# Research on Cognition and Training Needs of Sex Education during Pregnancy among Obstetricians and Obstetric Nurses in Guangdong Province Based on Mixed Research Perspective

Authors: Xiaolan Xie; Xiaojiao Wang; Ling Chen; Surui Liang; Sha Liu; Xiuming Zhong; Min Chen; Wenzhi Cai
Journal: Evidence-Based Complementary and Alternative Medicine
 (2022)

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## Abstract

Objective. The purpose of this study was to understand the current status and existing responses of obstetricians and obstetric nurses in Guangdong Province regarding sex education during pregnancy and to understand their acceptance of sex education during pregnancy and the knowledge and information they would like to obtain in sex education courses. Methods. A phenomenological research method was used to conduct in-depth interviews with 12 obstetricians and obstetric nurses in a tertiary hospital in Guangdong Province to understand their perceptions and attitudes toward providing sex education to pregnant women. A self-designed questionnaire was used to survey 462 obstetricians and obstetric nurses in Guangdong Province to understand their needs for sex education. Results. Three themes were summarized: insufficient awareness of sex education during pregnancy; negative attitudes of obstetricians and obstetric nurses toward sex education during pregnancy; and the need for a long-term process for the development and popularization of sex education during pregnancy. We obtained the required scores of obstetricians and obstetric nurses on 11 aspects of sex education during pregnancy with a coefficient of variation ≤25%. Conclusion. There is an urgent need to improve the awareness and related competencies of obstetricians and obstetric nurses about sex education during pregnancy, and the purpose and content of sex education courses should be in line with the clinical reality.


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## Body

## 1. Introduction

Pregnancy is a special stage in a woman’s life in which the sexual life of the couple and the sexual function of the pregnant woman are influenced by the physiological and psychological as well as socio-cultural perceptions and religious beliefs of the pregnant woman [1, 2]. Couples during pregnancy are already in a period of high sexual desire, and for them sex is unbreakable, but they are afraid that sex during pregnancy will bring adverse effects to the fetus, so they are often in an ambivalent psychological attitude [3, 4]. Pregnant women may even express concern about the “faithfulness” of their husbands during pregnancy, which can lead to anxiety, depression and other psychological disorders, and eventually pose a threat to the health and safety of the fetus, while unsafe sex can also have adverse consequences for the mother and the fetus [5, 6]. In developed countries, sexual health education during pregnancy has been incorporated into the regular pregnancy education content, and sex education websites, sex education schools and clinics exist, while in China, the content of health education in perinatal health care focuses more on maternal and fetal safety and rarely involves content related to sexual behavior during pregnancy [7, 8]. The domestic pregnancy health care model also tends to be dominated by medical and nursing staff, and pregnant women lack initiative; health education is only limited to the physical health of the mother and the fetus, lacking psychological and social support [9], so sexual health education for obstetric medical staff is especially necessary.As the backbone of a multidisciplinary team for maternal and child primary care, obstetric medical personnel play a pivotal role in scientifically and rationally addressing sex-related issues and promoting the sexual health of women in difficulty [2, 10]. However, most of the studies on medical sex education by domestic and foreign scholars have been single studies on oncology, cardiovascular medicine, gynecology, and nursing, and few studies on sex education for the special group of medical personnel in obstetrics [11, 12]. In this study, we collected data through phenomenological research methods and questionnaires. We interviewed obstetric medical staff to understand their emotional responses and existing responses to the sexual problems faced by pregnant women. There is an urgent need to improve the awareness and related competencies of obstetricians and obstetric nurses about sex education during pregnancy, and the purpose and content of sex education courses should be clinically appropriate. The following was reported.


## 2. Research Object and Methods

### 2.1. Research Object

Qualitative research method was carried out at the beginning. Medical staff who worked in the obstetric outpatient department of a “Three-A” grade hospital in Shenzhen with good language skills and strong willingness to participate in the study and frequently contacted with pregnant women were selected using the purpose sampling method to take part in the in-depth interviews. The study sample size was repeated with the data of respondents. In data analysis, the standard is that there is no new theme presentation, namely, data saturation.Quantitative research method is carried out in the later stage. A total of 462 obstetricians and obstetric nurses from some hospitals in Guangdong Province were selected from July to August 2021 using the convenient sampling method, and the questionnaire survey was conducted on the questionnaire star network platform.Inclusion criteria: obstetricians and obstetric nurses who ① have obtained medical practitioner certificate or nurse practitioner certificate; ② have been engaged in obstetric clinical work for more than 1 year; and ③ have knowingly agreed to voluntarily participate in this survey. Exclusion criteria: the ones during internship, further-study, resignation, and departure or the ones could not directly provide treatment and nursing for pregnant women. This study has been approved by the ethics committee of our hospital.


### 2.2. Methods

#### 2.2.1. Qualitative Research Method

A relevant literature review was conducted according to the purpose of the study. We preinterviewed 12 obstetric medical staff who regularly contacted pregnant women, and the preinterview results were not included in the data analysis. We revised and formed the final interview outline based on the results of the preinterview: ①Please talk about your understanding and views on sex education during pregnancy. ②What courses or lectures related with sex education during pregnancy have you received at school or after graduation? ③Where do your sex education knowledge and skills come from? ④What difficulties, confusion, or conflicts do you have in obstetrics regarding sexual counseling for pregnant women or their family members? ⑤What sex education-related content do you most like to learn?In addition, there are some guiding problems and follow-up problems, such as “what do you expect to improve the learning,” “what do you expect about the learning time and implementation form” and other unnecessary details, which will not be listed.


#### 2.2.2. Research Method

Questionnaire survey method was used.According to the subject presurvey obtained from the qualitative research interview results and the sex education knowledge system constructed by the subject group, a questionnaire was designed for obstetric medical staff on the status quo and training needs of sex education during pregnancy. The questionnaire contains 4 parts: (1) General information including gender, age, education, major, professional title, working years, hospital level, religious belief, marital, and reproductive status. (2) Attitude scale toward sex education during pregnancy of obstetric medical staff. The scale includes a total of 12 items in 4 dimensions, namely, cognition of the importance of providing pregnancy sex education (3 items), uncertainty about patient acceptance (3 items), discomfort when providing sex education (3 items) ,and attitudes toward providing sex education (3 items), mainly focusing on obstetric medical staff’s views on the necessity and comfort of providing sex education during pregnancy. Each item is scored on a similar 5-level scale, from “strongly agree” to “strongly disagree,” and is assigned a score of 1 to 5 points, respectively. The total score of the scale is 12–60 points. The score of each dimension is the sum of the item scores divided by the number of dimension entries. The higher the score, the more attitudes tend to this dimension. (3) Behavior scale of obstetric medical staff on sex education during pregnancy including the frequency of active and passive provision of sexual health care in clinical work, the topics of sex education carried out. (4) The questionnaire on the status quo and training needs of obstetric medical staff receiving sex education has a total of 8 items, including 4 items for training status and 4 items for training needs. Among them, there are 11 items for training content requirements. The content items use the Likert scale method, from “very unnecessary” to “very needed,” assigned 1 to 5 points, respectively. Data scoring methods: 5 points (very needed), 4 points (needed), 3 points (generally needed), 2 points (not very needed), and 1 point (not needed). The concentration of survey opinions includes the arithmetic mean and the proportion of scores above 4. The importance evaluation criteria are: mean demand ≥4 indicates a high degree of demand. Standard deviation ≤1 or coefficient of variation ≤25% indicates consensus. The composite index (Mi) calculation formula of the indicator:(1)Mi=Xi∗YiLi.Among them,Xi represents the mean; Yi represents the proportion of more than 4 points; Li represents the coefficient of variation; and i represents the index code, which is 1, 2, 3, ..., 11. The total Cronbach’s α coefficient of the questionnaire is 0.74, and the content validity is 0.958, which has good reliability and validity.


