Experiences of nursing students preparedness to migrate to online learning during COVID-19 lockdown in Namibia

Background: COVID-19 made it mandatory for Namibian education institutions to transition from traditional face-to-face classroom learning to online learning. Minimal time was available to prepare nursing students to adopt this model of learning, which subsequently influenced their learning experiences. Aim: The aim of the study was to explore and describe nursing students' experiences regarding their preparedness to migrate to online learning during the COVID-19 lockdown at a public university in Namibia. Setting: Semi-structured interviews were conducted in English at the public university in Kavango East, Namibia. Methods: A qualitative approach utilising an exploratory and descriptive design was used. Convenience sampling and a semi-structured interview guide was used to assess the experiences of undergraduate nursing students. Data saturation was achieved after 15 interviews. ATLAS.ti 8 software assisted with management of data that was analysed inductively following the six steps of thematic analysis. Results: The following themes emerged from analysis of the data: (1) students' readiness to migrate to online learning; (2) challenges faced by nursing students during the migration to online learning; and (3) strategies to support the transition from face-to-face to online learning. Conclusion: The study's findings show that the student nurses were unprepared for online learning due to lack of skills and the ability to use technology to navigate online learning platforms. Access to online learning was also hampered by poor Internet connectivity and unreliable electronic devices. Contribution: These findings may be used to develop targeted interventions and strategies to mitigate challenges faced during transition from face-to-face to online learning.

Men in the service of humanity: Sociocultural perceptions of the nursing profession in South Africa

Background. The classification of nursing as a female-gendered profession, along with patriarchally determined cultural gender roles, makes it difficult for men to select nursing as a career and to excel in their caring capacity as nurses.Objective. To gain in-depth insights into and an understanding of male nursing students' perceptions of the nursing profession. Methods. A generic qualitative approach, which was explorative, descriptive and contextual, was used to conduct the study. Sixteen male nursing students at two nursing education institutions in KwaZulu-Natal Province, South Africa, were purposively sampled to participate in the study. Data were collected using semi-structured interviews and unstructured observation. Thereafter, thematic analysis was used to analyse the data. Results. Three main themes were developed from the interview data. The participants perceived nursing as the extension of women's work, with low social status ‒ nursing is not considered to be a profession for men. During the provision of nursing care, feelings of discomfort and embarrassment were experienced. They feared misinterpretation of their care, especially when caring for the naked body when alone with a patient. They resorted to the use of cautious caring, where they do not provide physical care alone, but seek support, especially from female nurses.Conclusion. Male nursing students require role models to support them in their academic journey towards becoming competent practitioners. A male-friendly environment should be created to enable them to provide quality nursing care to all patients. The society needs to be empowered in understanding that men choose the nursing profession to provide care, and that they are capable of caring for the sick.

Perspectives of nursing students on challenges of e-learning during early stages of the COVID-19 pandemic

Background: E-learning is becoming an important approach to teaching and learning in higher education institutions, including nursing training. Despite that, there are students who were never introduced to e-learning prior to the coronavirus disease 2019 (COVID-19) pandemic. Their challenges in relation to e-learning could differ from those of other students who had experienced the platform before, especially against the backdrop of the COVID-19 pandemic that brought an abrupt change in the approach to teaching, learning and assessment. Objectives: This study explored and described university nursing students' challenges in relation to e-learning during the early stages of the COVID-19 pandemic in a resource-constrained setting. Method: Qualitative exploratory and contextual design was used. The sample consisted of 17 participants who were conveniently selected, and data were collected by means of two focus groups and five individual interviews. Data analysis followed a qualitative content analysis process. Results: The five categories emanated from analysis are e-learning mode not suitable for practical components, challenges related to assessment of learning, connectivity issues, e-learning is a lonely journey and computer illiteracy and limited skills for the use of e-learning. Conclusion: Nursing students' challenges regarding e-learning during the early stages of the COVID-19 pandemic related to the learning of practical components, assessment, connectivity, a lack of interaction with peers and a lack of the skills required to operate e-learning tools.

