Research Article
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Hemşirelerin Cinsel Mit İnançları ve Etkileyen Faktörler

Year 2021, , 337 - 348, 26.12.2021
https://doi.org/10.38108/ouhcd.913652

Abstract

Amaç: Bu araştırmanın amacı hemşirelerin cinsel mitlere inanma durumu ve mitlere inanmayı etkileyen faktörlerin belirlenmesidir.
Yöntem: Tanımlayıcı türde olan bu araştırma, İstanbul’un Avrupa yakasında hizmet veren bir devlet hastanesinde çalışan 182 hemşire ile Mayıs–Temmuz 2019 tarihleri arasında yapılmıştır. Verilerin toplanmasında “Tanıtıcı Özellikler Formu” ve “Cinsel Mit Değerlendirme Formu” kullanılmıştır. Verilerin değerlendirilmesinde, sayı yüzdelik hesaplamaları ve ki-kare önemlilik testleri kullanılmıştır.
Bulgular: Araştırma kapsamında yer alan hemşirelerin %31.3’ünün cinsellikle ilgili kulaktan dolma bilgiler nedeniyle korku yaşadığı ve %69.8’inin ailesinde cinsellikle ilgili konuların konuşulmadığı belirlenmiştir. Hemşirelerin en fazla inandıkları mit “Eşler birbirlerini sevdikleri takdirde sevişmekten nasıl zevk alabileceklerini de bilirler.” (%81.3) iken, en az inandıkları mit “Seksi erkek yönetir, kadının seksi başlatması ahlaksızlıktır.” (%90.1) miti olarak bulunmuştur. Hemşirelerin yaş grupları, medeni durumları, evlilik öncesi cinsel deneyimi olma durumu, arkadaşları ile cinsellikle ilgili konuları konuşma durumu ve ailesinin cinsellikle ilgili konulara yaklaşımı ile cinsel mitlere inanma durumları arasında istatistiksel olarak anlamlı farklılık saptanmıştır (p<0.05).
Sonuç: 39 yaş ve üzeri yaş grubunda olan, evli ve evlilik öncesinde cinsel deneyimi olmayan hemşireler daha fazla cinsel mitlere sahiptir. Hemşireler cinsel mitlerinin farkında olmalı, hastaya bütüncül bakım verirken profesyonel davranmalıdır.

