scholarly journals The Need for Nurse Interventions in Sex Education in Adolescents

2021 ◽  
Vol 18 (2) ◽  
pp. 492
Author(s):  
Ľuboslava Pavelová ◽  
Alexandra Archalousová ◽  
Zuzana Slezáková ◽  
Dana Zrubcová ◽  
Andrea Solgajová ◽  
...  
Keyword(s):  
Health Education ◽  
Reproductive Health ◽  
Sexual Health ◽  
Sex Education ◽  
School Environment ◽  
School Health ◽  
School Nurse ◽  
Sexual Education ◽  
Evidence Based ◽  
Sexual Health Education

Background: Developmentally appropriate evidence-based sexual health education should be included as part of a comprehensive school health education program and be accessible to all students. The registered school nurse is a valuable resource to parents and educators in this area and supports the implementation of evidence-based sexual health education programs that promote healthy sexual development for adolescents. Methods: The research group consisted of 438 adolescents aged 12 to 15 years in a selected region in Slovakia, 186 boys and 252 girls. Average age of the girls was 13.2 and the boys 13.3 years. A nurse—a specialist in community nursing—collected the data using a self-designed questionnaire. The questions evaluated by the five-point Likert scale focused on finding out the knowledge and attitudes of adolescents to the role of school nurses regarding sexuality and reproductive health. Results were analyzed using parametric comparison tests with significance value 0.05: Student t-test for independent samples. Results: The girls and the boys most often drew information on sexuality and reproductive health from their parents and friends. The evaluation of the adolescents’ views on who should be a competent professional in the field of sexual education at schools found statistically significant differences between the boys and girls. For the boys and girls, a sexologist received the most significant assessment of competence. The interest in a school nurse in a school environment would be statistically significantly more appreciated by the girls compared to the boys, not just for solving problems related to healthy lifestyle, but also regarding sexuality, parenting and marriage. The adolescents consider the education for marriage and parenthood as the least discussed issue at present. In evaluating topics the adolescents would discuss, there were statistically significant differences between the boys and girls. Conclusions: A community or school nurse would also be able to successfully perform sexual education at schools. In Slovakia, this applied nursing discipline is lacking.

Improving practice: Giving voice to the experiences of sexual health education teachers

2021 ◽  
pp. 001789692110296
Author(s):  
Carol A Cummings ◽  
Christine M Fisher ◽  
Rosemary Reilly-Chammat
Keyword(s):  
Health Education ◽  
Sexual Health ◽  
Teacher Perceptions ◽  
Rhode Island ◽  
Sex Education ◽  
Comparative Approach ◽  
Accurate Information ◽  
Sexual Health Education ◽  
Cross Sectional ◽  
K 12

Objective: To explore teachers’ beliefs, experiences and barriers influencing teaching related to sexual health education. Methods, Design and Setting: Descriptive, cross-sectional study design. Rhode Island certified health teachers ( n = 190) completed an online sexual health education survey. Teacher perceptions about the need and benefits of teaching this subject, coverage of essential topics, their experiences and the barriers they faced were gathered. Qualitative questions were analysed using open, axial and selective coding. Constant comparative approach was used to identify themes. Descriptive statistics were used to analyse quantitative items. Results: Findings indicated that 98% of teachers felt that sexual health education should be taught. Less than 50% agreed that coverage for topics identified in the national sexuality education standards for grades K-12 should begin at each grade level. Two common themes – prevention and access to accurate information – emerged as reasons for teaching the subject. Themes generated from teacher experiences revealed the use of a risk reduction approach to sexual health education. Healthy sexual development, gender identity, inclusive education and all components of a comprehensive approach were not identified. Perceived barriers to teaching included teacher comfort, time, parents’ likely responses and lack of training. Conclusion: Findings signal the need for ongoing professional development to broaden teachers’ understanding of comprehensive sex education and address the beliefs and barriers that hinder inclusive and comprehensive teaching approaches. Good quality training in which teachers reflect on their beliefs and develop proficiency in the use of effective pedagogies can strengthen educator capacity and self-efficacy.

