A Qualitative Exploration of Nursing and Social Work University Students' Experiences of Sexual and Reproductive Health and Rights Education in Australia and Hong Kong
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| Title: | A Qualitative Exploration of Nursing and Social Work University Students' Experiences of Sexual and Reproductive Health and Rights Education in Australia and Hong Kong |
|---|---|
| Language: | English |
| Authors: | Christiane Klinner (ORCID |
| Source: | Sex Education: Sexuality, Society and Learning. 2025 25(5):713-727. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Nursing, Social Work, College Students, Majors (Students), Sexuality, Birth, Civil Rights, Foreign Countries, Student Attitudes, Student Experience, Barriers, Educational Needs, Competence, Social Bias, Responsibility, Self Efficacy, Inclusion, Communication Skills |
| Geographic Terms: | Australia, Hong Kong |
| DOI: | 10.1080/14681811.2024.2381192 |
| ISSN: | 1468-1811 1472-0825 |
| Abstract: | Nursing and social work professionals often exhibit avoidance or a lack of competence in delivering sexual and reproductive health and rights (SRHR) care to service users. When such care is provided, it tends to be heteronormative and deficit focus. Thus, understanding how university education prepares professionals in the field is essential. This study is the first to qualitatively explore SRHR attitudes, learning experiences and educational needs of nursing and social work students in Australia and Hong Kong. Using focus groups, insights were gathered from 19 nursing and 21 social work students across two Australian and three Hong Kong universities. Thematic analysis of the data revealed that, despite regional and disciplinary differences, students' SRHR educational needs in both regions and disciplines were not being adequately met. This negatively influenced their practical training and the quality of care provided. The study highlights the need to enhance SRHR knowledge and skills in nursing and social work curricula, thereby improving person-centred care. Recommended curriculum enhancements include promoting diversity and inclusivity, adopting a positive framing of sexuality, enhancing critical self-reflection and communication skills, fostering interprofessional learning, developing educators and mentors as role models, and creating safe and inclusive classroom and placement environments. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1481041 |
| Database: | ERIC |
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| Abstract: | Nursing and social work professionals often exhibit avoidance or a lack of competence in delivering sexual and reproductive health and rights (SRHR) care to service users. When such care is provided, it tends to be heteronormative and deficit focus. Thus, understanding how university education prepares professionals in the field is essential. This study is the first to qualitatively explore SRHR attitudes, learning experiences and educational needs of nursing and social work students in Australia and Hong Kong. Using focus groups, insights were gathered from 19 nursing and 21 social work students across two Australian and three Hong Kong universities. Thematic analysis of the data revealed that, despite regional and disciplinary differences, students' SRHR educational needs in both regions and disciplines were not being adequately met. This negatively influenced their practical training and the quality of care provided. The study highlights the need to enhance SRHR knowledge and skills in nursing and social work curricula, thereby improving person-centred care. Recommended curriculum enhancements include promoting diversity and inclusivity, adopting a positive framing of sexuality, enhancing critical self-reflection and communication skills, fostering interprofessional learning, developing educators and mentors as role models, and creating safe and inclusive classroom and placement environments. |
|---|---|
| ISSN: | 1468-1811 1472-0825 |
| DOI: | 10.1080/14681811.2024.2381192 |
