Health Professions Students’ Perceptions of Sexuality in Patients with Physical Disability

A Missing Piece of Occupational Therapy Education: Attitudes About Sex

Following a lecture on sexual health and function, occupational therapy students were surveyed regarding their past sex education and their comfort level with the topic of sex. Students indicated a lack of sexual education received from parents/guardians and a prevalence of fear-based education from formal or informal sources. Results reflected a significant increase in students' perceived comfort level with the topic following the lecture from a provider trained and certified in sexual health. As sexuality falls within the domain of occupational therapy, these results suggest a need for comprehensive sex education taught to students by qualified instructors.

Experience of Recently Graduated Occupational Therapists in Addressing Sexuality with Their Clients

Health care consumers have emphasised the importance of being able to express themselves in a sexual nature, regardless of their health conditions. Unfortunately, literature based on experienced occupational therapists and students, indicates sexuality is poorly addressed, despite being a meaningful occupation. There is limited literature based on Australian experiences or the experiences of recent graduates, therefore this study aimed to explore how comfortable and prepared 11 recent graduates who studied in Australia, were in addressing sexuality, as well as the enablers and challenges experienced. A qualitative research design was utilized, with results demonstrating that undergraduate curricula are not adequately preparing new graduates to feel equipped with the knowledge, skills, comfort and preparedness to address sexuality. Enablers such as education, professional development and supportive workplaces, can aid to facilitate positive change in this area of practice, which may improve client outcomes.

Does the Presence of a Physical Disability Affect Classification of Sexual Assault?

The occurrence of sexual assault is common and problematic, especially among those with disabilities. While many other characteristics of the victim, perpetrator, and situation involving a sexual assault have been shown to affect perceptions, only one study has examined the impact of a hypothetical victim with a physical disability. Therefore, the purpose of this study was to explore the effect that a victim and/or perpetrator's physical disability status has on individuals' classification of encounters as sexual assault.University students over the age of 18 (n = 207) completed an anonymous online survey which included reading an ambiguous scenario involving a sexual assault in which either the victim, perpetrator or neither was in a wheelchair. Participants classified the scenario as either representing a sexual assault or not and completed the Illinois Rape Myth Acceptance scale and demographic information. A binary logistic regression model was conducted to examine the effects of conditions, participant gender and RMA score on sexual assault classification.In the scenario with the victim in a wheelchair, 71.6% of participants agreed sexual assault occurred; when the perpetrator was in a wheelchair 58.6% classified the scenario as sexual assault. In the control condition 61.4% agreed sexual assault occurred. Condition was not associated with classification at a statistically significant level; however, the effect sizes indicate participants were more likely to classify sexual assault when the victim was in a wheelchair (OR = 1.41), but less likely to blame a perpetrator in a wheelchair (OR = 0.69) compared to the control condition.Despite a lack of statistical significance, the data show a clear trend away from blaming individuals with disabilities in sexual assault scenarios. These findings can have implications within the legal system where incorrect decisions may be made due to bias based on disability status.

Facilitators and barriers to developing romantic and sexual relationships: lived experiences of people with complex communication needs

The aims of this study were to investigate the lived experiences of people with complex communication needs in developing romantic and sexual relationships, and identify and explore barriers and facilitators they encountered in pursuing these relationships. For the study, nine participants were interviewed. All were at least 21-years-old, used augmentative and alternative communication, and had physical and communication disabilities since childhood. A methodology employing critical hermeneutics, a form of interpretive phenomenology, and Feminist Standpoint Theory was utilized. The World Health Organization (WHO) International Classification of Functioning, Disability and Health (ICF) model (2013) was used to develop questions for the semi-structured interviews. Interview data were analyzed using reflexive thematic analysis, with the ICF model and the concept of ableism used to identify four main themes: (a) Attitudes of others (ableism), (b) Communication Within Intimate Moments, (c) Assistance of Support Workers, and (d) Additional Education Related to Sexuality and Disability. Most of the barriers participants encountered related to ableist attitudes they experienced from others. Facilitators included creative communication strategies for intimate moments and using dating websites. The participants' experiences bring attention to the need for changes in policies, practice, and research to further support people with complex communication needs in their quest to develop intimate relationships.

Baccalaureate nursing students' application of social-cognitive sexual counseling for cardiovascular patients: A web-based educational intervention

BACKGROUND

A gap in knowledge and practice exists for sexual counseling of cardiovascular patients, and innovative approaches are needed to address patients' sexual quality of life.

AIM

To evaluate a web-based social-cognitive intervention for evidence-based sexual counseling by baccalaureate nursing students with cardiovascular patients.

METHODS

A pre- post-test survey design was used: pre-test (T1), immediate post-test after intervention (T2), and at 4 to 6weeks post-intervention (T3). Data were collected using the Survey of Sexuality Related Nursing Practices -Cardiac version (SSRNP-CV). Data were analyzed using descriptive statistics and t-tests.

RESULTS

From T1 to T2, students (N=95) significantly increased their responsibility and confidence in sexual counseling; from T1 to T3 (N=57), students significantly improved sexual counseling for confidence and practice subscales, total SSRNP score, and cardiac-specific subscales of sexual counseling, sexual activity, and gender.

CONCLUSION

This study clearly demonstrated that a web-based social-cognitive sexual counseling intervention was effective in improving students' ability to provide evidence-based sexual counseling of cardiovascular patients.