Digital and Data Capabilities for sexual and reproductive health: a participatory interdisciplinary approach to workforce transformation

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As services are digitised there is an increased risk of exclusion for sexual and reproductive health consumers who already experience stigma, disadvantage and marginalisation. To date, there has been little targeted practical guidance for sexual and reproductive health practitioners and organisations seeking to strategically engage with digital transformation. This paper introduces the Digital and Data Capability for Sexual and Reproductive Health (DDCSRH) Models and knowledge translation website – a suite of resources designed to support workforce capability building. Methods The study adopts an interdisciplinary approach to participatory research, drawing on in media and communication, data studies, public health, and adult education theory and practice. The four-year iterative program of research included narrative literature review, key informant interviews with experienced practitioners and academics (n = 25); and participatory workshops and interviews with sexual and reproductive health practitioners (n = 18) and health consumers (n = 32). A qualitative critical construct validation approach tested the practical relevance of the Models and associated outputs, via a final round of participatory workshops with health practitioners (n = 34). Results Participants described challenges associated with digital and data access and infrastructure; gaps in existing skills and training; misguided assumptions about younger staff’s capabilities as ‘digital natives’, and ad-hoc governance procedures. The DDCSRH Models and associated resources were subsequently designed to support evidence-based capability-building, with particular attention to practitioner concerns. However, some participants – particularly those aged 18–29 - identified a need for additional systemic support to implement the Models in their workplace. Future research is needed to tailor resources for specific disciplines. Conclusions The Digital and Data Capability Models and associated resources respond to stated workforce needs and challenges, promoting a shared vocabulary and conceptual framework to support strategic engagement with current and emergent digital and data technologies, policies and practice. Digital health health workforce data management sexual health reproductive health organizational policy capacity building Figures Figure 1 Figure 2 Figure 3 BACKGROUND Current approaches to digital transformation of the health workforce The World Health Organisation’s Global Strategy on Digital Health has identified the health workforce as a key driver of digital transformation, highlighting the importance of building workforce capacity to meet the challenges of increasingly digitized health systems ( 1 ). The strategy recommends approaches to workforce capacity building that attend to national contexts and priorities, calling for an interdisciplinary and integrated approach that ‘move[s] away from the current disease focused systems’ ( 1 , p.26). In recent years, national workforce policies and strategies have attempted to maintain pace with the rapid introduction of new digital and data technologies ( 11 , 30 ). This has involved an emphasis on upskilling and resourcing the current health workforce ( 31 ), alongside greater focus on the question of how best to embed digital health skills and knowledge within existing and new health curriculum ( 19 ). However, most current Australian healthcare practitioners have received very little formal education that supports their use of digital technologies ( 19 , 22 , 31 ), with the workforce itself acknowledging a ‘widening gap’ between their own capabilities and the rapid introduction of digital technologies in health settings ( 32 ). Ramachandran and colleagues ( 33 ) recommend the adoption of interdisciplinary training approaches, to ensure the development of a workforce that is responsive and adaptable to dynamic technological and policy changes ( 34 ). Others have noted the importance of including health professionals in the development of courses and training materials ( 35 ) to ensure that competencies are grounded in issues of equity and access ( 17 ). A recent audit of Australian undergraduate and postgraduate health courses found limited or ad-hoc inclusion of digital health content ( 36 ). Additionally, university health educators report a lack of confidence in teaching digital health subjects ( 37 ); and an absence of standardisation across currently available courses ( 19 , 38 ). Further, there is little consensus regarding the specific competencies that health professionals require to confidently engage with digital transformation ( 17 , 22 , 39 ). Research has indicated a need to develop workforce knowledge and skills around digital literacy, health information management, data privacy and legal/regulatory frameworks ( 19 , 40 , 41 ). Discussions of relevant literacies tend to focus on the use of specific technologies and platforms ( 42 , 43 ). Ramachandran and colleagues ( 33 ) suggest that competency frameworks need to move beyond a focus on digital technologies used for clinical care to build the ‘digital competencies’ required to ‘optimize public health outcomes’ (p. 2). A recent survey of digital maturity (or readiness for digital health transformation) in current Australian primary care settings further concludes existing digital infrastructure is underutilised due to multiple factors, and ‘targeted support is needed for digital adoption’ ( 44 , p.1). Broader digital health transformation policy trends tend to focus on frontline, clinical and allied health services ( 45 ), with less focus on the workforce development needs of existing and emerging health promotion professionals ( 23 , 46 ). In the Australian context, sexual and reproductive health promotion targeting adults does not just occur within specialist health organisations, but is also delivered by local government agencies, civil society and sporting groups, youth and community services, universities and vocational training organisations. Given the increasing necessity for digital health outreach across these diverse settings, and the rising complexity of working on social media platforms ( 23 , 47 ), a significant policy and resourcing gap exists. Digital transformation of sexual and reproductive health There are technical and ethical concerns relating to the domain of sexual and reproductive health that warrant specific attention. These include stigma and marginalisation experienced by sexual and reproductive health consumers ( 48 , 49 ); and data sensitivities associated with sex, sexuality, gender and reproductive health ( 50 , 51 ); Additionally, Google search policies, social media platform content moderation policies and organisational firewalls tend to conflate sexual and reproductive health content with ‘pornography’, presenting barriers to digital sexual and reproductive health promotion practice ( 23 , 52 , 53 ). Recent WHO guidance on the role of artificial intelligence (AI) in sexual and reproductive health ( 28 ) has outlined the potential benefits of AI for the delivery of sexual health care and information, including data-driven decision making, and the delivery of health information and education. However, the WHO also notes the sensitivities particular to sexual and reproductive health, arguing that ‘the responsible and ethical use of AI in SRHR requires concerted efforts among stakeholders, including policy-makers, commercial actors, funding agencies, developers, health workers and civil society, to mitigate the rising risks’ ( 28 , p.1). The global boom in commercial ‘sextech’ (an umbrella term for digital technologies ranging from dating apps and menstrual trackers, to Bluetooth-connected vibrators, to explicit AI chatbots)( 54 ) has ignited concerns around the privacy of user data ( 55 , 56 ). At the same time, there is proliferation of peer-to-peer conversations about sex, sexuality and gender on social media, with sexual health and wellness ‘influencers’ creating significant competition for government and nongovernment organisations in the space of both sexual health information and service provision ( 57 ). Sexual and reproductive health practitioners who seek to engage with health consumers and service users in digital environments are increasingly required to navigate the rapidly changing complexities of social media content policies and algorithmic practices ( 58 – 60 ). Social media platforms (such as Meta and TikTok) regularly restrict and/or ban sexual and reproductive health promotion content – including content relating to gender-affirming care or abortion information - for breaches of ‘community standards’ ( 52 ). Recent changes to hate-speech guidelines on platforms including Facebook and LinkedIn also facilitate online abuse targeting women and LGBTQ + communities, impacting healthcare providers and health consumers ( 47 , 58 , 61 ). To date, there has been little practical guidance for Australian healthcare providers seeking to strategically engage with the complexity of the digital and data transformation of sexual and reproductive health at an organisational level. METHODS The Building Digital and Data Capability for Sexual and Reproductive Health project supports the digital and data capabilities within the Australian sexual and reproductive health workforce, via an interdisciplinary approach, grounded in media and cultural studies, public health, and adult education theory and practice. This paper describes the iterative participatory methods and associated data used to inform the development of Digital and Data Capability Building Models and associated resources (hosted at DDCSRH.com). A narrative literature review, and the development of key critical terms – including a ‘capabilities approach’ - have previously been published ( 23 , 27 , 59 , 62 , 63 ). This work is funded by the Australian Research Council and builds on the ARC Centre of Excellence for Automated Decision-Making and Society’s project Data Capabilities for the Not-for-Profit Sector ( 64 , 65 ). Throughout this paper, we use the broad term ‘sexual and reproductive health practitioners’ to refer to diverse individuals who deliver clinical, health promotion, educational, support, advocacy and research services related to sexual and reproductive health, gender health, and HIV. ‘Sexual and reproductive health organisations’ include general practice clinics, sexual health specialist clinics, primary care, women’s health services, youth services, local and state government services, and HIV positive, LGBTQ + and First Nations community-led services. Participatory approaches to building digital and data capability Co-design or participatory methods are increasingly used to inform the development of learning tools and resources for health practitioners ( 66 – 68 ). Participatory approaches are often situated in specific communities or settings, and through meaningful collaboration, prioritise the skills, experience and needs of those most likely to use a product or service ( 69 ). Benefits of participatory design are said to include an increased sensitivity to local context, enhanced trust with end-users via collaboration, and increased acceptability and use of the final product ( 70 – 72 ). Co-design approaches typically prioritise collaboration through iterative processes of engagement with key stakeholders across different, yet interconnected stages of research ( 73 ). Often bringing different groups, such as health practitioners and health consumers, into dialogue with one another ( 72 ). Our research sought to generate dialogue between the lived experience and professional expertise of sexual and reproductive health consumers; HIV, sexual and reproductive health practitioners; and academics, with a focus on differing perspectives on digital and data capabilities. Participants in all stages of research included employees from a variety of health services across Australia, including sexual health, women’s health, LGBTQ + and HIV support and state and local government health services. Across interviews, workshops, and project reference group meetings, a total of one hundred and forty-eight (n = 148) participants were provided with multiple and ongoing opportunities to inform the research approach and development of workforce resources ( 63 ). Iterative stages of participatory design are further described in Figure One. Interview and workshop guides are included as Supplementary Material. Data Collection Narrative literature review A narrative literature review ( 74 , 75 ) was conducted in 2022 ( 62 ). The project was initially scoped in relation to ‘digital and data literacies’ as opposed to capabilities ( 62 ) and therefore, the review sought to answer the overarching research question ‘how are digital literacy and data literacy currently defined and assessed within the broad domain of sexual health’? Table One provides an overview of this process, the search terms and databases used. Thirty articles were included in analysis after duplicates and irrelevant results were removed. There were no exact matches for the terms listed (Table One) and ‘data literacy’. Table One: Narrative Literature Review Process Search Terms Databases Results "digital literacy" “digital health literacy” “eHealth literacy” “data literacy” AND “sexuality” “sexualities” "sexual health" “intimate relationships” “sexual relationships” “sexually transmitted*” “HIV” Web of Science Medline, PubMed Cinahl Embase PsychInfo Communications and Mass Media Google Scholar = 29 results (with duplicates and unrelated results removed) No results using this combination of terms and "data literacy”. Key informant interviews To better understand how digital and data literacies were defined and understood across theory and practice, twenty-nine semi-structured interviews were subsequently conducted in 2022-23 with key informants who were health practitioners or academics from across the fields of sexual health, public health and digital media and data studies (see: Table Two). Key informants were identified based on their publicly stated professional interest in digital sexual health research and/or practice, and via respondent-led sampling. Participants were mostly Australian-based, but also included researchers and practitioners in Europe, the United Kingdom, the United States and Canada. Table Two: Key Informant interviewee field of expertise and sites of practitioner experience Field Number of interviewees Public Health 9 Digital Health 1 Sexual Health 6 Digital, Data Studies 4 Gender, Sexuality Studies 4 Youth Studies 1 Organisation Number of interviewees Local Health 9 Sexual Health 1 Women’s Health 6 Interviews followed a semi-structured interview guide. Participants were invited to share their definitions of ‘digital and data literacy for sexual health’, offer their reflections on how to build digital and data literacy/capability within the sexual health workforce, and consider current technologies, apps, and platforms used for sexual and reproductive health. Participants were also invited to share their insights into the kinds of digital literacy learning resources that might be most useful to the sexual and reproductive health workforce. Interviews were conducted via Zoom by Albury and Mannix, audio recorded and transcribed. Transcripts were shared with participants for approval. Due to the relatively small size of the Australian sexual and reproductive health sector we have not used individual identifiers for interviewees. Workshops and interviews with young adults aged 18–29 Two separate rounds of workshops and interviews were conducted in 2024 with young adult ‘laypeople’ ( 18 – 29 ) who use digital and data technologies to support their sexual and reproductive health; and young adult sexual and reproductive health professionals ( 18 – 29 ). In this article, we draw on data primarily from young adult health practitioner workshops (see: Table Three). Workshops (n = 3) and interviews (n = 1) with health practitioners (n = 18) focused on the digital and data challenges experienced by the SRH sector. Participants were further asked to reflect upon resourcing needs of the sector and offer feedback on prototype learning resources developed by the research team ( 63 ). Health practitioners were recruited via existing research and practice networks of the research team, LinkedIn and respondent-driven sampling. Table Three: Young Adult ( 18 – 29 ) Health Practitioners sites of experience Job Description # Organisation Type # Health Promotion 9 HIV, STI + LGBTQ + Health 6 Program and Project Work 7 Women’s Health 6 Clinical (Nursing, Testing) 2 Sexual Health and Family Planning 1 Local Government 2 State Government 2 Community Health 1 Construct validity workshops The final iterative stage of the project involved five (n = 5) critical construct validity workshops undertaken with sexual and reproductive health practitioners (n = 34) in April/May 2025. Earlier findings (described below) demonstrated that digital and data capability building needs are varied, and likely to occur across diverse organisational and political contexts. Rather than attempt to flatten this diversity via the use of standardised metrics, we prioritised a participatory approach to evaluation engaging with feminist methodologies of ‘critical construct validity’ ( 76 ), to qualitatively test the implications and useability of the website, Models and associated resources in the field. Participants reported a range of clinical and non-clinical roles (see: Table Four). Table Four: Critical construct validity workshop participants sites of experience Job Description Number of participants Health Promotion Officer 8 Communications 2 Education and training 2 Management 7 Clinical 3 Policy and research 1 Critical construct validity encourages both researchers and participants to question and critically examine the underlying assumptions and language that shape the research design and its outcomes ( 69 , 77 ). It centres the experiences, expertise and agency of participants, defining validity in relation to social, political and organisational contexts ( 76 ). Feedback and critique from experienced health practitioners clarified our understanding of the acceptability and utility of the Digital and Data Capability Models and the DDCSRH.com resource for clinicians, health promotion professionals and organisational leaders. We did not seek to test what participants learned during