Exploring college students' sexual and reproductive health literacy.
Cheryl A Vamos, Erika L Thompson, Rachel G Logan, Stacey B Griner, Karen M Perrin, Laura K Merrell, Ellen M Daley
Author Information
Cheryl A Vamos: Department of Community and Family Health, College of Public Health, University of South Florida, Tampa, FL, USA. ORCID
Erika L Thompson: Department of Health Behavior and Health Systems, School of Public Health, University of North Texas Health Science Center, Fort Worth, TX, USA. ORCID
Rachel G Logan: Department of Community and Family Health, College of Public Health, University of South Florida, Tampa, FL, USA. ORCID
Stacey B Griner: Department of Community and Family Health, College of Public Health, University of South Florida, Tampa, FL, USA. ORCID
Karen M Perrin: Department of Community and Family Health, College of Public Health, University of South Florida, Tampa, FL, USA.
Laura K Merrell: Department of Health Sciences, James Madison University, Harrisonburg, VA, USA. ORCID
Ellen M Daley: Department of Community and Family Health, College of Public Health, University of South Florida, Tampa, FL, USA. ORCID
To assess college students' sexual and reproductive health (SRH) literacy experiences, specific to contraception use and STI prevention. In Spring 2015, participants ( = 43) from a large institution participated in six focus groups (two male and four females groups). Focus groups were guided by the health literacy domains (access; understand; appraise; apply); data were analyzed in MaxQDA using the constant comparative method. The Internet was the most commonly source for SRH information. Participants discussed facilitators (eg, use of visuals) and barriers (eg, medical jargon) to information; and personal lifestyle, advice from family/friends, symptoms, and sexual partners as factors. Participants information by communicating with friends/providers and seeking healthcare. However, findings were not linear nor mutually exclusive, representing the interaction of health literacy skills. Findings suggest that a patient-centered intervention capitalizing on technology and trusted individuals (providers/peer educators) may facilitate college students' SRH literacy.