#### 2.2.3. Data Collection and Analysis

The semistructured interview method was adopted in the qualitative research part, in which the purpose and main content of the study were introduced to the research objects before the interviews. The research objects were informed that the whole interview process will be recorded. During the interview process, the respondents’ verbal behavior and nonverbal behavior were recorded, such as silence, hesitant tone, phone answering, and outsider entry. After the interview, the interview recording is transcribed word by word in time. Colaizzi’s phenomenological data analysis method [13] was used to analyze the data by coding classification, explaining the essence and meaning of phenomena, and refining themes and elements. Data were coded and analyzed by two investigators independently following a predeveloped data extraction table, followed by crosschecking.“Questionnaire star” questionnaire survey was used in the quantitative research part. With the help of Guangdong Province nurse association and midwifery nurse training platform, researchers contacted with the association branch. With the informed consent, the questionnaires in the form of a link or qr code were sent to the WeChat group related to Guangdong Province hospital obstetrics, in which the purpose of the survey and matters needing attention were introduced. To prevent repeated filling, the electronic questionnaire was filled once in the same WeChat ID and submitted within 3 minutes. After the questionnaires were recovered, two postgraduate students screened the questionnaires by quality, and classified the questionnaires of all items with the same option or a missing value of more than 20% as invalid questionnaires, cross-checked at last.


#### 2.2.4. Statistical Method

Statistical analysis was performed using the SPSS 24.0 statistical software package. Data counting were described by frequency and percentage, and measurement data were described by mean± standard deviation (x¯±s).


## 2.1. Research Object

Qualitative research method was carried out at the beginning. Medical staff who worked in the obstetric outpatient department of a “Three-A” grade hospital in Shenzhen with good language skills and strong willingness to participate in the study and frequently contacted with pregnant women were selected using the purpose sampling method to take part in the in-depth interviews. The study sample size was repeated with the data of respondents. In data analysis, the standard is that there is no new theme presentation, namely, data saturation.Quantitative research method is carried out in the later stage. A total of 462 obstetricians and obstetric nurses from some hospitals in Guangdong Province were selected from July to August 2021 using the convenient sampling method, and the questionnaire survey was conducted on the questionnaire star network platform.Inclusion criteria: obstetricians and obstetric nurses who ① have obtained medical practitioner certificate or nurse practitioner certificate; ② have been engaged in obstetric clinical work for more than 1 year; and ③ have knowingly agreed to voluntarily participate in this survey. Exclusion criteria: the ones during internship, further-study, resignation, and departure or the ones could not directly provide treatment and nursing for pregnant women. This study has been approved by the ethics committee of our hospital.


## 2.2. Methods

### 2.2.1. Qualitative Research Method

A relevant literature review was conducted according to the purpose of the study. We preinterviewed 12 obstetric medical staff who regularly contacted pregnant women, and the preinterview results were not included in the data analysis. We revised and formed the final interview outline based on the results of the preinterview: ①Please talk about your understanding and views on sex education during pregnancy. ②What courses or lectures related with sex education during pregnancy have you received at school or after graduation? ③Where do your sex education knowledge and skills come from? ④What difficulties, confusion, or conflicts do you have in obstetrics regarding sexual counseling for pregnant women or their family members? ⑤What sex education-related content do you most like to learn?In addition, there are some guiding problems and follow-up problems, such as “what do you expect to improve the learning,” “what do you expect about the learning time and implementation form” and other unnecessary details, which will not be listed.


### 2.2.2. Research Method

Questionnaire survey method was used.According to the subject presurvey obtained from the qualitative research interview results and the sex education knowledge system constructed by the subject group, a questionnaire was designed for obstetric medical staff on the status quo and training needs of sex education during pregnancy. The questionnaire contains 4 parts: (1) General information including gender, age, education, major, professional title, working years, hospital level, religious belief, marital, and reproductive status. (2) Attitude scale toward sex education during pregnancy of obstetric medical staff. The scale includes a total of 12 items in 4 dimensions, namely, cognition of the importance of providing pregnancy sex education (3 items), uncertainty about patient acceptance (3 items), discomfort when providing sex education (3 items) ,and attitudes toward providing sex education (3 items), mainly focusing on obstetric medical staff’s views on the necessity and comfort of providing sex education during pregnancy. Each item is scored on a similar 5-level scale, from “strongly agree” to “strongly disagree,” and is assigned a score of 1 to 5 points, respectively. The total score of the scale is 12–60 points. The score of each dimension is the sum of the item scores divided by the number of dimension entries. The higher the score, the more attitudes tend to this dimension. (3) Behavior scale of obstetric medical staff on sex education during pregnancy including the frequency of active and passive provision of sexual health care in clinical work, the topics of sex education carried out. (4) The questionnaire on the status quo and training needs of obstetric medical staff receiving sex education has a total of 8 items, including 4 items for training status and 4 items for training needs. Among them, there are 11 items for training content requirements. The content items use the Likert scale method, from “very unnecessary” to “very needed,” assigned 1 to 5 points, respectively. Data scoring methods: 5 points (very needed), 4 points (needed), 3 points (generally needed), 2 points (not very needed), and 1 point (not needed). The concentration of survey opinions includes the arithmetic mean and the proportion of scores above 4. The importance evaluation criteria are: mean demand ≥4 indicates a high degree of demand. Standard deviation ≤1 or coefficient of variation ≤25% indicates consensus. The composite index (Mi) calculation formula of the indicator:(1)Mi=Xi∗YiLi.Among them,Xi represents the mean; Yi represents the proportion of more than 4 points; Li represents the coefficient of variation; and i represents the index code, which is 1, 2, 3, ..., 11. The total Cronbach’s α coefficient of the questionnaire is 0.74, and the content validity is 0.958, which has good reliability and validity.


### 2.2.3. Data Collection and Analysis

The semistructured interview method was adopted in the qualitative research part, in which the purpose and main content of the study were introduced to the research objects before the interviews. The research objects were informed that the whole interview process will be recorded. During the interview process, the respondents’ verbal behavior and nonverbal behavior were recorded, such as silence, hesitant tone, phone answering, and outsider entry. After the interview, the interview recording is transcribed word by word in time. Colaizzi’s phenomenological data analysis method [13] was used to analyze the data by coding classification, explaining the essence and meaning of phenomena, and refining themes and elements. Data were coded and analyzed by two investigators independently following a predeveloped data extraction table, followed by crosschecking.“Questionnaire star” questionnaire survey was used in the quantitative research part. With the help of Guangdong Province nurse association and midwifery nurse training platform, researchers contacted with the association branch. With the informed consent, the questionnaires in the form of a link or qr code were sent to the WeChat group related to Guangdong Province hospital obstetrics, in which the purpose of the survey and matters needing attention were introduced. To prevent repeated filling, the electronic questionnaire was filled once in the same WeChat ID and submitted within 3 minutes. After the questionnaires were recovered, two postgraduate students screened the questionnaires by quality, and classified the questionnaires of all items with the same option or a missing value of more than 20% as invalid questionnaires, cross-checked at last.


### 2.2.4. Statistical Method

Statistical analysis was performed using the SPSS 24.0 statistical software package. Data counting were described by frequency and percentage, and measurement data were described by mean± standard deviation (x¯±s).


## 2.2.1. Qualitative Research Method

A relevant literature review was conducted according to the purpose of the study. We preinterviewed 12 obstetric medical staff who regularly contacted pregnant women, and the preinterview results were not included in the data analysis. We revised and formed the final interview outline based on the results of the preinterview: ①Please talk about your understanding and views on sex education during pregnancy. ②What courses or lectures related with sex education during pregnancy have you received at school or after graduation? ③Where do your sex education knowledge and skills come from? ④What difficulties, confusion, or conflicts do you have in obstetrics regarding sexual counseling for pregnant women or their family members? ⑤What sex education-related content do you most like to learn?In addition, there are some guiding problems and follow-up problems, such as “what do you expect to improve the learning,” “what do you expect about the learning time and implementation form” and other unnecessary details, which will not be listed.