Knowledge of final year undergraduate nursing students about HIV and AIDS in Eswatini

Human immunodeficiency virus (HIV) and acquired immune deficiency syndrome (AIDS) are overwhelming health issues globally. They have caused many devastating and draining health issues, which have escalated a critical need for a well-trained and sustainable healthcare workforce in order to meet the needs of people living with HIV and AIDS (PLWHA). Health science students are the future healthcare providers who will implement proper preventive measures, as well as health educational and promotional sessions to promote information and knowledge among the public regarding HIV and AIDS in Eswatini. Methods: A quantitative cross-sectional study was conducted on 140 final-year undergraduate nursing students in three nursing universities in Eswatini. A questionnaire adapted from Othman and Ali in Malaysia with closed-ended questions was modified and used to collect data. The questionnaire consisted of questions on the virus structure, transmission, prevention and management of HIV and AIDS. Statistical Package for the Social Sciences (SPSS) version 20 was utilised to analyse the data. Results: The level of knowledge about HIV and AIDS was high, as evidenced by a mean score and standard deviation of (91.02 ± 5.00). However, there were low scores on questions related to the transmission of the disease. Conclusion: Across all three universities in Eswatini, there were good nursing education programs on HIV and AIDS, evidenced by the high knowledge level about HIV and AIDS. However, there are still some knowledge gaps on HIV and AIDS transmission and management that need to be attended to contribution: This study contributed by providing knowledge of undergraduate nursing students' HIV and AIDS training and management of PLWHA.

COVID-19 as an enabler for enhancing online learning and teaching skills for nurse educators at the University of Namibia: Prospects and challenges

Background: The coronavirus disease 2019 (COVID-19) pandemic has caused instability in the education system and has compelled higher education institutions (HEIs) to find alternative ways of teaching and learning by making use of the latest online teaching approaches. Aim: The purpose of the study was to explore how COVID-19 could serve as an enabler for the enhancement of online learning and teaching skills for nurse educators at the University of Namibia with specific emphasis on prospects and challenges. Setting: Semi-structured interviews were conducted in English at a public nursing education institution located in the northeast of Namibia. Methods: A qualitative explorative, descriptive and contextual research design was used. Data were collected by means of in-depth semi-structured interviews with 18 nurse educators from the School of Nursing. Data were analysed using thematic analysis. Field notes were simultaneously taken to enrich the data. Results: The study revealed three themes: nurse educators' experiences of the use of online learning and teaching skills, COVID-19 as an enabler for enhancing online learning and teaching skills and strategies to sustain online teaching and learning. Conclusion: Internet technology has generated a surge in demand for web-based teaching and learning. The online learning mode was not effectively utilised during the COVID-19 era because of inadequate technological skills on the part of nurse educators. Contribution: These findings can be used by universities to equip students and academic staff with skills to adapt to e-learning as the new modus operandi in learning and teaching in the post-COVID-19 era.

Online teaching and learning: Experiences of students in a nursing college during the onset of COVID-19

Background: The world has entered the Fourth Industrial Revolution. Utilisation of technology is inevitable. For the past years, the coronavirus disease 2019 (COVID-19) pandemic has halted normal operations, including in the physical classroom for nursing students. Students and facilitators had to move to a remote way of teaching and learning, utilising online teaching and learning. However, students and facilitators were not ready to use online teaching and learning. This not only resulted in numerous challenges, but also became an eye-opener for best practices and intervening strategies. Objectives: To explore and describe experiences of students in a nursing college with regard to online teaching and learning during the onset of the COVID-19 pandemic. Method: A qualitative, exploratory, descriptive and contextual research design was adopted. A purposive, nonprobability sampling approach was used to select participants from second year, third year and fourth year. First-year student nurses were excluded because they did not commence with classrooms at that time. Results: Seven themes emerged, namely knowledge, confidence, training, equipment, clinical exposure, course extension and flexibility, and all themes had subthemes. Conclusion: It is evident that students had more negative experiences during online teaching and learning than positive experiences.