the workshops. Rather, we sought to understand how the Models and resources would support capability building across diverse professional and organisational contexts. Critical construct validity workshops offered an opportunity for participants to practically engage with the Models through research presentations followed by discussion of ‘wicked problems for digital sexual health’ case study scenarios ( 59 , 63 ). Separate case studies were developed for health promotion practitioners and sexual health clinicians. Workshops were audio recorded for general note-taking purposes and participants were invited to complete qualitative surveys pre (n = 25) and post-workshop (n = 18). Per consent agreements, we provide only general reflections on workshops based on our notes. Participants’ survey responses are verbatim quotes. Expert Reference Group meetings We invited critical feedback from our Expert Reference Group (ERG) at all stages of the research process. This included implementing critical reflection on narrative review findings and key informant interviews; endorsement of the DDCSRH Models; sense-checking of findings from SRH practitioner workshops and interviews; and piloting/testing the useability of the prototype DDCSRH website ( 63 ). The ERG includes academic researchers and representatives of national and state-based advocacy organisations and community health (including migrant and refugee health advocacy; peer advocacy for trans and gender-diverse people; youth-led advocacy; and people living with HIV). Data Analysis Both authors collaborated on a process of abductive analysis, iteratively undertaking ‘focused coding’ of interview and workshop transcripts, combining inductive and deductive approaches which considered the literature review, workshop, interview and survey findings in relation to interdisciplinary research addressing: data capability-building in not-for-profit organisations, digital and data literacies scholarship, and adult learning scholarship ( 23 , 78 – 81 ). Preliminary findings were endorsed by the project’s Expert Reference Group (ERG), in May 2023. Website design and content was endorsed by the ERG in April 2025. RESULTS How are digital literacy and data literacy currently defined and assessed within sexual and reproductive health? Within the literature examined for the narrative review ( 62 ), digital literacy for sexual health was largely framed as an attribute (or deficit) for individual health consumers, with consideration of the digital literacy of health professionals absent. In this context, digital literacy was examined in relation to individual skills and knowledge – including the ability to search for, assess and act upon digital information; and the ability to access and use digital clinical tools. Additionally, our review of the literature found that specific considerations of ‘data literacy’ were yet to appear within the sexual health literature. Where data was understood as an element of digital literacy, it was largely in relation to sexual health consumers’ ability to use and access personal health records ( 62 ). Our key informants described a similar understanding of digital and data literacies, highlighting a focus on individual skills such as the ability to use technological devices, or search for health information online. However, interviewees often extended this definition to also consider the broader organisational support (including policy, resourcing and upskilling) necessary for sexual health practitioners and organisations to participate in and benefit from digital transformation. When reflecting on how sexual health organisations could best develop strategic approaches to digital transformation, most key informants agreed that a ‘digital and data literate’ sexual health organisation would necessarily utilise digital platforms and technologies for clinical service delivery and record-keeping – indeed, digital and data practices are already mandated by funders and regulatory bodies. However, several participants observed that ‘data’ was often understood in health contexts primarily as the synthesized output of statistical analyses that were generated by external research organisations or government agencies. Participants suggested that there was limited recognition among sexual and reproductive health workforces and managers that the digital platforms and technologies used in day-to-day practice generated data within health organisations. A range of everyday technologies – ranging from externally-facing health promotion websites and social media accounts to internal client management software platforms - generate ‘sexual health data’. However, where the term ‘data’ was used primarily as a proxy for ‘research findings’, there was little shared organisational understanding of how staff might generate or work with data as part of their role. This also included understanding how that data might be best stored, managed, shared or utilised to gain strategic insights within a health service. As one participant explained, I think it's really important for anybody working with stigmatised populations, and particularly people who use drugs, or people who engage in sex work or people who are HIV positive, all of these things have legal implications and it's really important for people in organisations that are working with these groups to be absolutely across whose data is being shared with [who] and to educate their constituencies about this as well. How can the SRH workforce be supported to build digital and data capabilities? Discussions with key informants and SRH practitioners about the kind of resourcing required to build digital and data capability across the Australian SRH sector were informed by their experiences of a workforce that was largely overworked, time-poor and already grappling with the divergent demands of remaining up to date with a quickly evolving digital landscape. As one participant put it: ‘I think a lot of people and professionals are quite time poor, so watching a 60 min webinar, or even listening to a podcast quite often is stop and start – they definitely prefer the shorter snippets, but not so short that it's too high level that you're not really sure what to do with it.’ (Health promotion manager) Within this context, participants also described different levels of organisational readiness, including leaders or managers who at times displayed reluctance to embrace new (or existing) digital and data technologies, and varied level of digital and data skills across the Australian SRH sector. As one public health researcher/practitioner explained: ‘ We have such a diverse workforce generationally, as well as training wise. So, I think it [resourcing] would have to come in a scenario of ways. ’ Participants were also concerned that capability building should not shame 'older’ staff for a perceived lack of technological skills, or overburden ‘younger’ staff who were frequently identified as being tacitly held responsible for driving and/or implementing digital transformation activities within organisations. Resourcing then, as one participant reflected, needed to ‘meet people where they were at’, whilst remaining attuned to ‘the feelings that change can bring up for people’. Development of DDCSRH Models The Digital and data capabilities for sexual health models (see: Figure Two and Figure Three) were specifically developed in response to these emerging and dynamic challenges and opportunities within the field of sexual health. As noted above, the project was initially scoped in relation to digital and data literacies for sexual health policy and practice. However, our preliminary research findings made clear that a capabilities approach was more appropriate ( 62 ). Within the field of data science, ‘capability has a dual meaning, relating both to human competencies and technical components like software, hardware and database systems’ ( 82 , p.64). As McCosker et al put it, data capabilities can be understood holistically, encompassing ‘the technical and material conditions, the skills, knowledge and proficiencies, and the strategic and ethical oversight driving the creation and use of data for improving knowledge, problem solving and decision-making’ ( 64 , p.2). Additionally, we found that both ‘literacies’ and ‘competencies’ are largely defined and measured in relation to an individual and their specific role ( 20 , 83 ). In contrast, a capabilities approach acknowledges that individual digital or data literacies (or competencies) can only be put into action where they are supported by enabling policy environments, and technical infrastructures ( 62 , 82 ). One interviewee described the gap between their individual digital literacy or competency and their organisation’s digital capability as follows: ‘[My employer has] put this blanket ban on a bunch of [websites] and we have to ... request to have every site [individually] unblocked. So, it’s just like – I just couldn’t be bothered. I would just go home and look at it on my normal computer’. Both our literature review and key informant interviews highlighted the diverse ways data is understood, collected, used and stored within the sexual and reproductive health context. Thus, we have chosen to identify separate domains of data and digital capability. Our dual digital and data capabilities models emphasise both the importance of understanding and working with data, and the need for sexual and reproductive health professionals to engage with both enterprise and commercial digital technologies - including sextech and social media. What are the Digital and Data Capabilities for Sexual and Reproductive Health Models? The Digital and Data Capabilities Models build on the Data Capabilities Framework for the Not-for-Profit Sector , which was developed and validated via three iterative phases of participatory research with members of the not-for-profit sector in 2021–2022 ( 64 , 65 , 82 , 84 ). The Models (presented in Tables Five and Six) are intended for use within sexual health organisations (broadly defined). They outline organisational capabilities and sub-capabilities, plus a series of conversational prompts to support strategic conversations. The Models can be adopted by government and non-government agencies that use (or are planning to use) digital technologies within sexual and reproductive health clinical services, health promotion, education, advocacy, research and community development activities, and can be used alongside other government strategies. Three categories of digital and data capability are identified within the Models: access and infrastructure; skills; and governance. Table Five: Digital Capabilities for Sexual Health Policy and Practice Capability Definition Sub-capabilities Questions Access and Infrastructure Digital platforms and technologies used and the technological means to manage and make use of them • Vernacular platforms and technologies • What counts as a digital sexual health platform or technology and how is it used and accessed? • Enterprise platforms and technologies • How well do digital technologies and platforms support organisational purpose? • Systems and tools (internal and external) • How well do digital technologies and platforms support and enable consumer self-efficacy and access? Skills The ability to generate, read, appraise, analyse and use and present digital content responsibly to aid operations, clinical practice, campaigns and resources, evaluation and decision-making • Technological skills and general platform knowledge • How is digital expertise and knowledge fostered and to what extent is it shared across the organisation? • Search engine optimisation and algorithmic literacies • Platform analytics • Platform vernacular and vocabularies (text and image) • How are the roles and responsibility for (maintaining/understanding/initiating organisational digital identity and digital communication allocated and communicated within the organisation? • Content creation and distribution • Participation in everyday • digital cultures (ie responding to comments under campaign content) • How is lived experience of digital technologies and cultures incorporated into organisational policy and practice relating to digital identity (including content creation)? Governance Established processes of stewardship, leadership and accountability in the ethical creation and conduct of digital initiatives. • Digital identity • Content moderation • Data stewardship, management and moderation • Is there an organisation-wide policy to support digital identity, communication and/or technologies? • Who takes responsibility for managing organisational digital identity, privacy and safety (including safety of staff who manage and moderate social media forums)? • Ethics and inclusivity consent, lived experience) • How are ethical principles and issues identified and addressed? • Legality • How are legal requirements and security monitored and implemented? • Risk Management (including data breach planning) • How does the organisation decide which digital platforms and technologies to engage with? • Are there processes in place to safeguard community/consumer safety in digital content co-design and co-creation? Table Six: Data Capabilities for Sexual Health Policy and Practice Capability Definition Sub-capabilities Questions Access and Infrastructure The degree to which useful data is generated or accessed, and the technical means to manage and make use of it • Collection methodology • What counts as sexual health data, and how is it generated and accessed? • Availability for use • Are datasets siloed and difficult to access? • Can the organisation access and use the data it generates? • Classifications and standards • Is there an organisation-wide strategy for integrated data software systems? • Systems and tools • How well do data technologies support organisational purpose? • Interoperability of both internal and external platforms and systems • How well do different platforms (and their methods of data collection and abstraction) work together? Skills The ability to generate, read, appraise, analyse and use and present data responsibly to aid operations, evaluation and decision-making • Data wrangling (cleaning, editing, linking) • How do organisations and individuals understand and articulate their own data generation practices? • How is data expertise fostered and to what extent is this inclusive? • Data and domain expertise • How are informal or ‘everyday’ data practices recognised by individuals and organisations? • How are roles and responsibility for the use of data allocated within the organisation? • How do organisations and individuals distinguish the difference between organisational data, and externally generated research evidence? • Analysis (problem posing and solving) • What is the quality of data and the value of data analysis for decision making? • Communicating with data • How is data analysis communicated internally, with funders, clients and the wider community? Governance Established processes of stewardship, leadership and accountability in the ethical creation and use of data for decision-making. • Use, re-use and sharing • Who is accountable for datasets, and who has the authority to control access and use them? • Stewardship and management • Who takes responsibility for managing privacy and data security? • Ethics and inclusivity (consent, incorporation of consumer perspectives and experiences within organisational data policies and practices) • What are the guiding ethical principles for ethical decision-making around issues such as data sovereignty and stigma? • How are ethical issues identified and addressed? • Legality • How does the organisation make decisions around what data to store and how to store it? • Risk Management • How does lived experience inform decision-making around the collection, use and storage of data? • How are legal requirements and security monitored and implemented? • Data breach • What processes are in place to prevent, monitor and respond to a data breach? Within the Models, ‘access and infrastructure’ relates to organisational or systemic resourcing – including the provision of up-to-date hardware, software, training and support that facilitates the use of digital technologies for sexual health. This capability directly impacts data quality, and the degree to which data can be generated, accessed, managed and used by sexual health workforces. Rather than a focus on individual workforce skills and competencies found in other digital transformation strategies, within the Models we encourage collective strategic conversations about the extent to which organisational infrastructure may constrain or enable digital transformation in sexual health contexts. This may include challenges to platform interoperability, patchy Wi-Fi access, or firewalls that block access to social media or websites because of sexual content. The ‘Skills’ capability is defined as the individual or collective ability to generate, read, appraise, analyse, use and present digital technologies and digital content and data, with the aim of supporting organisational activities. Within our Model, the skills capability is two-fold. On one level, it relates to the use of data-driven enterprise software and hardware for clinical services, client management, record-keeping, reporting, evaluation and decision-making. On the second level it relates to the use of commercial/for-profit vernacular or ‘everyday’ platforms and technologies (including mobile devices, social media, website analytics and dating apps) for contact-tracing, health communication, health promotion, advertising, marketing and outreach. ‘Governance’ may appear to be the most straightforward capability, as many elements of data governance are mandated by funding guidelines or the Australian Commonwealth Privacy Act ( 85 , 86 ). Similarly, both government and non-government employers have well-established social media guidelines that aim to protect organisational reputation, and/or the privacy of health consumers. However, there are many aspects of digital and data governance for sexual health that warrant the development of organisation-specific policy and strategy. For example, as one key informant raised, where potentially sensitive sexual health consumer data is gathered passively via search-engine analytics or actively via client management platforms, what strategies are in place to prevent or respond to data breaches? Or where health promotion staff moderate social media accounts as part of their professional role, what policies are in place to