Bridging Knowledge and Practice in Toilet Training: A Parent-Focused Correlational Study to Develop an Instructional Module

Objectives Toilet training is a major developmental milestone influenced by readiness cues, parental knowledge, and socio-cultural practices. The study aimed to assess parental knowledge and practices regarding toilet training in toddlers and to examine the correlation between the two, with the goal of guiding the development of practical instructional modules for parents. Material and Methods A descriptive correlational survey design was adopted. Data were collected from 200 mothers of toddlers aged 1–3 years attending the paediatric outpatient department (OPD) of a tertiary care hospital. A structured 24-item knowledge questionnaire and a 13-item practice checklist, both validated for reliability and content, were administered. Sociodemographic details were collected, and statistical analysis included descriptive statistics and Pearson’s correlation. Results Among 200 parents, 54% demonstrated adequate knowledge, while 46% had inadequate knowledge. The mean practice score was 10.53, SD = 3.22, indicating moderate practice levels. Most parents 82.3% initiated toilet training around 18 months, and 85.7% reported readiness of both parent and child prior to initiation. Awareness of hygiene and reinforcement practices was high, but gaps remained in recognizing risks of early or late initiation, managing setbacks, and seeking professional help. A statistically significant moderate positive correlation was found between knowledge and practice scores, r = 0.391, p <0.001. Conclusion Parental knowledge significantly influences toilet training practices, underscoring the need for structured educational interventions. While most parents demonstrated awareness of readiness cues, hygiene, and reinforcement strategies, gaps persisted in timing, managing difficulties, and seeking support. Addressing these knowledge practice gaps through culturally sensitive instructional modules and anticipatory guidance from healthcare professionals can promote timely, developmentally appropriate, and stress-free toilet training. Future longitudinal and multi-setting studies are recommended to overcome current limitations and strengthen evidence for effective interventions.