Knowledge attitudes and readiness of nursing students in assessing peoples' sexual health problems

Sexuality attitudes and beliefs survey (SABS): validation of the instrument for the polish nursing and midwifery students

The aim of the study is to create a Polish version of the sexuality attitudes and beliefs survey (SABS), to assess its cultural adaptation and psychometric properties and to utilize it to enable a cross-sectional study of the sexual attitudes and beliefs among Poland's nursing and midwifery students. Non-random network sampling and the adapted SABS v. PL scale were employed for the latter purpose. A total of 570 nursing and midwifery students from two Polish universities completed the questionnaire. Cronbach's alpha coefficient was utilized to measure the internal consistency of the SABS scale, while exploratory factor analysis (EFA) was employed to determine its construct validity. The factors that most affect respondents' sexual attitudes and beliefs were identified through a stepwise multiple regression method and through an econometric model. An exploratory factor analysis of the SABS v. PL scale revealed an adequate fit and confirmed the 4-factor model. The Cronbach's alpha coefficient for SABS v. PL amounted to: α = 0.66. The study's student population had a mean SABS score of 41.65 ± 5.63, while the mean SABS item score varied between 2.55 ± 1.27 and 4.35 ± 1.07. The study's results show that the SABS v. PL questionnaire is a valid and reliable instrument. The work revealed that Polish nursing and midwifery students have attitudes and beliefs which negatively impact their ability to evaluate a person's sexual health concerns and provide relevant health counselling.

Nursing and midwifery students' attitudes towards addressing patient sexual health in their future profession: Polish adaptation and validation of the students' attitudes towards addressing sexual health extended questionnaire (SA-SH-Ext)

The aim of the study was to assess the success of an adaption of the Students' Attitudes Towards Addressing Sexual Health Extended Questionnaire (SA-SH-Ext) in meeting Polish linguistic and cultural norms, as well as to ascertain the nursing and midwifery students' attitudes towards addressing sexual health using the SA-SH-Ext questionnaire. The sample size of the cross-sectional validation study consisted of 570 Polish nursing and midwifery students. The collected data was used to examine the internal consistency reliability and construct validity using exploratory factor analysis (EFA). Internal consistency reliability showed a Cronbach's alpha value of 0.91, and construct validity measured by exploratory factor analysis (EFA) demonstrated good results. The Kaiser-Meyer-Olkin measure of sampling adequacy (KMO) was high and amounted to 0.923, and the Bartlett's test of sphericity was significant (p = 0.000). The analysis of construct validity demonstrated five major factors: "Present feelings of comfortableness" (Factor 1), "Future working environment" (Factor 2), "Fear of negative influence on future patient relation" (Factor 3), "Educational needs-Awareness of knowledge gap" (Factor 4), "Educational needs-Awareness of the needs for competences" (Factor 5). The SA-SH-Ext v.PL questionnaire is a reliable and valuable instrument for assessing the level of perceived preparedness among nursing and midwifery students in addressing patient sexual health, a field often neglected in health and holistic care.

"Ripping Off the Band-Aid": uncovering future health care Professionals' "Fractured Knowledge" about sexual and reproductive health

Background

Research has shown the role of identity on future health professionals' confidence and competence in addressing the sexual and reproductive health (SRH) needs of their patients. While there has been some work in increasing the sexual health literacy of future providers via various curricular approaches and comprehensive clinical-based training, there are research gaps on how social differences around identity impact future healthcare professionals' knowledge and practices around SRH.

Objectives

This article presents research findings on the experiences of US undergraduate students attending a campus that provides training in the health sciences and health professions. Our study aims to understand the perspectives of these students as they pertain to their future career choices in healthcare, with a focus on how their past experiences learning about sex, sexuality, and reproduction impact their current and future professional trajectories.

Methods

We present a qualitative analysis from 40 in-depth interviews with U.S. undergraduates. The interview questions were designed in collaboration with undergraduate researchers interested in sexual health education. These student researchers collected all the interview data and worked with senior researchers to analyze some of these data.

Results

The themes that emerged from the interviews were around experiences with what students perceived as "fractured" sexual and reproductive health (SRH) knowledge they received as children and adolescents. This knowledge shaped essential aspects of their identity as young adults and future healers. Data indicated unique processes implicated in how past as well as present socialization experiences learning about sex, sexuality, and reproduction positions undergraduates in health professions to see young adulthood as a journey of "catching up" on sexual knowledge but also as an ongoing experience of anticipation and planning influencing their career-building journey.

