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The Effect on the Knowledge Levels of Nursing School Students of the Educational Activities Undertaken for Sexually Transmitted Infections

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Abstract

This study was made with the objective of determining the effect on the knowledge levels of nursing school students of the educational activities undertaken for sexually transmitted infections (STI). The study was carried out in a single group semi-experimentally in a pre-test–post-test sequence. A total of 120 students, who attended the nursing school, participated in the educational activities and who filled out completely all of the forms, were included in the study. Peer education, plays and panel discussions were held as the educational activities in the study. The educational activities were carried out together with two student groups at the nursing school. The data collection tool used in the study was developed by researchers. It was observed in this research that of the students who participated in the educational activities on the subject of STIs, their knowledge on what are STIs (p = 0.000) and how to protect against these diseases (p = 0.000) were raised. It was determined that the diseases known the most by the students were acquired immune deficiency syndrome, syphilis and gonorrhea. It was determined that the same education did not affect the knowledge level of the students on the subjects of the STI symptoms and means of spreading by contagion. In conclusion, education on the subject of STIs for the university students can be organized with different methods.

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Authors and Affiliations

  1. Obstetric and Gynecologic Nursing Department, Faculty of Health Science, Şifa University, Bornova, İzmir, Turkey

    Kerziban Yenal

  2. Faculty of Nursing, Dokuz Eylul University, Balçova, İzmir, Turkey

    Özlem Çeçe

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  1. Kerziban Yenal
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  2. Özlem Çeçe
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Correspondence to Kerziban Yenal.

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Yenal, K., Çeçe, Ö. The Effect on the Knowledge Levels of Nursing School Students of the Educational Activities Undertaken for Sexually Transmitted Infections. Sex Disabil 31, 201–211 (2013). https://doi.org/10.1007/s11195-013-9296-6

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