Tuvalet Eğitimini Etkileyen Faktörlerin ve Tuvalet Eğitimi Yaşı ile İşeme Disfonksiyonu Arasındaki İlişkinin Değerlendirilmesi

Toilet training is an important process in terms of children's psychological development. Many factors play an active role in the age of starting education and the time it takes to acquire the toilet habit. Voiding dysfunctions are closely related to toilet training. In this study, it was aimed to evaluate the factors affecting toilet education and the relationship between age of toilet education and symptoms of bladder dysfunction. The data of children between the ages of 5-15 who applied for outpatient clinic in the Department of Child Health and Diseases were included. The data in the study were obtained from the mother during the admission of the child to the outpatient clinic. Socio-demographic and economic characteristics of the families included in the study, toilet training method applied to the child, age of starting education, presence and number of siblings, the place where the family lives, the educator, the educational status of the mother and father, the toilet type, the age at which the toilet education started and completed, the child's night whether urinary incontinence, fear of toilet, habit of delaying urine, sudden urge to urinate or running to the toilet by running, frequent or infrequent urination to urinate, legs crossed when trying to hold urine, urinary tract infection history was questioned. The median age of 247 children whose data were analyzed was 6.31 (5.2-15.34) years and 47.4% were girls. The average age age of starting toilet training 26.4 ± 9.6 months, the completion age of the training was 34.8 ± 28.4 months, and the median duration of training was 6 (2-18) months. The age of starting education is earlier than in those who do not meet income expense (p = 0.013). Learning period was significantly longer in the children of mothers who did not have a university degree than those with a university degree (p = 0.014). Learning period was found to be longer in children who started toilet training under 18 months (p = 0.001). The learning period was longer in children with siblings, boys and patients with symptoms of bladder dysfunction (p = 0.004, p = 0.003, p = 0.048, respectively). The frequency of symptoms of bladder dysfunction was found to be statistically significantly higher in children who were punished and had a fear of toilet during education (p = 0.035, p = 0.005, respectively). In logistic regression analysis, toilet fear and punishment in education were found to be significant risk factors for bladder dysfunction (Odds ratio: 1.905, p = 0.005; Odds ratio: 1.280, p = 0.043, respectively). Increasing the level of knowledge of the families of the children to whom toilet training will be applied can help prevent the development of bladder dysfunction symptoms. For this purpose, informing the families of children brought into routine health checks about the age of starting toilet training and explaining the methods during education can be help.