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Western Journal of Nursing Research
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The Effect of Personal Relevance on Learning Stroke Symptoms/Response

Deborah McDonald

University of Connecticut, Storrs, Deborah.mcdonald{at}uconn.edu

Alysia Monaco

University of Connecticut, Storrs

Ruomei Guo

University of Connecticut, Storrs

Jenelle Fiano

University of Connecticut, Storrs

Laurie Matney

University of Connecticut, Storrs

Gail Turner

University of Connecticut, Storrs

Nancy Jubinville

University of Connecticut, Storrs

Carmenrosa Chilicki

University of Connecticut, Storrs

Tammy Davino

University of Connecticut, Storrs

Cheryl Eaton

University of Connecticut, Storrs

Rachel Macgillis

University of Connecticut, Storrs

Peter Ouellette

University of Connecticut, Storrs

Joan Lazar

University of Connecticut, Storrs

Heidi Rose

University of Connecticut, Storrs

Susan Taboada

University of Connecticut, Storrs

The aim of this study was to test the effect of increasing the personal relevance of stroke symptom information on learning stroke symptoms/emergency response. A randomized pretest—posttest double-blind study design was used. A total of 173 community-dwelling adults participated. Treatment participants read the personally relevant statement, "Learn about stroke to save someone you love," completed the Stroke Action Test pretest, read the National Institute of Neurological Disorder and Stroke pamphlet titled Know Stroke. Know the Signs. Act in Time, and responded to the Stroke Action Test posttest. The control condition differed only in the omission of the personally relevant statement. The treatment group learned significantly more than the control group, F(1, 170) = 7.46, p < .007, {eta}2 = .02. The mean items learned by the treatment group was 8.3 (SD = 5.67) compared to the control group mean of 6.2 (SD = 5.76). Prefacing stroke prevention information with the statement, "Learn about stroke to save someone you love," could result in greater learning of stroke symptoms/response.

Key Words: cardiovascular • neurology • community • experiment • adults

This version was published on March 1, 2009

Western Journal of Nursing Research, Vol. 31, No. 2, 141-152 (2009)
DOI: 10.1177/0193945908324265
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