Conclusions

The importance of sexual health literacy among healthcare professionals cannot be overstated, as it is vital in providing patient-centered and non-judgmental sexual and reproductive health (SRH) care and services. To date, there is a shortage of studies looking at the impact of sexual health knowledge on healthcare professionals. More research is needed on educational strategies that could be implemented at the intra-personal level to assist college-aged young adults in healthcare career tracks to "catch up" or "fill in the gaps" in their sexual education journey.

Gaps in sexual health content of healthcare professional curriculum: a systematic review of educational interventions

BACKGROUND

Sexual health care, including assessment and patient teaching, is part of comprehensive patient care. Health professional (medical and nursing) students' education in sexual health lacks uniformity in content and assessment skills.

OBJECTIVES

The current systematic review aimed to assess sexual health educational curriculum for health professional students regarding the educational content, duration, and evaluation of these educational interventions.

METHODS

This systematic review followed the preferred reporting guidelines for systematic reviews. A comprehensive search was conducted between May-August, 2023 across four databases (PubMed, Scopus, CINAHL, EMBASE), outlining 614 sources. Following the screening process, 36 educational intervention studies were deemed eligible for inclusion. The quality assessment of these studies was conducted using The Effective Public Health Project tool, which was found appropriate for evaluating this type of research.

RESULTS

The studies had a global representation, with most studies conducted in the US. Limited nursing educational interventions were found. Three main categories emerged from the analysis of the educational interventions: one-time interventions, workshops, and semester courses. These categories differed in terms of their duration. Upon evaluating the educational intervention programs, it was found that the majority relied on participant self-reporting, while only a few included objective evaluations.

CONCLUSIONS

This review revealed inconsistencies in educational content for healthcare professional students and may impact their clinical skills, particularly in sexual health. The variation in content, duration, and evaluation methods created challenges in assessing the interventions. The lack of standardized sexual health education highlighted a significant gap, raising concerns about students' ultimate proficiency in this area. Bridging this divide is essential by integrating comprehensive sexual health content and assessment skills into the health professional curriculum.

Nursing students' perceived attitudes toward addressing sexual health in their future profession: A longitudinal quantitative study

BACKGROUND

Sexual health is a necessary component of human wellbeing. Nurses espouse holistic care but in practice often overlook a person's sexual health. Disparities linked to sexual health persist nationally and globally, including those among gender and sexual minorities. Inconsistent sexual health curriculum in nurse education in the United States has led to gaps in learning. This study aimed to understand nursing students' attitudes toward addressing sexual health issues in their future profession during an Associate of Science in Nursing program in the United States.

METHODS

A convenience sample of Associate of Science in Nursing students from a university voluntarily participated in this longitudinal quantitative study. All eligible students enrolled in the first semester completed the Students' Attitudes Toward Addressing Sexual Health instrument. Summary statistics and Pearson r correlation were used to analyze the data.

RESULTS

The 159 students were relatively young, female, and White, non-Hispanic. The total score of students' attitudes toward addressing sexual health was 83.48, ranging from 41 to 109. Regarding the positively loaded items of the Students' Attitudes Toward Addressing Sexual Health, the results showed students believed they would have too much to do for handling sexual issues (M = 4.44), need to get basic knowledge about sexual health (M = 4.31), and take time to deal with patients' sexual issues (M = 4.24).

CONCLUSION

In this study, nursing students reported positive attitudes toward addressing sexual health in their future profession but acknowledged they would need basic education. Due to the homogeneity of participants' backgrounds, the generalizability of study results might be limited. It is suggested that nurse educators should develop an innovative curriculum for building students' competence and prepare graduates to deliver sexual health care for meeting a person's health needs.

Nurses' and auxiliary nurses' beliefs and attitudes regarding the sexual health of patients with severe mental illness: A qualitative study

INTRODUCTION

Sexual health is essential to the overall health. People suffering from severe mental illness (SMI) experience a deterioration in their sexual health. These patients and their caregivers seem unwilling to engage in a dialogue concerning sexual health within the context of mental health care.

AIM

The study investigated nurses' and care assistants' beliefs and attitudes regarding the sexual health of people with SMI on the psychiatric care pathway.

