Provider Education on Hypersexual Disorder

Despite literature demonstrating hypersexual disorder (HD) as a growing problem with significant medical and psychosocial consequences, many providers lack the knowledge and skills needed to identify and treat hypersexual disorder. This project provided mental health care clinicians an online education module and reference guide to increase knowledge of hypersexual disorder diagnostic criteria, screening tools, interventions, and resources. Objectives 1. Develop a module and reference guide. 2. Develop a pre- and post-module questionnaire. 3. Provide education using an online module and reference guide. 4. Disseminate results to the Utah Psychiatric APRN Council. Hypersexual disorder (HD) is a highly controversial disorder and is not included in the DSM-5 due to lack of empirical evidence establishing causality or pathogenesis. Despite exclusion from the DSM-5, there are numerous peer-reviewed articles referencing normophilic sexual fantasies, arousal, urges, and behaviors excessive in duration, frequency, and intensity leading to clinically significant personal distress and social role impairment. However, these articles use a variety of different terminology. Lack of research and standard terminology makes identifying, assessing, and treating patients with HD difficult. Educating providers on assessment, diagnoses, and treatment of HD may improve patient outcomes. An educational module and reference guide developed for the project contained information on diagnostic criteria, screening tools, interventions, and resources provided clinicians an opportunity to learn more about HD. The pre- and post-module questionnaires included modifications from a template from University of Washington. The IRB provided an exemption for the project. Delivery of the pre-questionnaire, education module, reference guide, and post-questionnaire occurred electronically via email using Redcap research electronic data capture software. Comparison of the data gathered from the pre- and post-module questionnaires demonstrated effectiveness and benefit of the educational module. A presentation to the Utah Psychiatric APRN Council included the content and results of the project. Comparison of 18 completed anonymous pre- and post-module questionnaires demonstrated a significant increase in providers' knowledge related to sex addiction or hypersexual disorder diagnostic criteria, screening tools, interventions, and resources. Therefore, it is reasonable to conclude that a brief module on hypersexual disorder may effectively increase providers' knowledge related to hypersexual disorder. In summary, hypersexual disorder is a prevalent problem affecting approximately three to six percent of the U.S. population. Many providers lack knowledge needed to properly identify and treat this disorder. Providing a brief module on hypersexual disorder may effectively increase providers' knowledge and ability to properly identify and treat hypersexual disorder.