Competence and Preparedness of Professional Nurses in Managing Gender-Based Violence: A Qualitative Study on Educational Gaps in South Africa
(Received: 2026/02/20, Accepted: 2026/05/09)
Authors:
Siphesihle Delani Hlophe; Vasanthrie Naidoo; Nellie Naranjee;
Keywords:
Gender-Based Violence, Nursing Education, Professional Competence, Preparedness, Qualitative Research, South Africa.
Abstract:
Background: Gender-based violence (GBV) is a significant public health crisis in South Africa. Nurses in health clinics at higher education institutions (HEIs) are often first responders for survivors. However, their preparedness to manage these complex cases remains unclear, and nursing curricula may not adequately equip them for this role.
Objectives: To investigate the preparedness of professional nurses at HEI health clinics in managing GBV and to identify related educational gaps for undergraduate nursing curriculum enhancement.
Methods: A qualitative, descriptive case study was conducted at two HEIs in Cape Town, South Africa. Purposive sampling was used to recruit five professional nurses. Data were collected through semi-structured online interviews and analysed using thematic analysis. The study adhered to the Consolidated Criteria for Reporting Qualitative Research (COREQ) guidelines.
Results: Key findings revealed significant gaps in formal education, with nurses relying heavily on informal, on-the-job learning to develop competence in GBV management. Barriers included a lack of structured GBV content in nursing curricula, leading to inconsistent care. Core competencies such as empathy and communication were developed experientially. Stigma and challenges with victim disclosure further complicated case management.
Conclusions: Professional nurses feel underprepared to manage GBV due to deficiencies in their formal nursing education. An apparent disparity exists between the practical demands of their role and the training they receive, necessitating urgent curriculum reform.
Implications for Nursing: There is an imperative need to integrate dedicated, practical GBV modules into undergraduate nursing curricula. Continuous professional development and standardised institutional protocols are essential to enhance the competence and confidence of practicing nurses in providing effective, survivor-centred care.