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Background <p>The World Health Organization recognizes gender-based violence (GBV) as a public health concern and the primary cause of disability and mortality among women. Studies indicate that 58.9% of Peruvians tolerate or justify violence directed towards women. Nurses have a crucial responsibility to prevent and resolve cases of GBV, which requires up-to-date and rigorous formal training in this area. Western countries have shown encouraging results with creative methods of teaching nursing students about GBV, such as high-fidelity simulations or multidisciplinary virtual games. Unfortunately, there is little evidence from Latin American countries. The purpose of this study is to examine nursing students and faculty member’s experiences with GBV and their educational experiences in this area.</p> Methods <p>Semi-structured interviews and focus groups were conducted with 13 nursing students and 4 faculty members at a private university in Lima, Peru. The data was analysed using Braun and Clarke’s thematic analysis method.</p> Results <p>The themes generated from the analysis were: Peruvian Perspectives: Unveiling Machismo and GBV Dynamics; Nursing’s Vigilance: Early GBV Detection and Prevention; Meaningful gap: GBV Training Deficiencies in Nursing Education. The underlying causes of GBV have been identified as lack of understanding and to the widespread belief that women are inferior to men simply because of their gender. Personal beliefs play a significant role in shaping one’s perception of GBV and its causes. Teachers consider GBV training to be crucial, but they feel that it is a personal decision rather than an institutional one.</p> Conclusions <p>Misconceptions about GBV exist among nursing students and faculty, and GBV training in nursing is insufficient and influenced by faculty interests. Finally, innovative teaching approaches are necessary to improve significant learning outcomes in addressing GBV.</p>

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Experiences of nursing students and professors on teaching and learning about gender-based violence in Lima (Peru): a qualitative study

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年7月2日

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  • Juan M. Leyva-Moral,
  • Gladys Ivonne Moran-Paredes,
  • Roberto Zegarra-Chapoñan,
  • Víctor Humberto Chero-Pacheco,
  • Rebeca Gomez-Ibañez,
  • Mariela Aguayo-González

摘要

Background

The World Health Organization recognizes gender-based violence (GBV) as a public health concern and the primary cause of disability and mortality among women. Studies indicate that 58.9% of Peruvians tolerate or justify violence directed towards women. Nurses have a crucial responsibility to prevent and resolve cases of GBV, which requires up-to-date and rigorous formal training in this area. Western countries have shown encouraging results with creative methods of teaching nursing students about GBV, such as high-fidelity simulations or multidisciplinary virtual games. Unfortunately, there is little evidence from Latin American countries. The purpose of this study is to examine nursing students and faculty member’s experiences with GBV and their educational experiences in this area.

Methods

Semi-structured interviews and focus groups were conducted with 13 nursing students and 4 faculty members at a private university in Lima, Peru. The data was analysed using Braun and Clarke’s thematic analysis method.

Results

The themes generated from the analysis were: Peruvian Perspectives: Unveiling Machismo and GBV Dynamics; Nursing’s Vigilance: Early GBV Detection and Prevention; Meaningful gap: GBV Training Deficiencies in Nursing Education. The underlying causes of GBV have been identified as lack of understanding and to the widespread belief that women are inferior to men simply because of their gender. Personal beliefs play a significant role in shaping one’s perception of GBV and its causes. Teachers consider GBV training to be crucial, but they feel that it is a personal decision rather than an institutional one.

Conclusions

Misconceptions about GBV exist among nursing students and faculty, and GBV training in nursing is insufficient and influenced by faculty interests. Finally, innovative teaching approaches are necessary to improve significant learning outcomes in addressing GBV.