References

  • Aker S, Böke Ö. (2016). The effect of education on the sexual beliefs of family physicians. Internatıonal Journal of Sexual Health, 28(1), 111–116.
  • Atagün İ, Mutlu A, Özer F, Atmaca B, Çetin S. (2010). Relationship Between Dopaminergic Treatment and Sexual Behavior in Parkinson’s Disease. Journal of Parkinson’s Disease and Movement Disorders, 13(2), 29-35.
  • Bulduk S, Erdoğan S. (2012). The effects of peer education on reduction of the HIV/sexually transmitted infection risk behaviors among Turkish University Students. The Journal of the Association of Nurses in AIDS Care (Janac), 23(3), 233–243.
  • CETAD (2006) Cinsel Eğitim Tedavi ve Araştırma Derneği (Sexual Education Treatment and Research Association). Sexual and reproductive health study. Erişim tarihi: 01.04.2019, http://www.cetad.org.tr/CetadData/Book/10/2692011154421Arastirma_sonuclari_Dosyasi_1pdf
  • Civil B, Yıldız H. (2010). Male students' opinions about sexual experience and social taboos related to sexuality. Dokuz Eylul University E-Journal of Nursing Faculty, 3(2), 58–64.
  • Crouch S. (1999). Sexual health 1: sexuality and nurses' role in sexual health. British Journal of Nursing, 8(9), 601-606.
  • Çuhadaroğlu A. (2017). The effects of sex education on psychological counselling students in Turkey. Sex Education, 17(2), 209‐219.
  • Dağ H, Dönmez S, Şirin A, Kavlak O. (2012). University Youth Reproductive and Sexual Health Knowledge and Peer Education. Journal of Anatolia Nursing and Health Sciences, 15(1), 10-17.
  • Dutt S, Manjula M. (2017). Sexual knowledge, attitude, behaviors and sources of influences in urban college youth: A study form India. Indian Journal of Social Psychiatry, 33(4):319-326.
  • Ekşi Z, Komurcu N. (2014). Knowledge level of Unıversıty Students about sexually transmitted diseases. Procedia-Social And Behavioral Sciences, 122, 19 March, 465–472.
  • Evans DT. (2013). Promoting sexual health and well-being: The role of the nurse. Nursing standard: official newspaper of the Royal College of Nursing, 28(10), 53-57.
  • Ford JV, Barnes R, Rompalo A, Hook EW. (2013). Sexual health training and education in the US. Public Health Reports, 128(2), 96-101.
  • Gölbaşı Z, Evcili F, Eroglu K, Bircan H. (2016). Sexual Myths Scale [SMS]: Development, validity and reliability in Turkey. Sexuality and Disability, 34(1), 75–87.
  • Gürsoy E, Arslan Özkan H. (2014). Turkish youth’s perception of sexuality/‘‘honor’’ in relation to women. J. Psychiatric Nursing, 5(3), 149–159.
  • Hill JC, Graber JA, Jean-Baptiste E, Johnson, KJ. (2019). Factors associated with attitude behavior conflicts among sexually experienced, rural, early adolescents. The Journal of Early Adolescence, 39(1), 81-96.
  • Huang C, Lee S, Yen W, Li C, Tsai L. (2013). Nursing intervention on sexual health: A multi level behavioral survey of senior nursing students in clinical practice. International Journal of Sexual Health, 25(4), 273-280.
  • Kantz D, Dickey C, Stevens M. (1990). Using research to ıdentify why nurses do not meet established sexuality nursing care standards. Journal of Nursing Quality Assurance, 43(3), 69–78.
  • Kaya A, Boz İ. (2017). The development of the professional values model in nursing. Nurs Ethics, 26(3), 914-923. Kukulu K, Gürsoy E, Sözer GA. (2009). Turkish University students’ beliefs in sexual myths. Sexuality and Disability, 27(1), 49–59.
  • Martyniuk U, Dekker A, Sehner S, Richter‐Appelt H, Briken P. (2015). Religiosity, sexual myths, sex taboos, and pornography use: a cross‐national comparison of Polish and German university students. Cyberpsychology, 9(2), 1-16.
  • Ogur P, Utkualp N, Aydınoğlu N. (2016). The beliefs of school of health students about sexuality. Sürekli Tıp Eğitimi Dergisi (STED), 25(1), 13–21.
  • Oskay ÜY. (2005). Cultural and psychosocial dimension of orgasm in women. andrology bulletin, 22, 261-263.
  • Özdemir Ö, Yılmaz M. (2020). Determining of Beliefs in Sexual Myths in Health Professionals. Journal of Adnan Menderes University Health Sciences Faculty, 4(3), 221-232.
  • Özmen HE. (1999). Sexual myths and sexual dysfunctions. Psikiyatri Dünyası, 3(2), 49-53. Royal College of Nursing. “Sexual health” (2020). Erişim tarihi: 07.05.2020, https://www.rcn.org.uk/clinicaltopics/ public-health/sexual-health
  • Santa Maria D, Guilamo‐Ramos V, Jemmott LS, Derouin A, Villarruel A. (2017). Nurses on the front lines: improving adolescent sexual and reproductive health across health care settings. American Journal of Nursing, 117(1), 42‐51.
  • Sohbet R, Geçici F. (2014). Examining the level of knowledge on sexuality and reproductive health of students of Gaziantep University. Sexuality and Disability, 32(1), 75–84.
  • Sung SC, Huang HC, Lin MH. (2015). Relationship between the knowledge, attitude, and self-efficacy on sexual health care for nursing students. Journal of Professional Nursing, 31(3), 254-261.
  • Torun F, Torun SD, Özaydın AN. (2011). Men’s belief in sexual myths and factors effecting these myths. Düşünen Adam: The Journal of Psychiatry and Neurological Sciences, 24(1), 24-31.
  • Tuğut N, Gölbaşı Z. (2014). Sexuality assessment: suggestions for nurses and clinical strategies. Journal of Education Research Nursing 11(2), 59–64.
  • Ünal Toprak F, Turan Z. (2020). The effect of sexual health courses on the level of nursing students' sexual/reproductive health knowledge and sexual myths beliefs in Turkey: A pretest‐posttest control group design. Perspectives in Psychiatric Care, 30 July, 1-8.
  • Vicdan K. (1995). Reproductive health and young people’s sex education problems. Youth Sexual Education and Reproductive Health Book. İstanbul: Human Health Promotion Foundation, 13-18.
  • Yaşan A, Gürgen F. (2004). The ways to get sexual knowledge and the comparıson of the rate of sexual myths in nurses who have sexual partners and who do not have. Yeni Symposium Dergisi, 42(2), 72-76.
  • Yılmaz M, Karataş B. (2018). Opinions of Student Nurses on Sexual Myths; A Phenomenological Study. Sexuality and Disability, 36(3), 277–289.