“Be proactive not reactive”: Understanding gaps in student sexual consent education

2021 ◽  
pp. e20210003
Author(s):  
Brittany Thiessen ◽  
Linzi Williamson ◽  
Carie M. Buchanan
Keyword(s):  
Health Education ◽  
Sexual Health ◽  
Sexual Violence ◽  
Sex Education ◽  
Sexual Consent ◽  
Sexual Health Education ◽  
Healthy Sexuality ◽  
Wholistic Education ◽  
Sex Positive ◽  
Violence Prevention Programs

A growing number of universities are providing sexual violence prevention programs to students in recognizing the need for this programming. While universities favour programs on singular topics aimed at preventing sexual violence, scholars have argued that comprehensive sexual health education should begin prior to entering university to better ensure safer campus communities. Further, students have expressed unmet needs regarding the sexual health education they received prior to attending university. Therefore, the current study sought to explore gaps in sexual health education as identified by university students. Participants ( N = 444) were asked to describe the consent definition they were taught in high school and from their parents, and how the sexual health education they received could have been improved. An inductive thematic analysis was used to identify six themes from the data: back to consent education basics, you have the power to set boundaries, staying safe in sexual situations, take a sex-positive approach with sex education, wholistic education on consent-based relations, and practical recommendations for providing sex education. Findings highlight that participants desired a more wholistic approach to their sexual health education that included practical components on healthy sexuality. Notably, participants relayed how proper sexual health education may have prevented experiences of sexual violence they had. Thus, it is essential to continue exploring how best to provide comprehensive sexual health education to adolescents.

scholarly journals Supplementing Substance Use Prevention With Sexual Health Education: A Partner-Informed Approach to Intervention Development

2020 ◽  
pp. 152483992094768
Author(s):  
Terrinieka W. Powell ◽  
Meghan Jo ◽  
Anne D. Smith ◽  
Beth D. Marshall ◽  
Santha Thigpen ◽  
...  
Keyword(s):  
Substance Use ◽  
Health Education ◽  
Sexual Health ◽  
Intervention Development ◽  
Lessons Learned ◽  
Evidence Based ◽  
Substance Use Prevention ◽  
Sexual Health Education ◽  
Multiple Sources ◽  
Wide Range

Supplementing substance use prevention with sexual health education would allow educators to address the risk and protective factors that influence both health issues. This streamlined approach may minimize the inefficiencies of multisession, single-purpose interventions. Our team developed a supplemental sexual and reproductive health (SRH) unit to align with an existing evidence-based intervention, LifeSkills Training (LST). This goal of this article is to describe our process, final product, lessons learned, and future directions. Our partner-informed approach took place across three key phases: (1) formative insights, (2) unit development, and (3) pilot implementation. The final supplemental SRH unit is ten, 45-minute sessions offered to seventh- and eighth-grade students and includes a set of learning objectives that are aligned with individual sessions. The supplemental SRH unit also mirrors existing LST modules in length, flow, layout, facilitator instructions, focus on prevention, and utilization of a student workbook. Lessons learned include strategies to effectively incorporate a wide range of ongoing feedback from multiple sources and quickly respond to staff turnover. This partnership approach serves as a model for researchers and practitioners aiming to extend the reach of existing evidence-based programs.