## 2.2.2. Research Method

Questionnaire survey method was used.According to the subject presurvey obtained from the qualitative research interview results and the sex education knowledge system constructed by the subject group, a questionnaire was designed for obstetric medical staff on the status quo and training needs of sex education during pregnancy. The questionnaire contains 4 parts: (1) General information including gender, age, education, major, professional title, working years, hospital level, religious belief, marital, and reproductive status. (2) Attitude scale toward sex education during pregnancy of obstetric medical staff. The scale includes a total of 12 items in 4 dimensions, namely, cognition of the importance of providing pregnancy sex education (3 items), uncertainty about patient acceptance (3 items), discomfort when providing sex education (3 items) ,and attitudes toward providing sex education (3 items), mainly focusing on obstetric medical staff’s views on the necessity and comfort of providing sex education during pregnancy. Each item is scored on a similar 5-level scale, from “strongly agree” to “strongly disagree,” and is assigned a score of 1 to 5 points, respectively. The total score of the scale is 12–60 points. The score of each dimension is the sum of the item scores divided by the number of dimension entries. The higher the score, the more attitudes tend to this dimension. (3) Behavior scale of obstetric medical staff on sex education during pregnancy including the frequency of active and passive provision of sexual health care in clinical work, the topics of sex education carried out. (4) The questionnaire on the status quo and training needs of obstetric medical staff receiving sex education has a total of 8 items, including 4 items for training status and 4 items for training needs. Among them, there are 11 items for training content requirements. The content items use the Likert scale method, from “very unnecessary” to “very needed,” assigned 1 to 5 points, respectively. Data scoring methods: 5 points (very needed), 4 points (needed), 3 points (generally needed), 2 points (not very needed), and 1 point (not needed). The concentration of survey opinions includes the arithmetic mean and the proportion of scores above 4. The importance evaluation criteria are: mean demand ≥4 indicates a high degree of demand. Standard deviation ≤1 or coefficient of variation ≤25% indicates consensus. The composite index (Mi) calculation formula of the indicator:(1)Mi=Xi∗YiLi.Among them,Xi represents the mean; Yi represents the proportion of more than 4 points; Li represents the coefficient of variation; and i represents the index code, which is 1, 2, 3, ..., 11. The total Cronbach’s α coefficient of the questionnaire is 0.74, and the content validity is 0.958, which has good reliability and validity.


## 2.2.3. Data Collection and Analysis

The semistructured interview method was adopted in the qualitative research part, in which the purpose and main content of the study were introduced to the research objects before the interviews. The research objects were informed that the whole interview process will be recorded. During the interview process, the respondents’ verbal behavior and nonverbal behavior were recorded, such as silence, hesitant tone, phone answering, and outsider entry. After the interview, the interview recording is transcribed word by word in time. Colaizzi’s phenomenological data analysis method [13] was used to analyze the data by coding classification, explaining the essence and meaning of phenomena, and refining themes and elements. Data were coded and analyzed by two investigators independently following a predeveloped data extraction table, followed by crosschecking.“Questionnaire star” questionnaire survey was used in the quantitative research part. With the help of Guangdong Province nurse association and midwifery nurse training platform, researchers contacted with the association branch. With the informed consent, the questionnaires in the form of a link or qr code were sent to the WeChat group related to Guangdong Province hospital obstetrics, in which the purpose of the survey and matters needing attention were introduced. To prevent repeated filling, the electronic questionnaire was filled once in the same WeChat ID and submitted within 3 minutes. After the questionnaires were recovered, two postgraduate students screened the questionnaires by quality, and classified the questionnaires of all items with the same option or a missing value of more than 20% as invalid questionnaires, cross-checked at last.


## 2.2.4. Statistical Method

Statistical analysis was performed using the SPSS 24.0 statistical software package. Data counting were described by frequency and percentage, and measurement data were described by mean± standard deviation (x¯±s).


## 3. Results

### 3.1. Qualitative Research

The duration of this interview for each respondent was approximately 20 to 40 min. The 12 respondents interviewed were aged 29–52 years and were all women. Among them, 6 were doctors and 6 were nurses. Degree: 5 were bachelors, 7 were masters or above. Professional title: 1 was junior, 3 were intermediate, and 8 were senior professionals. Years of work in obstetrics: 1 was less than 10 years, 9 were 11–20 years, and 2 were more than 20 years. One was unmarried, and the other respondents were married and had bred. General information of the respondents is shown in Table1.Table 1
General information of the respondents (n = 12).
NumberAgeGenderProfessionYears of work in obstetricsDegreeProfessional titleMarriageChild rearing129FNurse3MasterNurseNoNo240FNurse18BachelorNurse-in-chargeYesYes339FNurse16BachelorNurse-in-chargeYesYes442FNurse20BachelorAssociate chief of nursingYesYes544FNurse19BachelorAssociate chief of nursingYesYes643FNurse20BachelorAssociate chief of nursingYesYes751FDoctor26MasterChief of.YesYes848FDoctor18MasterAssociate chief physician.YesYes945FDoctor17MasterAssociate chief physician.YesYes1038FDoctor18MasterAssociate chief physician.YesYes1152FDoctor31M.D.Associate chief physician.YesYes1239FDoctor14MasterAttending doctorYesYes


#### 3.1.1. Theme 1: Lack of Sex Education Knowledge for Obstetric Medical Staff

Some respondents were unfamiliar with the scope, concepts, and content of sex education and had blocked access to knowledge and information. Like nurse N1: “What kind of sex education do you mean, and what does it include? Is it pregnancy sex? Or abortion or other venereal diseases?” It shows that some medical staff are not clear about the narrow and broad scope of sex education knowledge, and the thinking limitations narrow the scope of this knowledge to the niche field they are engaged in. Nurse N5: “The knowledge of books is certainly not enough. The books are the same.” It shows that some medical staff realize the lack of personal and industrial sex-education related knowledge, and the lack of personalized and progressive systematic education and cutting-edge progress education related to sex. Doctor N10: “When we were in school, there is no sex education course. We learned the reproductive system anatomy, fertilization and pregnancy, abortion, contraception. To whether women can have sex during pregnancy, the book says that sexual behavior is prohibited in the first and last three months of pregnancy.” This suggests that some medical professionals recognize the lack of sex education in the public and even in the medical field, and that sex education in anatomy and physiology courses alone is not enough.The majority of respondents expressed their need to learn about sex education. Nurse N4: “With the improvement of living standards, people are paying more and more attention to sexual health, but we have no idea about how to correctly guide pregnant women and their families to have sex correctly during pregnancy.” If the professionals in a professional department have no relevant knowledge, how to have a good patient education? Sexual education for patients and their families is obviously more difficult to complete. Doctor N12: “We do not understand the communication skills. Sometimes we want to take the initiative to talk to the patient about pregnancy sex education, but we feel a little difficult to say.” Even if professionals have full knowledge, because of the domestic “sex taboo” traditional concept, it is difficult to export. Doctor N8: “I am interested, especially we face all kinds of pregnant women every day in our department. Sex education is necessary. We do not have this course in the university nor the hospital. We have no book nor targeted training. We only based on our own clinical work needs learn a little by experience and each other”. It shows that medical staff do not have a systematic way to acquire sexual education knowledge, even if they have the subjective initiative to learn urgently.


#### 3.1.2. Theme 2: Lack of Ability of Obstetric Medical Staff to Deal with Sex Education Incidents

During the interview, it was found that different medical staff treated sex education differently, which was related to their working years and experience [14]. Due to the lack of work experience and related training and learning, young medical staff, especially unmarried staff, are more likely to be embarrassed and are at a loss when facing sex-related counseling questions raised by pregnant women and their families, reflecting their lack of ways and ability to treat sex education. Senior medical staff tend to show calm and powerlessness, and even show inertia and numbness, reflecting their attitude toward sex education incidents. Nurse N1: “Once when I was establishing records of a pregnant woman, I was asked what position it was safest to have sex after pregnancy. I did not know how to answer.” As an unmarried nurse, the lack of life experience and the lack of relevant knowledge training make it difficult to popularize the relevant knowledge, which is easy to understand. N11 doctor: “Families can now have two children. The problem is the shortage of obstetric staff and the complex doctor-patient relationship. In the clinic, we see too many sexual abortions. If the patient does not initiate the question about sex, we usually tell the pregnant woman only once, at the first prenatal visit, that sex is forbidden during the first and second trimester of pregnancy, and that the baby should be kept safe during the rest of the time.” In addition to issues of competence and attitude, this reflects the current shortage of obstetric medical staff in some Chinese health care facilities. For medical education and training, hospitals and departments have not kept up with the national policy of opening up to the birth of two and three children.


