Volume 31, Issue 2 (7-2025)
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Kokabiasl S, Navidian A, Rezaee N, Amiri M, Ghaljeh M. The effect of mental imagery on students' anxiety and cognitive impairment: A quasi-experimental study. Journal of Hayat 2025; 31 (2) :137-147
URL: http://hayat.tums.ac.ir/article-1-5533-en.html
URL: http://hayat.tums.ac.ir/article-1-5533-en.html
1- Dept. of Psychiatric Nursing, School of Nursing and Midwifery, Zahedan University of Medical Sciences, Zahedan, Iran
2- Dept. of Psychiatric Nursing, School of Nursing and Midwifery, Zahedan University of Medical Sciences, Zahedan, Iran; Pregnancy Health Research Center, Zahedan University of Medical Sciences, Zahedan, Iran
3- Dept. of Psychiatric Nursing, School of Nursing and Midwifery, Zahedan University of Medical Sciences, Zahedan, Iran; Community Nursing Research Center, Zahedan University of Medical Sciences, Zahedan, Iran
4- Dept. of Nursing, Behbahan School of Medical Sciences, Behbahan, Iran
5- Dept. of Nursing Management, School of Nursing and Midwifery, Zahedan University of Medical Sciences, Zahedan, Iran; Community Nursing Research Center, Zahedan University of Medical Sciences, Zahedan, Iran ,ghaljeh.m@gmail.com
2- Dept. of Psychiatric Nursing, School of Nursing and Midwifery, Zahedan University of Medical Sciences, Zahedan, Iran; Pregnancy Health Research Center, Zahedan University of Medical Sciences, Zahedan, Iran
3- Dept. of Psychiatric Nursing, School of Nursing and Midwifery, Zahedan University of Medical Sciences, Zahedan, Iran; Community Nursing Research Center, Zahedan University of Medical Sciences, Zahedan, Iran
4- Dept. of Nursing, Behbahan School of Medical Sciences, Behbahan, Iran
5- Dept. of Nursing Management, School of Nursing and Midwifery, Zahedan University of Medical Sciences, Zahedan, Iran; Community Nursing Research Center, Zahedan University of Medical Sciences, Zahedan, Iran ,
Abstract: (870 Views)
Background & Aim: Cognitive disorders and anxiety are known to adversely affect students' academic progress. Interventions that can be self-administered are particularly advantageous. This study aimed to evaluate the effect of mental imagery on anxiety levels and cognitive impairment among at Zahedan University of Medical Sciences.
Methods & Materials: This quasi-experimental study involved a sample of 100 students selected through convenience sampling and subsequently randomly assigned to either an intervention or control group. Data collection was conducted using personal information forms, the Beck Anxiety Inventory, and the Broadbent Cognitive Dysfunction Questionnaire. The intervention group attended an initial in-person session designed to familiarize participants with the mental imagery technique, followed by eight sessions of imagery training delivered via audio files on WhatsApp. After a two-week interval, both groups completed the anxiety and cognitive dysfunction questionnaires again. No intervention was administered to the control group. Data analysis was performed using descriptive and inferential statistics with SPSS version 21.
Results: The results demonstrated a statistically significant reduction in both anxiety and cognitive impairment within the intervention group (P<0.05). In contrast, the control group showed no significant change (P>0.05). The analysis of covariance, controlling for baseline pre-test scores, revealed that post-intervention mean scores of cognitive impairment and anxiety differed significantly between the two groups (P<0.001).
Conclusion: Mental imagery training appears to effectively reduce anxiety and cognitive impairment among students. Therefore, educational authorities may consider incorporating this intervention to enhance students’ mental well-being and cognitive functioning, thereby potentially improving academic performance.
Methods & Materials: This quasi-experimental study involved a sample of 100 students selected through convenience sampling and subsequently randomly assigned to either an intervention or control group. Data collection was conducted using personal information forms, the Beck Anxiety Inventory, and the Broadbent Cognitive Dysfunction Questionnaire. The intervention group attended an initial in-person session designed to familiarize participants with the mental imagery technique, followed by eight sessions of imagery training delivered via audio files on WhatsApp. After a two-week interval, both groups completed the anxiety and cognitive dysfunction questionnaires again. No intervention was administered to the control group. Data analysis was performed using descriptive and inferential statistics with SPSS version 21.
Results: The results demonstrated a statistically significant reduction in both anxiety and cognitive impairment within the intervention group (P<0.05). In contrast, the control group showed no significant change (P>0.05). The analysis of covariance, controlling for baseline pre-test scores, revealed that post-intervention mean scores of cognitive impairment and anxiety differed significantly between the two groups (P<0.001).
Conclusion: Mental imagery training appears to effectively reduce anxiety and cognitive impairment among students. Therefore, educational authorities may consider incorporating this intervention to enhance students’ mental well-being and cognitive functioning, thereby potentially improving academic performance.
Type of Study: Research |
Subject:
Nursing Care
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