{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,11,5]],"date-time":"2025-11-05T21:19:08Z","timestamp":1762377548186,"version":"3.41.2"},"reference-count":47,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2024,3,12]],"date-time":"2024-03-12T00:00:00Z","timestamp":1710201600000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychol."],"abstract":"<jats:sec><jats:title>Introduction<\/jats:title><jats:p>Sexuality is an integral part of development and personality, and is important in healthcare. Nurses are among the most representative healthcare professionals. For holistic and inclusive nursing care practice and to improve equality, human rights, well-being, and health of individuals, the curricula of nursing courses must integrate broad knowledge about sexuality and its diversity. This study aimed to identify and analyze nursing students\u2019 knowledge of sexuality, sex, and gender diversity. The present study was part of a multicenter study conducted in Europe.<\/jats:p><\/jats:sec><jats:sec><jats:title>Methods<\/jats:title><jats:p>Questionnaires were administered in three nursing schools to assess nursing students\u2019 knowledge (n\u2009=\u200975). Data processing was performed using Excel\u00ae software version 20 and IRaMuTeQ (R Interface pour les Analysis Multidimensionnelles de Textes et de Questionnaires) 0.7 alpha 2, allowing organization by category and subsequent thematic analysis using content analysis.<\/jats:p><\/jats:sec><jats:sec><jats:title>Results<\/jats:title><jats:p>The <jats:italic>textual corpus<\/jats:italic> \u201cNursing students\u2019 knowledge about sexuality in its diversity,\u201d was divided into two sub-corpus: \u201cStudents\u2019 perception of sexuality\u201d and \u201cStudents\u2019 perception of gender identity,\u201d originating Class 6 \u201cEroticism\u201d (14.23%) and Classes 4 \u201cSexual Orientation\u201d (16.07%) and 3 \u201cHeteronormative\u201d (16.07%), the latter with greater proximity to each other and consequently to Class 6. Similarly, Classes 1 \u201cGender\u201d (20.36%) and 5 \u201cCisgender\u201d (12.14%) also presented a greater interrelationship between themselves and consecutively with Class 2 \u201cGender Identity\u201d (15.36%).<\/jats:p><\/jats:sec><jats:sec><jats:title>Discussion<\/jats:title><jats:p>The analyses revealed that though nursing students possessed knowledge about sexuality and its diversity, this knowledge was elementary and did not reveal a sustained appropriation of concepts related to sexuality, sexual orientation, and gender diversity. For some questions, the absence of students\u2019 answers were noteworthy, and may be associated with their personal reservation in expressing themselves on this sensitive and intimate theme. To ensure diversity, inclusivity, and impartiality in nursing practice, it is imperative to change the curriculum plans of nursing courses to address the theme of sexuality during the training process of nurses in Europe.<\/jats:p><\/jats:sec>","DOI":"10.3389\/fpsyg.2024.1267280","type":"journal-article","created":{"date-parts":[[2024,3,12]],"date-time":"2024-03-12T04:53:05Z","timestamp":1710219185000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":5,"title":["Nursing students\u2019 knowledge regarding sexuality, sex, and gender diversity in a multicenter study"],"prefix":"10.3389","volume":"15","author":[{"given":"Concei\u00e7\u00e3o","family":"Santiago","sequence":"first","affiliation":[]},{"given":"A\u00e7ucena","family":"Guerra","sequence":"additional","affiliation":[]},{"given":"Teresa","family":"Carreira","sequence":"additional","affiliation":[]},{"given":"Sara","family":"Palma","sequence":"additional","affiliation":[]},{"given":"Florbela","family":"Bia","sequence":"additional","affiliation":[]},{"given":"Jorge","family":"P\u00e9rez-P\u00e9rez","sequence":"additional","affiliation":[]},{"given":"Ana","family":"Frias","sequence":"additional","affiliation":[]},{"given":"Sagrario","family":"G\u00f3mez-Cantarino","sequence":"additional","affiliation":[]},{"given":"H\u00e9lia","family":"Dias","sequence":"additional","affiliation":[]}],"member":"1965","published-online":{"date-parts":[[2024,3,12]]},"reference":[{"year":"2022","author":"Alarc\u00e3o","key":"ref1"},{"year":"2016","author":"Bardin","key":"ref2"},{"year":"2018","author":"Barroso","key":"ref3"},{"key":"ref4","doi-asserted-by":"publisher","first-page":"1998","DOI":"10.1016\/j.jsxm.2021.09.011","article-title":"The lack of sexual health education in medical training leaves students and residents feeling unprepared","volume":"18","author":"Beebe","year":"2021","journal-title":"J. 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