Early 3-month treatment with comprehensive physical therapy program restores continence in urinary incontinence patients after radical prostatectomy: A randomized controlled trial.

AIMS: The objective of this study is to ascertain whether an early three-month treatment with electrotherapy and biofeedback restores continence in urinary incontinence patients after radical prostatectomy (RP). METHODS: Design: The study performed a randomized, controlled trial of parallel and open groups. Configuration: Secondary care, urology department of a university hospital complex. PARTICIPANTS: Patients sent for RP due to prostate cancer (n = 60), 47 patients finally completed the study. INTERVENTIONS: The treatment group (TG) received physiotherapy consisting of electrotherapy and biofeedback, 3 days a week for 3 months, while the control group (CG) received no specific treatment. Both groups received a guide to perform pelvic floor exercises at home. The measurement instruments used were the 1- and 24-hour pad tests and the International Consultation on Incontinence Questionnaire Short-Form. The recording method used was a micturition (urinary) diary. RESULTS: The results of the 1-hour pad test (PT) show statistically significant differences between groups at 3 months (P = .001) and 6 months (P = .001), in favor of those in the TG. Sixty-four percent of patients in the TG recovered continence as against 9.1% in the CG after 3 months in the 1-hour PT, in line with the objective of this study. CONCLUSIONS: An early physiotherapy program helps RP patients with urinary incontinence recover continence after 3 months. Moreover, they lead a better quality life.

Nivel educativo de los progenitores como factor mediador del estrés académico / Parents' educational level as a mediator factor of academic stress

Introducción. El estrés académico es un problema que afecta a un importante número de universitarios y existen diferentes condicionantes que pueden generarlo, por lo que se han desarrollado numerosos estudios para identificar posibles estresores académicos. No menos importante es definir los factores que puedan influir sobre estas sensaciones; dentro de éstos se encuentran los factores socioeducativos y sociodemográficos, que pueden influir acentuando o atenuando dichas sensaciones. Objetivo. Conocer si el nivel educativo de los progenitores se asocia con la percepción de los estresores académicos en el alumnado de fisioterapia. Sujetos y métodos. La muestra estaba formada por 151 estudiantes matriculados en el Grado de Fisioterapia de la Universidad de Vigo. Como variable socioeducativa se utilizó el nivel de estudio de los progenitores, agrupándolos en estudios primarios, medios y superiores, y para el estrés académico se empleó la escala de estresores académicos del cuestionario de estrés académico (CEA). Resultados. El factor 'exámenes' correlaciona con el nivel de estudios de ambos progenitores, pero el nivel académico de la madre se muestra como un factor determinante en la percepción de los estresores académicos, ya que correlaciona con más de la mitad de los estresores, coincidiendo un mayor nivel educativo con una menor percepción de estrés. Conclusiones. Existe influencia del nivel educativo de la madre sobre la percepción de estrés académico, pero el nivel educativo del padre se asocia de forma más discreta, ya que solamente actúa sobre uno de los nueve factores analizados

Introduction. Academic stress is a problem that affects a significant number of university varying. There are different conditions that can generate therefore have developed numerous studies to identify potential academic stressors, not less important is to identify factors that may influence these feelings within these socio-educational and socio-demographic factors that may influence accentuating or attenuating these feelings are. Aim. To determine whether the educational level of the parents is associated with the perception of academic stressors in students of Physiotherapy. Subjects and methods. The sample included 151 students enrolled in Physiotherapy of University of Vigo. As socio variable used level study of grouping parents in primary, secondary and higher education and to measure academic stress student has used the scale of academic stressors stress questionnaire academic (CEA). Results. The examinations factor correlates with the level of education of both parents, but the academic level of mothers is shown as a determining factor in the perception of academic stressors, and that correlates with more than half of them, higher level education with a lower perceived academic stress. Conclusions. The educational level of the mother have influence on the perception of academic stress but nevertheless the educational level of the father is associate, in a more discreet way because it have influence in one of the nine factors analyzed