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Articles

Original Article

Analysis of the Sexual Health Education Curriculum of Nursing Schools in Korea using Posner's Theory

Korean Journal of Adult Nursing 2014;26(2):223-233.
Published online: April 30, 2014

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Corresponding author: Kim, Hyun-Kyoung Doowon Technical University College, 678 Jangwon-ri, Juksan-myeon, Anseong 456-893, Korea. Tel: +82-31-8056-7314, Fax: +82-31-8056-7269, E-mail: leomommy@hanmail.net
• Received: January 1, 2014   • Accepted: March 10, 2014

© 2014 Korean Society of Adult Nursing

This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

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  • Purpose
    This study was aimed to analyze the sexual health curriculum for the nursing baccalaureate and associate's degrees in Korea. The curriculum proper based on Posner's theory presented the analysis of purpose, content, organization, and underlying assumption.
  • Methods
    This study was conducted with sexual health education guidelines, nursing practice standards, 181 curriculums, and teaching materials. Data were collected through literature, online homepage from 181 nursing school, and textbooks from July to September, 2013. Data were analyzed using percentage and mean with SPSS 12.0.
  • Results
    The purposes were mostly included in the low grade cognitive learning domain. The contents included 20 key elements among 22, so the scope was not inclusive. There was an unbalance between content's depth and scope, because total mean credit of sexual health nursing education was only 19.81 hours. The spiral structure of organization showed continuity, sequence, and integration with international standards. The interdisciplinary integration and transcultural value were advantages of the curriculum.
  • Conclusion
    This study provided a view on understanding sexual health nursing curriculum and implication for advanced education. The proclaiming of the standard and concept mapping of sexual health curriculum may contribute to the curriculum development for the advanced nursing.
Table 1.
Curriculum Proper Analysis based on Posner' Theory
Analysing questions Details of the analysing questions
IV. Purpose and content of the curriculum 1. Aspects of the curriculum intended for training and educational context
2. Level of the curriculum that express purpose
3. Priority of the educational goal or aim
4. Types of the learning objectives
5. Primary ways in which the curriculum represents the subject matter to students
6. Multi-cultural education in the contents(assimilationist, multi-ethic, or social reconstructionist view)
7. Determination if students have met the standards
8. Curriculum alignment with the standards
9. Technological effect of the content of the curriculum
V. Assumption of the curriculum's approach to purpose or contents 1. Conception of learning, objectives, curriculum, and teaching underlie the materials
2. Hidden curriculum that accompany the conception and perspectives
3. Hegemonic role of the conception and perspectives
VI. Organization of the curriculum 1. Macro level of vertical and/or horizontal organization
2. Micro level of the content organization
3. Various media and technology for delivering the curriculum
4. Organizational principal
5. Social and political implication of technology in curriculum organization
6. Tracking of the curriculum organization
VII. Assumption of the curriculum organization 1. Epistemological assumption of the curriculum organization
2. Psychological assumption of the curriculum organization
3. Other assumption of the curriculum organization
Table 2.
Curriculum Objectives related to Sexual Health
Classification Items
Maternal nursing 3.1.1. Explanation of concept of sexuality and sexual health (L2)
3.1.2. Explanation of cycle of sexual response (L2)
3.1.3. List of sexual health problems (L1)
3.1.4. Application of nursing process on woman with sexual health problem (L3)
3.3.1. Explanation of objective and method of sexual education (L2)
3.3.2. Explanation of objective and method of sexual counselling (L2)
5.5.4. Explanation of sexual life during pregnancy (L2)
5.1.11. Explanation of effect on pregnant woman and fetus of sexual transmitted disease (L2)
5.10.12. Application of nursing process on pregnant woman with sexual transmitted disease (L3)
7.3.6. Explanation of sexual life and family planning during postpartum (L2)
10.1.1. Explanation of definition, long term effect, and short term effect of sexual violence (L2)
10.1.2. Plan and practice physical, emotional, and social nursing for sexual violence woman (Psychomotor domain)
10.1.3. Explanation of factors of sexual violence (L2)
Pediatric nursing 2.1.11. Explanation of sexual development according to the development stages (L2)
2.3.6. Education of sexuality according to the development stages (L5)
3.9.4. Application of nursing process on precocious puberty child (L3)
Psychiatric nursing 13.1.1. Ascertainment of adaptive sexual response (L2)
13.1.2. Ascertainment of development of sexual identify (L2)
13.2.1. Explanation of factors of sexual dysfunction (L2)
13.2.2. Explanation of behavioral characters of sexual dysfunction (L2)
13.2.3. Application of nursing process on client with sexual dysfunction (L5)

L1=kowledge, L2=comprehension, L3=application, L4=analysis, L5=synthesis, L6=evaluation.

Non-core domain (core domain=in bold).