An iterative process for developing digital gamified sexual health education for adolescent students in low-tech settings

2019 ◽  
Vol 120 (11/12) ◽  
pp. 723-742 ◽  
Author(s):  
Hussein Haruna ◽  
Zamzami Zainuddin ◽  
Robin R. Mellecker ◽  
Samuel K.W. Chu ◽  
Xiao Hu
Keyword(s):  
Health Education ◽  
Reproductive Health ◽  
Sexual Health ◽  
Well Being ◽  
Health Issues ◽  
Sexual Health Education ◽  
Content Type ◽  
Adolescent Students ◽  
Adolescent Reproductive Health ◽  
Gamified Learning

Purpose Digital technology has great potential for educating today’s digitally oriented adolescents on health. In particular, digital health gamified learning can make the promotion of the sexual well-being of adolescents more effective. Although venereal diseases such as HIV/AIDS have become a greater problem in Sub-Saharan African (SSA) countries than in any country outside of Africa, little is publicly known about the development of gamified learning for use in counter-measures. This paper aims to address that deficit by presenting the process of developing one such game. The paper highlights how the “My Future Begins Today” game for sexual health education was developed, evaluated and refined in the real-world of low-tech settings and made improvements based on the response of users. Design/methodology/approach Design-based research (DBR) was used to guide the design, develop, test and refine the digital game in iterative cycles. The evaluation of the effectiveness of iterations of the game was done using adolescent sexual health literacy tests and the validated Motivation, Attitude, Knowledge and Engagement framework, the authors developed based on existing approaches. That framework combines the elements of motivation, attitude, knowledge and engagement, effectiveness was evaluated based on the game’s ability to motivate students, improve their attitudes, increase their acquisition of knowledge and engage them in learning self-rating surveys and interviews. The whole process of game design, testing, evaluation and refinement were underpinned by the activity theory, DBR and participatory design (PD) research. Findings Participants in the gamified learning platforms demonstrated higher average scores on their post-tests than their counterparts subjected to the traditional teaching classroom. Also, gamified learning groups commented positively on the effectiveness of their instructional approach than their counterparts in the traditional learning group. The stakeholders’ involvement in developing gamified learning provided a good understanding of the importance of the game to the adolescent students and how it was going to be used to address the problem identified. The application of PD contributed to the effectiveness of the game. It involved various actors from various fields who were relevant to the game. Also, engaging targeted users from the beginning resulted in the creation of a better correspondence with the preferences of end-users. Practical implications This study has contributed to a better understanding of sex education and knowledge in the area of adolescent reproductive health issues, using developed innovative game mechanics features and its applicability in low-tech settings. Originality/value The study will be a recommendation for future researchers in applying this gamified learning concept and its suitability in their teaching practice, particularly regarding sexual health education and adolescent reproductive health issues in low-tech settings of SSA.

scholarly journals Opportunities and challenges in school-based sex and sexual health education in Nepal

1970 ◽  
Vol 7 (4) ◽  
pp. 445-453 ◽  
Author(s):  
DR Acharya ◽  
ER Van Teijlingen ◽  
P Simkhada
Keyword(s):  
Health Education ◽  
Sexual Health ◽  
Sex Education ◽  
Web Sites ◽  
Community Support ◽  
Education Programme ◽  
Personal Contact ◽  
Sexual Health Education ◽  
Policy And Practice ◽  
School Based

This article identifies and addresses opportunities for and challenges to current school-based sex and sexual health education in Nepal. Key literature searches were conducted of electronic databases and relevant web-sites, furthermore personal contact with experts and the hand searching of key journals was included. The review of this literature generated the following challenges: Limitations to teaching including lack of life skill-based and human right-based approach, inappropriate teaching aid and reliance on conventional methods, existing policy and practice, parental/community support, and lack of research into and evaluation of sex education. Diverse methodology in teaching, implementation of peer education programme, partnership with parents, involvement of external agencies and health professionals, capacity building of teachers, access to support and service organisation, and research and evaluation in sex education have been suggested for improving the current practice of sex and sexual health education in Nepalese schools. Key words: Sex education; education; school; adolescence; Nepal DOI: 10.3126/kumj.v7i4.2773 Kathmandu University Medical Journal (2009) Vol.7, No.4 Issue 28, 445-453

scholarly journals Educação em saúde sexual e reprodutiva do adolescente escolar

2020 ◽  
Vol 14 ◽  
Author(s):  
Maurilo De Sousa Franco ◽  
Maryanna Tallyta Silva Barreto ◽  
José Willian De Carvalho ◽  
Pallysson Paulo Da Silva ◽  
William Caracas Moreiras ◽  
...  
Keyword(s):  
Health Education ◽  
Reproductive Health ◽  
School Environment ◽  
School Health ◽  
Sexual And Reproductive Health ◽  
School Context ◽  
Family Health ◽  
Educational Interventions ◽  
School Level ◽  
Adolescent Students

