الفهرس 
IntroductionOnly 14 pages are availabe for public view
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Abstract
The 1994 ICPD in Cairo and the 1995 Fourth World Conference on Women held in Beijing expanded the right to FP to include the right to better sexual and RH. Building on WHO’s definition of health, the Cairo program defines RH as a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity, in all matters relating to the reproductive system, and to its functions and processes.
The adolescents need a special attention because of their large and growing numbers. Therefore, governments should ensure that children, especially adolescents, receive sex education and information both in schools and through other social / community mechanisms. It should also devise programs that involve parents, teachers, health care providers and community or spiritual leaders, in the provision of sexuality education to children, especially adolescents. Moreover, Governments need to establish youth-friendly RH services that are accessible, confidential and non-judgmental and that provide comprehensive information given in everyday language, backed up by informational material.
The nurse has a significant role to improve women’s RH by providing premarital counseling for future parents and preparing them for parenthood roles and responsibilities. She also has a role in teaching and advising them about FP services and helping them to take an informed choice of FP methods, teaching them about nutritional needs of children during each stage of life as well as advising them about how to access community services and the importance of follow-up. Therefore, this study was done to detect the knowledge and attitudes of female Tichreen university students about RH.
The study was conducted at five faculties which were selected randomly from Tichreen University in Syria. These faculties are Commerce, Agriculture, Science, Education and High Institute of Language. A convenient sample of 750 female students was selected from the above mentioned faculties, 150 from each.
Two tools were designed and used to collect the necessary data. Tool I was a questionnaire sheet, which entailed two parts; part 1 included study subjects’ socio- demographic data such as age, parents’ education, marital status, etc…; part 2 included study subjects’ knowledge about RH such as definition, elements, aims, rights and services as well as theirs sources of knowledge. Tool II was a likert like – scale form of 5 continuum (strongly disagrees, disagree, indifferent, agree, and strongly agree), which was adopted to assess the study subjects’ attitudes towards RH developed.