#### 3.1.3. Theme 3: The Development and Promotion of Sex Education during Pregnancy Are Difficult

Due to traditional views, pregnant women often struggle to consult and learn such sex problems. On the other hand, many obstetric medical staff feel uncomfortable when discussing pregnancy issues. The sensitivity, complexity, and time and expertise limitations cause few healthcare providers to discuss such problems with pregnant women [15]. Therefore, there is still quite a long way to go before conducting sex education. Nurse N4: “It’s not that we do not want to answer, but that we have not systematically learned about sex education, and it’s difficult to decide how to answer to some pregnant women. We also know that sex education is good for pregnant women, their families and ourselves, but I cannot give my own experience to different patients, right?” Doctor N10: “I rarely ask pregnant women about their sex, because we feel bashful and fear of offending them.” Doctor N11: “I treat dozens of pregnant women a morning with no time to drink water or go to the toilet. How can I do a good job of sex education for every pregnant woman.” It also reflects the two-way communication between doctors and patients still exists blockage. We know that the reasons are still attributed to the shortage of obstetric medical staff, especially in public hospitals, where the proportion of doctors and patients is still very problematic. Each doctor on duty is too busy to have enough time for adequate sex education to patients.


### 3.2. Quantitative Research

#### 3.2.1. General Data of the Questionnaire Respondents

A total of 550 medical staff were surveyed. 478 questionnaires were collected. 16 invalid questionnaires were screened out, and a total of 462 valid questionnaires were recovered. The effective recovery rate was 84%. All of the 462 respondents were aged 21–55 years and were women; 158 obstetricians (34.2%) and 304 obstetric nurses (65.8%). There are 421 (91.1%) with bachelor degree or above, 5 years of working experience of 390 (84.4%), 320 senior titles (62.3%), and 414 (89.6%) in “Three-A” grade hospitals (Table2).Table 2
General information of the questionnaire respondents (n = 462).
CategoryFrequencyPercentage (%)Age21–3011625.131–4019842.941–5012527.1≥51235.0DegreeJunior college or below418.9Bachelor26557.4Master or above15633.8ProfessionMidwife19141.3Nurse11324.5Doctor15834.2Professional titleJunior14230.7Intermediate28361.3Senior378.0Years of work in obstetrics≤57215.66–1014832.011–2018740.5≥215511.9WorkplaceWard21747.0Clinic10622.9Delivery room13529.2Others40.9ReligionYes235.0No43995.0MarriageSingle8017.3Married37180.3Divorced51.1Widowed61.3Child rearingBarren10021.6Fertile36278.4Hospital levelA20.4AA4610.0AAA41489.6Hospital propertiesObstetrics and gynecology hospitals16435.5General hospitals27960.4Traditional Chinese medicine hospitals122.6Others71.5Have you received any prior sex education during pregnancy?Yes22648.9No23651.1Whether there is a need for training in obstetric sex education?Yes31468.0No14832.0


#### 3.2.2. Univariate Analysis of Attitudes and Behaviors of Obstetric Medical Staff in Pregnancy Sex Education

Differences were found between different characteristics on scores of sexual health attitude and behavior after univariate analysis. There were significant differences in attitude scores among obstetric medical staff of different professions, professional titles, work places, and hospital levels. The behavioral scores of obstetrical medical staff were statistically different in terms of occupation, title, working years, and hospital level (Table3).Table 3
The scores of different characteristics of obstetric medical staff in the attitude and behavior of sex education during pregnancy (n = 462, x¯¯±s).
CategoryCategoryScores of attitudeScores of behaviorProfessionMidwife19130.70± 5.273.85± v1.39Nurse11330.10± 4.893.57± 1.30Doctor15828.72± 7.163.34± 0.87F4.1389.067P0.0170.000Professional titleJunior14230.11± 6.113.53± 1.22Intermediate28329.45± 5.963.56± 1.22Senior3732.27± 4.724.27± 1.22F3.3835.996P0.0210.003Years of work in obstetrics≤57231.22± 6.253.61± 1.356–1014829.64± 6.5603.46± 1.0711–2018729.35± 5.653.56± 1.17≥215530.53± 4.354.15± 1.53F2.0253.109P0.1100.028WorkplaceWard21729.49± 5.823.49± 1.21Clinic10628.64± 6.473.63± 1.20Delivery room13531.5± 5.4313.76± 1.27Others428.75± 7.093.75± 1.71F5.3491.374P0.0010.250Hospital levelA220± 7.075.50± 0.71AA4629.15± 5.164.02± 1.45AAA41430± 6.003.55± 1.19F3.2135.500P0.0410.004


#### 3.2.3. Evaluation Results of the Course Content Requirements of Sex Education for Obstetric Medical Staff

The questionnaire was designed according to the qualitative survey, and ensured as appropriate through expert consultation to obtain content validity. Among the 11 items of the demand for sex education courses, the top five demand scores according to the composite index were: genital tract infection, sexual transmission disease and sex-related care issues (4.31± 0.9), sexual psychological disorders and sexual dysfunction (4.25 ± 0.87), sexual sociology-related issues (sexual culture, sexual morality, sexual attitude, and sexual values) (4.24 ± 0.95), sex-related ethics and legal issues (4.14 ± 0.88), and the implementation method and effect assessment of sexual health education (4.18 ± 0.86). The respondents had a high degree of consensus on the content of sex education and training courses. The 11 training content requirements are all scored more than 4 points, with the standard deviation of 11 content was <1, and the coefficient of variation was 25%. There is internal consistency intrinsic consistency with preinvestigations of qualitative investigations. It shows that the needs of sex education and training are consistent (Table 4).Table 4
Course content requirements of sex education for obstetric medical staff and data evaluation.
ContentSample sizeMean± standard deviationHeteromorphosis coefficientThe proportion of 4 points or aboveSynthesize indexSortingAn introduction to sexual health and sex education4624.09± 0.940.230.396.9410Basic knowledge of sexual medicine (sexual physiology, sexual psychology, sexual behavior, and sexual development)4624.08± 0.870.210.3679Comprehensive sexual health counseling and communication skills4624.15± 0.880.210.47.97Implementation methods and effect assessment of sexual health education4624.18± 0.860.210.418.165Female whole-life sexual health care4624.11± 0.930.230.417.338Birth control and birth planning-related care issues4624.15± 0.860.210.418.16Healthy birth and healthy birth care and infertility-related nursing problems4624.03± 0.870.220.356.4111Genital tract infection and sex-related care issues4624.31± 0.90.210.5310.881Sexual psychological disorders, sexual dysfunction, and sex-related care problems4624.25± 0.870.20.479.992Issues related to the sexual sociology (sexual culture, sexual morality, sexual attitude, and sexual values)4624.24± 0.950.220.59.643Sex-related ethical and legal issues4624.14± 0.880.210.438.484


## 3.1. Qualitative Research

The duration of this interview for each respondent was approximately 20 to 40 min. The 12 respondents interviewed were aged 29–52 years and were all women. Among them, 6 were doctors and 6 were nurses. Degree: 5 were bachelors, 7 were masters or above. Professional title: 1 was junior, 3 were intermediate, and 8 were senior professionals. Years of work in obstetrics: 1 was less than 10 years, 9 were 11–20 years, and 2 were more than 20 years. One was unmarried, and the other respondents were married and had bred. General information of the respondents is shown in Table1.Table 1
General information of the respondents (n = 12).
NumberAgeGenderProfessionYears of work in obstetricsDegreeProfessional titleMarriageChild rearing129FNurse3MasterNurseNoNo240FNurse18BachelorNurse-in-chargeYesYes339FNurse16BachelorNurse-in-chargeYesYes442FNurse20BachelorAssociate chief of nursingYesYes544FNurse19BachelorAssociate chief of nursingYesYes643FNurse20BachelorAssociate chief of nursingYesYes751FDoctor26MasterChief of.YesYes848FDoctor18MasterAssociate chief physician.YesYes945FDoctor17MasterAssociate chief physician.YesYes1038FDoctor18MasterAssociate chief physician.YesYes1152FDoctor31M.D.Associate chief physician.YesYes1239FDoctor14MasterAttending doctorYesYes