support staff? What kinds of training and counselling are provided for those who must respond to abusive comments, or other forms of online harassment? Given Meta’s recent shift to a user-sourced moderation model (‘community notes’) and changes to their ‘Hateful Conduct’ policy to allow more ‘free speech’ ( 47 ), these are increasingly urgent questions for sexual and reproductive health organisations. While these changes are relatively recent, research has demonstrated that user-sourced moderation on social media platforms has led to the malicious targeting of women’s health organisations, sexual health educators, sex workers and LGBTQ + organisations in particular ( 47 , 58 ). How should capability building activities be presented to the health workforce? In workshops and interviews, we shared prototype learning resources with SRH practitioners, inviting them to reflect upon the kind of resourcing that would support use of the Models in their workplaces. Discussions with practitioners reinforced the diversity of learning and support needs within organisations, and across the SRH and HIV sector more broadly. For example, some participants shared a desire for guidelines and checklists that were specifically tailored to the needs of a sub-group (ie. clinicians, health promotion). Others voiced a preference for a more discipline-agnostic approach. However, common resource needs were identified across workshops and interviews. Participants identified a desire for self-paced learning activities that they were able to engage with at suitable times (ie. while commuting). To further increase accessibility, participants wanted the resource to combine web-hosted information with stand-alone PDF downloads. We have such a diverse workforce as well, generationally, as well as training wise. I think it would have to come in a scenario of ways. So short, sharp things that busy clinicians can access is important. But then with more depth that follows through that they can look at if they know that they need more information. It really needs to be a combination. SRH practitioners identified the need for broader ‘scaffolding’ around the Models, or a suite of supportive resources. This included the provision of further information about digital and data technologies that helped to reframe a risk approach and challenge outdated myths; examples of how to use the Models in practice (ie. case studies); and links to relevant policies and guidelines. A number also highlighted the utility of checklists, suggesting their common use within the sector might help to promote ‘buy in with the organisations’: Saying ‘this is a Commonwealth policy, and there are policies around this [digital transformation], and you're not doing your due diligence’. I would say it’s important to make them [managers] a little bit scared Building the DDCSRH.com website Our approach to resource co-design was also theoretically informed by the work of adult education scholars in the tradition of ‘critical pedagogy’ ( 87 ). Drawing particularly on the work of Jack Mezirow ( 80 ) and Stephen Brookfield ( 81 ), we recognised that professional development and workplace learning is deeply connected to practitioners’ existing knowledge, experience, and readiness to engage with learning. We were further mindful that digital and data capability building depends heavily on organisational culture and context, including access to support, resources, and infrastructure. As such, website content (summarised in Table Seven) adopts a ‘choose-your-own-adventure’ approach, to provide support to SRH practitioners and organisations most relevant to their needs and context. Further, as Mezirow ( 80 ) notes, transformational learning occurs through learner encounters with ‘disorienting dilemmas’, or interactions that prompt critical reflection upon practice, assumptions and beliefs. Consequently, discussion prompts, case studies and ‘hot topics’ aim to inform critical conversations most relevant to organisational settings ( 81 ). Table Seven: Key elements of DDCSRH.com Capability Building Models Digital and Data Capabilities for Sexual and Reproductive Health models, and a Consumer Capabilities Model Case Studies Case studies drawn from practitioner experience to provide examples of how to put the models (and associated capabilities) to work in real-world situations Hot Topics A page dedicated to exploring current controversies and wicked digital problems for sexual and reproductive health practitioners Research and Evidence Links to further research and evidence, including digital and data policy, training organisations, open-access academic research and further reading about digital and data capabilities Frequently Asked Questions Answers to common questions and definitions of key concepts Checklists Checklists to help organisations benchmark existing knowledge and expertise and identify training and resourcing needs. Digital and data capabilities in action: construct validation workshops The DDCSRH Models and website were well-received by workshop participants as a useful tool to prompt strategic conversations about digital and data technologies and practices. Participants suggested the Models would promote collaboration and knowledge sharing across their organisations, and importantly, across disciplinary silos (clinical, health promotion, information technology [IT]). These conversations were often affectively charged, with digital technologies often discussed as a site of fear, frustration or apprehension for clinical and health promotion professionals. For example, one practitioner suggested that the resources would assist their team to ‘navigate the existential dread’ of workplace digital transformation: ‘Digital and data technologies can be quite scary and overwhelming to navigate within the organisation. I really liked the reframing around capabilities as a strengths-based approach to understanding how best to talk about these topics with colleagues who may not be as confident with digital and data technologies.’ (Health Practitioner, post-workshop survey) The Models were also widely received as tools to support strategic discussions across management hierarchies and disciplinary silos - even where participants felt they had very little technological expertise: ‘ We are trained in the health promotion skills (either as peer eds or at University), but not specific on digital and data stuff. Anything that expands this cross-over in a well thought out way that has had young people's insights in it is deadly’ [good] (Health Practitioner, post-workshop survey) Similarly, participants noted that the ‘core questions’ and discussion prompts made the Models more accessible as a tool for supporting difficult and/or strategic conversations. For one manager form a community organisation, this included providing a guide for discussions with private tech companies as their organisation was seeking a new client management system. For others, the Models prompted reflection on ethical and governance implications of ‘taken-for-granted’ digital infrastructures - both in clinical and health promotion settings. For example, one clinician observed she had would reconsider her everyday use of Microsoft Teams to ensure she was adequately protecting sensitive data. Participants also identified limitations in the Models and resources. For example, those who already felt confident in their own digital and data expertise (ie. communications staff) expressed some hesitance with the Models. For these participants, the Models did not offer new insight or an opportunity for critical reflection. This points to a need for organisational approaches to digital transformation that begin with a benchmarking process, to recognise and build upon existing skills and knowledge: ‘My role involves working with digital technologies on a daily basis, including social media, websites, and various digital platforms, so I’m deeply immersed in this space, particularly in decision-making and risk assessment throughout the content creation process. While the workshop offered some useful new perspectives to reflect on, many of the questions and discussions were already familiar to me given the nature of my work.’ (Health Practitioner, post-workshop survey) However, most participants suggested that the Models and associated resources were likely to be professionally useful - particularly within small teams where younger staff were likely to be viewed as ‘digital natives’ by senior managers. Indeed, our research found that many Australian sexual and reproductive health organisations have limited resourcing for digital communication ( 59 ): ‘Within my organisation this [digital capability-building] would be flipped back to me: ‘You’re the health promotion person and you know technology. You can go and do this’. Because they’re just incredibly time-poor and I am the young person, so I hold all the information’ (18–29 Health Promotion Professional). DISCUSSION Key informant interviews and workshop participants identified several structural challenges to engaging with and benefitting from digital transformation, including inadequate infrastructure, limited funding, insufficient expertise and resourcing, institutional resistance and a lack of clear policy direction. There is a clear need for critical discussions within SRH organisations to identify the support, resourcing, strategies and infrastructure – that is, the capabilities - necessary for digital health transformation. Our findings indicate that conversations regarding digital and data transformation may elicit fear and discomfort in professional workplaces ( 88 ), particularly if gaps in existing digital and data capabilities are framed in terms of weakness, ‘illiteracy’ or deficit ( 23 ). Participants reported challenges with organisational readiness and the identification clear drivers (or individuals) to initiate digital and data capability building. In an under-resourced sector, this work often falls upon junior staff, additionally reflecting gaps in strategic leadership, policy and resources/training. Here, participants indicated a need for a collective, cross-disciplinary approach, that recognises and build on existing skills and knowledge of data-driven digital technologies. In these contexts, ‘young’ health professionals suggested the Models could provide useful vocabulary and evidence outlining the specific skills and expertise required to perform digital outreach. However, for participants who perceived that resistance and/or ‘fear’ of digital and data technology was entrenched in their organisational leadership, apprehension remained that working with the Models would likely be considered a responsibility of junior staff. Despite reservations, these participants suggested that the Models would assist in broaching difficult conversations with their managers and/or teams. Equally, many senior and middle managers suggested that the Models would help them to identify and address the possible risks of working with digital platforms (including AI) and performing digital outreach on social media. Managers particularly reflected positively on the ways the Models would help them to facilitate these discussions spanning disciplinary silos (including health promotion and clinical practice) and organisational levels (including junior staff, middle, and senior management). To this end, the Digital and Data Capabilities Models and DDCSRH website offer a shared vocabulary for sexual and reproductive health organisations, health professionals and relevant stakeholders. They enable shared understandings of ways that both formal health technologies and enterprise systems and everyday or ‘vernacular’ ( 89 , 90 ) digital technologies (including dating apps and social platforms) act as ‘sexual health technologies’. Further, the interdisciplinary approach of the Models and DDCSRH website respond to a need identified by our participants ( 23 , 63 ) and public health scholars ( 45 ), to move beyond disciplinary silos to consider digital transformation within the broader context of ‘public health’ ( 91 ). Responsiveness to emerging policy and critical challenges related to SRH and data-driven technologies was an unanticipated benefit of our iterative, participatory approach. This project was conceived during the global COVID lockdowns of 2020, since that time digital and data technologies - and associated policy and practice guidance - has rapidly evolved. For example, we have seen growing debate around the role of AI in public health, with specific guidance from WHO guidance on ethical and rights-based approaches to working with AI for sexual and reproductive health ( 28 ). Given that issues relating to digital and data access and infrastructure, skills, and governance are still emergent, the DDCSRH Models adopt a deliberately agnostic approach, avoiding a series of one-size-fits-all rules for implementation. Instead, the Models provide conversational prompts to guide strategic and productive dialogues ( 80 , 81 ) between managers and board members, sexual and reproductive health professionals, community stakeholders and sexual health consumers, with the aim of promoting ethical and inclusive approaches to digital transformation. While this approach was welcomed by most of our participants, for others it was a significant limitation. We suggest that as the field of health informatics advances, organisations may need to develop specific governance principles to guide the integration of for-profit data-driven apps and platforms (including the role of algorithms and AI, social media platforms, online testing services, dating apps, menstrual trackers, or Bluetooth-connected sex toys) within clinical services, counselling or health promotion activities ( 55 , 56 ). Additionally, both sexual and reproductive health organisations and individual health workers or researchers may encounter opportunities to partner with (or endorse) the development of commercial apps, platforms and technologies falling under the broad umbrellas of medtech, sextech and femtech ( 54 ). Higher level policies and strategies are needed to guide and govern these collaborations in a non-exploitative, mutually beneficial and ethically sensitive manner. Such issues are currently beyond the scope of existing digital sexual and reproductive health policy guidance. It is vital for sexual and reproductive health leaders (including board-members, managers and policymakers) to also prioritise their own digital and data capability, to meaningfully assess the risks and opportunities in play. Additionally, the perspectives of ‘frontline’ health workers and the lived experiences of health consumers must be factored into the development of ethical digital transformation policy and strategy – and they too must be resourced to develop their own digital and data capabilities ( 59 ). CONCLUSION The support and professional development needs of sexual and reproductive health practitioners to participate in and benefit from digital transformation remains insufficiently explored ( 23 ). Our research has demonstrated the need for an approach to digital sexual health transformation that both acknowledges and moves beyond a focus on individual skills and knowledge, to support broader workforce capacity-building across disciplinary silos. The DDCSRH resources present a shared vocabulary for sexual and reproductive health organisations to work collectively with digital and data technologies, regardless of their technical expertise. A participatory approach prioritised the lived experience and professional expertise of sexual and reproductive health practitioners and consumers, and academics in resource development. Participatory methods, including critical construct validity, ensured that experienced health practitioners were able to critique key assumptions at each stage of research. Despite limitations, the DDCSRH Models and website were broadly considered to be useful tools to enable strategic conversations across differing levels of digital and data experience within organisations. The models and resources were particularly well received by ‘junior’ members of the health promotion workforce, and by senior and middle managers seeking to identify and address possible risks associated with digital transformation. To the best of our knowledge, the Digital and Data Capability Building Models and associated website represent the first workforce development resource specifically designed to support the digital transformation of sexual and reproductive health. Grounded in media, communication and data studies research whilst engaging with public health and adult education theory and practice, this work responds to recent calls to adopt an interdisciplinary approach to health workforce development ( 33 ). Digital and data capability building must take place in an atmosphere that recognises existing practices and knowledge. As such, we recommend that future-oriented strategic planning is preceded by organisational benchmarking. In some cases, this process will identify a need for formal training and education. In the next stages of our research, we are working with a community-led sexual health support and advocacy organisation to establish (and resource) digital and data communities of practice that facilitate ongoing peer-based learning bridging workplace hierarchies, and disciplinary silos. Abbreviations AI Artificial Intelligence DDCSRH Digital and Data Capabilities for Sexual and Reproductive Health DDCSRH.com Digital and Data Capabilities for Sexual and Reproductive Health Website ERG Expert Reference Group SRH Sexual and Reproductive Health WHO World Health Organisation Declarations Acknowledgements We thank Professor Anthony McCosker and our Expert Reference Group for critical guidance and support. Thanks to Eleanor Shepherd and Sydelle Saldanha for graphic design. Funding This research was funded by the Australian Research Council (ARC) Future Fellowship (FT210100085) and partially funded by the ARC Centre of Excellence for Automated Decision-Making and Society (CE200100005). Author Information Authors and Affiliations Department of Media and Communication/ARC Centre of Excellence for Automated Decision-Making and Society, Swinburne University of Technology, John Street, Hawthorn, VIC 3122, Australia Samantha Mannix & Kath Albury Contributions KA conceived the study. Both authors contributed to data collection, analysis, writing, and editing. Corresponding Author Correspondence to Kath Albury. Ethics Declarations Ethics approval and consent to participate The research was approved by Swinburne University of Technology Human Research Ethics Committee (SUHREC 20226416-10135; 20247581-18502; 20258392-20547; 20257775-21296) with additional approval from ACON’s Research Ethics Review Committee (RERC D202404). Ethics approvals confirm the Project’s compliance with the Australian National Health and Medical Research Council (NHMRC) National Statement on Ethical Conduct of Human Research, which was developed in compliance with the Declaration of Helsinki. 