Promoting sexual health and wellbeing: the role of the nurse

Abstract

Anecdotal evidence from clinical practice, classroom learning and research studies suggests most aspects of sexual health and wellbeing are addressed inadequately or not at all. Some nurses may feel ill-equipped or underprepared to explore private or intimate aspects of a patient's sexual health or relationships, or may be too embarrassed to talk to the individual about the personal side effects of medical conditions or treatment regimens. This article identifies strategies to assist healthcare professionals in addressing patients' sexual health needs as part of holistic care.

Health Care Students’ Attitudes Towards Working with Sexual Health in Their Professional Roles: Survey of Students at Nursing, Physiotherapy and Occupational Therapy Programmes

“…In some research, health professionals (physiotherapists, occupational therapists, nurses, and doctors) considered themselves to have sufficient knowledge about sexual health, but experienced barriers limiting the implementation of knowledge in clinical practice (Haboubi & Lincoln, 2003;Ussher et al, 2013). Attitudes and/or beliefs about the importance of sexual health for persons with different types of physical, psychological, or sexual dysfunctions may affect how health care professionals interact with patients (Evans, 2013;Gianotten, Bender, Post, & Höing, 2006;Haboubi & Lincoln, 2003;Shakespeare, Iezzoni, & Groce, 2009). Patients want health professionals to take the initiative, and to be competent and confident in discussing sexual health concerns (Post et al, 2008;Taylor & Davis, 2006;Wittenberg & Gerber, 2009).…”

“…The level of sexual health knowledge in basic education for health professionals is limited, and health professionals might thus lack necessary competence to treat decreased sexual health (Coleman et al, 2013;Evans, 2013;Penwell-Waines et al, 2014). There is research showing that the type of pedagogical model used in teaching sexual health and communication about sexual heath affects the outcome of the intervention (Carabez, Pellegrini, Mankovitz, Eliason, & Dariotis, 2015;Coleman et al, 2013;Parish & RubioAurioles, 2010;Penwell-Waines et al, 2014).…”

“…There is research showing that the type of pedagogical model used in teaching sexual health and communication about sexual heath affects the outcome of the intervention (Carabez, Pellegrini, Mankovitz, Eliason, & Dariotis, 2015;Coleman et al, 2013;Parish & RubioAurioles, 2010;Penwell-Waines et al, 2014). To highlight sexual health in the health care professions, increased knowledge and education concerning sexual health is advisable (Evans, 2013;Helland, Garratt, Kjeken, Kvien, & Dagfinrud, 2013). In some instances, sexuality education programs are offered as elective in the health professional curriculum (Kontula, 2011).…”

Redefining Constructions of Sexuality and Sexual Wellbeing across Generations: Lessons from Ageing Aboriginal Women

“…Even within this Western context there are many variations, inclusions, uses and meanings of the term (see for example Evans 2013, Rosengarten andSimpson 2014). For instance, sexual wellbeing and sexual health are often used interchangeably especially with regards to the psychosocial aspects of sexual health (e.g., body image, sexual self-esteem, sense of desirability, sexual satisfaction) (Evans 2013). As such, there are many ways to understand constructions of sexuality and sexual wellbeing even within Western contexts.…”

No Health Without Sexual Health; No Education Without Sexual Health Education

“…The study actioned a three-dimensional, 'triptych', model of learning for clinical practice (Evans 2013): 1) holistic dimensions of sexual health; 2) aspects of sex, sexualities or sexual health impacted by other conditions, and 3) problems and sexual ill-health: sexual infections, psychosexual matters and unplanned / unwanted conceptions.…”