TRANSFORMING NURSING EDUCATION: OVERCOMING OBSTACLES TO GENDER-BASED VIOLENCE PREPAREDNESS IN SOUTH AFRICA

Introduction: This study aimed to explore nurse lecturers' recommendations for enhancing nursing curricula to equip future professional nurses with the awareness, knowledge, skills, and attitudes necessary to recognise and respond effectively to Gender-Based Violence (GBV). The central research question investigated the content that nurse lecturers recommended for inclusion to improve GBV preparedness among nursing students, alongside the barriers hindering this integration.   Method: A qualitative, exploratory, and descriptive research design was employed. The study population comprised six nurse lecturers from two Higher Education Institutions in the Western Cape, South Africa, selected purposively. Data were collected through semi-structured interviews conducted via Microsoft Teams between January and March 2024. Trustworthiness was ensured through measures such as peer debriefing, triangulation, and researcher reflexivity. Interview transcripts were analysed using Tesch’s thematic analysis method to identify emergent themes.   Result: The study revealed significant barriers to integrating GBV content within current nursing curricula, including curriculum stagnation, limited instructional hours, and a lack of lecturer expertise. Emotional and personal barriers among educators and students further complicate GBV teaching. Despite these challenges, participants provided specific recommendations for curriculum enhancement, such as developing a standalone GBV module, incorporating practical training through simulations and clinical placements, and fostering interdisciplinary collaboration. Key themes that emerged were: (1) Inclusion of GBV content in current nursing curricula, (2) Practical training and clinical placement, (3) Interdisciplinary approach, (4) Teaching strategies, (5) Challenges and barriers, and (6) Strategies to overcome barriers.   Conclusion: The findings highlight critical barriers to effective GBV education in nursing programs but also underscore clear opportunities for curricular enhancement through targeted training, curriculum review, and institutional support. The study concludes that, while significant challenges exist, the recommendations from nurse lecturers offer a clear pathway toward transformation. Integrating comprehensive GBV education is essential to prepare nurses to competently and empathetically manage GBV cases, ultimately improving healthcare outcomes for survivors.   Keywords: Gender-Based Violence, nursing education, curriculum development, qualitative research, South Africa