Nurses' Sexual Myth Beliefs and Affecting Factors

Year 2021, , 337 - 348, 26.12.2021
https://doi.org/10.38108/ouhcd.913652

Abstract

Objective: This study aims to determine the status of nurses’ beliefs in sexual myths and the factors affecting these beliefs in myths.
Methods: This descriptive study was conducted in a public hospital operating on the European side of Istanbul with 182 nurses between May-July 2019. In the data collection, “Introductory Characteristics Form” and “Sexual Myth Evaluation Questionnaire” were used. In the evaluation of the data, numerical percentage calculations and chi-square tests were used.
Results: It was determined that 31.3% of the participant nurses were living in fear because of hearsay information about sexuality and 69.8% of them had families with no sexual talk. While the most commonly believed myth by the nurses was “As long as spouses love each other, they know how they can get pleasure from sex” (81.3%), the least one was “Sex is managed by the male, it is immoral for the female to start sex.” (90.1%). A statistically significant difference was found between the nurses’ age group, marital status, premarital sexual experience status, having conversations with friends about subjects related to sexuality status and their beliefs about sexual myths (p<0.05).
Conclusion: Nurses who are 39 years of age or older, married and have no sexual experience before marriage have more sexual myths. Nurses should be aware of their sexual myths and act professionally while giving holistic care to the patient.

