Abstract
Purpose. The purpose of this dissertation was to examine the effect sexuality education based on developmental theory had on clinical inpatient staffs attitudes towards inpatient sexual behaviors and the interventions they would use at four psychiatric facilities. Method. This educational program employed a survey designed to illicit responses of inpatient clinical staff related to demographics; unit assignment, length of employment at their current job, and professional status. Pearson's correlations and paired sample t-tests were performed. The survey also polled staff on the appropriateness and importance of sexuality education on an adolescent inpatient unit and the perceived advantages, disadvantages and preparedness that may be encountered as a result. Results. Results indicate that overall the inpatient clinical staff exposed to the education continues to rely on previously learned interventions (53.1%). The majority reported that adolescent sexuality education is important, has advantages to daily patient contact and is appropriate on pre-test and that exposure to the training assisted with a higher sense of preparedness when dealing with patient sexual behaviors on posttest, (53%). Discussion. December 2006. The findings demonstrate that inpatient clinical staff will continue to rely on previously learned interventions or follow the interventions used by staff members with more time on the job. It appears that inpatient clinical staff benefited from the sexuality education as it equated to requests for further training is specific areas and reported the perception of preparedness in dealing with patient's sexual behaviors. Given that unit assignment, length of employment and professional status dictates staff's daily routine, sexuality education is an area of the research in terms of policy formation and inpatient clinical staff training that should be more fully explored.