Sensation information, self-instruction and responses to dental surgery.

The interaction effects of presurgery anxiety and two intervention strategies upon adjustment during dental surgery were examined. Patients undergoing gingivectomy (N = 113) were randomly assigned to one of four information groups: sensation, self-instruction, combined sensation and self-instruction, or control; and separated according to level of trait and state anxiety. Results showed an interaction effect between the information conditions and state anxiety (p less than .05). Compared with the control group, high state anxiety subjects reported less tension (p less than .05) and distress (p less than .05) after receiving sensation information; less tension (p less than .005) after receiving self-instruction information; and increased positive self-statements (p less than .05) with the combined information. Low-state anxiety subjects showed negative treatment effects; sensation information alone (p less than .001) or combined with self-instruction (p less than .01) reduced the number of reported positive self-statements.

BSN vs. non-BSN students and success in graduate study.

In this study, the entry and progression characteristics of graduate students (nurses) with baccalaureate degrees in fields other than nursing (non-BSN) were compared to characteristics of students whose baccalaureate degrees were in nursing (BSN). Subjects were students enrolled in the Graduate School at the University of Minnesota majoring in Nursing. Analyses showed that BSN and non-BSN students did not differ with respect to the entry or progression measures used. All non-BSN students who have been admitted have been successful in graduate study. The results of this study suggest the feasibility of serving the non-BSN population at the graduate level under certain circumstances.