Table 3.
Analysis of Sexual Health Curriculum Placement in 4-year and 3-year Nursing Schools (N=181)
Variables   Categories n (%) or M±SD
Educational system   3-year nursing schools 29 (16.0)
4-year nursing schools 152 (84.0)
Total semester including sexual health curricula 5.31±2.41
Total offering course related to sexual health curricula 9.80±3.16
Total credit related to sexual health curricula 19.81±3.71
Course Liberal arts (required) Growth and development 8 (4.4)
Gender and love 1 (0.6)
No course 172 (95.0)
Liberal arts (elective) Growth and development 4 (2.2)
Person and sexual ethics 1 (0.6)
No course 176 (97.2)
Theory in nursing (required) Growth and development 74 (40.9)
Sexual health nursing 4 (2.2)
Family health nursing 2 (1.1)
No course 101 (55.8)
Maternal nursing (required) Maternal nursing 100 (55.2)
Women's health nursing 78 (43.1)
Integrated course 3 (1.7)
Psyciatric nursing (required) Psychiatric nursing 180 (99.4)
Integrated course§ 1 (0.6)
Pediatric nursing (required) Pediatric nursing 179 (98.9)
Integrated course 2 (1.1)
Theory in nursing (elective) Growth and development 18 (9.8)
Women's lifespan 1 (0.6)
Sexuality and childbirth culture 1 (0.6)
Sexual health nursing 1 (0.6)
Women and health 3 (1.7)
High risk maternal nursing 1 (0.6)
No course 156 (86.1)
Practicum in nursing (required) Practicum in maternal or women's health nursing 179 (98.9)
Integrated practicum 2 (1.1)

Include growth and development, human development theory, human growth and development, and child growth and development;

Include clinical nursing, nursing (sexuality/reproduction), and family health and nursing;

§Health response and nursing (stress/coping);

Family health and nursing and clinical nursing.

Table 4.
Key Contents Distribution in Each Course related to Sexual Health
No Core contents/Cultural or hegemonic view Maternal nursing Pediatric nursing Psychiatric nursing
1 Concept of sexual health  
2 Sexual development
3 Sexual behavior
4 Sexual response  
5 Sexual problem
6 Sexual identity, sexual orientation, and sexual diversity
7 Sexual autonomous decision    
8 Sexual dysfunction  
9 Sexual violence and sexual assault
10 Sexuality and gender    
11 Contraception and abortion  
12 Treatment of sexual dysfunction      
13 Sexual education  
14 Sexual counselling  
15 Ethics, law, and sexuality    
16 Pregnancy and sexuality  
17 Sexually transmitted disease and sexuality  
18 Disability and sexuality    
19 Chronic disease and sexuality    
20 Aging and sexuality    
21 Psychiatric disease and sexuality    
22 Management of sexual health facilities      
Multi-cultural view Assimilationist view
Social reconstructionist
Multi-ethic view
Hegemonic role Gender role    
Socio-economic role      
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      Analysis of the Sexual Health Education Curriculum of Nursing Schools in Korea using Posner's Theory
      Analysis of the Sexual Health Education Curriculum of Nursing Schools in Korea using Posner's Theory

      Curriculum Proper Analysis based on Posner' Theory

      Analysing questions Details of the analysing questions
      IV. Purpose and content of the curriculum 1. Aspects of the curriculum intended for training and educational context
      2. Level of the curriculum that express purpose
      3. Priority of the educational goal or aim
      4. Types of the learning objectives
      5. Primary ways in which the curriculum represents the subject matter to students
      6. Multi-cultural education in the contents(assimilationist, multi-ethic, or social reconstructionist view)
      7. Determination if students have met the standards
      8. Curriculum alignment with the standards
      9. Technological effect of the content of the curriculum
      V. Assumption of the curriculum's approach to purpose or contents 1. Conception of learning, objectives, curriculum, and teaching underlie the materials
      2. Hidden curriculum that accompany the conception and perspectives
      3. Hegemonic role of the conception and perspectives
      VI. Organization of the curriculum 1. Macro level of vertical and/or horizontal organization
      2. Micro level of the content organization
      3. Various media and technology for delivering the curriculum
      4. Organizational principal
      5. Social and political implication of technology in curriculum organization
      6. Tracking of the curriculum organization
      VII. Assumption of the curriculum organization 1. Epistemological assumption of the curriculum organization
      2. Psychological assumption of the curriculum organization
      3. Other assumption of the curriculum organization