METHODS

Twenty semi-structured interviews were conducted with nurses and care assistants. Data were subject to a thematic analysis.

RESULTS

Three main themes emerged: (1) The formalization of the care approach towards people with a SMI in hospitals; (2) the place given to sexual health in psychiatry units; (3) nurses and care assistants are not equipped to deal with patients' sexual health.

DISCUSSION

Caregivers consider that sexual health is a fundamental right and an indicator of good health. They nevertheless believe that the psychiatric hospital remains a place of acute care where sexual health is not considered.

IMPLICATION FOR PRACTICE

This research justifies that it is necessary to question the representations of nurses and care assistants before implementing a tailored intervention that integrates the consideration of sexual health into the holistic care of the patient on the psychiatric care pathway.

Nursing students' attitudes towards sexuality before training in sexual and reproductive health

AIM

To know the attitudes towards sexuality of nursing students and those sociodemographic and cultural factors that can influence it.

DESIGN

An observational study was carried out on Nursing degree students. One hundred and eighteen nursing degree students who were going to take the sexual and reproductive health nursing course.

METHODS

A self-administered online questionnaire. This questionnaire had several parts specifically designed to collect sociodemographic variables. In order to determine the attitudes towards sexuality, the questionnaire based on the ATSS (Attitudes Towards Sexuality Scale). The Double Standard Scale (DSS) was also used. This scale evaluates double standards within the area of sexuality. The Rape Supportive Attitude Scale (RSAS), was included to determine beliefs about rape, rapists and their victims.

RESULTS

The ATSS shows a statistically significant association with religious beliefs (p = 0.005), with mean scores of 113.84 (SD = 9.81) for non-believers (no religion), 108.36 (SD = 15.68) for non-practicing believers and 102.32 (SD = 17.87) for believers (those who practice their faith). The mean score in the DSS shows a statistically significant association with alcohol consumption (p = 0.001). The mean score on the RSAS is statistically significantly associated with the place of residence (p = 0.050), the means were 44.32 (SD = 9.26) for those who lived in the city, 34.94 (SD = 19.21) if the place of residence was between 10,000 and 5000 inhabitants and 32.54 (SD = 15.01) if the family home was in a town with less than 5000 inhabitants.

CONCLUSION

Religious beliefs reduce liberalism and positive attitudes towards sexuality, whereas sporadic alcohol consumption increases them.

PATIENT OR PUBLIC CONTRIBUTION

No patient or public contribution.

Assessment of knowledge, attitude, and practice of sexual health among students in a Chinese medical college: a cross-sectional study

Background

Sexual health is an essential part of overall well-being, and medical students' sexual education, level of sexual knowledge, and attitudes toward sexual health will affect their sexual behavior.

Aim

To explore the correlation among medical decision tendency, sex education level, and sexual health KAP (knowledge, attitudes, and practices).

Methods

We conducted a cross-sectional survey in March 2019. Data were collected via online surveys with a self-developed questionnaire covering sexual KAP and sexual education. We used Spearman correlation to assess the effect of sexual education on KAP after scoring the related questions.

Outcomes

Outcomes included descriptive analysis and correlation of medical and nursing students' KAP and education regarding sexual health.

Results

Medical and nursing students hold a high level of sexual knowledge (74.8%) and a positive attitude toward premarital sex (87.5%) and homosexuality (94.5%). By conducting the correlation analysis, we observed that medical and nursing students' tendency to support friends' homosexuality was positively correlated with the view that medical intervention for transgender or gay/lesbian people is unnecessary (P < .01). A positive correlation was also found between medical and nursing students who want more diverse sexual education and who would tend to provide patients with more humanistic care regarding their sexual needs (P < .01).

Clinical Translation

Medical and nursing students who want more diverse sexual education and who had higher scores in the sexual knowledge test tend to provide their patients with more humanistic care regarding sexual needs.

Strengths and Limitations

The research shows the current situation of medical and nursing students' sexual education experience and preference and sexual knowledge, attitudes, and behavior. Heat maps were used to more intuitively describe the correlation between medical students' characteristics and their sexual knowledge, attitudes, and behaviors and sex education. The results may not be generalizable across China, as the participants were from 1 medical school.

Conclusion

It is essential to provide sexual education for medical and nursing students to ensure a more humanistic approach to patient care regarding sexual needs; therefore, we recommend that medical schools invest in sexual education for medical and nursing students throughout their education.