Impact of Health Education on Knowledge and Sexually Transmitted Infections Prevention in Young Married Women: Quasi-Experimental Study.

The effectiveness of sexual health and development education given to children with intellectual disabilities: A randomized controlled study

A Call for Comprehensive, Disability- and LGBTQ-Inclusive Sexual and Reproductive Health Education

Advancing Sexual and Reproductive Health Education—Pursuing the Long Arc of Justice

South Carolina ranks 16th in the USA for highest rates of teenage pregnancy. The South Carolina Comprehensive Health Education Act (CHEA) does not require medically accurate, unbiased, culturally appropriate materials, and varies greatly in compliance and implementation. This study aimed to better understand parents’ perspectives in one county in South Carolina regarding reproductive and sexual health education. A total of 484 parents responded to a qualitative questionnaire, collectively representing 798 students. Researchers conducted a thematic analysis to organise the data. Main themes identified include comprehensive reproductive and sexual health education as a duty; dispelling the myth of abstinence-only education; and the value of comprehensive reproductive and sexual health education. Parents described teaching reproductive sexual health education in public schools as a ‘duty.’ Furthermore, parents rejected the idea that abstinence-only education is effective and believed reproductive and sexual health education should be taught without the influence of religion. Parents valued inclusive reproductive and sexual health education, covering a robust set of topics. Findings from the study provide evidence for the need to update current reproductive and sexual health education materials and legislation to meet parental demands and reduce youth sexual and reproductive health disparities.

Sexual Health Education- Using Animated Videos to Teach Teenagers and Young Adults

Indigenous adolescents and young people in Panama are at high-risk for sexually transmitted infections, due in part to limited access to condoms and comprehensive sexual and reproductive health (SRH) education. There is a paucity of evidence on how to develop sexual and reproductive health education programmes that incorporate different sources of learning. We used Bronfenbrenner’s Ecological Theory to understand two key sources of learning: noncaregivers (school or healthcare personnel) and caregivers (parents/grandparents/stepparents). Better understanding about sexual and reproductive health learning sources could provide a foundation for the development of targeted, culturally congruent interventions. This study included ethnographic observation in two Indigenous communities in Panama, followed by semi-structured interviews with young people and caregivers. Findings suggest non-caregiver sexual and reproductive health education was commonly provided by teachers, and increasingly through the Internet. Caregivers focused on topics of abstinence/delaying sexual debut, pregnancy, and STIs/HIV; condoms pregnancy, and STIs/HIV. Condoms and condom use were not mentioned. Traditional sexual and reproductive health teaching by same-gender caregivers took place through the rituals of mokän (girls at menarche) and grön (boys 13–14 years). To develop culturally congruent interventions, wesuggest programmes to improve sexual and reproductive health knowledge and access to condoms, which respect and build on social and traditional learning spaces.

Adolescent girls in Uganda have four-fold HIV infections than adolescent boys. Several barriers to accessing comprehensive sexual health education exist for adolescent girls in Uganda, including unequal, social, and economic statuses, limited access to education and health care services, discrimination, and violence. This study qualitatively examines sexual health behaviors and literacy among Ugandan adolescent girls and explores how technology may be leveraged to improve sexual and reproductive health outcomes in this population. Four focus group discussions (FGDs) were conducted among 32 adolescent girls aged 14-17 years enrolled in Suubi mHealth. Participants were randomly selected from four secondary schools participating in a randomized clinical trial known as Suubi4Her (N = 1260). FGDs were conducted in the local language, audio-recorded, transcribed verbatim, and translated. Translated transcripts were imported into Dedoose for data management and coding. Emerging themes included Influences for Sex/Relationships, HIV Knowledge, and Sources of Sexual Health Information. Participants reported common influences for sexual engagement included seeking resource security, limited parental communication, and peer influences. Participants also demonstrated knowledge gaps, requesting information such as how to prevent unplanned pregnancies and HIV, endorsing sexual health myths, and describing limitations to accessing sexual health information. Noticeable inconsistencies and limited access to information and resources regarding basic sexual health knowledge were reported, which inevitably increases adolescent girls' risks for adverse sexual and reproductive health outcomes. Developing culturally appropriate interventions may help advance the sexual and reproductive health needs of Ugandan adolescent girls.