      Curriculum Objectives related to Sexual Health

      Classification Items
      Maternal nursing 3.1.1. Explanation of concept of sexuality and sexual health (L2)
      3.1.2. Explanation of cycle of sexual response (L2)
      3.1.3. List of sexual health problems (L1)
      3.1.4. Application of nursing process on woman with sexual health problem (L3)
      3.3.1. Explanation of objective and method of sexual education (L2)
      3.3.2. Explanation of objective and method of sexual counselling (L2)
      5.5.4. Explanation of sexual life during pregnancy (L2)
      5.1.11. Explanation of effect on pregnant woman and fetus of sexual transmitted disease (L2)
      5.10.12. Application of nursing process on pregnant woman with sexual transmitted disease (L3)
      7.3.6. Explanation of sexual life and family planning during postpartum (L2)
      10.1.1. Explanation of definition, long term effect, and short term effect of sexual violence (L2)
      10.1.2. Plan and practice physical, emotional, and social nursing for sexual violence woman (Psychomotor domain)
      10.1.3. Explanation of factors of sexual violence (L2)
      Pediatric nursing 2.1.11. Explanation of sexual development according to the development stages (L2)
      2.3.6. Education of sexuality according to the development stages (L5)
      3.9.4. Application of nursing process on precocious puberty child (L3)
      Psychiatric nursing 13.1.1. Ascertainment of adaptive sexual response (L2)
      13.1.2. Ascertainment of development of sexual identify (L2)
      13.2.1. Explanation of factors of sexual dysfunction (L2)
      13.2.2. Explanation of behavioral characters of sexual dysfunction (L2)
      13.2.3. Application of nursing process on client with sexual dysfunction (L5)

      L1=kowledge, L2=comprehension, L3=application, L4=analysis, L5=synthesis, L6=evaluation.

      Non-core domain (core domain=in bold).

      Analysis of Sexual Health Curriculum Placement in 4-year and 3-year Nursing Schools (N=181)

      Variables   Categories n (%) or M±SD
      Educational system   3-year nursing schools 29 (16.0)
      4-year nursing schools 152 (84.0)
      Total semester including sexual health curricula 5.31±2.41
      Total offering course related to sexual health curricula 9.80±3.16
      Total credit related to sexual health curricula 19.81±3.71
      Course Liberal arts (required) Growth and development 8 (4.4)
      Gender and love 1 (0.6)
      No course 172 (95.0)
      Liberal arts (elective) Growth and development 4 (2.2)
      Person and sexual ethics 1 (0.6)
      No course 176 (97.2)
      Theory in nursing (required) Growth and development 74 (40.9)
      Sexual health nursing 4 (2.2)
      Family health nursing 2 (1.1)
      No course 101 (55.8)
      Maternal nursing (required) Maternal nursing 100 (55.2)
      Women's health nursing 78 (43.1)
      Integrated course 3 (1.7)
      Psyciatric nursing (required) Psychiatric nursing 180 (99.4)
      Integrated course§ 1 (0.6)
      Pediatric nursing (required) Pediatric nursing 179 (98.9)
      Integrated course 2 (1.1)
      Theory in nursing (elective) Growth and development 18 (9.8)
      Women's lifespan 1 (0.6)
      Sexuality and childbirth culture 1 (0.6)
      Sexual health nursing 1 (0.6)
      Women and health 3 (1.7)
      High risk maternal nursing 1 (0.6)
      No course 156 (86.1)
      Practicum in nursing (required) Practicum in maternal or women's health nursing 179 (98.9)
      Integrated practicum 2 (1.1)

      Include growth and development, human development theory, human growth and development, and child growth and development;

      Include clinical nursing, nursing (sexuality/reproduction), and family health and nursing;

      §Health response and nursing (stress/coping);

      Family health and nursing and clinical nursing.

      Key Contents Distribution in Each Course related to Sexual Health

      No Core contents/Cultural or hegemonic view Maternal nursing Pediatric nursing Psychiatric nursing
      1 Concept of sexual health  
      2 Sexual development
      3 Sexual behavior
      4 Sexual response  
      5 Sexual problem
      6 Sexual identity, sexual orientation, and sexual diversity
      7 Sexual autonomous decision    
      8 Sexual dysfunction  
      9 Sexual violence and sexual assault
      10 Sexuality and gender    
      11 Contraception and abortion  
      12 Treatment of sexual dysfunction      
      13 Sexual education  
      14 Sexual counselling  
      15 Ethics, law, and sexuality    
      16 Pregnancy and sexuality  
      17 Sexually transmitted disease and sexuality  
      18 Disability and sexuality    
      19 Chronic disease and sexuality    
      20 Aging and sexuality    
      21 Psychiatric disease and sexuality    
      22 Management of sexual health facilities      
      Multi-cultural view Assimilationist view
      Social reconstructionist
      Multi-ethic view
      Hegemonic role Gender role    
      Socio-economic role      
      Table 1. Curriculum Proper Analysis based on Posner' Theory

      Table 2. Curriculum Objectives related to Sexual Health

      L1=kowledge, L2=comprehension, L3=application, L4=analysis, L5=synthesis, L6=evaluation.

      Non-core domain (core domain=in bold).

      Table 3. Analysis of Sexual Health Curriculum Placement in 4-year and 3-year Nursing Schools (N=181)

      Include growth and development, human development theory, human growth and development, and child growth and development;

      Include clinical nursing, nursing (sexuality/reproduction), and family health and nursing;

      Health response and nursing (stress/coping);

      Family health and nursing and clinical nursing.

      Table 4. Key Contents Distribution in Each Course related to Sexual Health

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