The effect of peer education model on sexual myths of Turkish university students: An interventional study

The effect of an educational peer-based intervention program on sexual and reproductive health behavior

INTRODUCTION

The fact that adolescent people experience risky sexual behavior and have insufficient knowledge of sexual and reproductive health (SRH) indicates the need for SRH education. This study investigates the impact of peer-educated SRH programs on the knowledge and behaviors of adolescents.

METHOD

This study was conducted as a randomized controlled trial on 275 university students. The subjects were randomly assigned to the peer educators (n = 25), intervention (n = 125) and control (n = 125) groups using systematic random sampling. Peer educators provided face-to-face SRH education to the intervention group. The researcher provided the same education to the control group via the online conference method. SRH knowledge and behavior evaluated with scales before, after, and 3 and 6 months after the SRH education. The obtained data were analyzed using SPSS version 25 through statistical tests and analysis of covariance.

RESULTS

The female and male ratio of the participants was almost equal (49.4%, 50.6%). The mean age was found to be 20.42 ± 1.14 years. The mean scores of the students in the intervention group increased from 21.20 ± 0.14 to 35.20 ± 0.07 for sexual health knowledge questionnaire (SHKQ), and from 130.56 ± 0.55 to 147,90 ± 0,25 for reproductive health scale (RHS) after the education. Compared with the control group, these increases in the mean scores of SHKQ and RHS were found to be statistically significant.

CONCLUSION

The findings show the important role of the SRH peer education method on the effect of transferring knowledge about sexual behaviors. Health and education policy-makers are advised to implicate SRH peer education.

Predictors of Belief in Sexual Myths: An Examination in Terms of Gender, Demographic Characteristics, Religiosity, and Childhood Trauma

Objectives

Sexual myths are exaggerated beliefs that have no scientific basis. Buying into these beliefs can lead to any number of sexual dysfunctions and decreased quality of life. Therefore, it is necessary to uncover the factors associated with sexual myths and to provide remedial services for anyone struggling with them.

Methods

This study was conducted to determine the variables affecting sexual myths. Gender, demographic variables (family type, region of residence, and talking about sexuality with parents), religiosity, and childhood trauma were included as independent variables in the study. A total of 375 teacher candidates participated in the study. Data was collected using a personal information form, Sexual Myths Scale, Religiosity Scale, and Childhood Trauma Questionnaire.

Results

Descriptive analyses and linear multiple regression analysis were used in the study, and both adherence to sexual myths and experienced childhood trauma were found to be high in the teacher candidates who did not talk about sexuality with their families.

Conclusions

The results of the analysis showed that gender and religiosity were significant predictors of sexual myths. The findings were discussed in light of the literature.

The effect of a reproductive health course on sexual myths, sexual attitudes and gender perceptions among university students

OBJECTIVES

This study aimed to investigate the effect of a reproductive health course on sexual myths, sexual attitudes and gender perceptions of university students.

METHODS

A quasi-experimental study with a pre-test/post-test design was conducted among 222 undergraduate students. Data were collected using a questionnaire form, the Sexual Myths Scale, the Brief Sexual Attitudes Scale and the Perception of Gender Scale.

RESULTS

Comparison of pre-test with post-test results showed that the course achieved an improvement in sexual attitudes (p < 0.001), a positive effect on gender perceptions (p < 0.05) and a decrease in sexual myth beliefs (p < 0.001) among participants.

CONCLUSION

The results indicate the importance of educating young people about reproductive health. Courses on reproductive and sexual health should be integrated into the curriculum of first year undergraduate education.

The effect of peer education based on adolescent health education on the resilience of children and adolescents: A cluster randomized controlled trial

BACKGROUND

An increasing number of children and adolescents have reported mental health problems, and resilience is a protective factor against these problems. Therefore, the aim of the study is to verify the effect of peer education based on adolescent health education on adolescent resilience.

METHOD

A cluster randomized controlled trial was conducted including 1,613 students who were divided into an intervention group (19 classes, 732 participants) and a control group (24 classes, 881 participants). One-year peer education was performed in the intervention group, and the control group had no interventions. The Resilience Scale for Chinese Adolescents by Yueqin Hu and a self-designed basic information questionnaire were used to collect data. Chi-square test and rank-sum test were used to compare the differences of demographic characteristics between the two groups. A linear mixed model was used to compare the changes of resilience between the two groups after intervention, and the intra-cluster correlation coefficient (ICC) was calculated. A generalized linear mixed model (GLMM) was used to verify the effect of peer education on adolescent resilience. The significance was set at P < 0.05.