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Policy and Funding Guidelines 2022–2023 Melbourne: Victorian Government. 2022. https://www.health.vic.gov.au/policy-and-funding-guidelines-for-health-services . Accessed Aug 10 2025. Freire P. Pedagogy of the oppressed. New York: Continuum; 1968. Choroszewicz M. Big Data Soc. 2022;9(1):1–12. 10.1177/20539517221098413 . Emotional labour in the collaborative data practices of repurposing healthcare data and building data technologies. Albury K, McCosker A, Pym T, Byron P. Dating apps as public health 'problems': cautionary tales and vernacular pedagogies in news media. Health Sociol Rev. 2020;29(3):232–48. 10.1080/14461242.2020.1777885 . Escoffier J. The invention of safer sex: vernacular knowledge, gay politics and HIV prevention. Berkley J Sociol. 1999;43:1–30. Iyamu I, Ramachandran S, Chang HJ, Kushniruk A, Ibanez-Carrasco F, Worthington C, et al. Considerations for adapting digital competencies and training approaches to the public health workforce: an interpretive description of practitioners' perspectives in Canada. BMC Public Health. 2025;25(1):122. 10.1186/s12889-024-21089-1 . Additional Declarations No competing interests reported. Supplementary Files InterviewandworkshopguidesDigitalandDataCapabilitiesforsexualandreproductivehealthaparticipatoryinterdisciplinaryapproachtoworkforcetransformation..docx Cite Share Download PDF Status: Published Journal Publication published 08 Jan, 2026 Read the published version in BMC Health Services Research → Version 1 posted Editorial decision: Revision requested 08 Oct, 2025 Reviews received at journal 29 Sep, 2025 Reviewers agreed at journal 11 Sep, 2025 Reviews received at journal 10 Sep, 2025 Reviewers agreed at journal 10 Sep, 2025 Reviewers agreed at journal 09 Sep, 2025 Reviewers agreed at journal 08 Sep, 2025 Reviewers invited by journal 07 Sep, 2025 Editor assigned by journal 07 Sep, 2025 Editor invited by journal 04 Sep, 2025 Submission checks completed at journal 03 Sep, 2025 First submitted to journal 03 Sep, 2025 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. 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Albury","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA4klEQVRIiWNgGAWjYBACgwPMbSBajoGBsQFIMxPWYtjACNZiTLwWYwaIlsQGCJ8ILWbsB9se8+45nD5/RnLbA4YK68QG9jMGeLXY8CS2G/M8O5y74UZiuwHDmfTEBp4cAloYEtukeQ4AtUgntkkwth0GupCAFjP+h2At6fKzQVr+AbXwv8GvxVgCYksCw22QlgagFgkCthjOeNhuOOdAuuGG+w/bJBKOpRu3STwrwKvF4HzysQdvDljLy/ccfybxocZatp8/eQNeLVDQDKESgJiNGPVAUEekulEwCkbBKBiRAAANO0jrmwqWnwAAAABJRU5ErkJggg==","orcid":"","institution":"Swinburne University of Technology","correspondingAuthor":true,"prefix":"","firstName":"Kath","middleName":"","lastName":"Albury","suffix":""}],"badges":[],"createdAt":"2025-08-29 06:08:33","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-7485363/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-7485363/v1","draftVersion":[],"editorialEvents":[{"content":"https://doi.org/10.1186/s12913-025-13970-5","type":"published","date":"2026-01-08T15:59:30+00:00"}],"editorialNote":"","failedWorkflow":false,"files":[{"id":91204708,"identity":"da09fbd6-2aa0-401d-8a7a-42f70d563927","added_by":"auto","created_at":"2025-09-12 16:22:20","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":459703,"visible":true,"origin":"","legend":"\u003cp\u003eIterative stages of DDCSRH Model and Website Development\u003c/p\u003e","description":"","filename":"Onlinefloatimage2.png","url":"https://assets-eu.researchsquare.com/files/rs-7485363/v1/f109a9f484d19d588a1140bf.png"},{"id":91203999,"identity":"010edb4e-f488-4080-83b2-7d74ed9d0ac9","added_by":"auto","created_at":"2025-09-12 16:14:20","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":72997,"visible":true,"origin":"","legend":"\u003cp\u003eDigital Capabilities Model\u003c/p\u003e","description":"","filename":"Onlinefloatimage3.png","url":"https://assets-eu.researchsquare.com/files/rs-7485363/v1/a1b6befc083fa0c54ee8bb42.png"},{"id":91204000,"identity":"da999df1-ce9a-47a3-ad45-59b78a05fbbf","added_by":"auto","created_at":"2025-09-12 16:14:20","extension":"png","order_by":3,"title":"Figure 3","display":"","copyAsset":false,"role":"figure","size":73262,"visible":true,"origin":"","legend":"\u003cp\u003eData Capabilities Model\u003c/p\u003e","description":"","filename":"Onlinefloatimage4.png","url":"https://assets-eu.researchsquare.com/files/rs-7485363/v1/1ab339dceb97ef7db8cdffe1.png"},{"id":100070113,"identity":"ee107f49-7c66-40a8-8818-410bc7e3ec42","added_by":"auto","created_at":"2026-01-12 16:16:29","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":2740278,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-7485363/v1/10c5fe3b-6aeb-4260-9471-4b590c8d882b.pdf"},{"id":91203997,"identity":"4e352cd7-9fdd-47f3-b397-5216c2d9b6da","added_by":"auto","created_at":"2025-09-12 16:14:20","extension":"docx","order_by":0,"title":"","display":"","copyAsset":false,"role":"supplement","size":26015,"visible":true,"origin":"","legend":"","description":"","filename":"InterviewandworkshopguidesDigitalandDataCapabilitiesforsexualandreproductivehealthaparticipatoryinterdisciplinaryapproachtoworkforcetransformation..docx","url":"https://assets-eu.researchsquare.com/files/rs-7485363/v1/719973efc796980710e8745c.docx"}],"financialInterests":"No competing interests reported.","formattedTitle":"Digital and Data Capabilities for sexual and reproductive health: a participatory interdisciplinary approach to workforce transformation","fulltext":[{"header":"BACKGROUND","content":"\u003cdiv id=\"Sec2\" class=\"Section2\"\u003e\u003ch2\u003eCurrent approaches to digital transformation of the health workforce\u003c/h2\u003e\u003cp\u003eThe World Health Organisation\u0026rsquo;s \u003cem\u003eGlobal Strategy on Digital Health\u003c/em\u003e has identified the health workforce as a key driver of digital transformation, highlighting the importance of building workforce capacity to meet the challenges of increasingly digitized health systems (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e). The strategy recommends approaches to workforce capacity building that attend to national contexts and priorities, calling for an interdisciplinary and integrated approach that \u0026lsquo;move[s] away from the current disease focused systems\u0026rsquo; (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e, p.26).\u003c/p\u003e\u003cp\u003eIn recent years, national workforce policies and strategies have attempted to maintain pace with the rapid introduction of new digital and data technologies (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e, \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e). This has involved an emphasis on upskilling and resourcing the current health workforce (\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e), alongside greater focus on the question of how best to embed digital health skills and knowledge within existing and new health curriculum (\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eHowever, most current Australian healthcare practitioners have received very little formal education that supports their use of digital technologies (\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e, \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e, \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e), with the workforce itself acknowledging a \u0026lsquo;widening gap\u0026rsquo; between their own capabilities and the rapid introduction of digital technologies in health settings (\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eRamachandran and colleagues (\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e) recommend the adoption of interdisciplinary training approaches, to ensure the development of a workforce that is responsive and adaptable to dynamic technological and policy changes (\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e). Others have noted the importance of including health professionals in the development of courses and training materials (\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e) to ensure that competencies are grounded in issues of equity and access (\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eA recent audit of Australian undergraduate and postgraduate health courses found limited or ad-hoc inclusion of digital health content (\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e). Additionally, university health educators report a lack of confidence in teaching digital health subjects (\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e); and an absence of standardisation across currently available courses (\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e, \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e38\u003c/span\u003e). Further, there is little consensus regarding the specific competencies that health professionals require to confidently engage with digital transformation (\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e, \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e, \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e39\u003c/span\u003e). Research has indicated a need to develop workforce knowledge and skills around digital literacy, health information management, data privacy and legal/regulatory frameworks (\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e, \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e, \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e41\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eDiscussions of relevant literacies tend to focus on the use of specific technologies and platforms (\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e42\u003c/span\u003e, \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e43\u003c/span\u003e). Ramachandran and colleagues (\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e) suggest that competency frameworks need to move beyond a focus on digital technologies used for clinical care to build the \u0026lsquo;digital competencies\u0026rsquo; required to \u0026lsquo;optimize public health outcomes\u0026rsquo; (p. 2). A recent survey of digital maturity (or readiness for digital health transformation) in current Australian primary care settings further concludes existing digital infrastructure is underutilised due to multiple factors, and \u0026lsquo;targeted support is needed for digital adoption\u0026rsquo; (\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e44\u003c/span\u003e, p.1).\u003c/p\u003e\u003cp\u003eBroader digital health transformation policy trends tend to focus on frontline, clinical and allied health services (\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e45\u003c/span\u003e), with less focus on the workforce development needs of existing and emerging health promotion professionals (\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e, \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e46\u003c/span\u003e). In the Australian context, sexual and reproductive health promotion targeting adults does not just occur within specialist health organisations, but is also delivered by local government agencies, civil society and sporting groups, youth and community services, universities and vocational training organisations. Given the increasing necessity for digital health outreach across these diverse settings, and the rising complexity of working on social media platforms (\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e47\u003c/span\u003e), a significant policy and resourcing gap exists.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e\u003ch2\u003eDigital transformation of sexual and reproductive health\u003c/h2\u003e\u003cp\u003eThere are technical and ethical concerns relating to the domain of sexual and reproductive health that warrant specific attention. These include stigma and marginalisation experienced by sexual and reproductive health consumers (\u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e48\u003c/span\u003e, \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e49\u003c/span\u003e); and data sensitivities associated with sex, sexuality, gender and reproductive health (\u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e50\u003c/span\u003e, \u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e51\u003c/span\u003e); Additionally, Google search policies, social media platform content moderation policies and organisational firewalls tend to conflate sexual and reproductive health content with \u0026lsquo;pornography\u0026rsquo;, presenting barriers to digital sexual and reproductive health promotion practice (\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e, \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e52\u003c/span\u003e, \u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e53\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eRecent WHO guidance on the role of artificial intelligence (AI) in sexual and reproductive health (\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e) has outlined the potential benefits of AI for the delivery of sexual health care and information, including data-driven decision making, and the delivery of health information and education. However, the WHO also notes the sensitivities particular to sexual and reproductive health, arguing that \u0026lsquo;the responsible and ethical use of AI in SRHR requires concerted efforts among stakeholders, including policy-makers, commercial actors, funding agencies, developers, health workers and civil society, to mitigate the rising risks\u0026rsquo; (\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e, p.1).\u003c/p\u003e\u003cp\u003eThe global boom in commercial \u0026lsquo;sextech\u0026rsquo; (an umbrella term for digital technologies ranging from dating apps and menstrual trackers, to Bluetooth-connected vibrators, to explicit AI chatbots)(\u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e54\u003c/span\u003e) has ignited concerns around the privacy of user data (\u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e55\u003c/span\u003e, \u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e56\u003c/span\u003e). At the same time, there is proliferation of peer-to-peer conversations about sex, sexuality and gender on social media, with sexual health and wellness \u0026lsquo;influencers\u0026rsquo; creating significant competition for government and nongovernment organisations in the space of both sexual health information and service provision (\u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e57\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eSexual and reproductive health practitioners who seek to engage with health consumers and service users in digital environments are increasingly required to navigate the rapidly changing complexities of social media content policies and algorithmic practices (\u003cspan additionalcitationids=\"CR59\" citationid=\"CR58\" class=\"CitationRef\"\u003e58\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e60\u003c/span\u003e). Social media platforms (such as Meta and TikTok) regularly restrict and/or ban sexual and reproductive health promotion content \u0026ndash; including content relating to gender-affirming care or abortion information - for breaches of \u0026lsquo;community standards\u0026rsquo; (\u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e52\u003c/span\u003e). Recent changes to hate-speech guidelines on platforms including Facebook and LinkedIn also facilitate online abuse targeting women and LGBTQ\u0026thinsp;+\u0026thinsp;communities, impacting healthcare providers and health consumers (\u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e47\u003c/span\u003e, \u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e58\u003c/span\u003e, \u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e61\u003c/span\u003e). To date, there has been little practical guidance for Australian healthcare providers seeking to strategically engage with the complexity of the digital and data transformation of sexual and reproductive health at an organisational level.\u003c/p\u003e\u003c/div\u003e"},{"header":"METHODS","content":"\u003cp\u003eThe \u003cem\u003eBuilding Digital and Data Capability for Sexual and Reproductive Health\u003c/em\u003e project supports the digital and data capabilities within the Australian sexual and reproductive health workforce, via an interdisciplinary approach, grounded in media and cultural studies, public health, and adult education theory and practice. This paper describes the iterative participatory methods and associated data used to inform the development of Digital and Data Capability Building Models and associated resources (hosted at DDCSRH.com). A narrative literature review, and the development of key critical terms \u0026ndash; including a \u0026lsquo;capabilities approach\u0026rsquo; - have previously been published (\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e, \u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e59\u003c/span\u003e, \u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e62\u003c/span\u003e, \u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e63\u003c/span\u003e). This work is funded by the Australian Research Council and builds on the ARC Centre of Excellence for Automated Decision-Making and Society\u0026rsquo;s project \u003cem\u003eData Capabilities for the Not-for-Profit Sector\u003c/em\u003e (\u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e64\u003c/span\u003e, \u003cspan citationid=\"CR65\" class=\"CitationRef\"\u003e65\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eThroughout this paper, we use the broad term \u0026lsquo;sexual and reproductive health practitioners\u0026rsquo; to refer to diverse individuals who deliver clinical, health promotion, educational, support, advocacy and research services related to sexual and reproductive health, gender health, and HIV. \u0026lsquo;Sexual and reproductive health organisations\u0026rsquo; include general practice clinics, sexual health specialist clinics, primary care, women\u0026rsquo;s health services, youth services, local and state government services, and HIV positive, LGBTQ\u0026thinsp;+\u0026thinsp;and First Nations community-led services.