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Thesis

French

ID: <

http://hdl.handle.net/20.500.11794/23719

>

Where these data come from
Development and pre-testing of a gerontagogic urinary incontinence education intervention for pregnant women

Abstract

urinary incontinence is a major health problem affecting many older women and has multiple impacts on all aspects of their lives. Research into nursing care has developed a strong interest in health education in the treatment of urinary incontinence, especially through the use of self-care. The objective of this research is therefore to design and pre-test appropriate education to respect the specific learning process of older people while making information accessible, usable and satisfactory in order to facilitate the adoption of health behaviours for the daily management of urinary incontinence. The theoretical framework is inspired by several approaches such as ownership of the power of action, socio-constructivism and gerontagogia. The methodological framework proposes a two-pronged search: a pre-experimental research for which a course including a teaching tool will be constructed and pre-tested, as well as qualitative research to explore the construction of the self-care power. For pre-experimental research, the first step of the study presents the key elements for the development of the teaching and drafting of the written document in plain language. The second stage consists of the validation of the teaching document using legibility tests: closure test, Gunning test and Flesch test. The results indicate that the document reaches a wide audience. The final step is the pre-testing of education for 42 women aged 65 and over. Variables are measured before, three months and six months after education, using a seven-day urine newspaper, a 24-hour liquid newspaper and a quality of life questionnaire (Ditrovie). The results show a decrease in urine losses up to six months after education; an increase in liquid consumption and quality of life after three months, which lasts up to six months. For qualitative research, the stage consists of observing, after teaching, the use, ownership and construction of knowledge. Interviews show satisfaction with teaching, the use of the concepts taught to cross the taboo and to solve your personal situation. Respondents to the study also identify the written document as an important tool for integration and ownership of content as well as for putting into practice their self-care power.

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