A Study of Sexuality Education Performance and Associated Factors Among Elementary School Nurses in Taipei

• Main Authors: Ming-Huey Jou, 周明慧
• Other Authors: Ping-Ling Chen
• Format: Others
• Language: zh-TW
• Published: 2001
• Online Access: http://ndltd.ncl.edu.tw/handle/79489678638000170647

碩士 === 台北醫學院 === 護理學研究所 === 90 === The purpose of this study was to investigate the performance and associated factors of sexuality education by elementary school nurses in Taipei. A cross-sectional study design was conducted via self-structured questionnaire collected by mail. One hundred and forty-five questionnaires were returned (42.39%). Significant results were as followed ： 1. Sex knowledge was high among study samples. The average scores of sex knowledge regarding “masturbation”, “sexual harassment”, and “sexual abuse” were among the highest; those regarding “physical development during puberty”, “menstruation and its health care”, and “ sexually transmitted diseases” were among the lowest. Scores of sex knowledge had no significant influence on school nurses’s implementation of sexuality education. 2. Sex attitude was positive. Eighty percent of the study subjects agreed that school nurses was responsible for the health promotion of sex in school. More than 90% of study subjects were willing to participate actively in sexuality education in school, providing health consultation and guidance, and willing to learn courses and teaching method relating to sexuality education in school. Scores of sex attitude was statistically correlated with the implementation of sexuality education. 3. Twenty percent of the study subjects were absent from teaching activities of sex education in school because they were not invited or did not participate due to busy working schedule. Among the subjects who participated in related activities of sex education in school, 40% to 50% included sex education in their work plan or schedule, and most of them actively contacted the office in charge and sought community resource. Methods for sex education in school were providing consultation, guidance, and lecturing, in that order. Seventy-five percent performed evaluation of teaching effectiveness; the most common method for evaluation was observing pupils in classes and recording the number of participants. Sixty-six percent of the study subjects considered themselves capable for sex education in school, and close to 80% considered the effectiveness of sex education in school were good. 4. Special features of the school and demographic characteristics of school nurses, such as: marital status, highest level of education, job title, job seniority, continuing education or training experience all were related factors that influenced the implementation of sexuality education in school by school nurses. 5. As a whole, school-nurses is quite involved in teaching activities related to sexuality education in school, but their approach tended to be conservative. School nurses should be active, instead of passive, in integrating plans for sex education into school calendar, and reporting at school meeting; and should initiate communication with teachers and parents for topics relating to pupils’ sexual health. So school administrators and teachers may better understand the professional role of the school nurses, thus elevate the perception of their professionalism. According to the results of this study, I propose the followings: 1. “Sexuality education” courses should be part of curriculum for professional education and continuing education programs. 2. Sexuality education should be incorporated into school policy with clear program for implementation of sex education in school and establishment of the role and function of school nurses in sex education in school. 3. Create network of resources among schools and community, and coordinate the working mode between professional teachers and nurses, so as to provide pupils high quality sexuality education in school and to promote their sexual health.