Effects of a brief e-learning resource on sexual attitudes and beliefs of healthcare professionals working in prostate cancer care : a pilot study

McCaughan, Eilís M. and Flannagan, Carrie and Parahoo, Kader and Bingham, Sharon L. and Brady, Nuala and Connaghan, John and Maguire, Roma and Thompson, Samantha and Jain, Suneil and Kirby, Michael and O’Connor, Seán R. (2021) Effects of a brief e-learning resource on sexual attitudes and beliefs of healthcare professionals working in prostate cancer care : a pilot study. International Journal of Environmental Research and Public Health, 18 (19). 10045. ISSN 1660-4601 (https://doi.org/10.3390/ijerph181910045)

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Abstract

Sexual issues and treatment side effects are not routinely discussed with men receiving treatment for prostate cancer, and support to address these concerns is not consistent across settings. This study evaluates a brief e-learning resource designed to improve sexual wellbeing support and examine its effects on healthcare professionals' sexual attitudes and beliefs. Healthcare professionals ( = 44) completed an online questionnaire at baseline which included a modified 12-item sexual attitudes and beliefs survey (SABS). Follow-up questionnaires were completed immediately after the e-learning and at 4 weeks. Data were analysed using one-way, repeat measures ANOVAs to assess change in attitudes and beliefs over time. Significant improvements were observed at follow-up for a number of survey statements including 'knowledge and understanding', 'confidence in discussing sexual wellbeing' and the extent to which participants felt 'equipped with the language to initiate conversations'. The resource was seen as concise, relevant to practice and as providing useful information on potential side effects of treatment. In brief, e-learning has potential to address barriers to sexual wellbeing communication and promote delivery of support for prostate cancer survivors. Practical methods and resources should be included with these interventions to support implementation of learning and long-term changes in clinical behaviour.

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