Publicação
Co-creation of sexual and reproductive health literacy interventions and access to healthcare services among higher education students
| Resumo: | INTRODUCTION: Limited sexual and reproductive health literacy (SRHL) among higher education students constitutes a significant public health concern, impeding informed decision-making and equitable access to essential services. This study aimed to identify and prioritise student-informed SRHL interventions to improve health outcomes and reduce structural disparities. METHODOLOGY: A participatory, transdisciplinary approach was employed, combining student focus groups with a structured nominal group technique session involving professionals from health and education sectors. Student insights informed the initial intervention framework. Prioritisation was guided by the APEASE criteria (Acceptability, Practicability, Effectiveness, Affordability, Side effects/Safety, and Equity). RESULTS: An expert panel synthesised twenty-two proposed interventions in SRHL into twenty final interventions, which were subsequently prioritised. The highest priority was assigned to the development of an on-campus integrated health hub, aimed at centralising sexual and reproductive health services and enhancing accessibility. Other top-ranked strategies included peer-led education, interactive seminars with community stakeholders, and targeted screening campaigns. Standalone informational tools were deprioritised as experts perceived them to have limited standalone impact without complementary support mechanisms. CONCLUSION: Co-created, multidisciplinary SRHL strategies, anchored in nursing leadership, peer engagement, and institutional support, are essential to addressing health inequities in academic settings. These models demonstrate strong potential to increase service uptake and promote student well-being. Further research should assess their long-term effectiveness and scalability across diverse educational contexts. |
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| Autores principais: | Rosário, Jorge |
| Outros Autores: | Dias, Sónia; Pedro, Ana Rita |
| Assunto: | SDG 3 - Good Health and Well-being |
| Ano: | 2025 |
| País: | Portugal |
| Tipo de documento: | artigo |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Universidade Nova de Lisboa |
| Idioma: | idiomas múltiplos |
| Origem: | Repositório Institucional da UNL |
| Resumo: | INTRODUCTION: Limited sexual and reproductive health literacy (SRHL) among higher education students constitutes a significant public health concern, impeding informed decision-making and equitable access to essential services. This study aimed to identify and prioritise student-informed SRHL interventions to improve health outcomes and reduce structural disparities. METHODOLOGY: A participatory, transdisciplinary approach was employed, combining student focus groups with a structured nominal group technique session involving professionals from health and education sectors. Student insights informed the initial intervention framework. Prioritisation was guided by the APEASE criteria (Acceptability, Practicability, Effectiveness, Affordability, Side effects/Safety, and Equity). RESULTS: An expert panel synthesised twenty-two proposed interventions in SRHL into twenty final interventions, which were subsequently prioritised. The highest priority was assigned to the development of an on-campus integrated health hub, aimed at centralising sexual and reproductive health services and enhancing accessibility. Other top-ranked strategies included peer-led education, interactive seminars with community stakeholders, and targeted screening campaigns. Standalone informational tools were deprioritised as experts perceived them to have limited standalone impact without complementary support mechanisms. CONCLUSION: Co-created, multidisciplinary SRHL strategies, anchored in nursing leadership, peer engagement, and institutional support, are essential to addressing health inequities in academic settings. These models demonstrate strong potential to increase service uptake and promote student well-being. Further research should assess their long-term effectiveness and scalability across diverse educational contexts. |
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