A Study On The Effect Of Teach-back Health Education Method On Compliance With Pelvic Floor Muscle Exercises In Female Patients With Stress Urinary Incontinence

ObjectivesTo investigate the role of the teach-back method in pelvic floor muscle training for patients with stress urinary incontinence,and to examine a health education model that can improve health literacy and compliance with pelvic floor muscle training for patients with stress urinary incontinence.MethodsThis study is a class experimental study,facilitating the selection of 80 pelvic floor rehabilitation treatment patients who attended the pelvic floor rehabilitation center in the outpatient department of obstetrics and gynecology of a tertiary hospital in Wuhan from December 2019 to December 2020 as study subjects,numbered according to treatment order,and divided into intervention and control groups according to the number of singles and pluralities.The patients’ basic information and clinical data were collected on the day of consultation,and the patients were asked to fill in the initial questionnaire;the cognitive level of knowledge related to stress incontinence was investigated using the Stress Incontinence Knowledge Questionnaire;the severity of patients with stress urinary incontinence was measured using the International Urinary Incontinence Scale(Chinese version),patients’ self-assessment was measured using the Pelvic Floor Muscle Training Self-Assessment Scale,and the quality of patients’ daily life was measured.Assessment.Quality of life questionnaire for urinary incontinence(I-QOL)was selected;pelvic floor surface EMG values and abdominal muscle involvement during pelvic floor muscle training were monitored with a biofeedback therapy instrument.In the control group,a resident nurse specialist in the pelvic floor rehabilitation clinic conducted routine verbal teaching,while the observation group followed the Teach-back method to develop a teaching plan and implemented the plan according to its contents.The compliance level of patients with stress urinary incontinence was measured during the fourth session of pelvic floor muscle biofeedback training using a pelvic floor muscle training compliance questionnaire.At the end of one session(10 sessions),the self-efficacy and knowledge of stress incontinence and the degree of incontinence of patients with stress incontinence were measured again to evaluate the patients’ quality of life,compliance level,and to collect information on pelvic floor surface EMG values and abdominal muscle involvement.After collecting the data,the valid data were entered into the database in a timely manner,and the entry method was selected as single double entry and checked,and the data were analyzed using the Chinese version of SPSS 21.0.ResultsEighty data were collected completely at the end of the intervention,40 in the control group and 40 in the intervention group.(1)Before the intervention,the basic information and clinical data,the total score of the Stress Incontinence Knowledge Questionnaire,the total score and each dimension score of the International Urinary Incontinence Questionnaire Short Form(Chinese version),the total score and each dimension score of the Broom Pelvic Muscle Self-Efficacy Scale(BPMSES),the degree of urinary incontinence,the total score of the Quality of Life incontinence Scale,the pelvic floor surface electromyography value and the abdominal muscle involvement during pelvic floor muscle training were compared between the two groups.The differences were not statistically significant(P>0.05).(2)After the intervention,the knowledge score of stress urinary incontinence was significantly increased in both groups(P<0.05),but the score in the intervention group was significantly higher than that in the control group(P<0.05).(3)After the intervention,the total BPMSES score and the expected self-assessment score of patients in both groups increased compared to those before the intervention,but the difference before and after the intervention group was statistically significant(P<0.05),and the difference before and after the control group was not statistically significant(P>0.05);the expected self-assessment scores of patients in both groups decreased after the intervention compared to those before the intervention,and the difference was not statistically significant(P>0.05).After the intervention,the results of the patients of the two groups were compared,and the differences were statistically significant(P<0.05).(4)After the intervention,the pelvic floor muscle training compliance scores decreased in both groups,but the intervention group scored significantly higher than the control group(P<0.05).(5)After the intervention,the intervention group had higher quality of life scores than the control group(P<0.05).(6)After the intervention,the pelvic floor surface electromyography values increased in both groups,but the intervention group was higher than the control group(P<0.05).(7)After the intervention,the degree of abdominal muscle involvement in compensations during pelvic floor muscle training decreased in both groups,but the degree of abdominal wall muscle involvement in the intervention group was significantly lower than that in the control group(P<0.05).(8)After the intervention,there was no statistically significant difference in the distribution of scores and levels of the International Urinary Incontinence Questionnaire between the two groups(P>0.05).Conclusion(1)The Teach-back method health education model guided by pelvic floor muscle treatment and rehabilitation exercises can improve the cognitive level of female patients with stress urinary incontinence,increase their motivation to exercise pelvic floor muscles,improve their self-efficacy,and improve training compliance,thus reducing the symptoms of stress urinary incontinence.(2)In the pelvic floor treatment and rehabilitation training of female patients with stress urinary incontinence,using the Teach-back method to provide health education to patients can help patients to correctly understand the disease,rebuild treatment self-confidence,improve patient satisfaction,promote the harmony of nurse-patient relationship,and improve patients’ quality of life.(3)The Teach-back method can improve the effectiveness of health education,especially for middle-aged and elderly women with lagging cognitive level and comprehension,and the Teach-back method can help patients grasp pelvic floor muscle exercises more easily.