Validity and Reliability of the Korean Version of the Women's Toileting Behavior Scale / 대한배뇨장애요실금학회지

PURPOSE: The purpose of this study was to investigate the validity and reliability of the Korean version of the Toileting Behavior Scale (KTBS) to assess women's toileting behavior related to urinary elimination. METHODS: The original English version, the Toileting Behavior: Women's Elimination Behaviors scale, was translated into Korean with forward and backward translation. Examinations of internal consistency reliability, construct validity using exploratory factor analysis and confirmatory factor analysis, item convergent validity, and discriminant validity were conducted with SPSS/WIN 23.0 and AMOS/WIN 23.0 software. Concurrent validity was examined with the International Consultation on Incontinence Questionnaire-Short Form. RESULTS: Cronbach α for the overall scale was 0.78, and the 5 subscales ranged from 0.79 to 0.94. The exploratory factor analysis revealed 5 factors for the 17-item scale. Confirmatory factor analysis supported good convergent and discriminant values (λ=0.49–0.96, critical ratio=4.51–15.68>1.97, P<0.05, construct reliability=0.72–0.97). The concurrent validity was supported by correlation with the International Consultation on Incontinence Questionnaire-Short Form (r=0.146, P=0.011). CONCLUSIONS: The KTBS (17 items) is an appropriate tool to measure older Korean women's toileting behavior with good validity and reliability.

The Effect of a Workshop on a Urinary Incontinence Self-Management Teaching Program for Community Health Nurses

PURPOSE: This study aimed to examine the effectiveness of the workshop on the nurses' knowledge about urinary incontinence (UI) self-management, attitudes toward UI, and self-efficacy to plan and implement a UI self-help group program for their clients. METHODS: A one-group pretest and posttest design was used to examine changes in knowledge, attitudes, and self-efficacy following a one-day training workshop. Twenty-seven community health nurses completed a questionnaire before and after the workshop. Before participating in the workshop, the participants were required to take a UI online continuing education program developed by the researchers. During the workshop, the participants took four sessions which consisted of an introduction of a self-help group program, demonstration of a 5-week UI self-management program contents, pelvic floor muscle training and biofeedback practice, and group discussions to plan the implementation in their workplaces. RESULTS: A significant improvement in knowledge of and attitudes toward UI were found (t=3.53, p=.002; t=2.83, p=.009, respectively) after the workshop. Participants also demonstrated improvement in their self-efficacy to plan and operate a UI self-help group program (Z=-2.64, p=.008). CONCLUSION: The one-day workshop for community health nurses is a feasible strategy to increase their abilities and confidence in operating a UI self-help group program.

Brain-based Teaching Strategies for Nurse Educators: An Integrative Review / 한국간호교육학회지

PURPOSE: Brain-based learning has become increasingly important in nursing education. The purpose of this study is to (a) synthesize the literature on brain-based learning in nursing education using Whittemore and Knafl's integrative review method, and (b) discuss teaching strategies for nursing educators. METHOD: Searches were made through the CINAHL, OVID, PubMED, and SCOPUS databases using the terms nurs* AND (brain based OR neuroscience) AND (educa* OR learn* OR teach*). Included were original articles in the domain of undergraduate nursing education written in English in peer-reviewed journals between January 1984 and December 2013. Twenty-four papers met the criteria. RESULTS: Three themes were retrieved: (a) activate whole-brain functions, (b) establish supportive educational environments, and (c) encourage learners to be more active. CONCLUSION: Brain-based learning enhances the learning capabilities of undergraduate nursing students.