Nursing informatics skills relevance and competence for final year nursing students

Background: The increasing use of technology in nursing practice requires nursing students to be competent in nursing informatics with an attitude of acceptance of technology in the healthcare environment. Objectives: The objectives of the study were to determine final year nursing students' perceptions and skills in nursing informatics and their attitudes towards computerisation in nursing practice. Method: The study population were 198 final year nursing students from a selected university in the Western Cape, South Africa. All-inclusive sampling was used. A descriptive survey was conducted using a self-administered questionnaire which included two validated scales, namely the validated Nursing Informatics Competency Assessment Tool (NICAT) and the Nurses' Attitudes towards Computerisation scale. Means and 95% confidence intervals (CI) of the ratings of the perceived relevance of nursing informatics skills in nursing practice, perceived levels of competence in nursing informatics skills and attitudes towards computers were calculated. Results: A total of 91 undergraduate respondents completed the survey. Computer literacy skills were rated overall as most relevant (4.23, 95% confidence interval [95% CI]: 4.06­4.40) and the skills perceived most competent (4.16, 95% CI: 3.81­4.22). The respondents had an overall positive score for attitudes towards computerisation in healthcare (67.34, s.d. = 10.40, 95% CI: 65.18­69.51). Conclusion: The study concluded that computer literacy skills, informatics literacy skills and information management skills were relevant to nursing practice, despite varying levels of competence in these skills among nurses.

The perspectives of nursing students regarding the incorporation of African traditional indigenous knowledge in the curriculum

Background: South Africa was caught off guard by the student unrest in 2015 and 2016. This unrest was named the #fees must fall campaign. During this campaign, students raised the issue of decolonisation of the curriculum, challenging the higher education fraternity and the academic community. This was based on the fact that the existing curriculum has inadequate content on African traditional indigenous knowledge (ATIK), and continues to use the Western approach to address the needs of a multicultural, multiracial and multi-ethnic societies. Institutions responded by initiating dialogues regarding decolonisation of the curriculum in senates, scholars and between different health professional bodies. Aim: This article aimed to explore and describe the perspectives of nursing students regarding incorporating ATIK into the curriculum. Methods: Using a participatory transformative approach, researchers and participants worked collaboratively to inform social change. Participants comprised nursing students. The academics, traditional health practitioners, indigenous knowledge holders and primary health care nurses formed the panellists. Data were collected through one communal dialogue workshop, which lasted for 8 hours, tea and lunch included. Data were analysed thematically. Results: Students' perspectives emerged strongly as four themes, namely, politics of identity, displacement and distortion, curriculum content and institutional resistance. Students expressed that the current education system results in an identity crisis. The existing curriculum does not adequately convey an understanding of ATIK; it is displaced and distorted. Conclusion: Nursing science has great potential to incorporate the wealth of ATIK into its curriculum. In spite of a vibrant and rich cultural heritage, the ATIK specific to nursing sciences still needs to be incorporated into the existing curriculum in a responsive and relevant manner

Educational challenges as experienced by pregnant student nurses at a college in Mpumalanga

Background: Student nurses at a college in Mpumalanga fall pregnant before they complete their training, and some commence training while pregnant and face educational challenges in both theoretical and clinical learning areas. It becomes impossible for them to complete their training on time.Objectives: The objectives of this study were to explore and describe educational challenges as experienced by pregnant student nurses at a college in Mpumalanga and to formulate recommendations that can be used by the college and pregnant student nurses to address their educational challenges.Methods: A qualitative, exploratory, descriptive and contextual research design was used. Ten student nurses were selected through purposive sampling. Data were collected by means of in-depth unstructured individual phenomenological interviews between September and November 2016. Data were analysed using Giorgi's qualitative thematic analysis method.Results: The central theme that emerged from this study confirmed that pregnant student nurses experienced educational challenges negatively. Four main themes that emerged were academic challenges, failure to write examinations, support system and maternity leave. These findings had a negative impact on their education.Conclusion: There is a need for the college to minimise the identified educational challenges to promote completion of training on time

