observer à l'aide d'une analyse de variance à mesures répétées, qu'immédiatement après les interventions éducatives (expérimentale et contrôle), il y avait une réduction significative (p < 0,0001 et p = 0,0017) de l'anxiété, le groupe expérimental produisant une réduction additionnelle de 4,83 (p = 0,0527). La veille de la chirurgie, seule l'intervention éducative expérimentale procurait une réduction significative (p = 0,0301) de l'anxiété, mais la différence de l'effet entre les deux interventions éducatives n'est pas significative. Ces résultats semblent donc supporter la théorie du Stress de Lazarus selon laquelle une action directe sur la perception cognitive peut influencer la perception de menace telle qu'évaluée par le niveau d'anxiété.

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The aim of this experimental study was to evaluate the effects of an individualized psychocognitive educational intervention on the preoperative anxiety of women awaiting a mastectomy. A random sampling distributed 60 women, aged between 21 and 65, into two groups. The instrument used, the Situational Anxiety Inventory (SAI), made it possible to observe using a repeated measures analysis of variance that immediately after the educational interventions (experimental and control), there had a significant reduction (p < 0.0001 and p = 0.0017) in anxiety, with the experimental group producing an additional reduction of 4.83 (p = 0.0527). The day before surgery, only the experimental educational intervention provided a significant reduction (p = 0.0301) in anxiety, but the difference in the effect between the two educational interventions was not significant. These results therefore seem to support the Lazarus Stress theory according to which a direct action on cognitive perception can influence the perception of threat as assessed by the level of anxiety.