Objetivo: relatar a experiência de estudantes do Curso de Enfermagem na implementação de intervenções educacionais para a promoção da saúde sexual e reprodutiva do adolescente escolar. Método: trata-se de um estudo descritivo, tipo relato de experiência, desenvolvida a partir das seguintes etapas: 1) Capacitação discente; 2) Apresentação do Projeto de Pesquisa; 3) Diagnóstico situacional no contexto escolar; 4) Seleção das temáticas; 5) Planejamento de estratégias e abordagens e 6) Execução e avaliação. As informações foram discutidas em concordância com a literatura. Resultados: notou-se a carência no conhecimento dos adolescentes escolares acerca da temática da saúde sexual e reprodutiva, entretanto, a intervenção no ambiente escolar mostrou ser um ambiente promissor para o processo de educação em saúde realizado, sobretudo, pelo enfermeiro no âmbito da Estratégia Saúde da Família com outros profissionais da saúde e da educação. Conclusão: enfatiza-se a necessidade de atividades no âmbito escolar a fim de promover o conhecimento e adoção hábitos e práticas saudáveis que impactem e assegurem aos estudantes riscos mínimos de injúrias à saúde sexual e reprodutiva. Descritores: Educação em Saúde; Promoção da Saúde; Serviços de Saúde Escolar; Saúde Sexual e Reprodutiva; Saúde do Adolescente; Enfermagem.AbstractObjective: to report the experience of Nursing Course students, in the implementation of educational interventions for the promotion of the sexual and reproductive health of adolescent students. Method: it is a descriptive study, of related experience type, developed from the following steps: 1) Student training; 2) Presentation of the Research Project; 3) Situational diagnosis in the school context; 4) Selection of themes; 5) Planning strategies and approaches and 6) Execution and evaluation. The information was discussed in accordance with the literature. Results: there was a lack of knowledge among adolescent students about the theme of sexual and reproductive health, however, the intervention in the school environment proved to be a promising environment for the health education process carried out, above all, by nurses within the scope of the Strategy Family Health with other health and education professionals. Conclusion: the need for activities at the school level is emphasized to promote knowledge and adoption of healthy habits and practices that impact and ensure students the minimum risk of injury to sexual and reproductive health. Descriptors: Health Education; Health Promotion; School Health Services; Sexual and Reproductive Health; Adolescent Health; Nursing. ResumenObjetivo: reportar la experiencia de los estudiantes del Curso de Enfermería en la implementación de intervenciones educativas para la promoción de la salud sexual y reproductiva del adolescente escolar. Método: es un estudio descriptivo, tipo de informe de experiencia, desarrollado a partir de los siguientes pasos: 1) Capacitación de estudiantes; 2) Presentación del Proyecto de Investigación; 3) Diagnóstico situacional en el contexto escolar; 4) Selección de temas; 5) Planificación de estrategias y enfoques 6) Ejecución y evaluación. Las informaciones fueron discutidas de acuerdo con la literatura. Resultados: hubo una falta de conocimiento entre los adolescentes escolares sobre el tema de la salud sexual y reproductiva, sin embargo, la intervención en el entorno escolar demostró ser un entorno prometedor para el proceso de educación sanitaria llevado a cabo, sobre todo, por el enfermero dentro del alcance de la Estrategia Salud Familiar con otros profesionales de la salud y la educación. Conclusión: se enfatiza la necesidad de actividades a nivel escolar para promover el conocimiento y la adopción de hábitos y prácticas saludables que impactan y aseguran a los estudiantes el riesgo mínimo de lesiones a la salud sexual y reproductiva. Descriptores: Educación en Salud; Promoción de la Salud; Servicios de Salud Escolar; Salud Sexual y Reproductiva; Salud del Adolescente; Enfermería.