BackgroundHong Kong lacks comprehensive school-based sexuality education. Recent public health concerns have brought the inadequacies of sex education in Hong Kong to the forefront. The aim of the proposed study is to develop and evaluate the effectiveness of a comprehensive school-based sexuality education program in Hong Kong.MethodsThe proposed study is a prospective longitudinal study implemented in six secondary schools in Hong Kong over two academic years. The study adopts an ecological approach providing informational workshops for students, teachers and school management, social workers and guidance counsellors and parents. Study outcomes will be evaluated through pre- and post-tests.ResultsKey outcomes of interest among students include sexual health knowledge, awareness of values motivating healthy sexual decisions, understanding and efficacy of sexual communication and intention to use contraception. Among school employees and parents key outcomes include self-efficacy to engage in sexual health discussions with students/children, sexual health knowledge and awareness of Hong Kong community sexual health resources.ConclusionsThe proposed study will result in the development of a tested school-based culturally relevant comprehensive sexual health education program. Ultimately, this program aims to not only empower adolescents and their trusted adults in building a supportive environment for sexual health promotion but also construct a learning network to generate longitudinal evidence for the effectiveness of comprehensive sexuality education in improving sexual health outcomes. The program has the potential for expansion through widespread adoption in Hong Kong schools to benefit more adolescents and reduce the medical and societal burdens related to crisis pregnancy, sexually transmitted infections and sexual abuse.

Adolescents frequently experience perceived and actual barriers to sexual and reproductive healthcare related to confidentiality, access, and their relationship with healthcare providers. Advanced Practice Registered Nurses (APRNs) are well positioned to work with adolescents in a variety of non-acute care settings to provide preventative sexual healthcare services. No studies have recorded Nurse Practitioners' (NPs) and Certified Nurse Midwives'/Certified Midwives' (CNMs/CMs) adolescent sexual health knowledge, attitudes, and beliefs. The purpose of this study was to determine whether there were any differences between Women's Health Nurse Practitioners (WHNPs) and CNMs/CMs whose educational programs have a concentration in sexuality, and APRNs from other specialties (ANPs, FNPs, PNPs, and PMHNPs) regarding knowledge, attitudes, and beliefs toward adolescents' sexual health. The study used a cross-sectional, descriptive comparative design. A convenience sample was recruited through the National Association of Nurse Practitioners in Women's Health (NPWH) and the Nurse Practitioner Association- New York State (NPA) e-newsletters and surveyed online with The Sex Knowledge Attitude Test (SKAT), the Sexuality Attitudes and Beliefs Survey (SABS), and the National Violence Against Women Survey (NVAWS) to assess sexual health knowledge, sexuality attitudes, beliefs about addressing adolescent's sexual health, and personal experience of sexual violence. One open ended question elicited responses of qualitative data. Demographic data of participants (n = 204) were analysed and 171 participants finished the online survey. Multiple logistic regression analysis shows that the WHNP/CNM/CM group have significantly more positive beliefs about addressing adolescents' sexual health than the Other NPs group, [beta] = -3.36, p = .003. Chi-square of attitude scores by region of the U.S. show that positive attitudes toward adolescent sexuality vary significantly with the South showing the least positive attitude scores (p < .01). Religion (not being Christian), [beta] = 1.69, p = .04, and religiosity (frequency of attending religious services), [beta] = -6.05, p < .0001, were significant predictors of adolescent sexuality attitudes. In addition, results of logistic regression of sexual health knowledge, and adolescent sexuality attitudes between the WHNP/CNM/CM group and the Other NPs group trends towards significance. The open ended question was analyzed using content analysis. Categories and constructs derived from respondents (n = 29, 17%) further support the quantitative findings, such as adolescents' lack of access to comprehensive sexual health education and sexual health care services led by APRNs, discomfort in addressing adolescent's sexual health, and the need for further adolescent sexual health education. Further research needs to be done with a larger sample size and more advanced knowledge questions for APRNs. Competency-based curriculum in the area of adolescent sexual health that promotes professional values and compassionate care in educational programs for APRNs is essential to improve adolescent's access to sexual healthcare services and outcomes.