\u003c/p\u003e\n\u003ch3\u003eParticipatory approaches to building digital and data capability\u003c/h3\u003e\n\u003cp\u003eCo-design or participatory methods are increasingly used to inform the development of learning tools and resources for health practitioners (\u003cspan additionalcitationids=\"CR67\" citationid=\"CR66\" class=\"CitationRef\"\u003e66\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR68\" class=\"CitationRef\"\u003e68\u003c/span\u003e). Participatory approaches are often situated in specific communities or settings, and through meaningful collaboration, prioritise the skills, experience and needs of those most likely to use a product or service (\u003cspan citationid=\"CR69\" class=\"CitationRef\"\u003e69\u003c/span\u003e). Benefits of participatory design are said to include an increased sensitivity to local context, enhanced trust with end-users via collaboration, and increased acceptability and use of the final product (\u003cspan additionalcitationids=\"CR71\" citationid=\"CR70\" class=\"CitationRef\"\u003e70\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR72\" class=\"CitationRef\"\u003e72\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eCo-design approaches typically prioritise collaboration through iterative processes of engagement with key stakeholders across different, yet interconnected stages of research (\u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e73\u003c/span\u003e). Often bringing different groups, such as health practitioners and health consumers, into dialogue with one another (\u003cspan citationid=\"CR72\" class=\"CitationRef\"\u003e72\u003c/span\u003e). Our research sought to generate dialogue between the lived experience and professional expertise of sexual and reproductive health consumers; HIV, sexual and reproductive health practitioners; and academics, with a focus on differing perspectives on digital and data capabilities. Participants in all stages of research included employees from a variety of health services across Australia, including sexual health, women\u0026rsquo;s health, LGBTQ\u0026thinsp;+\u0026thinsp;and HIV support and state and local government health services. Across interviews, workshops, and project reference group meetings, a total of one hundred and forty-eight (n\u0026thinsp;=\u0026thinsp;148) participants were provided with multiple and ongoing opportunities to inform the research approach and development of workforce resources (\u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e63\u003c/span\u003e). Iterative stages of participatory design are further described in Figure One. Interview and workshop guides are included as Supplementary Material.\u003c/p\u003e\n\u003ch3\u003eData Collection\u003c/h3\u003e\n\u003cdiv id=\"Sec7\" class=\"Section2\"\u003e\u003ch2\u003eNarrative literature review\u003c/h2\u003e\u003cp\u003eA narrative literature review (\u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e74\u003c/span\u003e, \u003cspan citationid=\"CR75\" class=\"CitationRef\"\u003e75\u003c/span\u003e) was conducted in 2022 (\u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e62\u003c/span\u003e). The project was initially scoped in relation to \u0026lsquo;digital and data literacies\u0026rsquo; as opposed to capabilities (\u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e62\u003c/span\u003e) and therefore, the review sought to answer the overarching research question \u0026lsquo;how are digital literacy and data literacy currently defined and assessed within the broad domain of sexual health\u0026rsquo;? Table One provides an overview of this process, the search terms and databases used. Thirty articles were included in analysis after duplicates and irrelevant results were removed. There were no exact matches for the terms listed (Table One) and \u0026lsquo;data literacy\u0026rsquo;.\u003c/p\u003e\u003cp\u003e\u003cb\u003eTable One: Narrative Literature Review Process\u003c/b\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Taba\" border=\"1\"\u003e\u003ccolgroup cols=\"3\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSearch Terms\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eDatabases\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eResults\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e\"digital literacy\" \u0026ldquo;digital health literacy\u0026rdquo; \u0026ldquo;eHealth literacy\u0026rdquo; \u0026ldquo;data literacy\u0026rdquo; AND \u0026ldquo;sexuality\u0026rdquo; \u0026ldquo;sexualities\u0026rdquo; \"sexual health\" \u0026ldquo;intimate relationships\u0026rdquo; \u0026ldquo;sexual relationships\u0026rdquo; \u0026ldquo;sexually transmitted*\u0026rdquo; \u0026ldquo;HIV\u0026rdquo;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eWeb of Science\u003c/p\u003e\u003cp\u003eMedline, PubMed\u003c/p\u003e\u003cp\u003eCinahl\u003c/p\u003e\u003cp\u003eEmbase\u003c/p\u003e\u003cp\u003ePsychInfo\u003c/p\u003e\u003cp\u003eCommunications and Mass Media\u003c/p\u003e\u003cp\u003eGoogle Scholar\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e=\u0026thinsp;29 results (with duplicates and unrelated results removed)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eNo results using this combination of terms and \"data literacy\u0026rdquo;.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec8\" class=\"Section2\"\u003e\u003ch2\u003eKey informant interviews\u003c/h2\u003e\u003cp\u003eTo better understand how digital and data literacies were defined and understood across theory and practice, twenty-nine semi-structured interviews were subsequently conducted in 2022-23 with key informants who were health practitioners or academics from across the fields of sexual health, public health and digital media and data studies (see: Table Two). Key informants were identified based on their publicly stated professional interest in digital sexual health research and/or practice, and via respondent-led sampling. Participants were mostly Australian-based, but also included researchers and practitioners in Europe, the United Kingdom, the United States and Canada.\u003c/p\u003e\u003cp\u003e\u003cb\u003eTable Two: Key Informant interviewee field of expertise and sites of practitioner experience\u003c/b\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Tabb\" border=\"1\"\u003e\u003ccolgroup cols=\"2\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eField\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eNumber of interviewees\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003ePublic Health\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e9\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eDigital Health\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSexual Health\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e6\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eDigital, Data Studies\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eGender, Sexuality Studies\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eYouth Studies\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eOrganisation\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eNumber of interviewees\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eLocal Health\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e9\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSexual Health\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eWomen\u0026rsquo;s Health\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e6\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eInterviews followed a semi-structured interview guide. Participants were invited to share their definitions of \u0026lsquo;digital and data literacy for sexual health\u0026rsquo;, offer their reflections on how to build digital and data literacy/capability within the sexual health workforce, and consider current technologies, apps, and platforms used for sexual and reproductive health. Participants were also invited to share their insights into the kinds of digital literacy learning resources that might be most useful to the sexual and reproductive health workforce. Interviews were conducted via Zoom by Albury and Mannix, audio recorded and transcribed. Transcripts were shared with participants for approval. Due to the relatively small size of the Australian sexual and reproductive health sector we have not used individual identifiers for interviewees.\u003c/p\u003e\u003c/div\u003e\n\u003ch3\u003eWorkshops and interviews with young adults aged 18–29\u003c/h3\u003e\n\u003cp\u003eTwo separate rounds of workshops and interviews were conducted in 2024 with young adult \u0026lsquo;laypeople\u0026rsquo; (\u003cspan additionalcitationids=\"CR19 CR20 CR21 CR22 CR23 CR24 CR25 CR26 CR27 CR28\" citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e) who use digital and data technologies to support their sexual and reproductive health; and young adult sexual and reproductive health professionals (\u003cspan additionalcitationids=\"CR19 CR20 CR21 CR22 CR23 CR24 CR25 CR26 CR27 CR28\" citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e). In this article, we draw on data primarily from young adult health practitioner workshops (see: Table Three). Workshops (n\u0026thinsp;=\u0026thinsp;3) and interviews (n\u0026thinsp;=\u0026thinsp;1) with health practitioners (n\u0026thinsp;=\u0026thinsp;18) focused on the digital and data challenges experienced by the SRH sector. Participants were further asked to reflect upon resourcing needs of the sector and offer feedback on prototype learning resources developed by the research team (\u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e63\u003c/span\u003e). Health practitioners were recruited via existing research and practice networks of the research team, LinkedIn and respondent-driven sampling.\u003c/p\u003e\u003cp\u003e\u003cb\u003eTable Three: Young Adult\u003c/b\u003e (\u003cspan additionalcitationids=\"CR19 CR20 CR21 CR22 CR23 CR24 CR25 CR26 CR27 CR28\" citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e) \u003cb\u003eHealth Practitioners sites of experience\u003c/b\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Tabc\" border=\"1\"\u003e\u003ccolgroup cols=\"5\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eJob Description\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003e#\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eOrganisation Type\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003e#\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eHealth Promotion\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e9\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eHIV, STI\u0026thinsp;+\u0026thinsp;LGBTQ\u0026thinsp;+\u0026thinsp;Health\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e6\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eProgram and Project Work\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e7\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eWomen\u0026rsquo;s Health\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e6\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eClinical (Nursing, Testing)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eSexual Health and Family Planning\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eLocal Government\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eState Government\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eCommunity Health\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\n\u003ch3\u003eConstruct validity workshops\u003c/h3\u003e\n\u003cdiv id=\"Sec11\" class=\"Section2\"\u003e\u003cp\u003eThe final iterative stage of the project involved five (n\u0026thinsp;=\u0026thinsp;5) \u003cem\u003ecritical construct validity workshops\u003c/em\u003e undertaken with sexual and reproductive health practitioners (n\u0026thinsp;=\u0026thinsp;34) in April/May 2025. Earlier findings (described below) demonstrated that digital and data capability building needs are varied, and likely to occur across diverse organisational and political contexts. Rather than attempt to flatten this diversity via the use of standardised metrics, we prioritised a participatory approach to evaluation engaging with feminist methodologies of \u0026lsquo;critical construct validity\u0026rsquo; (\u003cspan citationid=\"CR76\" class=\"CitationRef\"\u003e76\u003c/span\u003e), to qualitatively test the implications and useability of the website, Models and associated resources in the field. Participants reported a range of clinical and non-clinical roles (see: Table Four).\u003c/p\u003e\u003cp\u003e\u003cb\u003eTable Four: Critical construct validity workshop participants sites of experience\u003c/b\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Tabd\" border=\"1\"\u003e\u003ccolgroup cols=\"2\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eJob Description\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eNumber of participants\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eHealth Promotion Officer\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e8\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eCommunications\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eEducation and training\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eManagement\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e7\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eClinical\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003ePolicy and research\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eCritical construct validity encourages both researchers and participants to question and critically examine the underlying assumptions and language that shape the research design and its outcomes (\u003cspan citationid=\"CR69\" class=\"CitationRef\"\u003e69\u003c/span\u003e, \u003cspan citationid=\"CR77\" class=\"CitationRef\"\u003e77\u003c/span\u003e). It centres the experiences, expertise and agency of participants, defining validity in relation to social, political and organisational contexts (\u003cspan citationid=\"CR76\" class=\"CitationRef\"\u003e76\u003c/span\u003e). Feedback and critique from experienced health practitioners clarified our understanding of the acceptability and utility of the Digital and Data Capability Models and the DDCSRH.com resource for clinicians, health promotion professionals and organisational leaders. We did not seek to test \u003cem\u003ewhat\u003c/em\u003e participants learned during the workshops. Rather, we sought to understand \u003cem\u003ehow\u003c/em\u003e the Models and resources would support capability building across diverse professional and organisational contexts.\u003c/p\u003e\u003cp\u003eCritical construct validity workshops offered an opportunity for participants to practically engage with the Models through research presentations followed by discussion of \u0026lsquo;wicked problems for digital sexual health\u0026rsquo; case study scenarios (\u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e59\u003c/span\u003e, \u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e63\u003c/span\u003e). Separate case studies were developed for health promotion practitioners and sexual health clinicians.\u003c/p\u003e\u003cp\u003eWorkshops were audio recorded for general note-taking purposes and participants were invited to complete qualitative surveys pre (n\u0026thinsp;=\u0026thinsp;25) and post-workshop (n\u0026thinsp;=\u0026thinsp;18). Per consent agreements, we provide only general reflections on workshops based on our notes. Participants\u0026rsquo; survey responses are verbatim quotes.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec12\" class=\"Section2\"\u003e\u003ch2\u003eExpert Reference Group meetings\u003c/h2\u003e\u003cp\u003eWe invited critical feedback from our Expert Reference Group (ERG) at all stages of the research process. This included implementing critical reflection on narrative review findings and key informant interviews; endorsement of the DDCSRH Models; sense-checking of findings from SRH practitioner workshops and interviews; and piloting/testing the useability of the prototype DDCSRH website (\u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e63\u003c/span\u003e). The ERG includes academic researchers and representatives of national and state-based advocacy organisations and community health (including migrant and refugee health advocacy; peer advocacy for trans and gender-diverse people; youth-led advocacy; and people living with HIV).\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec13\" class=\"Section2\"\u003e\u003ch2\u003eData Analysis\u003c/h2\u003e\u003cp\u003eBoth authors collaborated on a process of abductive analysis, iteratively undertaking \u0026lsquo;focused coding\u0026rsquo; of interview and workshop transcripts, combining inductive and deductive approaches which considered the literature review, workshop, interview and survey findings in relation to interdisciplinary research addressing: data capability-building in not-for-profit organisations, digital and data literacies scholarship, and adult learning scholarship (\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e, \u003cspan additionalcitationids=\"CR79 CR80\" citationid=\"CR78\" class=\"CitationRef\"\u003e78\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR81\" class=\"CitationRef\"\u003e81\u003c/span\u003e). Preliminary findings were endorsed by the project\u0026rsquo;s Expert Reference Group (ERG), in May 2023. Website design and content was endorsed by the ERG in April 2025.\u003c/p\u003e\u003c/div\u003e"},{"header":"RESULTS","content":"\u003cp\u003e\u003cb\u003eHow are digital literacy and data literacy currently defined and assessed within sexual and reproductive health?\u003c/b\u003e\u003c/p\u003e\u003cp\u003eWithin the literature examined for the narrative review (\u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e62\u003c/span\u003e), digital literacy for sexual health was largely framed as an attribute (or deficit) for individual health consumers, with consideration of the digital literacy of health professionals absent. In this context, digital literacy was examined in relation to individual skills and knowledge \u0026ndash; including the ability to search for, assess and act upon digital information; and the ability to access and use digital clinical tools. Additionally, our review of the literature found that specific considerations of \u0026lsquo;data literacy\u0026rsquo; were yet to appear within the sexual health literature. Where data was understood as an element of digital literacy, it was largely in relation to sexual health consumers\u0026rsquo; ability to use and access personal health records (\u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e62\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eOur key informants described a similar understanding of digital and data literacies, highlighting a focus on individual skills such as the ability to use technological devices, or search for health information online. However, interviewees often extended this definition to also consider the broader organisational support (including policy, resourcing and upskilling) necessary for sexual health practitioners and organisations to participate in and benefit from digital transformation.