Barriers to and facilitators of South Asian immigrant adolescents’ access to sexual and reproductive health services in Canada: A qualitative study

2021 ◽  
pp. e20200056
Author(s):  
Salima Meherali ◽  
Bukola Salami ◽  
Philomina Okeke-Ihejirika ◽  
Helen Vallianatos ◽  
Gillian Stevens
Keyword(s):  
Health Education ◽  
Reproductive Health ◽  
Sexual Health ◽  
South Asian ◽  
Parental Support ◽  
Sexual And Reproductive Health ◽  
Sexual Health Education ◽  
Asian Immigrant ◽  
Immigrant Adolescents ◽  
South Asian Immigrant

Data on immigrant access to sexual and reproductive health (SRH) services in Canada typically focus on adult populations generally but not adolescents specifically. To fill this gap, this study explored South Asian immigrant adolescents’ perceptions of barriers and facilitators for SRH care and services in Edmonton, Alberta, Canada. In this qualitative descriptive study, researchers conducted six focus group semi-structured interviews with South Asian immigrant adolescents who live in Edmonton, Canada. Barriers included fear of stigma and judgment, lack of information about the healthcare system, lack of privacy and youth-friendly SRH services, lack of comprehensive sexuality education, lack of trust of online SRH information, and language barriers. Facilitators included SRH information classes at school, parental support, and provision of free services. South Asian immigrant adolescents expressed their need for more inclusive and relevant sexual health education, more support from parents and teachers with adequate and evidence-based SRH information and effective communication strategies to enhance communication with adolescents, and more youth-driven integrated health promotion programs to allow them to make informed choices. Their voices and perspectives are useful in informing inclusive and youth-centered sexual health education at home, in school, and in the community.

Professional Development on Sexual Health Education Is Associated With Coverage of Sexual Health Topics

2017 ◽  
Vol 4 (2) ◽  
pp. 115-124 ◽  
Author(s):  
Heather B. Clayton ◽  
Nancy D. Brener ◽  
Lisa C. Barrios ◽  
Paula E. Jayne ◽  
Sherry Everett Jones
Keyword(s):  
Professional Development ◽  
High School ◽  
Health Education ◽  
Sexual Health ◽  
School Health ◽  
Positive Impact ◽  
Sexual Health Education ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Health Content

Background. Sexual health education plays a vital role in preventing adverse consequences of sexual behavior. Data are limited on how professional development (PD) for teachers is associated with teaching sexual health content. Method. We used data from the 2014 School Health Policies and Practices Study, a cross-sectional survey that included a nationally representative sample of middle and high school health education courses ( n = 328; 96.2% of those sampled). We examined whether teacher characteristics and receipt of PD on four sexual health domains (human sexuality and the prevention of pregnancy, HIV, and sexually transmitted diseases) were associated with teaching those four domains and whether PD was associated with teaching specific topics within each domain. In a second set of analyses, we compared the difference in coverage of specific topics by receipt of PD among only the teachers who reported teaching the domain. Results. The prevalence of teaching sexual health content was higher among courses in which teachers had a degree in health education or were certified to teach health education. A robust relationship between teachers’ receipt of PD and the teaching of nearly all sexual health topics as well as an increase in the mean number of topics taught and the time devoted to the domain was demonstrated. Conclusions. PD has a positive impact on the coverage of sexual health topics among middle and high school courses. These data suggest a need for more PD on sexual health education content to ensure that sexual health topics are taught in the classroom.

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