Implementing Workshops to Improve Radiation Therapists’ Knowledge and Attitudes about Sexual Health Issues in Cancer Patients

Abstract

Objectives: Although it is widely acknowledged that radiotherapy treatments can have a negative impact on a patient's sexual health, this aspect of side effect management is not commonly addressed by radiation therapists or by other cancer specialists. It is important for radiation therapists to recognize and address possible sexual health issues to provide a holistic approach to care. This quality-improvement project was designed to help radiation therapists discuss the sexual health needs of patients undergoing radiotherapy by improving their clinical knowledge, skills, and comfort level about the topic. Methods: This study used a cross-sectional descriptive prequestionnaire/postquestionnaire design, in which data were collected from a nonrandom sample of radiation therapists at a single urban radiation therapy center. Participants attended two 90-minute sexual health education workshops specifically designed for radiation therapists and completed online preworkshop/postworkshop questionnaires. All questions were quantitative in nature. The survey consisted of multiple-choice, multiple-select, and five-point Likert-scale questions. Descriptive analysis was used for data analysis. Results: The results of this improvement project indicated that participants had introductory-level knowledge about how cancer treatments can impact patients' sexual health. Although there is potential for some changes in the general knowledge levels of the participants after the initiative, two general workshops about the topic are not enough to have radiation therapists feel comfortable enough with the topic to change their clinical practice.

LGBTI Sexualities and intersectional research

“…In an initial selection, 91 studies were identified, of which 66 were discarded after a closer review and more thorough analysis of their content. After a content analysis of the various educational interventions, it was ascertained that the majority (n= 17), used active teaching-learning methods and belonged to the integrative model (Adams et al, 1990;Baldissera et al, 2012;Ballester-Arnal et al, 2016;Bauer et al, 2013;DiGioia, 2011;Feuz et al, 2019;Hernández Carrasco et al, 2019;Klein et al, 2005;Lee et al, 2020;Martin et al, 2018;Mayers & McBride, 1998;Nicols et al, 2007;O'Neil & Carroll, 1988;Opazo Pérez, 2018;Pastor et al, 1992;Risman, 2011;Vitória, 2019). A slightly lower number (n= 8) was consistent with the preventive model (Cardoso Junior, 2012;Colarossi et al, 2014;Gedin & Resnick, 2014;Goldberger, 2018;Goldman & Carroll, 1990;Jones & Moyle, 2016;Livni, 1994;Rodríguez Maresma, 2009) while none had the features of the moral model (n= 0).…”