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Co-creation of sexual and reproductive health literacy interventions and access to healthcare services among higher education students

2025Artigo científico Acesso aberto
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dc.contributor.authorRosário, Jorge
dc.contributor.authorDias, Sónia
dc.contributor.authorPedro, Ana Rita
dc.contributor.institutionLaboratório Associado de Translacção e Inovação para a Saúde Global - LA Real (Pólo ENSP)
dc.contributor.institutionCentro de Investigação em Saúde Pública (CISP/PHRC)
dc.contributor.institutionComprehensive Health Research Centre (CHRC) - Pólo ENSP
dc.contributor.institutionEscola Nacional de Saúde Pública (ENSP)
dc.contributor.pblKarger
dc.date.accessioned2026-03-31T10:52:02Z
dc.date.available2026-03-31T10:52:02Z
dc.date.issued2025
dc.description© 2025 The Author(s). Published by S. Karger AG, Basel on behalf of NOVA National School of Public Health.
dc.description.abstractINTRODUCTION: 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.en
dc.description.versionpublishersversion
dc.description.versionpublished
dc.format.extent16
dc.format.extent2220103
dc.identifier.doi10.1159/000549299
dc.identifier.issn2504-3137
dc.identifier.otherPURE: 159218106
dc.identifier.otherPURE UUID: d73f32e9-b0ec-4028-b134-768cd261542f
dc.identifier.otherPubMed: 41409444
dc.identifier.otherPubMedCentral: PMC12707951
dc.identifier.otherWOS: 001635590800001
dc.identifier.otherORCID: /0000-0001-5085-0685/work/210364123
dc.identifier.urihttp://hdl.handle.net/10362/201932
dc.language.isomul
dc.peerreviewedyes
dc.subjectSDG 3 - Good Health and Well-being
dc.titleCo-creation of sexual and reproductive health literacy interventions and access to healthcare services among higher education students
dc.title.alternativeCo-criação de intervenções para a literacia em saúde sexual e reprodutiva e acesso aos serviços de saúde entre estudantes do ensino superiorusando a Técnica de Grupo Nominalen
dc.title.subtitleusing the nominal group technique
dc.typejournal article
degois.publication.firstPage249
degois.publication.issue4
degois.publication.lastPage264
degois.publication.titlePortuguese Journal of Public Health
degois.publication.volume43
dspace.entity.typePublication
rcaap.rightsopenAccess

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