Qualitative analysis of a hands-on activity for urinary incontinence in a pharmacy therapeutics course

Absorbent products for urinary incontinence (UI) are accessible in community pharmacies and commonly used in the hospital and long-term care settings. Little has been reported on how use of these products is taught in pharmacy schools. The objective of this study was to analyze the self-reported impact of a hands-on learning activity featuring UI absorbent products.

Students in a clinical therapeutics course were asked to use UI absorbent products outside the classroom and submit a written reflection. Three investigators reviewed the reflections and developed a codebook with categories related to the physical and emotional impact of the products, clinical application, and pedagogical utility. Consensus was reached on application of codes, and themes were generated based on patterns in the data.

Three themes and ten sub-themes were identified within 98 reflections. Themes identified were 1) risks of stigmatization, 2) reflections on the value of the experience, and 3) transferability of didactic learning to practical healthcare experiences. Students experienced the products in various ways, including by wearing and using them. They described both the physical and emotional aspects of the activity and reflected heavily on the value it added to their classroom learning and their ability to provide effective patient care. Sixty-six percent of students (65 out of 98) self-reported increased knowledge and/or confidence regarding the use of absorbent products after participating in the activity.

A hands-on activity related to the use of UI absorbent products as part of a clinical therapeutics course enhanced students' learning experience.