RESULTS

After intervention, compared with the control group, the intervention group showed significant improvement in target focus, emotion adjustment, interpersonal assistance and total resilience (P < 0.05). The ICC range was 0.003 to 0.034. The GLMM results indicated that peer education based on adolescent health education had significant effects on adolescents' target focus (β = 0.893, P = 0.002), emotional adjustment (β = 1.766, P < 0.001), interpersonal assistance (β = 1.722, P = 0.016) and total mental resilience (β = 5.391, P < 0.001), and the effect was greater for boys than for girls.

CONCLUSIONS

Peer education based on adolescent health education is effective for improving adolescents' target focus, emotional adjustment, interpersonal assistance, and total resilience, especially for males. Future research should devote more attention to positive cognition and family support as well as gender differences.

The Effect of Sexual Health Course on Students' Level of Belief in Sexual Myths

Objective

This study aimed to understand the link between exposure to a sexual health course and nursing students'.

Method

Third-year nursing students (N = 191; 83 experimental and 59 controls) were enrolled in a semi-experimental pre-and post-test study.

Results

It was found that the students who took the sexual health course had a lower belief in sexual myths than the students who did not take the course. While the sexual myth scale total average before the course was 63.65 ± 19.36, the post-course mean score was 48.64 ± 16.6.

Conclusions

With sexual health education, individuals' false beliefs and risks regarding sexual health are reduced.

False beliefs about sleep and their associations with sleep-related behavior

OBJECTIVES

Understanding the association between sleep-related beliefs and behaviors may be useful in improving sleep health in the general population. This study examines false beliefs about sleep and their associations with self-reported sleep and related behaviors.

METHODS

Respondents in an online survey indicated the degree to which they agreed with 20 statements previously identified as sleep myths by experts in the field. A total sleep myths score was calculated for each participant, with higher scores reflecting greater false beliefs. Sociodemographic factors, behaviors, and knowledge related to sleep were also assessed.

RESULTS

Total sample size was 1120 adults residing in the United States (51.5% female; M age = 47.22). Overall, belief in sleep myths was relatively common, with 10 of 20 false statements endorsed by at least 50% of the sample. Sleep myth scores varied by sociodemographic factors, including age, gender, socioeconomic indicators, and region of residence. Higher sleep myth scores were associated with greater inconsistency in bedtimes (odds ratio: 1.07 [1.04-1.09]), more frequent napping (odds ratio: 1.11 [1.09-1.14]), more in-bed activities (β = 0.35, p < .001), engaging in behaviors incompatible with sleep hygiene recommendations (β = 0.24, p < .001), and perceiving fewer consequences of insufficient sleep (β = -0.13, p < .001). Those endorsing more myths reported shorter sleep on non-worknights (β = -0.09, p = .01) but not on worknights.

CONCLUSIONS

Belief in sleep myths is related to sleep health behavior and may be a modifiable target for intervention.

Implementation and Evaluation of Life-planning Lecture to Enhance Perspective-Taking among High School Students: A School-based Nonrandomized Waitlist Intervention Study in Japan

INTRODUCTION

The Australian "empathy session," which is a parenting program aimed at alleviating postpartum depression by increasing empathy among expecting couples, was adapted to a life-planning education program for Japanese high school students. In this present study, we aimed to assess changes in high school students' empathy levels.

METHODS

A nonrandomized, controlled, waitlist intervention was performed in 210 first-year students. They were divided into intervention and waitlist control groups. The life-planning lecture consisted of two parts: (1) reproductive health and (2) empathy and communication skills. The main outcome indicator was the Perspective-Taking subscale of an empathy index. Logistic regression was used to examine the association between the intervention and change in the Perspective-Taking scale score controlling for background factors.

RESULTS

As per our findings, a significant difference was noted in the scale scores of Perspective-Taking before and after the program within the intervention group (3.76 ± 0.61 before the lecture and 3.86 ± 0.64 after the lecture; P = 0.01). In the between-group analysis, the likelihood of an increase in the scale score of Perspective-Taking was significantly higher in the intervention group (OR = 2.29, 95 % confidence interval = 1.23-4.26).

