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Behaviours of students who have repeated urinary tract infections
Author(s) -
Yıldırım Julide Gulizar
Publication year - 2017
Publication title -
international journal of urological nursing
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.184
H-Index - 8
eISSN - 1749-771X
pISSN - 1749-7701
DOI - 10.1111/ijun.12133
Subject(s) - medicine , psychosocial , toilet , urination , enuresis , logistic regression , perineum , descriptive statistics , hygiene , family medicine , toileting , defecation , urinary system , nursing , pediatrics , physical therapy , surgery , psychiatry , activities of daily living , statistics , mathematics , pathology
ABSTRACT To determine the behaviours of students and the variables that have an effect on repeated urinary tract infections ( UTIs ). A cross‐sectional study was implemented on elementary and high school students in Izmir, Turkey. The sample consisted of 318 volunteers from the 6–17 years of age students. Written consent was obtained from parents and institutions. The data were collected through sociodemographic characteristics and a behavioural assessment semi‐structured design questionnaire. The data for closed‐ended questions were evaluated for frequencies, variance, Chi‐square and logistic regression. Content analysis was used for examining the open‐ended questions. Students' mean age was 10·28 ± 2·27 (6–15 years of age), 68·2% were females and 70·4% were in elementary school. Of the students, 26·1% avoided using school toilets, 70·4% held urine too long and 30·2% cleaned the perineum from back‐to‐front. In the prediction of the factors that affect students' behaviours with ages, it was determined that ‘washed the genital area after defecation/urination’, ‘method of cleaning the perineum’, ‘urination status at school’, ‘enuresis’, ‘frequency of changing underwear’ and ‘washing hands before going to the toilet’ increased linearly with age ( p < 0·05). Most of the students may have negative perceptions about toilet habits. Students' behaviours are important for improving social well‐being. Health professionals and teachers serve a key role in the psychosocial development of students. They can develop individualized health care plans and help parents and students to understand strategies that can prevent UTIs .