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

Busting MisconSEXions: evaluation of a social media knowledge translation initiative addressing myths about sex

There is a critical gap in sex education such that many people lack access to evidence-based and accessible information about sexuality, putting them at risk for endorsing myths about sex and in turn having poorer sexual wellbeing. To address this gap, we developed a novel social media knowledge translation initiative-MisconSEXions-to debunk common myths about sexuality. The goal of this study was twofold. First, to examine whether exposure to MisconSEXions is effective for reducing sexuality myth endorsement. Second, to evaluate the acceptability (participants' satisfaction with the content), appropriateness (the perceived fit of the content with participants), adoption (participants' intention to engage with the initiative), and penetration (participants' perception of the content's impact on their lives) of MisconSEXions among study participants. We also examined possible group differences in our observed effects by assigned sex, gender modality, and sexual orientation. A large and diverse sample (N = 2,356) of adults completed an online survey and reported on their demographics, sexuality myth endorsement before and after exposure to MisconSEXions content, and the acceptability, appropriateness, adoption, and penetration of the MisconSEXions content. We found that participants' sexuality myth endorsement was significantly lower following exposure to MisconSEXions content, and this effect held across assigned sex, gender modality, and sexual orientation groups. Regardless of participants' assigned sex, gender modality, or sexual orientation, MisconSEXions content was reported to be both acceptable and appropriate to people's lives. Participants reported relatively low levels of adoption, such that they reported reluctance to engage with the content on social media. Additionally, participants reported mixed feelings regarding the impact of the content on their lives (i.e., penetration). Overall, the findings have implications for how sexuality social media knowledge translation initiatives can fill important gaps in providing inclusive and accessible sex education.

Sexual health beliefs and prevention of sexually transmitted infections among cisgender women sex workers in Colombia

INTRODUCTION

The stigma and social discrimination against cisgender women sex workers lead many of them to live in conditions characterized by social inequality, marginalization, persecution, and limited opportunities for sexual health literacy. Consequently, they are often compelled to establish a framework of preventive beliefs with little scientific validity, which they use to identify, mitigate, or avoid sexual health risks arising from their interactions with clients. This study investigates the sexual health beliefs that influence self-care practices aimed at preventing sexually transmitted infections among cisgender women sex workers in Colombia.

METHODS

We conducted a qualitative study framed in Hermeneutic Phenomenology. In-depth interviews and discussion groups were conducted with 34 cisgender women sex workers over 18 years of age in the center of the cities of Bogotá and Barranquilla in Colombia.

RESULTS

Seven themes emerged from the reflective and inductive thematic analysis of the narratives: (1) popular habits for the prevention of contagion, (2) ocular assessment of genitals, (3) condom lubrication, (4) suspicion of a hidden infection in the client, (5) saliva and oral contact as a source of contagion, (6) avoidance of semen contact, (7) and trust in God as protection.

CONCLUSIONS

The findings reflect the need for health and social professionals to promote participatory and inclusive cooperation with sex workers to update the framework of preventive beliefs that help them guide sexual health self-care with autonomy and self-efficacy, strengthening favorable beliefs and negotiating unfavorable ones. It is also essential to have a sex worker-informed sexual health policy that guides the promotion of sexual health that is sensitive to the needs and consistent with the risks of sex work and ensures friendly and non-oppressive preventive care environments for sex workers.

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.

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 relationship between sexual myths and intercultural sensitivity in university students

PURPOSE

In the study, it was aimed to investigate the relationship between sexual myths and intercultural sensitivity in university students.

METHOD

The study designed as cross-sectional research was carried out with the participation of 1,061 university students. Data collection tools used were the Personal Information Form, Sexual Myths Scale, and Intercultural Sensitivity Scale.

FINDINGS

It was determined that the students believed in myths at a moderate level. The students who thought that being together with different cultures did not have a positive contribution were found to believe in sexual myths at a higher level (p < 0.001). It was also determined that intercultural sensitivity was a significant predictor of sexual myths in university students (p < 0.001).

IMPLICATIONS FOR PRACTICE

While planning sexual education provided to relay sexual knowledge to societies accurately, cultural differences should be considered.

Young Men’s Perceptions about Sexual Health and Sexual Education: A Qualitative Study

Objective: For healthy sexuality and effective sexual health education, it is important to know the sexual health perception of individuals, their sexual education needs, and the affecting factors. The purpose of this research is to learn in-depth the perceptions of young men about sexual health and sexual education. Methods: This study was carried out in a health vocational school of a foundation university. The study was constituted using an in-depth interview method, and interviews were conducted with 16 students, 2 of whom were pilots. Content analysis was used to assess the obtained data. Results: Sexual education with sexual behavior and health were determined as the main themes. The male students indicated level of sexual knowledge was insufficient, and they needed to receive comprehensive sexual education from a qualified specialist. In addition, they stated that education should be given to men and women separately, and in small groups. It was also found that friends, religious and cultural values were important factors in sexual knowledge and behavior. Conclusion: As a result, it has been revealed that male university students need sexual education, and the correct information can only be learned through a comprehensive and socio-cultural norms-sensitive education.

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 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.

Contents of the Sexual and Reproductive Health Subject in the Undergraduate Nursing Curricula of Spanish Universities: A Cross-Sectional Study

BACKGROUND

Nursing students must receive adequate training in Sexual and Reproductive Health (SRH), which could allow them to acquire sufficient knowledge to solve the future SRH needs of everyone. In this study, the contents of the SRH subject in the undergraduate nursing curricula of 77 Spanish universities were examined to determine what SRH training nursing students are receiving.

METHODS

The contents of the SRH subject of all the curricula that were available online were reviewed. The distribution of the contents (topics) in the two areas (reproductive health and sexual health) was analyzed, and the prevalence of each topic was established. It was also determined whether there were differences between public (n = 52) and private universities (n = 25).

RESULTS

The training of nursing students focuses mainly on the area of Reproductive Health (15 topics). Most of the topics of this area had a prevalence greater than 50%. Although the area of Sexual Health had 14 topics, most of these topics had a low prevalence (<20%), especially in private universities.

CONCLUSIONS

It was found that there is considerable variation in the distribution and prevalence of SRH topics between universities. The contents of the area of Reproductive Health are usually prevalent in most of the curricula. However, the contents of the area of Sexual Health are minimal in most of the universities. An organizational effort is required to determine and standardize the contents of SRH that nursing students should receive in Spain to avoid inequalities in their training. Guaranteeing homogeneous SRH contents will avoid deficit situations that could affect people's care.