CONCLUSIONS

Japanese high school students' Perspective-Taking improved through learning reproductive life-planning and communication skills.

Sexual health knowledge and influencing factors among health science students at a state university in Turkey

OBJECTIVES

It is important to determine the sexual health knowledge and educational needs of university health science students, as they need this knowledge in both their personal and professional lives. We aimed to determine the sexual health knowledge and affecting factors of health science students in Turkey.

METHODS

A descriptive study was carried out among students at a university faculty of health sciences in Ankara province, Turkey. Data were collected using a student information form and the Sexual Health Knowledge Test (SHKT).

RESULTS

The study comprised 738 participants. Students' mean SHKT score was moderate (25.13 ± 5.28; range 0-40). The lowest correct response rates in the SHKT were to questions on sexually transmitted infections (45.6%) and safe sexual behaviour (53.5%). Students' main sources of information on sexual health were the internet (72%) and friends (40.9%). The most important factors affecting SHKT scores were having graduated from a health-education high school (eta² = 0.035); having a working mother (eta² = 0.023); getting sexual health information from the internet (eta² = 0.019), from friends (eta² = 0.018) or from school/teachers (eta² = 0.015); having friends of the opposite sex for emotional and/or social support (eta² = 0.010); and being female (eta² = 0.008).

CONCLUSION

The results indicate the importance of educating young people and their parents about sexual health. We recommend that the sexual health educational needs of university students in health sciences should not be overlooked; these students have similar needs to those of students in other fields.

The effect of sexual health courses on the level of nursing students' sexual/reproductive health knowledge and sexual myths beliefs in Turkey: A pretest-posttest control group design

PURPOSE

Identified the effect of sexual health courses on the level of sexual health knowledge and sexual myths beliefs among Turkish university students.

DESIGN AND METHODS

This study used a pretest-posttest control group quasi-experimental research design. Data were collected from 130 students using questionnaire form, sexual health knowledge test (SHKT), and sexual myths form (SMF).

FINDINGS

There was a significant negative relationship between the pretest scores of students that they obtained from SHKT and SMF (P %3C .01) and their posttest scores from the same test and form (P %3C .05).

PRACTICAL IMPLICATIONS

Intervention programs that reduce false beliefs, taboos, and prejudices of students sexual myth beliefs.

Educating children through their parents to prevent child sexual abuse in Turkey

PURPOSE

The aims of this study were to train parents to recognize and prevent child sexual abuse (CSA); evaluate the problems encountered by parents; and evaluate the overall effectiveness of the CSA training program.

DESIGN AND METHODS

The study used a pretest/posttest design. The study was conducted with a sample of 58 children (aged 3-6 years) and 64 parents.

FINDINGS

Children who received CSA prevention education from their parents demonstrated improved knowledge about private parts and about what they should do if they suspect sexual abuse. The parents stated that they encountered some problems (other family members objected to the child being given such training).

PRACTISE IMPLICATIONS

Children's risk of abuse may be reduced if their parents teach them about CSA correctly.

The impacts of peer education based on adolescent health education on the quality of life in adolescents: a randomized controlled trial

PURPOSE

During adolescence, adolescents are more susceptible to internalizing and externalizing problems influencing quality of life (QoL). The purpose of the study is to verify the effectiveness of a peer education on improving QoL of adolescents.

METHODS

A cluster randomized controlled trial (RCT) was conducted involving 1564 subjects who were divided into an intervention group (n = 714) and a control group (n = 850). The intervention group received 1-year peer education. Their QoL and basic information were assessed using a Adolescent Quality of Life Scale and a self-designed basic situation questionnaire.

RESULTS

After the intervention, significant increases were found in the psychological, and social, pubertal dimensions, and in total QoL (P < 0.05) in the intervention group relative to the control group. Significant decrease was found in physical dimension (P < 0.05), but the change in the intervention group (0.74 decrease) was much less than that in the control group (1.94 decrease). The improvements of physical (B = 1.215, SE = 0.305, P < 0.001), psychological (B = 1.496, SE = 0.598, P = 0.013), pubertal (B = 0.828, SE = 0.244, P = 0.001), and total (B = 3.455, SE = 1.429, P = 0.016) QoL in the intervention group were higher than in the control group in mixed model.

CONCLUSIONS

The peer education based on adolescent health education is effective in improving the physical, psychological, pubertal, and total QoL of adolescents, but no social QoL.