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Biomedical subjects

E J Forbes

Publications and source records attributed to E J Forbes.

10 recordsLinked to original sources
PubMed1997

Types of hypnotically (un)susceptible individuals as a function of phenomenological experience: towards a typology of hypnotic types.

Subjects were 194 nursing students who experienced the HGSHS A (Shor & Orne, 1962) in which was embedded a 2-minute sitting quietly interval subsequent to the eye catalepsy item, but prior to the "counting out" sequence. After the HGSHS:A, subjects completed the Phenomenology of Consciousness Inventory (PCI) (Pekala, 1982, 1991c) in reference to the sitting quietly interval embedded in the hypnotic induction ceremony. Subjects were divided into low and high susceptible groups. K-means cluster analysis of the subjects' responses to the PCI revealed nine different cluster groups. These groups had different patterns of phenomenological experiences that cut across individual subjects' actual HGSHS:A scores. Implications of the above for (a) working with clients who may not score that high on standard behavioral measures of hypnotizability (such as the HGSHS:A), or (b) understanding how hypnosis "works," are discussed.

Adult↗
PubMed1993

Psychophysiological effects of several stress management techniques.

The purpose of this study was to assess the psychophysiological stress-reducing properties of progressive relaxation compared with hypnosis, and deep abdominal breathing compared with a baseline condition, while controlling for hypnotizability. 231 nursing students experienced the baseline procedure and progressive relaxation in Session 1 and deep abdominal breathing and hypnosis in Session 2 about a week later. Before and after each technique peripheral skin temperature and pulse rate were assessed. Separate analyses of variance, computed for the first and second sets of techniques, indicated that progressive relaxation and hypnosis both increased skin temperature and reduced pulse rate, suggesting reduced psychophysiological responsivity. Deep abdominal breathing was associated with a significant reduction in physiological responsivity (skin temperature) relative to baseline. Hypnotic susceptibility had no effect on the psychophysiological measures.

Adaptation, Psychological↗
PubMed1993

Predicting hypnotic susceptibility via a phenomenological approach.

The hypnotic susceptibility of 300 nursing students was predicted via an instrument called the Phenomenology of Consciousness Inventory. The students experienced the Harvard Group Scale of Hypnotic Susceptibility and subsequently completed the self-report inventory with reference to their experience of hypnosis. Regression analyses generated a multiple R of .67 between subjects' susceptibility, as measured by the Harvard scale, and their predicted susceptibility, based on the (sub)dimensions of the inventory. Additional analyses gave a validity coefficient of .61 between the Harvard scale scores of the subjects in the present study and their predicted scores, using regression coefficients obtained in an earlier study. The results replicated previous research and suggest that the inventory may be a useful instrument in predicting hypnotic susceptibility in a less obtrusive fashion than the Harvard scale.

Adult↗
PubMed1990

Subjective effects of several stress management strategies: with reference to attention.

This study assessed variations in reported attentional experience associated with several stress management techniques (hypnosis, progressive relaxation, deep abdominal breathing) and baseline (eyes closed) as a function of hypnotic susceptibility. Three hundred nursing students experienced the stress management conditions and afterward completed a self-report inventory, the Dimensions of Attention Questionnaire (DAQ), in reference to each condition. The DAQ quantifies 12 aspects of attentional experience in a reliable and valid manner. The results demonstrated that progressive relaxation, hypnosis, and deep abdominal breathing are characterized by differences in reported attentional experience that are further moderated by an individual's hypnotic susceptibility. The clinical implications of these results are discussed.

Arousal↗
PubMed1990

Nursing students' personalities as measured by the California Psychological Inventory: participants vs nonparticipants in a program of research.

The purpose of this study was to use the California Psychological Inventory to assess whether certain personality variables would differ for two groups of nursing students who were participating in an experimental, longitudinal clinical education study. The inventory was administered to 28 nursing students during the spring semester of their senior year. Analysis indicated that the 12 students in the control group scored significantly higher on three subscales, Capacity for Status, Sociability, and Social Presence, than did the 16 in the special program.

Achievement↗
PubMedDate not supplied

A clinical teaching project: examination of a clinical teaching model.

This project, started in 1985 by Dr Infante, is based on theory of the use of the clinical laboratory in nursing education. It fully recognizes the complementary roles of nursing education and nursing service by having practitioners participate as preceptors, role models, and mentors. Six clinical agencies participated in this innovative clinical teaching project with the goal of improving the effectiveness and efficiency of nursing education and nursing practice. It is hypothesized that the synchronization of clinical laboratory experiences with instruction in nursing theory and science and a closer collaboration among faculty, students, and nurse practitioners will give students an appropriate balance of academic and clinical practice perspectives and skills to prepare them effectively to meet the complex health care needs of patients. The subjects were 173 undergraduate baccalaureate nursing students enrolled in an upper-division generic program. For the purpose of testing Infante's clinical model, the students were randomly assigned to a control or experimental group for two successive incoming classes of nursing students. Each student's academic and clinical progression was monitored. Data were gathered using grade point average, a standardized test for nursing knowledge (Mosby Assesstest; Mosby, St Louis), college laboratory practicum, and simulated testing for clinical application skills.2+ Data were analyzed using independent t tests. The findings indicate that the students in the experimental group, who used the experimental clinical model, achieved higher grade point averages, higher scores on the Mosby Assesstest, and higher college laboratory practicum scores than the students in the control group. The findings support the need for further investigation of innovative clinical teaching models.

Clinical Competence↗