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Nursing Students' Perceptions of Barriers and Facilitators in Providing Sexual Health Care to Psychiatric Patients: A
Sevgi Koroglu Gokbel1, Gülgün Durat2
1Sevgi Koroglu Gokbel, MSc, RN, Department of Nursing, Faculty of Health Sciences, Sakarya University, Sakarya, Turkey; Institute of Health Sciences, Sakarya University, Sakarya, Turkey.
Background:
Sexual health is a vital aspect of holistic nursing care, yet its integration into psychiatric practice remains limited, particularly among nursing students. Understanding how students approach sexual health in psychiatric settings is crucial for improving education and care quality.
Aims:
This study aimed to investigate the factors influencing nursing students' provision of sexual health care to individuals with psychiatric disorders.
Methods:
A descriptive qualitative design was used to explore the experiences of 28 undergraduate nursing students enrolled in a psychiatric nursing course in Sakarya, Turkey. Each student assessed the sexual health of individuals with psychiatric disorders during clinical practice with psychiatric patients. Data were collected through semi-structured interviews and were analyzed thematically.
Results:
Four themes emerged: (1) inclusion of sexuality in the clinical process, (2) the empowering role of education, (3) uncertainty in sexual care, and (4) systemic invisibility. Facilitators of comprehensive assessment included recognizing diagnosis-related changes in sexual desire, understanding sexuality's role in psychological well-being, and receiving education that strengthened communication skills and confidence. Barriers included conflicts between personal values and professional roles, discomfort and potential misunderstandings in gender-based interactions, cultural norms surrounding sexuality, lack of counseling resources or standardized care plans, and insufficient privacy in psychiatric settings.
Conclusions:
Nursing students face educational, cultural, and systemic barriers that complicate sexual health care in psychiatric settings. Targeted educational programs and institutional support are needed, with content addressing privacy, ethics, boundaries, and cultural sensitivity, supported by practice-based learning to better prepare students for sexual health discussions in clinical practice.
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