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Running head: SEXUAL HEALTH ASSIGNMENT

Sexual Health Assignment


Mary Heald
November 2, 2015
University of New Hampshire

Running head: SEXUAL HEALTH ASSIGNMENT

Abstract
This paper utilizes the Gibbs Reflection Cycle in order to reflect on my motivational
interview regarding proper condom use with a close friend, who I refer to as Shirley for
confidentiality purposes. During the interview, I used knowledge about health coaching and
remained friendly in order to ensure that Shirley felt comfortable and safe when asking questions
and performing demonstrations. The result was positive as Shirley successfully answered follow
up questions that reiterated the information provided about STI prevention and exhibited
competence in using a male condom. My goal was to teach the patient information about sexual
health that was relevant to her, while providing a safe environment that she found comfortable
and conducive to learning.

Running head: SEXUAL HEALTH ASSIGNMENT

This past Monday night, I conducted a motivational interview with my friend Shirley that
lasted about an hour in my dormitory room. I was excited to have this conversation because I
find that discussing sexual matters or other topics that may be awkward to some people is one of
my strengths, as it comes naturally to me. I made sure that we were alone because privacy is
crucial when discussing sexual health and I explained the assignment to Shirley beforehand. She
agreed to divulge legitimate information about herself so that the interview could be as authentic
as possible. I know that Shirley is a virgin, but I still asked if she was sexually active; she
willingly responded that she was not. I inquired about whether or not she was ready to have sex,
or if she planned on losing her virginity soon, reassuring her that it was perfectly fine either way.
These questions provoked a lot of discussion on her part about her interest in having sex, but I
could sense that she may feel embarrassed about being a virgin, so I pressed a bit further.
Delicately, I asked her how she felt about her virginity. I asked if it was a religious choice, or if
she was saving it for someone special. I came to find out that although she is interested, she is a
bit hesitant because she is still a virgin after two years of college and most people around her are
not. Although I sensed this beforehand, I did not address the feelings of embarrassment until she
verbalized them. I did not tell her that her feelings are wrong, but I reassured her that sexuality
is a completely personal choice and should have nothing to do with those around her. I began
thinking that I needed to start my health coaching about STIs and condom use because we had
been talking for a long time and I had not done much teaching. As the conversation progressed, I
realized that this discussion was what she needed and I felt accomplished because I successfully
made her feel comfortable opening up and being vulnerable with me.
When Shirley spoke about her hesitance towards sexual activity I was attentive and
listened to what she was saying, but I knew that this was a perfect time to begin my discussion of

Running head: SEXUAL HEALTH ASSIGNMENT

condom use. I asked her how important sexual health was to her when she does decide to
become active and what she knows about contraception and STI prevention. Shirley expressed
that sexual health is a priority and that she knew about STIs and prevention methods. I inquired
about where she learned this information and how confident she felt with it. Her responses about
STI risks and prevention exposed a high level of self-efficacy, especially for having no personal
sexual experience. I questioned if she would feel comfortable insisting that the male whom she
would engage in sexual activities with wear a condom. She reiterated that she prioritizes sexual
health highly and said she would have no problem, guaranteeing that she will do so in the future.
The stern tone of her voice and her body language confirmed that she took sexual health
extremely seriously. She immediately stated that she thought she knew how to put a male
condom on the penis, but she asked me to demonstrate the process for her. I recently attended an
in depth presentation on sexual health in the Memorial Union Building, put on by the Center for
Sexual Pleasure and Health, so I felt very comfortable with the information about condom usage
and care. I successfully demonstrated putting a condom on a banana, placing the rolled condom
on the tip of the banana and rolling the sides down to the base of the banana, smoothing the sides
out. Meanwhile, I described that one must check the expiration date on the condom and be
careful not to cause any tears when opening the package. I highlighted the importance of adding
a small amount of water-based lubricant to the inside of the condom before putting it on the penis
and to be cognizant of the type of lubricant being used. Oil-based lubricants may decrease the
effectiveness of the condom. I asked her to demonstrate and though she fumbled a little bit at
first, she ultimately put the condom on successfully and explained the process as she did so. I
was pleased and my confidence increased as a result of her competence. She asked me when
exactly a condom should be worn and inquired about condom use during oral sex and whether or

Running head: SEXUAL HEALTH ASSIGNMENT

not it tastes bad. I was glad that she was asking questions and was genuinely engaging. I told
her that a condom should be put on the erect penis before vaginal or anal penetration. I did not
try to scare her, but I did briefly warn her about pre-ejaculatory fluids that could leak out could
potentially spread disease or cause pregnancy. I informed her that in order to prevent STIs, a
condom should be worn on the penis during oral sex and that companies make flavored condoms
for this reason. I also educated her on the use of dental dams, which are an effective barrier
method during female and male oral sex. I asked her to teach the information back to me, which
she did effectively by repeating my statements in her own words.
My client seemed comfortable and confident and I believe that her attitude at the
conclusion of the interview is a relevant indicator of the success of my health coaching
experience. I have prior experience with health coaching which I feel contributed to my comfort
level throughout the discussion. I roughly knew how to conduct the interview and elicit a
response from the client. I have ample prior knowledge about STIs and sexual health, as I
recently went to a presentation on the subject and personal experience. However, I may have
been overconfident in my knowledge, as I did not review any information about the topic before
conducting my interview. I was determined to do a good job during this conversation and I was
pleased with my performance, as I have personally had negative experiences in this area with my
own APRN, who used scare tactics when discussing sexual health. When I was fifteen she
described a virgin birth that she had watched, after I had told her that I was not sexually active,
leaving me frightened and uncomfortable discussing sexuality with her. This past summer I was
21 years old and she asked me if I used condoms; I told her that I did not. With no further
questioning, she lectured me on condom use. I had performed motivational interviews and I
knew that she was making a mistake, but I let her go on without intervening. After this

Running head: SEXUAL HEALTH ASSIGNMENT

degrading rant, she finally thought to ask me why I did not use condoms. I explained that I was
in a serious, long-term relationship, that we have only been with each other sexually, and that I
efficiently use the birth control that she prescribes me. She quickly retracted her statements and
apologized, but I realized that these encounters with my APRN resonate in my mind while
conducting health-coaching sessions. I remember how I felt when I was lectured and spoken to
in a demeaning manner and I have promised myself that I will not belittle a patient regardless of
how I feel about his or her behavior. This past experience gave me confidence and incentive to
make my client feel at ease. She confirmed this sentiment when I asked her how she felt at the
conclusion of the interview. I learned that a clients responses to questions and his or her overall
attitude are the best indicators of whether or not the interview is productive and gives insight into
what requires further teaching.
The client that I chose was extremely receptive, willing to participate, and knew a lot of
information about STI prevention which contributed to my success. If I were to do this again, I
would choose a person with little knowledge about sexual health, so that I could practice
teaching a relatively clueless client. I realize that my interactions in the area of health coaching
thus far have been staged and mostly unauthentic. I need experience with stubborn patients who
are difficult to reach and who are unsure about making a change, so that I can help them make an
informed decision. I focused on client needs and briefly reviewed information that she had
competent knowledge about, but in the healthcare setting I would need to improve in directing
the conversation. In the real world I may not have over an hour to do patient teaching and I must
learn to actively listen, but once I recognize what the client has interest in learning about, provide
better structure. Overall, I am proud of myself because my client expressed that she felt that she
could ask me anything during the interaction and that I answered her questions effectively.

Running head: SEXUAL HEALTH ASSIGNMENT

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