Effect of Nano-Teaching on Knowledge and Practices of Multipara Women Regarding Stress Urinary Incontinence

Background: Despite stress urinary incontinence isn’t a life-threatening condition, it has the potential to significantly affect various aspects of multipara women's health-related quality of life, encompassing their physical, psychological, and social well-being. The aim of this study: was to assess the impact of nano-teaching on knowledge and practices of multipara women regarding stress urinary incontinence. Subjects and Method: A quasi-experimental research design was used to conduct this study and the study was carried out in the outpatient clinics of Tanta University Hospital, El-Menshawy Hospital, and EL-Mabara Hospital. The study sample consisted of 100 multipara women with stress urinary incontinence, selected purposively from the aforementioned healthcare settings. Data collection was conducted using four tools, Tool I Multipara Women's knowledge regarding stress urinary incontinence structured questionnaire, Tool II: Multipara Women's Self-care practices regarding stress urinary incontinence, Tool III: The Incontinence Severity Index (ISI), and Tool IV: Quality of life questionnaires among women with stress urinary incontinence (QOL). Results: There was a significant statistical improvement in the overall knowledge, practices, severity of incontinence, and quality of life scores of multipara women following the implementation of nano teaching (P=0.0001). Additionally, there was a significant positive correlation between total knowledge scores and total practice scores before and after the introduction of nano teaching. Conclusion: The knowledge and practices of multipara women regarding stress urinary incontinence improved after the implementation of nano teaching. Recommendation: It is recommended to develop and implement training programs for multipara women with stress urinary incontinence in order to enhance, update, and improve their knowledge and practices.