Resumo

HLOPHE, Siphesihle D.; NAIDOO, Vasanthrie  e  NARANJEE, Nellie. Enhancing professional nurses' preparedness and collaborative practices in managing gender-based violence: Insights from selected South African university campus health clinics. Health SA Gesondheid (Online) [online]. 2026, vol.31, pp.1-11. ISSN 2071-9736.  https://doi.org/10.4102/hsag.v31i0.3103.

BACKGROUND: Gender-based violence (GBV) is a critical public health issue, particularly in South African Higher Education Institutions (HEIs). This study explores professional nurses' preparedness to manage GBV cases and identifies gaps in their formal training AIM: To examine professional nurses' experiences and perceptions of their competence, interdisciplinary collaboration, and use of reporting, referral, and institutional resources in managing GBV at campus health clinics in HEIs SETTING: Research was conducted at two universities, Institution One and Institution Two, focusing on professional nurses employed at campus health clinics METHODS: An exploratory-descriptive qualitative design was used, with data gathered through semi-structured interviews with five professional nurses RESULTS: Four themes emerged: (1) enhancing interdisciplinary collaboration through reporting and referrals; (2) challenges in managing GBV victims; (3) professional training and knowledge on GBV; and (4) nurses' competence in handling GBV cases. This article emphasises themes one and four. Findings reveal the need for comprehensive GBV modules in nursing education and ongoing in-service training. Nurses reported challenges including limited victim information, systemic barriers and complex documentation CONCLUSION: Integrating GBV education into nursing curricula alongside continuous professional development and institutional support is essential to equip healthcare professionals to provide empathetic, comprehensive care to victims CONTRIBUTION: This study offers insights for curriculum reform and policy development aimed at reducing GBV and promoting awareness and advocacy within HEIs

Palavras-chave : gender-based violence; higher education institutions; nursing education; professional nurses; curriculum development; victim support.

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