### 3.1.1. Theme 1: Lack of Sex Education Knowledge for Obstetric Medical Staff

Some respondents were unfamiliar with the scope, concepts, and content of sex education and had blocked access to knowledge and information. Like nurse N1: “What kind of sex education do you mean, and what does it include? Is it pregnancy sex? Or abortion or other venereal diseases?” It shows that some medical staff are not clear about the narrow and broad scope of sex education knowledge, and the thinking limitations narrow the scope of this knowledge to the niche field they are engaged in. Nurse N5: “The knowledge of books is certainly not enough. The books are the same.” It shows that some medical staff realize the lack of personal and industrial sex-education related knowledge, and the lack of personalized and progressive systematic education and cutting-edge progress education related to sex. Doctor N10: “When we were in school, there is no sex education course. We learned the reproductive system anatomy, fertilization and pregnancy, abortion, contraception. To whether women can have sex during pregnancy, the book says that sexual behavior is prohibited in the first and last three months of pregnancy.” This suggests that some medical professionals recognize the lack of sex education in the public and even in the medical field, and that sex education in anatomy and physiology courses alone is not enough.The majority of respondents expressed their need to learn about sex education. Nurse N4: “With the improvement of living standards, people are paying more and more attention to sexual health, but we have no idea about how to correctly guide pregnant women and their families to have sex correctly during pregnancy.” If the professionals in a professional department have no relevant knowledge, how to have a good patient education? Sexual education for patients and their families is obviously more difficult to complete. Doctor N12: “We do not understand the communication skills. Sometimes we want to take the initiative to talk to the patient about pregnancy sex education, but we feel a little difficult to say.” Even if professionals have full knowledge, because of the domestic “sex taboo” traditional concept, it is difficult to export. Doctor N8: “I am interested, especially we face all kinds of pregnant women every day in our department. Sex education is necessary. We do not have this course in the university nor the hospital. We have no book nor targeted training. We only based on our own clinical work needs learn a little by experience and each other”. It shows that medical staff do not have a systematic way to acquire sexual education knowledge, even if they have the subjective initiative to learn urgently.


### 3.1.2. Theme 2: Lack of Ability of Obstetric Medical Staff to Deal with Sex Education Incidents

During the interview, it was found that different medical staff treated sex education differently, which was related to their working years and experience [14]. Due to the lack of work experience and related training and learning, young medical staff, especially unmarried staff, are more likely to be embarrassed and are at a loss when facing sex-related counseling questions raised by pregnant women and their families, reflecting their lack of ways and ability to treat sex education. Senior medical staff tend to show calm and powerlessness, and even show inertia and numbness, reflecting their attitude toward sex education incidents. Nurse N1: “Once when I was establishing records of a pregnant woman, I was asked what position it was safest to have sex after pregnancy. I did not know how to answer.” As an unmarried nurse, the lack of life experience and the lack of relevant knowledge training make it difficult to popularize the relevant knowledge, which is easy to understand. N11 doctor: “Families can now have two children. The problem is the shortage of obstetric staff and the complex doctor-patient relationship. In the clinic, we see too many sexual abortions. If the patient does not initiate the question about sex, we usually tell the pregnant woman only once, at the first prenatal visit, that sex is forbidden during the first and second trimester of pregnancy, and that the baby should be kept safe during the rest of the time.” In addition to issues of competence and attitude, this reflects the current shortage of obstetric medical staff in some Chinese health care facilities. For medical education and training, hospitals and departments have not kept up with the national policy of opening up to the birth of two and three children.


### 3.1.3. Theme 3: The Development and Promotion of Sex Education during Pregnancy Are Difficult

Due to traditional views, pregnant women often struggle to consult and learn such sex problems. On the other hand, many obstetric medical staff feel uncomfortable when discussing pregnancy issues. The sensitivity, complexity, and time and expertise limitations cause few healthcare providers to discuss such problems with pregnant women [15]. Therefore, there is still quite a long way to go before conducting sex education. Nurse N4: “It’s not that we do not want to answer, but that we have not systematically learned about sex education, and it’s difficult to decide how to answer to some pregnant women. We also know that sex education is good for pregnant women, their families and ourselves, but I cannot give my own experience to different patients, right?” Doctor N10: “I rarely ask pregnant women about their sex, because we feel bashful and fear of offending them.” Doctor N11: “I treat dozens of pregnant women a morning with no time to drink water or go to the toilet. How can I do a good job of sex education for every pregnant woman.” It also reflects the two-way communication between doctors and patients still exists blockage. We know that the reasons are still attributed to the shortage of obstetric medical staff, especially in public hospitals, where the proportion of doctors and patients is still very problematic. Each doctor on duty is too busy to have enough time for adequate sex education to patients.


## 3.1.1. Theme 1: Lack of Sex Education Knowledge for Obstetric Medical Staff

Some respondents were unfamiliar with the scope, concepts, and content of sex education and had blocked access to knowledge and information. Like nurse N1: “What kind of sex education do you mean, and what does it include? Is it pregnancy sex? Or abortion or other venereal diseases?” It shows that some medical staff are not clear about the narrow and broad scope of sex education knowledge, and the thinking limitations narrow the scope of this knowledge to the niche field they are engaged in. Nurse N5: “The knowledge of books is certainly not enough. The books are the same.” It shows that some medical staff realize the lack of personal and industrial sex-education related knowledge, and the lack of personalized and progressive systematic education and cutting-edge progress education related to sex. Doctor N10: “When we were in school, there is no sex education course. We learned the reproductive system anatomy, fertilization and pregnancy, abortion, contraception. To whether women can have sex during pregnancy, the book says that sexual behavior is prohibited in the first and last three months of pregnancy.” This suggests that some medical professionals recognize the lack of sex education in the public and even in the medical field, and that sex education in anatomy and physiology courses alone is not enough.The majority of respondents expressed their need to learn about sex education. Nurse N4: “With the improvement of living standards, people are paying more and more attention to sexual health, but we have no idea about how to correctly guide pregnant women and their families to have sex correctly during pregnancy.” If the professionals in a professional department have no relevant knowledge, how to have a good patient education? Sexual education for patients and their families is obviously more difficult to complete. Doctor N12: “We do not understand the communication skills. Sometimes we want to take the initiative to talk to the patient about pregnancy sex education, but we feel a little difficult to say.” Even if professionals have full knowledge, because of the domestic “sex taboo” traditional concept, it is difficult to export. Doctor N8: “I am interested, especially we face all kinds of pregnant women every day in our department. Sex education is necessary. We do not have this course in the university nor the hospital. We have no book nor targeted training. We only based on our own clinical work needs learn a little by experience and each other”. It shows that medical staff do not have a systematic way to acquire sexual education knowledge, even if they have the subjective initiative to learn urgently.


## 3.1.2. Theme 2: Lack of Ability of Obstetric Medical Staff to Deal with Sex Education Incidents

During the interview, it was found that different medical staff treated sex education differently, which was related to their working years and experience [14]. Due to the lack of work experience and related training and learning, young medical staff, especially unmarried staff, are more likely to be embarrassed and are at a loss when facing sex-related counseling questions raised by pregnant women and their families, reflecting their lack of ways and ability to treat sex education. Senior medical staff tend to show calm and powerlessness, and even show inertia and numbness, reflecting their attitude toward sex education incidents. Nurse N1: “Once when I was establishing records of a pregnant woman, I was asked what position it was safest to have sex after pregnancy. I did not know how to answer.” As an unmarried nurse, the lack of life experience and the lack of relevant knowledge training make it difficult to popularize the relevant knowledge, which is easy to understand. N11 doctor: “Families can now have two children. The problem is the shortage of obstetric staff and the complex doctor-patient relationship. In the clinic, we see too many sexual abortions. If the patient does not initiate the question about sex, we usually tell the pregnant woman only once, at the first prenatal visit, that sex is forbidden during the first and second trimester of pregnancy, and that the baby should be kept safe during the rest of the time.” In addition to issues of competence and attitude, this reflects the current shortage of obstetric medical staff in some Chinese health care facilities. For medical education and training, hospitals and departments have not kept up with the national policy of opening up to the birth of two and three children.


