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19–22 APRIL, 2017, BARCELONA, SPAIN
S1: FUNCTIONAL VOIDING
DISORDERS
Moderators: Louiza Dale (UK), Magdalena Vu Minh Arnell (Sweden)
ESPU-Nurses Meeting on Thursday 20, April 2017,
09:20–10:40
09:20–09:30
S1-1 (LO)
VOIDING SCHOOL AS A TREATMENT
OF CHILDEN’S FUNCTIONAL INCONTINENCE:
THE DEVELOPMENT OF A PRACTICAL GUIDE
FOR SUCCESSFUL REPLICATION OF THE INTERVENTION
Anneli SAARIKOSKI
1
, Riitta KOPPELI
2
, Seppo TASKINEN
3
and Anna AXELIN
4
1) Helsinki University Central Hospital, Pediatric outpatiet clinic, Helsinki, FINLAND - 2) Pikkujätti, Private clinic
for children and adolescent, Helsinki, FINLAND - 3) Hlsinki University Central Hospital, Pediatric surgery, Helsinki,
FINLAND - 4) University of Turku, Department of nursing science, Turku, FINLAND
INTRODUCTION
Intervention research is necessary to generate evidence about interventions which benefit patients
and are cost-effective. Although urotherapy interventions have indicated to be effective, the essen-
tial elements of urotherapy have not been unambiguously identified. One reason might be that the
interventions are reported unclearly and therefore cannot be reliably replicated. Voiding school for
children with functional incontinence is a simple nursing intervention. First results of its effectiveness
and acceptability from the children’s perspective are promising and encourage its implementation in
clinical practice. The purpose of this paper is to present a practical guide, which enables health-care
practitioners to replicate the intervention.
MATERIAL AND METHODS
The key components of the intervention were presented using the TIDieR (template for intervention
description and replication) guideline. The TIDieR provides 12 criteria for intervention description in
a rigour that enables the replication of the intervention.
RESULTS
The main elements of a written manual are: 1) Theoretical basis of the intervention (standard
urotherapy, Piaget’s developmental theory and Bandura’s social learning theory) aiming to reinforce
children’s self-care abilities in achieving better bladder control with changes in daily habits; 2)
Educational materials and modes of delivery such as child-oriented teaching methods, learning
by doing and peer-support and 3) Process of delivery of two one-day group visits at a nurse-led
outpatient clinic.
CONCLUSIONS
With the help of systematic intervention description it is possible to replicate the Voiding School in
different health care settings. Proper implementation in its turn enables the valid outcome evalua-
tion of the intervention.