Learning Disability Nursing

Sexuality is a very emotive area of nursing practice; it presents an immense challenge to all nursing professionals and support workers alike. It provokes our beliefs, values, our sense of integrity and possibly above all, our impartiality. We have an integral role, like it or not, in any sexually focused relationship or sexual activity exhibited by clients in our care. This role can become increasingly demanding where nurses are practising in areas of Mental Health and Learning Disabilities due to the vulnerability of these client groups. The requirements for a conscientious sexuality practice in Mental Health and Learning Disabilities grasp the author’s attention and for this reason he will examine the differences and similarities.

We should commence by exploring sexuality practice and defining sexuality into terms that are meaningful in the confines of Mental Health and Learning Disability nursing practice. According to Webb (1987), “Sexuality is an integral part of every human being and is lived everyday of one’s life. … If sexuality is part of being a human being, every day and in every way, then it must be linked with health”. Webb’s definition indicates a holistic approach to sexuality complementing concepts of an ethical nursing practice. In contrast, “The constitution of an individual in relation to sexual attitudes or activity.” (On-line Dictionary 2001), gives us a clinical, dispassionate view of sexuality somewhat removing the humanistic approach of nursing.

Nurses have numerous roles in sexuality practice, as role models, counsellors and probably most important of all, as empowers. It’s at this point; as empowers that nurses encounter conflicts to their own personal philosophy regarding sexuality. We need to explore our own conceptions of sexuality, embrace them and adapt it to our working environment if we are to meet peoples needs. Nurses are taught to be non-judgemental in all circumstances, the author proposes that sexuality will thoroughly