\u003c/p\u003e\u003cp\u003eWhen reflecting on how sexual health organisations could best develop strategic approaches to digital transformation, most key informants agreed that a \u0026lsquo;digital and data literate\u0026rsquo; sexual health organisation would necessarily utilise digital platforms and technologies for clinical service delivery and record-keeping \u0026ndash; indeed, digital and data practices are already mandated by funders and regulatory bodies. However, several participants observed that \u0026lsquo;data\u0026rsquo; was often understood in health contexts primarily as the synthesized output of statistical analyses that were generated by external research organisations or government agencies.\u003c/p\u003e\u003cp\u003eParticipants suggested that there was limited recognition among sexual and reproductive health workforces and managers that the digital platforms and technologies used in day-to-day practice generated data \u003cem\u003ewithin\u003c/em\u003e health organisations. A range of everyday technologies \u0026ndash; ranging from externally-facing health promotion websites and social media accounts to internal client management software platforms - generate \u0026lsquo;sexual health data\u0026rsquo;. However, where the term \u0026lsquo;data\u0026rsquo; was used primarily as a proxy for \u0026lsquo;research findings\u0026rsquo;, there was little shared organisational understanding of how staff might generate or work with data as part of their role. This also included understanding how that data might be best stored, managed, shared or utilised to gain strategic insights \u003cem\u003ewithin\u003c/em\u003e a health service. As one participant explained,\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eI think it's really important for anybody working with stigmatised populations, and particularly people who use drugs, or people who engage in sex work or people who are HIV positive, all of these things have legal implications and it's really important for people in organisations that are working with these groups to be absolutely across whose data is being shared with [who] and to educate their constituencies about this as well.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cdiv id=\"Sec15\" class=\"Section2\"\u003e\u003ch2\u003eHow can the SRH workforce be supported to build digital and data capabilities?\u003c/h2\u003e\u003cp\u003eDiscussions with key informants and SRH practitioners about the kind of resourcing required to build digital and data capability across the Australian SRH sector were informed by their experiences of a workforce that was largely overworked, time-poor and already grappling with the divergent demands of remaining up to date with a quickly evolving digital landscape. As one participant put it: \u003cem\u003e\u0026lsquo;I think a lot of people and professionals are quite time poor, so watching a 60 min webinar, or even listening to a podcast quite often is stop and start \u0026ndash; they definitely prefer the shorter snippets, but not so short that it's too high level that you're not really sure what to do with it.\u0026rsquo;\u003c/em\u003e (Health promotion manager)\u003c/p\u003e\u003cp\u003eWithin this context, participants also described different levels of organisational readiness, including leaders or managers who at times displayed reluctance to embrace new (or existing) digital and data technologies, and varied level of digital and data skills across the Australian SRH sector. As one public health researcher/practitioner explained: \u0026lsquo;\u003cem\u003eWe have such a diverse workforce generationally, as well as training wise. So, I think it [resourcing] would have to come in a scenario of ways.\u003c/em\u003e\u0026rsquo;\u003c/p\u003e\u003cp\u003eParticipants were also concerned that capability building should not shame 'older\u0026rsquo; staff for a perceived lack of technological skills, or overburden \u0026lsquo;younger\u0026rsquo; staff who were frequently identified as being tacitly held responsible for driving and/or implementing digital transformation activities within organisations. Resourcing then, as one participant reflected, needed to \u0026lsquo;meet people where they were at\u0026rsquo;, whilst remaining attuned to \u0026lsquo;the feelings that change can bring up for people\u0026rsquo;.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec16\" class=\"Section2\"\u003e\u003ch2\u003eDevelopment of DDCSRH Models\u003c/h2\u003e\u003cp\u003eThe \u003cem\u003eDigital and data capabilities for sexual health models\u003c/em\u003e (see: Figure Two and Figure Three) were specifically developed in response to these emerging and dynamic challenges and opportunities within the field of sexual health. As noted above, the project was initially scoped in relation to digital and data \u003cem\u003eliteracies\u003c/em\u003e for sexual health policy and practice. However, our preliminary research findings made clear that a \u003cem\u003ecapabilities\u003c/em\u003e approach was more appropriate (\u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e62\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eWithin the field of data science, \u0026lsquo;capability has a dual meaning, relating both to human competencies and technical components like software, hardware and database systems\u0026rsquo; (\u003cspan citationid=\"CR82\" class=\"CitationRef\"\u003e82\u003c/span\u003e, p.64). As McCosker et al put it, data capabilities can be understood holistically, encompassing \u0026lsquo;the technical and material conditions, the skills, knowledge and proficiencies, and the strategic and ethical oversight driving the creation and use of data for improving knowledge, problem solving and decision-making\u0026rsquo; (\u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e64\u003c/span\u003e, p.2).\u003c/p\u003e\u003cp\u003eAdditionally, we found that both \u0026lsquo;literacies\u0026rsquo; and \u0026lsquo;competencies\u0026rsquo; are largely defined and measured in relation to an individual and their specific role (\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e, \u003cspan citationid=\"CR83\" class=\"CitationRef\"\u003e83\u003c/span\u003e). In contrast, a capabilities approach acknowledges that individual digital or data literacies (or competencies) can only be put into action where they are supported by enabling policy environments, and technical infrastructures (\u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e62\u003c/span\u003e, \u003cspan citationid=\"CR82\" class=\"CitationRef\"\u003e82\u003c/span\u003e). One interviewee described the gap between their individual digital literacy or competency and their organisation\u0026rsquo;s digital capability as follows: \u003cem\u003e\u0026lsquo;[My employer has] put this blanket ban on a bunch of [websites] and we have to ... request to have every site [individually] unblocked. So, it\u0026rsquo;s just like \u0026ndash; I just couldn\u0026rsquo;t be bothered. I would just go home and look at it on my normal computer\u0026rsquo;.\u003c/em\u003e\u003c/p\u003e\u003cp\u003eBoth our literature review and key informant interviews highlighted the diverse ways data is understood, collected, used and stored within the sexual and reproductive health context. Thus, we have chosen to identify separate domains of data and digital capability. Our dual digital and data capabilities models emphasise both the importance of understanding and working with data, and the need for sexual and reproductive health professionals to engage with both enterprise and commercial digital technologies - including sextech and social media.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec17\" class=\"Section2\"\u003e\u003ch2\u003eWhat are the Digital and Data Capabilities for Sexual and Reproductive Health Models?\u003c/h2\u003e\u003cp\u003eThe \u003cem\u003eDigital and Data Capabilities Models\u003c/em\u003e build on the \u003cem\u003eData Capabilities Framework for the Not-for-Profit Sector\u003c/em\u003e, which was developed and validated via three iterative phases of participatory research with members of the not-for-profit sector in 2021\u0026ndash;2022 (\u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e64\u003c/span\u003e, \u003cspan citationid=\"CR65\" class=\"CitationRef\"\u003e65\u003c/span\u003e, \u003cspan citationid=\"CR82\" class=\"CitationRef\"\u003e82\u003c/span\u003e, \u003cspan citationid=\"CR84\" class=\"CitationRef\"\u003e84\u003c/span\u003e). The Models (presented in Tables Five and Six) are intended for use within sexual health organisations (broadly defined). They outline organisational capabilities and sub-capabilities, plus a series of conversational prompts to support strategic conversations. The Models can be adopted by government and non-government agencies that use (or are planning to use) digital technologies within sexual and reproductive health clinical services, health promotion, education, advocacy, research and community development activities, and can be used alongside other government strategies. Three categories of digital and data capability are identified within the Models: access and infrastructure; skills; and governance.\u003c/p\u003e\u003cp\u003e\u003cb\u003eTable Five: Digital Capabilities for Sexual Health Policy and Practice\u003c/b\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Tabe\" border=\"1\"\u003e\u003ccolgroup cols=\"4\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eCapability\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eDefinition\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eSub-capabilities\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eQuestions\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eAccess and Infrastructure\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eDigital platforms and technologies used and the technological means to manage and make use of them\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u0026bull; Vernacular platforms and technologies\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u0026bull; What counts as a digital sexual health platform or technology and how is it used and accessed?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u0026bull; Enterprise platforms and technologies\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u0026bull; How well do digital technologies and platforms support organisational purpose?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u0026bull; Systems and tools (internal and external)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u0026bull; How well do digital technologies and platforms support and enable consumer self-efficacy and access?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eSkills\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eThe ability to generate, read, appraise, analyse and use and present digital content responsibly to aid operations, clinical practice, campaigns and resources, evaluation and decision-making\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u0026bull; Technological skills and general platform knowledge\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u0026bull; How is digital expertise and knowledge fostered and to what extent is it shared across the organisation?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u0026bull; Search engine optimisation and algorithmic literacies\u003c/p\u003e\u003cp\u003e\u0026bull; Platform analytics\u003c/p\u003e\u003cp\u003e\u0026bull; Platform vernacular and vocabularies (text and image)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u0026bull; How are the roles and responsibility for (maintaining/understanding/initiating organisational digital identity and digital communication allocated and communicated within the organisation?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u0026bull; Content creation and distribution\u003c/p\u003e\u003cp\u003e\u0026bull; Participation in everyday\u003c/p\u003e\u003cp\u003e\u0026bull; digital cultures (ie responding to comments under campaign content)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u0026bull; How is lived experience of digital technologies and cultures incorporated into organisational policy and practice relating to digital identity (including content creation)?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eGovernance\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eEstablished processes of stewardship, leadership and accountability in the ethical creation and conduct of digital initiatives.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u0026bull; Digital identity\u003c/p\u003e\u003cp\u003e\u0026bull; Content moderation\u003c/p\u003e\u003cp\u003e\u0026bull; Data stewardship, management and moderation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u0026bull; Is there an organisation-wide policy to support digital identity, communication and/or technologies?\u003c/p\u003e\u003cp\u003e\u0026bull; Who takes responsibility for managing organisational digital identity, privacy and safety (including safety of staff who manage and moderate social media forums)?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u0026bull; Ethics and inclusivity consent, lived experience)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u0026bull; How are ethical principles and issues identified and addressed?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u0026bull; Legality\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u0026bull; How are legal requirements and security monitored and implemented?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u0026bull; Risk Management (including data breach planning)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u0026bull; How does the organisation decide which digital platforms and technologies to engage with?\u003c/p\u003e\u003cp\u003e\u0026bull; Are there processes in place to safeguard community/consumer safety in digital content co-design and co-creation?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cb\u003eTable Six: Data Capabilities for Sexual Health Policy and Practice\u003c/b\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Tabf\" border=\"1\"\u003e\u003ccolgroup cols=\"4\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eCapability\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eDefinition\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eSub-capabilities\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eQuestions\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eAccess and Infrastructure\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eThe degree to which useful data is generated or accessed, and the technical means to manage and make use of it\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u0026bull; Collection methodology\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u0026bull; What counts as sexual health data, and how is it generated and accessed?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u0026bull; Availability for use\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u0026bull; Are datasets siloed and difficult to access?\u003c/p\u003e\u003cp\u003e\u0026bull; Can the organisation access and use the data it generates?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u0026bull; Classifications and standards\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u0026bull; Is there an organisation-wide strategy for integrated data software systems?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u0026bull; Systems and tools\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u0026bull; How well do data technologies support organisational purpose?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u0026bull; Interoperability of both internal and external platforms and systems\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u0026bull; How well do different platforms (and their methods of data collection and abstraction) work together?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eSkills\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eThe ability to generate, read, appraise, analyse and use and present data responsibly to aid operations, evaluation and decision-making\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u0026bull; Data wrangling (cleaning, editing, linking)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u0026bull; How do organisations and individuals understand and articulate their own data generation practices?\u003c/p\u003e\u003cp\u003e\u0026bull; How is data expertise fostered and to what extent is this inclusive?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u0026bull; Data and domain expertise\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u0026bull; How are informal or \u0026lsquo;everyday\u0026rsquo; data practices recognised by individuals and organisations?\u003c/p\u003e\u003cp\u003e\u0026bull; How are roles and responsibility for the use of data allocated within the organisation?\u003c/p\u003e\u003cp\u003e\u0026bull; How do organisations and individuals distinguish the difference between organisational data, and externally generated research evidence?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u0026bull; Analysis (problem posing and solving)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u0026bull; What is the quality of data and the value of data analysis for decision making?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u0026bull; Communicating with data\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u0026bull; How is data analysis communicated internally, with funders, clients and the wider community?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eGovernance\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eEstablished processes of stewardship, leadership and accountability in the ethical creation and use of data for decision-making.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u0026bull; Use, re-use and sharing\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u0026bull; Who is accountable for datasets, and who has the authority to control access and use them?