## 3.1.3. Theme 3: The Development and Promotion of Sex Education during Pregnancy Are Difficult

Due to traditional views, pregnant women often struggle to consult and learn such sex problems. On the other hand, many obstetric medical staff feel uncomfortable when discussing pregnancy issues. The sensitivity, complexity, and time and expertise limitations cause few healthcare providers to discuss such problems with pregnant women [15]. Therefore, there is still quite a long way to go before conducting sex education. Nurse N4: “It’s not that we do not want to answer, but that we have not systematically learned about sex education, and it’s difficult to decide how to answer to some pregnant women. We also know that sex education is good for pregnant women, their families and ourselves, but I cannot give my own experience to different patients, right?” Doctor N10: “I rarely ask pregnant women about their sex, because we feel bashful and fear of offending them.” Doctor N11: “I treat dozens of pregnant women a morning with no time to drink water or go to the toilet. How can I do a good job of sex education for every pregnant woman.” It also reflects the two-way communication between doctors and patients still exists blockage. We know that the reasons are still attributed to the shortage of obstetric medical staff, especially in public hospitals, where the proportion of doctors and patients is still very problematic. Each doctor on duty is too busy to have enough time for adequate sex education to patients.


## 3.2. Quantitative Research

### 3.2.1. General Data of the Questionnaire Respondents

A total of 550 medical staff were surveyed. 478 questionnaires were collected. 16 invalid questionnaires were screened out, and a total of 462 valid questionnaires were recovered. The effective recovery rate was 84%. All of the 462 respondents were aged 21–55 years and were women; 158 obstetricians (34.2%) and 304 obstetric nurses (65.8%). There are 421 (91.1%) with bachelor degree or above, 5 years of working experience of 390 (84.4%), 320 senior titles (62.3%), and 414 (89.6%) in “Three-A” grade hospitals (Table2).Table 2
General information of the questionnaire respondents (n = 462).
CategoryFrequencyPercentage (%)Age21–3011625.131–4019842.941–5012527.1≥51235.0DegreeJunior college or below418.9Bachelor26557.4Master or above15633.8ProfessionMidwife19141.3Nurse11324.5Doctor15834.2Professional titleJunior14230.7Intermediate28361.3Senior378.0Years of work in obstetrics≤57215.66–1014832.011–2018740.5≥215511.9WorkplaceWard21747.0Clinic10622.9Delivery room13529.2Others40.9ReligionYes235.0No43995.0MarriageSingle8017.3Married37180.3Divorced51.1Widowed61.3Child rearingBarren10021.6Fertile36278.4Hospital levelA20.4AA4610.0AAA41489.6Hospital propertiesObstetrics and gynecology hospitals16435.5General hospitals27960.4Traditional Chinese medicine hospitals122.6Others71.5Have you received any prior sex education during pregnancy?Yes22648.9No23651.1Whether there is a need for training in obstetric sex education?Yes31468.0No14832.0


### 3.2.2. Univariate Analysis of Attitudes and Behaviors of Obstetric Medical Staff in Pregnancy Sex Education

Differences were found between different characteristics on scores of sexual health attitude and behavior after univariate analysis. There were significant differences in attitude scores among obstetric medical staff of different professions, professional titles, work places, and hospital levels. The behavioral scores of obstetrical medical staff were statistically different in terms of occupation, title, working years, and hospital level (Table3).Table 3
The scores of different characteristics of obstetric medical staff in the attitude and behavior of sex education during pregnancy (n = 462, x¯¯±s).
CategoryCategoryScores of attitudeScores of behaviorProfessionMidwife19130.70± 5.273.85± v1.39Nurse11330.10± 4.893.57± 1.30Doctor15828.72± 7.163.34± 0.87F4.1389.067P0.0170.000Professional titleJunior14230.11± 6.113.53± 1.22Intermediate28329.45± 5.963.56± 1.22Senior3732.27± 4.724.27± 1.22F3.3835.996P0.0210.003Years of work in obstetrics≤57231.22± 6.253.61± 1.356–1014829.64± 6.5603.46± 1.0711–2018729.35± 5.653.56± 1.17≥215530.53± 4.354.15± 1.53F2.0253.109P0.1100.028WorkplaceWard21729.49± 5.823.49± 1.21Clinic10628.64± 6.473.63± 1.20Delivery room13531.5± 5.4313.76± 1.27Others428.75± 7.093.75± 1.71F5.3491.374P0.0010.250Hospital levelA220± 7.075.50± 0.71AA4629.15± 5.164.02± 1.45AAA41430± 6.003.55± 1.19F3.2135.500P0.0410.004


### 3.2.3. Evaluation Results of the Course Content Requirements of Sex Education for Obstetric Medical Staff

The questionnaire was designed according to the qualitative survey, and ensured as appropriate through expert consultation to obtain content validity. Among the 11 items of the demand for sex education courses, the top five demand scores according to the composite index were: genital tract infection, sexual transmission disease and sex-related care issues (4.31± 0.9), sexual psychological disorders and sexual dysfunction (4.25 ± 0.87), sexual sociology-related issues (sexual culture, sexual morality, sexual attitude, and sexual values) (4.24 ± 0.95), sex-related ethics and legal issues (4.14 ± 0.88), and the implementation method and effect assessment of sexual health education (4.18 ± 0.86). The respondents had a high degree of consensus on the content of sex education and training courses. The 11 training content requirements are all scored more than 4 points, with the standard deviation of 11 content was <1, and the coefficient of variation was 25%. There is internal consistency intrinsic consistency with preinvestigations of qualitative investigations. It shows that the needs of sex education and training are consistent (Table 4).Table 4
Course content requirements of sex education for obstetric medical staff and data evaluation.
ContentSample sizeMean± standard deviationHeteromorphosis coefficientThe proportion of 4 points or aboveSynthesize indexSortingAn introduction to sexual health and sex education4624.09± 0.940.230.396.9410Basic knowledge of sexual medicine (sexual physiology, sexual psychology, sexual behavior, and sexual development)4624.08± 0.870.210.3679Comprehensive sexual health counseling and communication skills4624.15± 0.880.210.47.97Implementation methods and effect assessment of sexual health education4624.18± 0.860.210.418.165Female whole-life sexual health care4624.11± 0.930.230.417.338Birth control and birth planning-related care issues4624.15± 0.860.210.418.16Healthy birth and healthy birth care and infertility-related nursing problems4624.03± 0.870.220.356.4111Genital tract infection and sex-related care issues4624.31± 0.90.210.5310.881Sexual psychological disorders, sexual dysfunction, and sex-related care problems4624.25± 0.870.20.479.992Issues related to the sexual sociology (sexual culture, sexual morality, sexual attitude, and sexual values)4624.24± 0.950.220.59.643Sex-related ethical and legal issues4624.14± 0.880.210.438.484


