Skip to main page content
U.S. flag

An official website of the United States government

Dot gov

The .gov means it’s official.
Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

Https

The site is secure.
The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

Access keys NCBI Homepage MyNCBI Homepage Main Content Main Navigation
. 2023 Jan 5:14:1-12.
doi: 10.2147/AHMT.S394883. eCollection 2023.

Knowledge of Sexual and Reproductive Health Rights Among University Students: A Cross-Sectional Study in Southeast Ethiopia

Affiliations

Knowledge of Sexual and Reproductive Health Rights Among University Students: A Cross-Sectional Study in Southeast Ethiopia

Chala Kene et al. Adolesc Health Med Ther. .

Abstract

Background: In many situations, it can still be challenging to talk about sexual and reproductive health rights, and the little scientific research available indicates that university students have a poor understanding of these issues. Therefore, the aim of this study was to assess the knowledge of sexual and reproductive health rights among university students in southeast Ethiopia.

Methodology: From February to March 2022, 483 study participants took part in an institutionally based cross-sectional study. The study participants were chosen using a SRS method. EpiData version 4.6.2.0 was used to enter data, and SPSS version 26.0 was used to analyze it. A bivariate and multivariable binary logistic regression model was used to identify factors associated with SRHR knowledge. The odds ratio and a 95% confidence interval were used to calculate the significance level.

Results: The optimal level of knowledge on SRHR was discovered to be 52.1% [95% CI (47.32-55.08)] among university students in southeast Ethiopia. The multivariate binary logistic analysis indicated that being urban in the origin of residency [AOR=1.52, 95% CI (1.02-1.14)], being a health student [AOR= 12.21, 95% CI (7.27-14.88)], attending secondary school in private [AOR=6.12, 95% CI (1.02-1.14)], accessibility of a RH club on campus [AOR=6.12, 95% CI (1.02-1.14)] and participating in RH club [AOR=3.95, 95% CI (3.47-5.90)] to be variables that are strongly related to the optimal level of knowledge.

Conclusion and recommendation: Four out of ten students had poor knowledge of SRHR. The variables associated with a high level of knowledge about SRHR were urban residency, health students, attending a private secondary school, the availability of a RH club on campus, and participation in a RH club. Including sexual education in the non-health department's course, establishing RH clubs on campus, and encouraging participation of students in these clubs are recommended.

Keywords: knowledge; sexual and reproductive health privileges; university students.

PubMed Disclaimer

Conflict of interest statement

The authors report no conflicts of interest in this work.

Figures

Figure 1
Figure 1
Knowledge of sexual and reproductive health rights among Madda Walabu University students in Southeast Ethiopia from February to March 2022 (n=434).

References

    1. Griffin S. Literature Review on Sexual and Reproductive Health Rights: Universal Access to Services, Focussing on East and Southern Africa and South Asia. Department for International Development; 2006:1–28.
    1. Brown R, Kismödi E, Khosla R, et al. A sexual and reproductive health and rights journey: from Cairo to the present. Sex Reprod Health Matter. 2019;27(1):326–328. doi:10.1080/26410397.2019.1676543 - DOI - PMC - PubMed
    1. UNPF. United nations population fund; 2014.
    1. WHO. World Health Organization Recommendations on Adolescent Sexual and Reproductive Health and Rights. Geneva: World Health organization; 2018.
    1. Singh S, Bankole A, Woog V. Evaluating the need for sex education in developing countries: sexual behaviour, knowledge of preventing sexually transmitted infections / HIV and unplanned pregnancy. Sex Educ. 2005;5(4):307–331. doi:10.1080/14681810500278089 - DOI