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u0026bull; Stewardship and management\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u0026bull; Who takes responsibility for managing privacy and data security?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u0026bull; Ethics and inclusivity (consent, incorporation of consumer perspectives and experiences within organisational data policies and practices)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u0026bull; What are the guiding ethical principles for ethical decision-making around issues such as data sovereignty and\u003c/p\u003e\u003cp\u003estigma?\u003c/p\u003e\u003cp\u003e\u0026bull; How are ethical issues identified and addressed?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u0026bull; Legality\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u0026bull; How does the organisation make decisions around what data to store and how to store it?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u0026bull; Risk Management\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u0026bull; How does lived experience inform decision-making around the collection, use and storage of data?\u003c/p\u003e\u003cp\u003e\u0026bull; How are legal requirements and security monitored and implemented?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u0026bull; Data breach\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u0026bull; What processes are in place to prevent, monitor and respond to a data breach?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eWithin the Models, \u0026lsquo;access and infrastructure\u0026rsquo; relates to organisational or systemic resourcing \u0026ndash; including the provision of up-to-date hardware, software, training and support that facilitates the use of digital technologies for sexual health. This capability directly impacts data quality, and the degree to which data can be generated, accessed, managed and used by sexual health workforces. Rather than a focus on individual workforce skills and competencies found in other digital transformation strategies, within the Models we encourage collective strategic conversations about the extent to which organisational infrastructure may constrain or enable digital transformation in sexual health contexts. This may include challenges to platform interoperability, patchy Wi-Fi access, or firewalls that block access to social media or websites because of sexual content.\u003c/p\u003e\u003cp\u003eThe \u0026lsquo;Skills\u0026rsquo; capability is defined as the individual or collective ability to generate, read, appraise, analyse, use and present digital technologies and digital content and data, with the aim of supporting organisational activities. Within our Model, the skills capability is two-fold. On one level, it relates to the use of data-driven enterprise software and hardware for clinical services, client management, record-keeping, reporting, evaluation and decision-making. On the second level it relates to the use of commercial/for-profit vernacular or \u0026lsquo;everyday\u0026rsquo; platforms and technologies (including mobile devices, social media, website analytics and dating apps) for contact-tracing, health communication, health promotion, advertising, marketing and outreach.\u003c/p\u003e\u003cp\u003e\u0026lsquo;Governance\u0026rsquo; may appear to be the most straightforward capability, as many elements of data governance are mandated by funding guidelines or the Australian Commonwealth Privacy Act (\u003cspan citationid=\"CR85\" class=\"CitationRef\"\u003e85\u003c/span\u003e, \u003cspan citationid=\"CR86\" class=\"CitationRef\"\u003e86\u003c/span\u003e). Similarly, both government and non-government employers have well-established social media guidelines that aim to protect organisational reputation, and/or the privacy of health consumers. However, there are many aspects of digital and data governance for sexual health that warrant the development of organisation-specific policy and strategy.\u003c/p\u003e\u003cp\u003eFor example, as one key informant raised, where potentially sensitive sexual health consumer data is gathered passively via search-engine analytics or actively via client management platforms, what strategies are in place to prevent or respond to data breaches? Or where health promotion staff moderate social media accounts as part of their professional role, what policies are in place to support staff? What kinds of training and counselling are provided for those who must respond to abusive comments, or other forms of online harassment? Given Meta\u0026rsquo;s recent shift to a user-sourced moderation model (\u0026lsquo;community notes\u0026rsquo;) and changes to their \u0026lsquo;Hateful Conduct\u0026rsquo; policy to allow more \u0026lsquo;free speech\u0026rsquo; (\u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e47\u003c/span\u003e), these are increasingly urgent questions for sexual and reproductive health organisations. While these changes are relatively recent, research has demonstrated that user-sourced moderation on social media platforms has led to the malicious targeting of women\u0026rsquo;s health organisations, sexual health educators, sex workers and LGBTQ\u0026thinsp;+\u0026thinsp;organisations in particular (\u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e47\u003c/span\u003e, \u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e58\u003c/span\u003e).\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec18\" class=\"Section2\"\u003e\u003ch2\u003eHow should capability building activities be presented to the health workforce?\u003c/h2\u003e\u003cp\u003eIn workshops and interviews, we shared prototype learning resources with SRH practitioners, inviting them to reflect upon the kind of resourcing that would support use of the Models in their workplaces. Discussions with practitioners reinforced the diversity of learning and support needs within organisations, and across the SRH and HIV sector more broadly. For example, some participants shared a desire for guidelines and checklists that were specifically tailored to the needs of a sub-group (ie. clinicians, health promotion). Others voiced a preference for a more discipline-agnostic approach. However, common resource needs were identified across workshops and interviews. Participants identified a desire for self-paced learning activities that they were able to engage with at suitable times (ie. while commuting). To further increase accessibility, participants wanted the resource to combine web-hosted information with stand-alone PDF downloads.\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eWe have such a diverse workforce as well, generationally, as well as training wise. I think it would have to come in a scenario of ways. So short, sharp things that busy clinicians can access is important. But then with more depth that follows through that they can look at if they know that they need more information. It really needs to be a combination.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eSRH practitioners identified the need for broader \u0026lsquo;scaffolding\u0026rsquo; around the Models, or a suite of supportive resources. This included the provision of further information about digital and data technologies that helped to reframe a risk approach and challenge outdated myths; examples of how to use the Models in practice (ie. case studies); and links to relevant policies and guidelines. A number also highlighted the utility of checklists, suggesting their common use within the sector might help to promote \u0026lsquo;buy in with the organisations\u0026rsquo;:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eSaying \u0026lsquo;this is a Commonwealth policy, and there are policies around this [digital transformation], and you're not doing your due diligence\u0026rsquo;. I would say it\u0026rsquo;s important to make them [managers] a little bit scared\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec19\" class=\"Section2\"\u003e\u003ch2\u003eBuilding the DDCSRH.com website\u003c/h2\u003e\u003cp\u003eOur approach to resource co-design was also theoretically informed by the work of adult education scholars in the tradition of \u0026lsquo;critical pedagogy\u0026rsquo; (\u003cspan citationid=\"CR87\" class=\"CitationRef\"\u003e87\u003c/span\u003e). Drawing particularly on the work of Jack Mezirow (\u003cspan citationid=\"CR80\" class=\"CitationRef\"\u003e80\u003c/span\u003e) and Stephen Brookfield (\u003cspan citationid=\"CR81\" class=\"CitationRef\"\u003e81\u003c/span\u003e), we recognised that professional development and workplace learning is deeply connected to practitioners\u0026rsquo; existing knowledge, experience, and readiness to engage with learning. We were further mindful that digital and data capability building depends heavily on organisational culture and context, including access to support, resources, and infrastructure. As such, website content (summarised in Table Seven) adopts a \u0026lsquo;choose-your-own-adventure\u0026rsquo; approach, to provide support to SRH practitioners and organisations most relevant to their needs and context. Further, as Mezirow (\u003cspan citationid=\"CR80\" class=\"CitationRef\"\u003e80\u003c/span\u003e) notes, transformational learning occurs through learner encounters with \u0026lsquo;disorienting dilemmas\u0026rsquo;, or interactions that prompt critical reflection upon practice, assumptions and beliefs. Consequently, discussion prompts, case studies and \u0026lsquo;hot topics\u0026rsquo; aim to inform critical conversations most relevant to organisational settings (\u003cspan citationid=\"CR81\" class=\"CitationRef\"\u003e81\u003c/span\u003e).\u003c/p\u003e\u003cp\u003e\u003cb\u003eTable Seven: Key elements of DDCSRH.com\u003c/b\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Tabg\" border=\"1\"\u003e\u003ccolgroup cols=\"2\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eCapability Building Models\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eDigital and Data Capabilities for Sexual and Reproductive Health models, and a Consumer Capabilities Model\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eCase Studies\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eCase studies drawn from practitioner experience to provide examples of how to put the models (and associated capabilities) to work in real-world situations\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eHot Topics\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eA page dedicated to exploring current controversies and wicked digital problems for sexual and reproductive health practitioners\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eResearch and Evidence\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eLinks to further research and evidence, including digital and data policy, training organisations, open-access academic research and further reading about digital and data capabilities\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eFrequently Asked Questions\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAnswers to common questions and definitions of key concepts\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eChecklists\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eChecklists to help organisations benchmark existing knowledge and expertise and identify training and resourcing needs.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec20\" class=\"Section2\"\u003e\u003ch2\u003e\u003c/h2\u003e\u003cdiv id=\"Sec21\" class=\"Section3\"\u003e\u003ch2\u003eDigital and data capabilities in action: construct validation workshops\u003c/h2\u003e\u003cp\u003eThe DDCSRH Models and website were well-received by workshop participants as a useful tool to prompt strategic conversations about digital and data technologies and practices. Participants suggested the Models would promote collaboration and knowledge sharing across their organisations, and importantly, across disciplinary silos (clinical, health promotion, information technology [IT]). These conversations were often affectively charged, with digital technologies often discussed as a site of fear, frustration or apprehension for clinical and health promotion professionals. For example, one practitioner suggested that the resources would assist their team to \u0026lsquo;navigate the existential dread\u0026rsquo; of workplace digital transformation:\u003c/p\u003e\u003cp\u003e\u003cem\u003e\u0026lsquo;Digital and data technologies can be quite scary and overwhelming to navigate within the organisation. I really liked the reframing around capabilities as a strengths-based approach to understanding how best to talk about these topics with colleagues who may not be as confident with digital and data technologies.\u0026rsquo;\u003c/em\u003e (Health Practitioner, post-workshop survey)\u003c/p\u003e\u003cp\u003e The Models were also widely received as tools to support strategic discussions across management hierarchies and disciplinary silos - even where participants felt they had very little technological expertise:\u003c/p\u003e\u003cp\u003e\u0026lsquo;\u003cem\u003eWe are trained in the health promotion skills (either as peer eds or at University), but not specific on digital and data stuff. Anything that expands this cross-over in a well thought out way that has had young people's insights in it is deadly\u0026rsquo; [good]\u003c/em\u003e (Health Practitioner, post-workshop survey)\u003c/p\u003e\u003cp\u003e Similarly, participants noted that the \u0026lsquo;core questions\u0026rsquo; and discussion prompts made the Models more accessible as a tool for supporting difficult and/or strategic conversations. For one manager form a community organisation, this included providing a guide for discussions with private tech companies as their organisation was seeking a new client management system. For others, the Models prompted reflection on ethical and governance implications of \u0026lsquo;taken-for-granted\u0026rsquo; digital infrastructures - both in clinical and health promotion settings. For example, one clinician observed she had would reconsider her everyday use of Microsoft Teams to ensure she was adequately protecting sensitive data.\u003c/p\u003e\u003cp\u003eParticipants also identified limitations in the Models and resources. For example, those who already felt confident in their own digital and data expertise (ie. communications staff) expressed some hesitance with the Models. For these participants, the Models did not offer new insight or an opportunity for critical reflection. This points to a need for organisational approaches to digital transformation that begin with a benchmarking process, to recognise and build upon \u003cem\u003eexisting\u003c/em\u003e skills and knowledge:\u003c/p\u003e\u003cp\u003e\u003cem\u003e\u0026lsquo;My role involves working with digital technologies on a daily basis, including social media, websites, and various digital platforms, so I\u0026rsquo;m deeply immersed in this space, particularly in decision-making and risk assessment throughout the content creation process. While the workshop offered some useful new perspectives to reflect on, many of the questions and discussions were already familiar to me given the nature of my work.\u0026rsquo;\u003c/em\u003e (Health Practitioner, post-workshop survey)\u003c/p\u003e\u003cp\u003eHowever, most participants suggested that the Models and associated resources were likely to be professionally useful - particularly within small teams where younger staff were likely to be viewed as \u0026lsquo;digital natives\u0026rsquo; by senior managers. Indeed, our research found that many Australian sexual and reproductive health organisations have limited resourcing for digital communication (\u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e59\u003c/span\u003e):\u003c/p\u003e\u003cp\u003e\u003cem\u003e\u0026lsquo;Within my organisation this [digital capability-building] would be flipped back to me: \u0026lsquo;You\u0026rsquo;re the health promotion person and you know technology. You can go and do this\u0026rsquo;. Because they\u0026rsquo;re just incredibly time-poor and I am the young person, so I hold all the information\u0026rsquo;\u003c/em\u003e (18\u0026ndash;29 Health Promotion Professional).\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e"},{"header":"DISCUSSION","content":"\u003cp\u003eKey informant interviews and workshop participants identified several structural challenges to engaging with and benefitting from digital transformation, including inadequate infrastructure, limited funding, insufficient expertise and resourcing, institutional resistance and a lack of clear policy direction. There is a clear need for critical discussions \u003cem\u003ewithin\u003c/em\u003e SRH organisations to identify the support, resourcing, strategies and infrastructure \u0026ndash; that is, the capabilities - necessary for digital health transformation. Our findings indicate that conversations regarding digital and data transformation may elicit fear and discomfort in professional workplaces (\u003cspan citationid=\"CR88\" class=\"CitationRef\"\u003e88\u003c/span\u003e), particularly if gaps in existing digital and data capabilities are framed in terms of weakness, \u0026lsquo;illiteracy\u0026rsquo; or deficit (\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eParticipants reported challenges with organisational readiness and the identification clear drivers (or individuals) to initiate digital and data capability building. In an under-resourced sector, this work often falls upon junior staff, additionally reflecting gaps in strategic leadership, policy and resources/training. Here, participants indicated a need for a collective, cross-disciplinary approach, that recognises and build on existing skills and knowledge of data-driven digital technologies.\u003c/p\u003e\u003cp\u003eIn these contexts, \u0026lsquo;young\u0026rsquo; health professionals suggested the Models could provide useful vocabulary and evidence outlining the specific skills and expertise required to perform digital outreach. However, for participants who perceived that resistance and/or \u0026lsquo;fear\u0026rsquo; of digital and data technology was entrenched in their organisational leadership, apprehension remained that working with the Models would likely be considered a responsibility of junior staff. Despite reservations, these participants suggested that the Models would assist in broaching difficult conversations with their managers and/or teams.