Educational strategies in HIV and sexual health take into account individual values, knowledge and situations, and ensuring regardless the approach is’ person-centred’. .  Nursing input into the sexual health of individual clients, couples, partners and cultural groups, needs to take into consideration diverse issues: sexuality, gender identity, and gender equality, sex, fertility and reproductive health rights, relationships and STIs including HIV.[1] Should a nurse not feel comfortable discussing these issues, it is important that  they refer the client to a specialist HIV or sexual health service. 

To gain trust, a non-judgmental approach and reassurance of the clients confidentiality when discussing sexual health and sexual practices is imperative. Providing basic information such as that available on quality internet sites; utilising the full scope of a nurses practice and their experience and skills as a patient advocate  [2] to gain an understanding of the individual’s values. It is important to dispel misperceptions or internalised (or societal) phobia surrounding sexual health and STIs.[3] [4] 

Strategies and tools that can be used to engage and assess clients’ needs and values include HEADSS assessment (Home and Environment, Education and Employment, Activities, Drugs, Sexuality, Suicide, Depression) [5] or the PLISSIT model (Permission, Limited Information, Specific Suggestions, Intensive Therapy)[6] or a specific sexual health history and risk assessment: See, for example, https://www.health.qld.gov.au/publications/clinical-practice/guidelines-procedures/cm-guidelines01.pdf