A model to promote sexual health care.
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Biomedical subjects
Publications and source records attributed to F H Mims.
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In the past decade, there has been a concentrated effort to develop much needed advances in human sexuality, but many sexually misinformed or troubled members remain in our society. As more information is disseminated and people become sophisticated, there will be many people requesting help with sexual problems in primary and secondary health settings. Nurses need to equip themselves in this important aspect of health care. First, one's own values, attitudes, and knowledge must be carefully examined. Desensitizing, and incorporatin experiences have been used effectively to help get in touch with feelings and attitudes about the sensitive area of sexuality. Second, the nurse must be aware of the wide range of feeling and attitudes on specific sexual issues that have proved troublesome to our society. Third, the nurse must take advantage of educational opportunities to gain knowledge of psychosexual growth and development during the entire life span. Fourth, if the nurse desires to become involved in sexual conseling further education with concentration on the various innoviative techniques and approaches will be necessary to help clients with specific problems and concerns. Finally, sexual health programs need to be affiliated with a reputable health agency with prefessional supervision. All programs and new approaches must be evaluated to determine their effect on sexual health care.
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A three-day human sexuality program was offered in 1974 to medical, nursing, and graduate psychology students for the second consecutive year at the University of Cincinnati. The program was designed to cover a wide range of topics; supply accurate information; encourage participants to question, explore, and assess their own sexual attitudes; and help participants develop a more tolerant attitude toward sexual beliefs, attitudes, and behaviors of others. The Sexual Knowledge and Attitude Test and an evaluation form were used to measure students' pre- and postcourse knowledge, attitudes, and opinions. The total group of 186 subjects registered a significant difference between mean scores of the pre- and postcourse tests. When examined separately, nursing and medical students showed significant changes in attitudes and knowledge scores. Results of the three-day program were compared with those of a five-day program given the previous year. A profile analysis showed the differences in nursing and medical students in pre- and postcourse scores. An evaluation form demonstrated how each group of students felt about the course. This study documented that human sexuality content should be included in nursing and medical curriculums and demonstrated that an introductory concentrated course is an effective interdisciplinary experience for nursing and medical students.