FACULTY PERCEPTIONS OF SEXUALITY EDUCATION IN THE BASIC BACCALAUREATE NURSING CURRICULUM.
Contributors: University of Lowell.
Published: 1995
Number of pages: 261
Subjects: Health Sciences, Education.; Education, Curriculum and Instruction.; Health Sciences, Nursing.; Education, Higher.
Description: This descriptive study surveyed 159 faculty teaching in 13 colleges of nursing in Massachusetts to answer seven research questions related to sexuality education in the basic baccalaureate nursing curriculum. Research methods included measures to ensure subject confidentiality and anonymity.

Faculty thought sexuality education was important, but only a minority considered it essential. The majority believed, however, that most of the specific curriculum topics and faculty guidance items were essential.

The curriculum topics considered essential by most faculty reflected current social/health concerns. On questions of faculty guidance, there was more support for providing assistance to students in cognitive and behavioral rather than the affective domains of learning.

The majority disagreed that required courses in the biological and social sciences provide a strong foundation in human sexuality, and most disagreed that nursing courses provide students with a strong knowledge base in sexual health problems. The majority did not think that students are prepared upon graduation to meet the public expectation that they are knowledgeable in the area of sexual health.

Faculty did not regard students as knowledgeable or comfortable with many aspects of sexuality and sexual health care, and they disagreed that senior students are knowledgeable enough to help clients with problems. Nevertheless, they expected that senior students would assess sexual health and teach a variety of subjects, such as sexually transmitted diseases and methods of birth control.

When asked what factors limit their expectations for students' experiences and skills, the comfort level of faculty and students was the foremost consideration. Also identified were students' lack of knowledge, and lack of definition by the nursing curriculum of what activities are appropriate for basic baccalaureate students.

Most faculty responded that the sexuality component of the program in which they currently taught could be strengthened. They identified time, the perception of faculty that other content areas are more important, and lack of academic preparation of faculty as the top three obstacles to the process of improvement. Faculty rated themselves high on measures of knowledge of sexuality, preparation to teach it, interest in teaching it, and comfort discussing a range of sexuality topics and issues. Most rated the sexuality education in their own basic program as poor, and the majority reported that they had not taken a formal course in human sexuality.

In general, faculty age 51 years and older, those with doctorates, and faculty in the psychiatric nursing specialty were the most supportive of sexuality education in the nursing curriculum. Since significantly more faculty in the older group held doctorates, the additional education of older faculty may be a factor in the difference in support among age groups. Education most likely distinguished psychiatric nursing faculty from the other groups as well.

Evidence suggests that faculty may have overestimated the extent of their knowledge and comfort, that they may be ambivalent about sexuality education, and that confusion may exist about what sexuality education actually is. Most faculty did not consider sexuality education in general to be essential in the curriculum but judged most individual topics to be essential. (Abstract shortened by UMI.).
Notes: Source: Dissertation Abstracts International, Volume: 56-05, Section: B, page: 2544.

Thesis (ED.D.)--UNIVERSITY OF LOWELL, 1995.

School code: 0111.