\u003c/p\u003e\u003cp\u003eEqually, many senior and middle managers suggested that the Models would help them to identify and address the possible risks of working with digital platforms (including AI) and performing digital outreach on social media. Managers particularly reflected positively on the ways the Models would help them to facilitate these discussions spanning disciplinary silos (including health promotion and clinical practice) and organisational levels (including junior staff, middle, and senior management).\u003c/p\u003e\u003cp\u003eTo this end, the Digital and Data Capabilities Models and DDCSRH website offer a shared vocabulary for sexual and reproductive health organisations, health professionals and relevant stakeholders. They enable shared understandings of ways that both formal health technologies and enterprise systems and everyday or \u0026lsquo;vernacular\u0026rsquo; (\u003cspan citationid=\"CR89\" class=\"CitationRef\"\u003e89\u003c/span\u003e, \u003cspan citationid=\"CR90\" class=\"CitationRef\"\u003e90\u003c/span\u003e) digital technologies (including dating apps and social platforms) act as \u0026lsquo;sexual health technologies\u0026rsquo;. Further, the interdisciplinary approach of the Models and DDCSRH website respond to a need identified by our participants (\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e, \u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e63\u003c/span\u003e) and public health scholars (\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e45\u003c/span\u003e), to move beyond disciplinary silos to consider digital transformation within the broader context of \u0026lsquo;public health\u0026rsquo; (\u003cspan citationid=\"CR91\" class=\"CitationRef\"\u003e91\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eResponsiveness to emerging policy and critical challenges related to SRH and data-driven technologies was an unanticipated benefit of our iterative, participatory approach. This project was conceived during the global COVID lockdowns of 2020, since that time digital and data technologies - and associated policy and practice guidance - has rapidly evolved. For example, we have seen growing debate around the role of AI in public health, with specific guidance from WHO guidance on ethical and rights-based approaches to working with AI for sexual and reproductive health (\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eGiven that issues relating to digital and data access and infrastructure, skills, and governance are still emergent, the DDCSRH Models adopt a deliberately agnostic approach, avoiding a series of one-size-fits-all rules for implementation. Instead, the Models provide conversational prompts to guide strategic and productive dialogues (\u003cspan citationid=\"CR80\" class=\"CitationRef\"\u003e80\u003c/span\u003e, \u003cspan citationid=\"CR81\" class=\"CitationRef\"\u003e81\u003c/span\u003e) between managers and board members, sexual and reproductive health professionals, community stakeholders and sexual health consumers, with the aim of promoting ethical and inclusive approaches to digital transformation.\u003c/p\u003e\u003cp\u003eWhile this approach was welcomed by most of our participants, for others it was a significant limitation. We suggest that as the field of health informatics advances, organisations may need to develop specific governance principles to guide the integration of for-profit data-driven apps and platforms (including the role of algorithms and AI, social media platforms, online testing services, dating apps, menstrual trackers, or Bluetooth-connected sex toys) within clinical services, counselling or health promotion activities (\u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e55\u003c/span\u003e, \u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e56\u003c/span\u003e). Additionally, both sexual and reproductive health organisations and individual health workers or researchers may encounter opportunities to partner with (or endorse) the development of commercial apps, platforms and technologies falling under the broad umbrellas of medtech, sextech and femtech (\u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e54\u003c/span\u003e). Higher level policies and strategies are needed to guide and govern these collaborations in a non-exploitative, mutually beneficial and ethically sensitive manner.\u003c/p\u003e\u003cp\u003eSuch issues are currently beyond the scope of existing digital sexual and reproductive health policy guidance. It is vital for sexual and reproductive health leaders (including board-members, managers and policymakers) to also prioritise their own digital and data capability, to meaningfully assess the risks and opportunities in play. Additionally, the perspectives of \u0026lsquo;frontline\u0026rsquo; health workers and the lived experiences of health consumers must be factored into the development of ethical digital transformation policy and strategy \u0026ndash; and they too must be resourced to develop their own digital and data capabilities (\u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e59\u003c/span\u003e).\u003c/p\u003e"},{"header":"CONCLUSION","content":"\u003cp\u003eThe support and professional development needs of sexual and reproductive health practitioners to participate in and benefit from digital transformation remains insufficiently explored (\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e). Our research has demonstrated the need for an approach to digital sexual health transformation that both acknowledges and moves beyond a focus on individual skills and knowledge, to support broader workforce capacity-building across disciplinary silos. The DDCSRH resources present a shared vocabulary for sexual and reproductive health organisations to work collectively with digital and data technologies, regardless of their technical expertise.\u003c/p\u003e\u003cp\u003eA participatory approach prioritised the lived experience and professional expertise of sexual and reproductive health practitioners and consumers, and academics in resource development. Participatory methods, including critical construct validity, ensured that experienced health practitioners were able to critique key assumptions at each stage of research. Despite limitations, the DDCSRH Models and website were broadly considered to be useful tools to enable strategic conversations across differing levels of digital and data experience within organisations. The models and resources were particularly well received by \u0026lsquo;junior\u0026rsquo; members of the health promotion workforce, and by senior and middle managers seeking to identify and address possible risks associated with digital transformation.\u003c/p\u003e\u003cp\u003eTo the best of our knowledge, the Digital and Data Capability Building Models and associated website represent the first workforce development resource specifically designed to support the digital transformation of sexual and reproductive health. Grounded in media, communication and data studies research whilst engaging with public health and adult education theory and practice, this work responds to recent calls to adopt an interdisciplinary approach to health workforce development (\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eDigital and data capability building must take place in an atmosphere that recognises existing practices and knowledge. As such, we recommend that future-oriented strategic planning is preceded by organisational benchmarking. In some cases, this process will identify a need for formal training and education. In the next stages of our research, we are working with a community-led sexual health support and advocacy organisation to establish (and resource) digital and data communities of practice that facilitate ongoing peer-based learning bridging workplace hierarchies, and disciplinary silos.\u003c/p\u003e"},{"header":"Abbreviations","content":"\u003cdiv class=\"DefinitionList\"\u003e\u003cdiv class=\"DefinitionListEntry\"\u003e\u003cdiv class=\"Term\"\u003eAI\u003c/div\u003e\u003cdiv class=\"Description\"\u003e\u003cp\u003eArtificial Intelligence\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv class=\"DefinitionListEntry\"\u003e\u003cdiv class=\"Term\"\u003eDDCSRH\u003c/div\u003e\u003cdiv class=\"Description\"\u003e\u003cp\u003eDigital and Data Capabilities for Sexual and Reproductive Health\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv class=\"DefinitionListEntry\"\u003e\u003cdiv class=\"Term\"\u003eDDCSRH.com\u003c/div\u003e\u003cdiv class=\"Description\"\u003e\u003cp\u003eDigital and Data Capabilities for Sexual and Reproductive Health Website\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv class=\"DefinitionListEntry\"\u003e\u003cdiv class=\"Term\"\u003eERG\u003c/div\u003e\u003cdiv class=\"Description\"\u003e\u003cp\u003eExpert Reference Group\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv class=\"DefinitionListEntry\"\u003e\u003cdiv class=\"Term\"\u003eSRH\u003c/div\u003e\u003cdiv class=\"Description\"\u003e\u003cp\u003eSexual and Reproductive Health\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv class=\"DefinitionListEntry\"\u003e\u003cdiv class=\"Term\"\u003eWHO\u003c/div\u003e\u003cdiv class=\"Description\"\u003e\u003cp\u003eWorld Health Organisation\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003c/div\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eAcknowledgements\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eWe thank Professor Anthony McCosker and our Expert Reference Group for critical guidance and support. Thanks to\u0026nbsp;Eleanor Shepherd and Sydelle Saldanha for graphic design.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis research was funded by the Australian Research Council (ARC) Future Fellowship (FT210100085) and partially funded by the ARC Centre of Excellence for Automated Decision-Making and Society (CE200100005).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthor Information\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eAuthors and Affiliations\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eDepartment of Media and Communication/ARC Centre\u003cbr\u003e\u0026nbsp;of Excellence for Automated Decision-Making and Society, Swinburne University of Technology, John Street, Hawthorn, VIC 3122, Australia\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eSamantha Mannix \u0026amp; Kath Albury\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eContributions\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eKA conceived the study. Both authors contributed to data collection, analysis, writing, and editing.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eCorresponding Author\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eCorrespondence to Kath Albury.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthics Declarations\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eEthics approval and consent to participate\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eThe research was approved by Swinburne University of Technology Human Research Ethics Committee (SUHREC \u0026nbsp;20226416-10135; 20247581-18502; 20258392-20547;\u0026nbsp;20257775-21296) with additional approval from ACON\u0026rsquo;s Research Ethics Review Committee (RERC D202404). Ethics approvals confirm the Project\u0026rsquo;s compliance with the Australian National Health and Medical Research Council (NHMRC) National Statement on Ethical Conduct of Human Research, which was developed in compliance with the Declaration of Helsinki.\u003c/p\u003e\n\u003cp\u003eAll participants provided written consent to participate in workshops and interviews and for interviews/workshops to be recorded. No participant names have been used in the publication of this work.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eConsent for publication\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eConsent for publication not required for this study.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eCompeting interests\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare that they have no competing interests.\u0026nbsp;\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eWorld Health Organization. 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Considerations for adapting digital competencies and training approaches to the public health workforce: an interpretive description of practitioners' perspectives in Canada. BMC Public Health. 2025;25(1):122. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.1186/s12889-024-21089-1\u003c/span\u003e\u003cspan address=\"10.1186/s12889-024-21089-1\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"bmc-health-services-research","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"bhsr","sideBox":"Learn more about [BMC Health Services Research](http://bmchealthservres.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/BHSR/default.aspx","title":"BMC Health Services Research","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Digital health, health workforce, data management, sexual health, reproductive health, organizational policy, capacity building","lastPublishedDoi":"10.21203/rs.3.rs-7485363/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7485363/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eBackground\u003c/h2\u003e\u003cp\u003eDigital and data practices present specific challenges for the fields of sexual and reproductive health, intersecting with both social and commercial determinants of health. As services are digitised there is an increased risk of exclusion for sexual and reproductive health consumers who already experience stigma, disadvantage and marginalisation. To date, there has been little targeted practical guidance for sexual and reproductive health practitioners and organisations seeking to strategically engage with digital transformation. This paper introduces the Digital and Data Capability for Sexual and Reproductive Health (DDCSRH) Models and knowledge translation website \u0026ndash; a suite of resources designed to support workforce capability building.\u003c/p\u003e\u003ch2\u003eMethods\u003c/h2\u003e\u003cp\u003eThe study adopts an interdisciplinary approach to participatory research, drawing on in media and communication, data studies, public health, and adult education theory and practice. The four-year iterative program of research included narrative literature review, key informant interviews with experienced practitioners and academics (n\u0026thinsp;=\u0026thinsp;25); and participatory workshops and interviews with sexual and reproductive health practitioners (n\u0026thinsp;=\u0026thinsp;18) and health consumers (n\u0026thinsp;=\u0026thinsp;32). A qualitative critical construct validation approach tested the practical relevance of the Models and associated outputs, via a final round of participatory workshops with health practitioners (n\u0026thinsp;=\u0026thinsp;34).\u003c/p\u003e\u003ch2\u003eResults\u003c/h2\u003e\u003cp\u003eParticipants described challenges associated with digital and data access and infrastructure; gaps in existing skills and training; misguided assumptions about younger staff\u0026rsquo;s capabilities as \u0026lsquo;digital natives\u0026rsquo;, and ad-hoc governance procedures. The DDCSRH Models and associated resources were subsequently designed to support evidence-based capability-building, with particular attention to practitioner concerns. However, some participants \u0026ndash; particularly those aged 18\u0026ndash;29 - identified a need for additional systemic support to implement the Models in their workplace. Future research is needed to tailor resources for specific disciplines.\u003c/p\u003e\u003ch2\u003eConclusions\u003c/h2\u003e\u003cp\u003eThe \u003cem\u003eDigital and Data Capability Models\u003c/em\u003e and associated resources respond to stated workforce needs and challenges, promoting a shared vocabulary and conceptual framework to support strategic engagement with current and emergent digital and data technologies, policies and practice.\u003c/p\u003e","manuscriptTitle":"Digital and Data Capabilities for sexual and reproductive health: a participatory interdisciplinary approach to workforce transformation","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-09-12 16:14:16","doi":"10.21203/rs.3.rs-7485363/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2025-10-08T10:22:59+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-09-30T02:47:10+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"206004076061694097219523021262760438450","date":"2025-09-11T08:27:25+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-09-10T16:35:28+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"201120761848073598742154887963113507705","date":"2025-09-10T13:33:31+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"222891531422696082284505199630011988729","date":"2025-09-09T23:23:04+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"167301455085452548776724845561207687336","date":"2025-09-08T13:56:55+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-09-07T22:59:44+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-09-07T22:57:30+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2025-09-04T19:04:41+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-09-04T01:49:31+00:00","index":"","fulltext":""},{"type":"submitted","content":"BMC Health Services Research","date":"2025-09-04T01:46:07+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"bmc-health-services-research","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"bhsr","sideBox":"Learn more about [BMC Health Services Research](http://bmchealthservres.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/BHSR/default.aspx","title":"BMC Health Services Research","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"a3a89ac0-b20b-46ae-8884-7859f81e7b3e","owner":[],"postedDate":"September 12th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"published-in-journal","subjectAreas":[],"tags":[],"updatedAt":"2026-01-12T16:10:58+00:00","versionOfRecord":{"articleIdentity":"rs-7485363","link":"https://doi.org/10.1186/s12913-025-13970-5","journal":{"identity":"bmc-health-services-research","isVorOnly":false,"title":"BMC Health Services Research"},"publishedOn":"2026-01-08 15:59:30","publishedOnDateReadable":"January 8th, 2026"},"versionCreatedAt":"2025-09-12 16:14:16","video":"","vorDoi":"10.1186/s12913-025-13970-5","vorDoiUrl":"https://doi.org/10.1186/s12913-025-13970-5","workflowStages":[]},"version":"v1","identity":"rs-7485363","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7485363","identity":"rs-7485363","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}