The need for science-based knowledge about sexual life is natural for children and youth all over the world. Official statistics on the incidence of sexually transmitted infections, gender-based violence, and early pregnancies emphasize the urgency of the problem of developing sexual competence for Ukrainian children and youth. The purpose of the article is to study the foreign and Ukrainian experience of sexual education at school, to understand the essence of the concept of comprehensive sexuality education, its actors, and the requirements for their training. The main research method was document analysis. The results of a review of approaches to developing the researched problem in foreign and national scientific publications and a comparative analysis of Ukrainian, some foreign and international standards (guidelines, recommendations) regarding sexual education are highlighted. It was found that today there is no unity in terminology, interpretation, and criteria for defining sexual education. There are national differences in approaches to understanding its goals and content. Sexual education is interpreted in a narrow and broad sense, but in this matter, scientists are gradually more and more inclined to use a complex approach. A broad interpretation of sexuality education shifts the traditional emphasis from the physiological and biological features of the sexes, the problems of sexual life, including the prevention of accidental pregnancy, sexually transmitted diseases, and the achievement of safe sexual satisfaction (sex education, sexual health education) to the issues of forming a culture of sexuality and related feelings, understanding and protection of one's rights, including sexual, throughout life, humane treatment and responsible behavior in relationships, clear and respectful communication, preparation for marriage and family life (comprehensive sexual health education, comprehensive sexuality education). Comprehensive sexuality education has strong support in the international discourse and is supported by a relatively robust evidence base. A comprehensive approach enables educators and policymakers to address not only the individual determinants of young people's sexual and reproductive health but also the social determinants of their health and well-being. Comprehensive sexuality education is not reduced to the activity or responsibility of an individual teacher. However, it is the result of the collective actions of all teachers in conditions of mutual support and exchange of experience in implementing sexual education programs. Health, biology, and physical education teachers considered critical in sexual education at school. At the same time, it is necessary to strengthen teachers' ability in sexuality education by improving the qualifications of teachers and providing constant support. The document analysis proved the inadequacy of the development and practical solution of the introduction of comprehensive sexuality education in Ukrainian schools. At the same time, the European and American experience of a number of foreign and international standards, guidelines, and technical documents, which relate to the content and results of sexuality education for students, the quality of the application of education standards, and professional training of teachers, shows a reasonably stable conviction that comprehensive sexuality education contributes to children and society as a whole.

The Importance of Sexual Health EducationSexual health education is a process starting with birth and continuing throughout the life of the individual. The main aim of sexual health education is to protect and maintain sexual health. The protection, development and sustainability of the sexual health, depend on the individuals becoming conscious about sex and sexual health. Consciousness begins within the family, in every period of life like pre-school, school and after school, it is gained by a comprehensive sexual health education appropriate to the necessity. İn most other countries in the world especially in the developing ones a systematic sexual health education does not exist in Turkey. The main reason for this is that sexual education is thought to encourage adolescents ta have early sexual experience. However, research on this subject indicates that comprehensive sexual health education delays sexual intercourse, decreases sexyal intercourse frequency, protects teenagers against sexually-transmitted diseases and helps them to have beter relationshipswith other. Besides this, it is known that sexual health enables individuals to comprehend their own psysical, emotional and sexual developments, helps them to develop safe and healthy sexual behaviours, as well aa teaching them to respect the behaviours and lifestyles of other people.

The general purpose of planned sexual health education for children and young people is to provide them with sufficient information about sexual health according to their age range, to inform them about attitude-value and understanding, to gain relationship and interpersonal skills, to develop their necessary responsibilities. The protection, development and maintenance of sexual health depends on the awareness of individuals about sexuality and sexual health. Awareness begins in the family and is provided with comprehensive sexual health education in accordance with the needs in all periods of life such as preschool, school and after school. Sexual health education is not welcomed in developing countries. At the heart of this is the belief that sexual health education will encourage young people to have sexual intercourse. The development of sexual education is achieved in all age ranges with questions and answers that arise according to different age characteristics. Sexual health education is a very important factor for the psychological and physiological health of individuals in a society. Key words: sexual health education, sexual health education, reproductive health, abuse , parents, child abuse, Source of sexual information

