The Effect of Web Based Reproductive Health Education on Sexual Myths and Risky Behaviors in University Students
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|ClinicalTrials.gov Identifier: NCT04579432|
Recruitment Status : Not yet recruiting
First Posted : October 8, 2020
Last Update Posted : January 14, 2021
The World Health Organization (WHO) defines the concept of reproductive health as "not only the absence of disease or disability, but a state of complete physical, mental and social welfare in all matters related to the reproductive system, functions and processes". However, it also emphasizes that people have free will in the timing of having a satisfying and safe sexual life and using their reproductive abilities.
Sexual and reproductive health and rights are essential for the health and survival of people, economic development and prosperity. In the United Nations 2030 Sustainable Development Goals, the third article named "Health and Quality Life" includes the targets covering reproductive health and sexual health. Some of these goals are; universal access to sexual and reproductive health services, creation of national education and information strategies for reproductive health, preventing sexually transmitted infections (STIs), access to information about family planning, and reducing maternal and neonatal mortality. People can lead a complete healthy and quality life only when these goals are achieved.
It is observed that the knowledge of men and women about general reproductive health and the organs and functions of the female and male reproductive systems is significantly lacking. In addition to these, it has been reported that they have insufficient knowledge on other issues such as sexual health, STIs and family planning methods. There are studies showing that lack of knowledge brings about reproductive health problems in young individuals. Problems such as exposure to STIs, early pregnancy, and risky sexual behaviors arise due to lack of information. Since all these health problems can cause permanent damage, the individual's future reproductive health is also at risk. However, it is possible to come across studies showing that reproductive health education is a tool to prevent these adverse health conditions. In a study conducted with university students, even if students' basic sexual education knowledge levels were good; It has been reported that there is a positive relationship between receiving sexual education and protective sexual behaviors, knowledge, motivation and skills. At the same time, it has been reported in many studies that believing in sexual myths, which are considered as false beliefs and have no scientific value, is more common in students with high levels of knowledge. While sexual myths cause behavioral changes with believed mistakes, sexual dysfunctions, decrease in sexual satisfaction and negative attitude towards contraceptive methods can also be brought about. Considering that people who know more about sexually transmitted HIV/AIDS have a low rate of believing in myths, an important reproductive health problem such as STI should be considered to be related to myths.
In this context, training on reproductive health and sexual health is important. Preparation and implementation of trainings on reproductive and sexual health by health professionals; It is important as it is known that young people have access to conflicting or incorrect information from various sources. Therefore, health professionals should be involved in these training processes. While planning the trainings, many platforms can be used, and nowadays, web-based trainings increase their importance with the introduction of the internet in all areas of our lives. The biggest advantages of web-based education are that it can be accessed anytime, anywhere and by anyone. In various studies conducted with university students, it is seen that web-based education increases the level of knowledge and is effective in behavior change.
In this period when technological education emerged, many instructional design models developed were used in web-based education. Among these models, the most widely used ADDIE model. ADDIE is a model that provides a systematic and comprehensive definition and implementation of design principles. The web-based training in the research will be given based on the ADDIE Model approach. Basic elements of the instructional design process in the model; It is in the form of Analysis, Design, Development, Implementation and Evaluation. The use of a model in web-designed education ensures that the educational content is prepared according to the needs, the training steps are not skipped and systematic.
In the literature review and web researches, a web-based education was not encountered in national and international publications where university students could reach the correct and scientific information about reproductive health. In this context, the investigators believe that web-based education to be provided with the ADDIE Model approach will reduce the sexual myths and risky behaviors that young people believe.
This study was planned to examine the effect of web-based reproductive health education given to university students on belief in sexual myths and risky behaviors.
|Condition or disease||Intervention/treatment||Phase|
|Health Risk Behaviors Reproductive Health Sexual Health||Other: Education||Not Applicable|
|Study Type :||Interventional (Clinical Trial)|
|Estimated Enrollment :||100 participants|
|Intervention Model:||Parallel Assignment|
|Intervention Model Description:||There is a control group and an experimental group in this research. Pre-test and post-test will be carried out with a pattern. A pre-test will be made to the control and experimental groups simultaneously. Then, the experimental group will be trained and the final test will be conducted simultaneously with the non-intervened control group.|
|Masking Description:||The participants will not know which group they are in. they won't interact with each other.|
|Official Title:||The Effect of Web Based Reproductive Health Education on Sexual Myths and Risky Behaviors in University Students|
|Estimated Study Start Date :||February 22, 2021|
|Estimated Primary Completion Date :||April 2021|
|Estimated Study Completion Date :||July 2021|
|Experimental: Training Group||
With the training module prepared according to the ADDIE model, the intervention group will be trained on reproductive health and sexual health.
|No Intervention: Control Group|
- Personal Information Form [ Time Frame: Baseline (To both groups before the intervention) ]This form, which was prepared by the researchers by scanning the literature, in order to describe the sociodemographic and reproductive health information of the students participating in the study, and the platforms / individuals from which this information was obtained, consists of 20 questions.
- Sexual Myths Scale [ Time Frame: Change in believing sexual myths at Baseline and 5 weeks of education) ]
It is a scale developed to describe sexual myths scale by Gölbaşı et al. in 2016. The scale consists of 8 sub-dimensions and 28 items that allow the multidimensional evaluation of sexual myths.
Sub Dimensions and Item Numbers; Sexual orientation: 1-5. Articles, Gender: 6-11. Substances, Age and sexuality: 12-15. Substances, Sexual behavior: 16-18. Substances, Masturbation: 19-20. Sexual violence: 21-24. Substances, Sexual intercourse: 25-26. Substances, Sexual Satisfaction: 27-28. Substances. Each item of the scale is evaluated on a 5-point: "Never agree" = 1, "Disagree" = 2, "Undecided" = 3, "Partially Agree" = 4, "Strongly Agree" = 5. The total score for the scale is obtained by adding the scores given to each item. The minimum score obtained from the scale is 28 and the maximum score is 140. The scale does not have a cut-off point. The higher the score, the higher the sexual myths.
- Information and Risky Behavior Form Specific to Reproductive Health Education [ Time Frame: Change in risky behavior at Baseline and 5 weeks of education) ]It is a form consisting of 47 questions created after the literature review. Contains; male and female anatomy and physiology, regulation of fertility, sexually transmitted infections and risky behaviors related to these issues. The items in the form consist of true and false statements that evaluate students' knowledge and attitudes about risky behaviors in the educational content. The questions in each item will be answered as "True, False, No Idea". The questions in the form will be submitted for expert opinion. A pre-test will be conducted to detect the presence of incomprehensible expressions. The score of the form will be calculated by giving 1 point to each correct answer and the highest score will be 47.
To learn more about this study, you or your doctor may contact the study research staff using the contact information provided by the sponsor.
Please refer to this study by its ClinicalTrials.gov identifier (NCT number): NCT04579432
|Contact: Güzin Ünlü 05365759570 firstname.lastname@example.org|
|Sub-Investigator: Meltem Mecdi Kaydırak|