## 3.2.1. General Data of the Questionnaire Respondents

A total of 550 medical staff were surveyed. 478 questionnaires were collected. 16 invalid questionnaires were screened out, and a total of 462 valid questionnaires were recovered. The effective recovery rate was 84%. All of the 462 respondents were aged 21–55 years and were women; 158 obstetricians (34.2%) and 304 obstetric nurses (65.8%). There are 421 (91.1%) with bachelor degree or above, 5 years of working experience of 390 (84.4%), 320 senior titles (62.3%), and 414 (89.6%) in “Three-A” grade hospitals (Table2).Table 2
General information of the questionnaire respondents (n = 462).
CategoryFrequencyPercentage (%)Age21–3011625.131–4019842.941–5012527.1≥51235.0DegreeJunior college or below418.9Bachelor26557.4Master or above15633.8ProfessionMidwife19141.3Nurse11324.5Doctor15834.2Professional titleJunior14230.7Intermediate28361.3Senior378.0Years of work in obstetrics≤57215.66–1014832.011–2018740.5≥215511.9WorkplaceWard21747.0Clinic10622.9Delivery room13529.2Others40.9ReligionYes235.0No43995.0MarriageSingle8017.3Married37180.3Divorced51.1Widowed61.3Child rearingBarren10021.6Fertile36278.4Hospital levelA20.4AA4610.0AAA41489.6Hospital propertiesObstetrics and gynecology hospitals16435.5General hospitals27960.4Traditional Chinese medicine hospitals122.6Others71.5Have you received any prior sex education during pregnancy?Yes22648.9No23651.1Whether there is a need for training in obstetric sex education?Yes31468.0No14832.0


## 3.2.2. Univariate Analysis of Attitudes and Behaviors of Obstetric Medical Staff in Pregnancy Sex Education

Differences were found between different characteristics on scores of sexual health attitude and behavior after univariate analysis. There were significant differences in attitude scores among obstetric medical staff of different professions, professional titles, work places, and hospital levels. The behavioral scores of obstetrical medical staff were statistically different in terms of occupation, title, working years, and hospital level (Table3).Table 3
The scores of different characteristics of obstetric medical staff in the attitude and behavior of sex education during pregnancy (n = 462, x¯¯±s).
CategoryCategoryScores of attitudeScores of behaviorProfessionMidwife19130.70± 5.273.85± v1.39Nurse11330.10± 4.893.57± 1.30Doctor15828.72± 7.163.34± 0.87F4.1389.067P0.0170.000Professional titleJunior14230.11± 6.113.53± 1.22Intermediate28329.45± 5.963.56± 1.22Senior3732.27± 4.724.27± 1.22F3.3835.996P0.0210.003Years of work in obstetrics≤57231.22± 6.253.61± 1.356–1014829.64± 6.5603.46± 1.0711–2018729.35± 5.653.56± 1.17≥215530.53± 4.354.15± 1.53F2.0253.109P0.1100.028WorkplaceWard21729.49± 5.823.49± 1.21Clinic10628.64± 6.473.63± 1.20Delivery room13531.5± 5.4313.76± 1.27Others428.75± 7.093.75± 1.71F5.3491.374P0.0010.250Hospital levelA220± 7.075.50± 0.71AA4629.15± 5.164.02± 1.45AAA41430± 6.003.55± 1.19F3.2135.500P0.0410.004


## 3.2.3. Evaluation Results of the Course Content Requirements of Sex Education for Obstetric Medical Staff

The questionnaire was designed according to the qualitative survey, and ensured as appropriate through expert consultation to obtain content validity. Among the 11 items of the demand for sex education courses, the top five demand scores according to the composite index were: genital tract infection, sexual transmission disease and sex-related care issues (4.31± 0.9), sexual psychological disorders and sexual dysfunction (4.25 ± 0.87), sexual sociology-related issues (sexual culture, sexual morality, sexual attitude, and sexual values) (4.24 ± 0.95), sex-related ethics and legal issues (4.14 ± 0.88), and the implementation method and effect assessment of sexual health education (4.18 ± 0.86). The respondents had a high degree of consensus on the content of sex education and training courses. The 11 training content requirements are all scored more than 4 points, with the standard deviation of 11 content was <1, and the coefficient of variation was 25%. There is internal consistency intrinsic consistency with preinvestigations of qualitative investigations. It shows that the needs of sex education and training are consistent (Table 4).Table 4
Course content requirements of sex education for obstetric medical staff and data evaluation.
ContentSample sizeMean± standard deviationHeteromorphosis coefficientThe proportion of 4 points or aboveSynthesize indexSortingAn introduction to sexual health and sex education4624.09± 0.940.230.396.9410Basic knowledge of sexual medicine (sexual physiology, sexual psychology, sexual behavior, and sexual development)4624.08± 0.870.210.3679Comprehensive sexual health counseling and communication skills4624.15± 0.880.210.47.97Implementation methods and effect assessment of sexual health education4624.18± 0.860.210.418.165Female whole-life sexual health care4624.11± 0.930.230.417.338Birth control and birth planning-related care issues4624.15± 0.860.210.418.16Healthy birth and healthy birth care and infertility-related nursing problems4624.03± 0.870.220.356.4111Genital tract infection and sex-related care issues4624.31± 0.90.210.5310.881Sexual psychological disorders, sexual dysfunction, and sex-related care problems4624.25± 0.870.20.479.992Issues related to the sexual sociology (sexual culture, sexual morality, sexual attitude, and sexual values)4624.24± 0.950.220.59.643Sex-related ethical and legal issues4624.14± 0.880.210.438.484


## 4. Discussion

### 4.1. Developing Sex Education Courses Is a Requirement of Clinical Practice

Sexuality education in foreign countries is characterized by legal protection, wide coverage, systematic and is in line with the actual development needs of the country. However, due to the influence of cultural differences and the lag of sex education in China, there is no systematic sex education content in the continuing education of obstetric medical personnel in mainland China. American psychologist Maslow’s hierarchy of needs believes that sex is the most basic requirement of human survival, sexual demand is the basic demand of human beings, and sexual and reproductive health are the rights of everyone [16]. All patients have sexual and reproductive health needs, this is what doctors and nurses cannot ignore [17].Educators should develop medical students with knowledge and skills in sexual and reproductive health care, improve their professional competence, and enable them to perform better in their duties in future clinical work and help patients [18].Obstetricians are the professionals who have the longest contact with pregnant women and their families. They need to give them “special” treatment and care and accompany pregnant women and their families on a special journey and should be pioneers and implementers of sex education. However, most obstetric medical staff also have anxiety, fear, and confusion when facing the consultation problems of pregnant women and family attributes, which affect the quality of work, let alone sex education for pregnant women and their families [19]. Staff in the qualitative survey, for example, with the lack of sex education in Guangdong Province, especially junior medical unmarried staff, did not receive systematic training. Their own experience is not enough to answer the relevant questions of pregnant women and their families, which seriously affects the patient education and doctor-patient communication, and even cause the risk of doctor-patient contradiction. Sex education is helpful for obstetric medical staff to cultivate a correct attitude toward pregnant women and their families consultation. It has raised the importance of sex education for all people, improved the service connotation and cultivation of obstetric medical staff, and is of great significance to the stabilization of the medical team and the development of the obstetric specialty.In the studies on pregnant women, pregnant women are afraid and they have anxiety about sexual problems in pregnancy and hope to be able to obtain information about pregnancy from prenatal health institutions. But due to social and cultural factors, they are often difficult to be active about consulting such problems to medical staff [20, 21], which is consistent with the findings in this study. The survey results of this study show that in some public hospitals in Guangdong Province, too many patients are received, and it is difficult to guarantee the patient education of pregnant women in terms of energy and time, especially the active patient education. Through sex education and a series of measures of the government and the hospital for obstetric improvement, obstetric care can adopt professional knowledge, ideas, attitude, and skills to guide and help pregnant women and their families on sex-related problems. Obstetric care can reduce the fear and anxiety to sexual problems of pregnant women, and help them to be happy through the whole pregnancy, with a smooth birth of the newborn, extending the value and meaning of life.During the interviews, interviewees demonstrated a lack of knowledge about sex education, described difficulties and doubts when consulting pregnant women and their families about sexual issues, and expressed an urgent need to receive sex education courses. Whether for junior or senior staff, when faced with sexual issues, general medical staff need to receive training related to sex education to improve various aspects of their attitudes and abilities. This is an improvement not only for the quality of medical care but also for obstetric care and the staff themselves.