What About the Boys? The Importance of Including Boys and Young Men in Sexual and Reproductive Health Research

BackgroundInformation and knowledge of sexual and reproductive health and rights (SRHR) plays a crucial role in promoting safe sexual practices among young migrants. We aimed to assess the sociodemographic factors of migrants associated with knowledge of condoms and the prevention, treatment, and transmission of HIV to highlight the need for SRHR information, including comprehensive sexual health education.MethodsA cross-sectional survey was conducted (2018–2019) among migrants at Swedish language schools and high schools across Sweden. The survey included questions about knowledge of condom use for preventing pregnancy and HIV treatment and transmission. Descriptive statistics were calculated, and multivariable logistic regression analyses were performed to assess the responses to the knowledge questions and sociodemographic characteristics.ResultsOut of 3430 respondents (median age: 35, interquartile range: 20), approximately 39% were unaware that condoms can prevent unplanned pregnancies. Only 58% of the respondents knew that condoms reduce the risk of contracting HIV. About 77% were unaware of HIV treatment, and 52% reported not knowing that a woman with HIV could transmit the virus to her baby during pregnancy or breastfeeding. Incorrect knowledge about condom use to prevent unwanted pregnancy was associated with several factors: younger age (15–19 years) adjusted odds ratio (aOR) 1.35; 95% confidence interval (CI), 1.02–1.79); female respondents (aOR: 1.68; 95% CI 1.36–2.07); lack of previous sexual health education (aOR: 2.57; 95% CI 2.11–3.13); low level of education (aOR: 1.30; 95% CI 1.04–1.61). Originating from the Americas, European, or sub-Saharan African regions was associated with a 34–42% decreased likelihood of incorrect knowledge that condoms can reduce the risk of HIV infection compared to respondents from the Middle East and North Africa (MENA). More than half (64%) of respondents reported needing more SRHR information.ConclusionsWe found significant knowledge gaps on HIV and condom use for preventing pregnancy among migrants in Sweden. Comprehensive sexual health education in language schools, along with information to newly arrived migrants from diverse regional backgrounds and targeted sexual health services to younger individuals, women, and those who lack sexual health education, are needed to address these information gaps and provide crucial SRHR education and information.

Pregnancy termination remains a delicate and contentious reproductive health issue because of a variety of political, economic, religious, and social reasons. The present study examined the associations between demographic and socio-economic factors and pregnancy termination among young Ghanaian women. This study used data from the 2014 Demographic and Health Survey of Ghana. A sample size of 2114 young women (15–24 years) was considered for the study. Both descriptive (frequency, percentages, and chi-square tests) and inferential (binary logistic regression) analyses were carried out in this study. Statistical significance was pegged at p < 0.05. Young women aged 20–24 were more likely to have a pregnancy terminated compared to those aged 15–19 (AOR = 3.81, CI = 2.62–5.54). The likelihood of having a pregnancy terminated was high among young women who were working compared to those who were not working (AOR = 1.60, CI = 1.19–2.14). Young women who had their first sex at the age of 20–24 (AOR = 0.19, CI = 0.10–0.39) and those whose first sex occurred at first union (AOR = 0.57, CI = 0.34–0.96) had lower odds of having a pregnancy terminated compared to those whose first sex happened when they were less than 15 years. Young women with parity of three or more had the lowest odds of having a pregnancy terminated compared to those with no births (AOR = 0.39, CI = 0.21–0.75). The likelihood of pregnancy termination was lower among young women who lived in rural areas (AOR = 0.65, CI = 0.46–0.92) and those in the Upper East region (AOR = 0.18, CI = 0.08–0.39). The findings indicate the importance of socio-demographic factors in pregnancy termination among young women in Ghana. Government and non-governmental organizations in Ghana should help develop programs (e.g., sexuality education) and strategies (e.g., regular sensitization programs) that reduce unintended pregnancies which often result in pregnancy termination. These programs and strategies should include easy access to contraceptives and comprehensive sexual and reproductive health education. These interventions should be designed considering the socio-demographic characteristics of young women. Such interventions will help to achieve Sustainable Development Goal 3.1 that seeks to reduce the global maternal mortality ratio to fewer than 70 per 100,000 live births by 2030.