References

  • Aker S, Böke Ö. (2016). The effect of education on the sexual beliefs of family physicians. Internatıonal Journal of Sexual Health, 28(1), 111–116.
  • Atagün İ, Mutlu A, Özer F, Atmaca B, Çetin S. (2010). Relationship Between Dopaminergic Treatment and Sexual Behavior in Parkinson’s Disease. Journal of Parkinson’s Disease and Movement Disorders, 13(2), 29-35.
  • Bulduk S, Erdoğan S. (2012). The effects of peer education on reduction of the HIV/sexually transmitted infection risk behaviors among Turkish University Students. The Journal of the Association of Nurses in AIDS Care (Janac), 23(3), 233–243.
  • CETAD (2006) Cinsel Eğitim Tedavi ve Araştırma Derneği (Sexual Education Treatment and Research Association). Sexual and reproductive health study. Erişim tarihi: 01.04.2019, http://www.cetad.org.tr/CetadData/Book/10/2692011154421Arastirma_sonuclari_Dosyasi_1pdf
  • Civil B, Yıldız H. (2010). Male students' opinions about sexual experience and social taboos related to sexuality. Dokuz Eylul University E-Journal of Nursing Faculty, 3(2), 58–64.
  • Crouch S. (1999). Sexual health 1: sexuality and nurses' role in sexual health. British Journal of Nursing, 8(9), 601-606.
  • Çuhadaroğlu A. (2017). The effects of sex education on psychological counselling students in Turkey. Sex Education, 17(2), 209‐219.
  • Dağ H, Dönmez S, Şirin A, Kavlak O. (2012). University Youth Reproductive and Sexual Health Knowledge and Peer Education. Journal of Anatolia Nursing and Health Sciences, 15(1), 10-17.
  • Dutt S, Manjula M. (2017). Sexual knowledge, attitude, behaviors and sources of influences in urban college youth: A study form India. Indian Journal of Social Psychiatry, 33(4):319-326.
  • Ekşi Z, Komurcu N. (2014). Knowledge level of Unıversıty Students about sexually transmitted diseases. Procedia-Social And Behavioral Sciences, 122, 19 March, 465–472.
  • Evans DT. (2013). Promoting sexual health and well-being: The role of the nurse. Nursing standard: official newspaper of the Royal College of Nursing, 28(10), 53-57.
  • Ford JV, Barnes R, Rompalo A, Hook EW. (2013). Sexual health training and education in the US. Public Health Reports, 128(2), 96-101.
  • Gölbaşı Z, Evcili F, Eroglu K, Bircan H. (2016). Sexual Myths Scale [SMS]: Development, validity and reliability in Turkey. Sexuality and Disability, 34(1), 75–87.
  • Gürsoy E, Arslan Özkan H. (2014). Turkish youth’s perception of sexuality/‘‘honor’’ in relation to women. J. Psychiatric Nursing, 5(3), 149–159.
  • Hill JC, Graber JA, Jean-Baptiste E, Johnson, KJ. (2019). Factors associated with attitude behavior conflicts among sexually experienced, rural, early adolescents. The Journal of Early Adolescence, 39(1), 81-96.
  • Huang C, Lee S, Yen W, Li C, Tsai L. (2013). Nursing intervention on sexual health: A multi level behavioral survey of senior nursing students in clinical practice. International Journal of Sexual Health, 25(4), 273-280.
  • Kantz D, Dickey C, Stevens M. (1990). Using research to ıdentify why nurses do not meet established sexuality nursing care standards. Journal of Nursing Quality Assurance, 43(3), 69–78.
  • Kaya A, Boz İ. (2017). The development of the professional values model in nursing. Nurs Ethics, 26(3), 914-923. Kukulu K, Gürsoy E, Sözer GA. (2009). Turkish University students’ beliefs in sexual myths. Sexuality and Disability, 27(1), 49–59.
  • Martyniuk U, Dekker A, Sehner S, Richter‐Appelt H, Briken P. (2015). Religiosity, sexual myths, sex taboos, and pornography use: a cross‐national comparison of Polish and German university students. Cyberpsychology, 9(2), 1-16.
  • Ogur P, Utkualp N, Aydınoğlu N. (2016). The beliefs of school of health students about sexuality. Sürekli Tıp Eğitimi Dergisi (STED), 25(1), 13–21.
  • Oskay ÜY. (2005). Cultural and psychosocial dimension of orgasm in women. andrology bulletin, 22, 261-263.
  • Özdemir Ö, Yılmaz M. (2020). Determining of Beliefs in Sexual Myths in Health Professionals. Journal of Adnan Menderes University Health Sciences Faculty, 4(3), 221-232.
  • Özmen HE. (1999). Sexual myths and sexual dysfunctions. Psikiyatri Dünyası, 3(2), 49-53. Royal College of Nursing. “Sexual health” (2020). Erişim tarihi: 07.05.2020, https://www.rcn.org.uk/clinicaltopics/ public-health/sexual-health
  • Santa Maria D, Guilamo‐Ramos V, Jemmott LS, Derouin A, Villarruel A. (2017). Nurses on the front lines: improving adolescent sexual and reproductive health across health care settings. American Journal of Nursing, 117(1), 42‐51.
  • Sohbet R, Geçici F. (2014). Examining the level of knowledge on sexuality and reproductive health of students of Gaziantep University. Sexuality and Disability, 32(1), 75–84.
  • Sung SC, Huang HC, Lin MH. (2015). Relationship between the knowledge, attitude, and self-efficacy on sexual health care for nursing students. Journal of Professional Nursing, 31(3), 254-261.
  • Torun F, Torun SD, Özaydın AN. (2011). Men’s belief in sexual myths and factors effecting these myths. Düşünen Adam: The Journal of Psychiatry and Neurological Sciences, 24(1), 24-31.
  • Tuğut N, Gölbaşı Z. (2014). Sexuality assessment: suggestions for nurses and clinical strategies. Journal of Education Research Nursing 11(2), 59–64.
  • Ünal Toprak F, Turan Z. (2020). The effect of sexual health courses on the level of nursing students' sexual/reproductive health knowledge and sexual myths beliefs in Turkey: A pretest‐posttest control group design. Perspectives in Psychiatric Care, 30 July, 1-8.
  • Vicdan K. (1995). Reproductive health and young people’s sex education problems. Youth Sexual Education and Reproductive Health Book. İstanbul: Human Health Promotion Foundation, 13-18.
  • Yaşan A, Gürgen F. (2004). The ways to get sexual knowledge and the comparıson of the rate of sexual myths in nurses who have sexual partners and who do not have. Yeni Symposium Dergisi, 42(2), 72-76.
  • Yılmaz M, Karataş B. (2018). Opinions of Student Nurses on Sexual Myths; A Phenomenological Study. Sexuality and Disability, 36(3), 277–289.
There are 32 citations in total.

Details

Primary Language English
Subjects Nursing
Journal Section Research Article
Authors

Kerime Derya Beydağ 0000-0002-7251-4882

Özlem Karabulutlu 0000-0001-5307-5186

Publication Date December 26, 2021
Submission Date April 12, 2021
Published in Issue Year 2021

Cite

APA Beydağ, K. D., & Karabulutlu, Ö. (2021). Nurses’ Sexual Myth Beliefs and Affecting Factors. Ordu Üniversitesi Hemşirelik Çalışmaları Dergisi, 4(3), 337-348. https://doi.org/10.38108/ouhcd.913652