### 4.2. The Content and Objectives of Sex Education Courses Should be Combined with Clinical Practice

The scope of sex education covers philosophy, ethics, sociology, anthropology, pedagogy, psychology, etc. All the problems related to sex education are the content that sex education should explore and study [22]. In the design of education content, the needs of scholars should be considered, as well as the approval of experts and professionals in the field and available social resources, to ensure that the designed training content is scientific and feasible. The particularity of sex education course determines that its content should be combined with clinical practice and be practical and operable. As the respondent N3 said: “Whether the content of the lecture makes everyone willing to listen to it, and whether it can be really used in practice? The key is whether it is practical. If not, it cannot be used for work. In addition, the relevant theories need to be applied to the practical work with enough thinking.” The development and promotion of sex education is influenced by many factors, among which practical value is an important driving factor. According to the quantitative survey on the evaluation of the demand for sex education content, the author believes that the practicality of the training content should be fully considered in its selection and focus, such as reproductive tract infections and sexually transmitted diseases, sexual sociology, related laws, ethics, and contraceptive birth control. Contents that are far from clinical reality, such as the introduction to sex education, can be studied optionally.


### 4.3. Sex Education Is an Urgent Gap to Be Filled in Medical Education

Medical education is divided into two stages: basic education and continuing education. At present, the lack of sex education courses in China reflects in most medical schools that do not offer independent sex education courses. Found in the interview, due to the lack of school sex education as well as continuing education, most of the obstetric staff in Guangdong Province facing pregnant women and their families’ sex consultation show anxiety, overwhelmed intentionally or unintentionally avoiding patients, without knowing how to communicate and process. This is similar to other research conclusions [23]. The implementation of sex education is an urgent need for the development of medical disciplines and social sciences, a prerequisite for the implementation of safe management of pregnancy, and a basis for maternal and child health. The implementation of sex education courses in continuing education can provide a reference for school education and promote the implementation and enrichment of sexual education content in clinical education. In continuing education, relevant courses can be added, and the proportion of all required courses should be increased in obstetrics and other related departments. In addition, a variety of forms of education, such as nurse salon and sex education forum, can give medical staff discussion channels on related cases, improving the enthusiasm and subjective initiative of medical staff.


## 4.1. Developing Sex Education Courses Is a Requirement of Clinical Practice

Sexuality education in foreign countries is characterized by legal protection, wide coverage, systematic and is in line with the actual development needs of the country. However, due to the influence of cultural differences and the lag of sex education in China, there is no systematic sex education content in the continuing education of obstetric medical personnel in mainland China. American psychologist Maslow’s hierarchy of needs believes that sex is the most basic requirement of human survival, sexual demand is the basic demand of human beings, and sexual and reproductive health are the rights of everyone [16]. All patients have sexual and reproductive health needs, this is what doctors and nurses cannot ignore [17].Educators should develop medical students with knowledge and skills in sexual and reproductive health care, improve their professional competence, and enable them to perform better in their duties in future clinical work and help patients [18].Obstetricians are the professionals who have the longest contact with pregnant women and their families. They need to give them “special” treatment and care and accompany pregnant women and their families on a special journey and should be pioneers and implementers of sex education. However, most obstetric medical staff also have anxiety, fear, and confusion when facing the consultation problems of pregnant women and family attributes, which affect the quality of work, let alone sex education for pregnant women and their families [19]. Staff in the qualitative survey, for example, with the lack of sex education in Guangdong Province, especially junior medical unmarried staff, did not receive systematic training. Their own experience is not enough to answer the relevant questions of pregnant women and their families, which seriously affects the patient education and doctor-patient communication, and even cause the risk of doctor-patient contradiction. Sex education is helpful for obstetric medical staff to cultivate a correct attitude toward pregnant women and their families consultation. It has raised the importance of sex education for all people, improved the service connotation and cultivation of obstetric medical staff, and is of great significance to the stabilization of the medical team and the development of the obstetric specialty.In the studies on pregnant women, pregnant women are afraid and they have anxiety about sexual problems in pregnancy and hope to be able to obtain information about pregnancy from prenatal health institutions. But due to social and cultural factors, they are often difficult to be active about consulting such problems to medical staff [20, 21], which is consistent with the findings in this study. The survey results of this study show that in some public hospitals in Guangdong Province, too many patients are received, and it is difficult to guarantee the patient education of pregnant women in terms of energy and time, especially the active patient education. Through sex education and a series of measures of the government and the hospital for obstetric improvement, obstetric care can adopt professional knowledge, ideas, attitude, and skills to guide and help pregnant women and their families on sex-related problems. Obstetric care can reduce the fear and anxiety to sexual problems of pregnant women, and help them to be happy through the whole pregnancy, with a smooth birth of the newborn, extending the value and meaning of life.During the interviews, interviewees demonstrated a lack of knowledge about sex education, described difficulties and doubts when consulting pregnant women and their families about sexual issues, and expressed an urgent need to receive sex education courses. Whether for junior or senior staff, when faced with sexual issues, general medical staff need to receive training related to sex education to improve various aspects of their attitudes and abilities. This is an improvement not only for the quality of medical care but also for obstetric care and the staff themselves.


## 4.2. The Content and Objectives of Sex Education Courses Should be Combined with Clinical Practice

The scope of sex education covers philosophy, ethics, sociology, anthropology, pedagogy, psychology, etc. All the problems related to sex education are the content that sex education should explore and study [22]. In the design of education content, the needs of scholars should be considered, as well as the approval of experts and professionals in the field and available social resources, to ensure that the designed training content is scientific and feasible. The particularity of sex education course determines that its content should be combined with clinical practice and be practical and operable. As the respondent N3 said: “Whether the content of the lecture makes everyone willing to listen to it, and whether it can be really used in practice? The key is whether it is practical. If not, it cannot be used for work. In addition, the relevant theories need to be applied to the practical work with enough thinking.” The development and promotion of sex education is influenced by many factors, among which practical value is an important driving factor. According to the quantitative survey on the evaluation of the demand for sex education content, the author believes that the practicality of the training content should be fully considered in its selection and focus, such as reproductive tract infections and sexually transmitted diseases, sexual sociology, related laws, ethics, and contraceptive birth control. Contents that are far from clinical reality, such as the introduction to sex education, can be studied optionally.


## 4.3. Sex Education Is an Urgent Gap to Be Filled in Medical Education

Medical education is divided into two stages: basic education and continuing education. At present, the lack of sex education courses in China reflects in most medical schools that do not offer independent sex education courses. Found in the interview, due to the lack of school sex education as well as continuing education, most of the obstetric staff in Guangdong Province facing pregnant women and their families’ sex consultation show anxiety, overwhelmed intentionally or unintentionally avoiding patients, without knowing how to communicate and process. This is similar to other research conclusions [23]. The implementation of sex education is an urgent need for the development of medical disciplines and social sciences, a prerequisite for the implementation of safe management of pregnancy, and a basis for maternal and child health. The implementation of sex education courses in continuing education can provide a reference for school education and promote the implementation and enrichment of sexual education content in clinical education. In continuing education, relevant courses can be added, and the proportion of all required courses should be increased in obstetrics and other related departments. In addition, a variety of forms of education, such as nurse salon and sex education forum, can give medical staff discussion channels on related cases, improving the enthusiasm and subjective initiative of medical staff.


## 5. Summary

By combining qualitative and quantitative research, we found the lack of sex education in Guangdong Province of obstetric medical staff and their urgent need facing pregnant women and their families with related questions. In the process of dealing with related problems and events, medical staff lack appropriate attitude or ability, which needs to be improved urgently. There are some difficulties in sex education for medical staff and even to pregnant women and their families. However, due to its importance, the society, hospitals, and related departments still need to pay more attention to it to accelerate and increase the promotion. At the end of this study, some measures of sex education are proposed, which have positive significance for the future clinical sex education. It is expected to improve the relevant knowledge level of medical staff, pregnant women and their families, enhance the doctor-patient relationship and nurse-patient relationship, and improve the effect of obstetric health education, patient satisfaction rate, and the social reputation of the hospital.



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*Source: 2536849-2022-08-29.xml*