Objective(s): to determine the effectiveness of instruction intervention upon multipara women's practices to
control stress incontinence.
Methodology: A quasi-experimental study was carried out from (2nd) April, 2010 to 15th June, 2010. Nonprobability
(purposive sample) of (60) multiparous women was selected from Baghdad Teaching Hospital and AlElwia
Maternity Teaching Hospital in Baghdad city, the sample was divided into two groups (30) women were
considered as a study group, and another (30) were considered as the control group. An instructional intervention
was applied on the study group, while the intervention was not applied on control group. A questionnaire was
resolve as a tool of data collection to suit the purpose of the study. A pilot study was carried out to test the
reliability and validity of the questionnaire for the period from 10th of March. - 30 March. 2010. Data were
analyzed through the application of descriptive statistical data analysis approach (frequency, percentage, mean of
scores) and inferential statistical data analysis approach (correlation coefficient, and chi- square).
Result: The results of the study revealed that the study group participants had benefited from the implementation
of instructional intervention and dramatic change had occurred in their practices to control stress urinary
incontinence. The study concluded that the majority of mothers had adequately met their needs control stress
urinary incontinence-pelvic floor and perineum muscles exercise, and lifestyle change.
Recommendation: The study recommended that the instructional intervention can be presented to all multipara
pregnant mothers who are attending to the primary health care centers; moreover, an instructional intervention
might be implemented in the hospital for multipara women to increase their knowledge about stress urinary
incontinence. The study also recommended that the nurse must take the role for teaching multiparous women the
principles of control SUI while they perform such procedure for them during postpartum period.
Academic writing is a key skill for success in academic life, particularly for graduate students of a foreign language. The importance of writing to academic culture, practice, and knowledge building has led to a great deal of research in many fields, including rhetoric and composition, linguistics, applied linguistics, and English for Academic Purposes (EAP). Often, studies and research investigating academic writing are motivated by the need to inform the learning of writing to native and non-native English-speaking students, through both descriptions of professional academic writing as well as through comparisons of novice writer (native and non-native Englishspeaking) and expert production. However, while learning about academic writing
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investments include many ri
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