Sexual myths among health science students are influenced by their level of sexual health literacy, with the knowledge and attitude subdimensions of sexual health literacy significantly predicting total sexual myth scores.
Key Findings
Results
The vast majority of health science students reported having received no sexual health education.
91.9% of participants reported not having received any sexual health education
The study included 678 students enrolled in various health science departments during the 2023-2024 academic year
Students were from a public university in Türkiye
Departments represented included midwifery (35.3%), nursing (17.8%), emergency aid (14.3%), medical documentation and secretarial studies (9.4%), child development (8.8%), elderly care (6.9%), and physiotherapy (4.9%)
Results
Health science students had a mean Sexual Health Literacy Scale score of 50.26 and a mean Sexual Myths Scale score of 68.50.
Mean SHLS total score was 50.26 ± 7.85
Mean SMS total score was 68.50 ± 17.76
Data were collected online using the Sexual Health Literacy Scale (SHLS) and the Sexual Myths Scale (SMS)
Descriptive statistics, independent samples t-test, one-way ANOVA, and linear regression analyses were performed
Results
Sexual health literacy and sexual myth levels differed significantly according to several sociodemographic and academic variables.
Significant differences were found according to age, department, year of study, and marital status (p < 0.05)
Analyses included independent samples t-test and one-way ANOVA
The cross-sectional design included 678 students across multiple health science departments
These variables were assessed using a Personal Information Form alongside the SHLS and SMS
Results
The knowledge and attitude subdimensions of the Sexual Health Literacy Scale significantly predicted total sexual myth scores.
Linear regression analysis showed F = 9.03; p < 0.001
Only the knowledge and attitude subdimensions of the SHLS were significant predictors of total SMS scores
The finding indicates that higher sexual health literacy is associated with lower endorsement of sexual myths
This predictive relationship was identified among health science students who will become future healthcare professionals
Conclusions
The authors concluded that providing scientifically based sexual health education during university training may improve the quality of future sexual and reproductive health services.
The authors stated that 'providing scientifically based and accurate sexual health education during university training may contribute to improving the quality of future sexual and reproductive health services delivered by these students as healthcare professionals'
The study was cross-sectional, limiting causal inference
The sample was drawn from a single public university in Türkiye, which may limit generalizability
The finding that 91.9% had no prior sexual health education underscores the authors' call for curricular integration
What This Means
This research suggests that health science university students in Türkiye hold notable levels of sexual myths, and that how much they know about sexual health—and their attitudes toward it—plays a meaningful role in whether they believe those myths. The study surveyed 678 students across departments like midwifery, nursing, and emergency aid, and found that more than 9 out of 10 students had never received any formal sexual health education. Students' scores on sexual health knowledge and attitudes were statistically significant predictors of how many sexual myths they endorsed, meaning students with stronger sexual health literacy tended to believe fewer myths.
The study also found that factors like age, academic department, year of study, and marital status were associated with differences in both sexual health literacy and sexual myth beliefs. This suggests that not all health science students are equally equipped with accurate sexual health knowledge, and that gaps may exist across different training programs.
This research suggests that incorporating evidence-based sexual health education into health science curricula could help future healthcare professionals provide better sexual and reproductive health care to patients. Since these students will go on to work in clinical roles, gaps in their sexual health literacy and persistence of sexual myths could potentially affect the quality and accuracy of care they deliver. The findings point to a need for structured sexual health education as a standard component of health sciences training.
Karakoç S, Aydin Doğan R. (2026). The Relationship Between Sexual Health Literacy and Sexual Myths Among Health Science Students: A Cross-Sectional Study in Türkiye.. The journal of obstetrics and gynaecology research. https://doi.org/10.1111/jog.70252