Professionalism experiences of undergraduate learner nurses during their 4-year training programme at a Higher Education Institution in the Western Cape, South Africa

Background: Professional socialisation of student nurses needs to be integrated into the formal teaching and learning during the nursing programme. Embedded in the training programme are professional values that are used synonymously with nursing professionalism. Professionalism is the conduct, qualities, values, vision, mission and/or goals that characterise a profession, and describes behaviours that are expected within the profession's members. However, one's values are shaped by one's experiences, influence one's behaviour and interactions with others, and are manifested in many aspects of professional behaviour. New nurses to the profession are expected to display behaviours of professionalism, thus requiring nurse training schools to help students internalise these behaviours. Nurse educators therefore carry a responsibility to shape future nurses' growth towards professionalism.Objectives: This article reports on the experiences of undergraduate student nurses regarding nursing professionalism during their 4-year training programme at a Higher Education Institution in the Western Cape, South Africa.Method: A qualitative, exploratory and descriptive design was applied. Eight focus group discussions were conducted with first- to fourth-year student nurses registered for the undergraduate nursing programme. Data were transcribed verbatim and analysed using open coding. Ethical principles and trustworthiness were maintained throughout the study.Results: Six main themes indicated that undergraduate student nurses experienced issues with role modelling, language barriers, their own understanding of professional behaviour, reasons for students and practitioners' unprofessional behaviour, prejudice towards degree students and students' professional or unprofessional behaviour experienced as contributing to the image of the profession.Conclusion: Student nurses received mixed messages leading to emotional turbulence. They needed clear guidance from role models to demonstrate how to behave professionally

The use of the socratic inquiry to facilitate critical thinking in nursing education

Background: Critical thinking is a skill that nurse practitioners are required to have. Socratic inquiry can be used to facilitate critical thinking in nursing. Nurse educators seek methods to infuse into teaching content to facilitate students' critical thinking skills, and one of such methods is the use of Socratic inquiry as a teaching method.Aim: This article aims to explore and describe how Socratic inquiry can be used to facilitate critical thinking in nursing education.Setting: This study took place in a nursing department at a university in Johannesburg.Methods: A qualitative, exploratory, descriptive and contextual design was used. Purposive sampling was used to draw a sample of 15 nurse educators determined by data saturation. Miles, Huberman and Saldaña's methodology of qualitative data analysis was used. Lincoln and Guba's strategies for trustworthiness and Dhai and McQuoid-Mason's principles of ethical consideration were used.Results: Three main themes emerged: the context necessary for Socratic inquiry, dispositions in Socratic inquiry and strategies to use in Socratic inquiry to facilitate critical thinking skills of students.Conclusions: Socratic inquiry can be used both in education and practice settings to facilitate the use of critical thinking skills to solve problems

Experiences of student nurses regarding the bursary system in KwaZulu-Natal province, South Africa

Background: During 2010, the South African nursing education system was restructured, changing student nurses from having supernumerary status to being bursary holders. Changes with the introduction of this new bursary system included institutional factors and benefits that could be removed from the students, potentially hampering students' sense of belonging.Aim: This study aimed to describe the experiences of students receiving bursaries in KwaZulu-Natal (KZN) province and to make recommendations for improving the system to bursary providers, educational institutions and practical settings based on these students' experiences of the bursary system.Setting: The experiences of student nurses regarding the bursary system are described within a specified setting comprising two nursing campuses in KZN.Method: A qualitative study design was used and seven focus group interviews were conducted with purposively selected participants, representing the target population of first-, second- and third-year male and female nursing students registered for the Diploma in Nursing (General, Psychiatric, Community) and Midwifery.Results: Two main themes and eight subthemes were identified. The findings indicated that some of the bursary system's experiences were negative as opposed to students having supernumerary status. These experiences had negative socio-economic, psychological, clinical, academic and family impacts. Many concerns related to staff members' attitudes, shortages of nurses and service demands during students' clinical practice assignments.Conclusions: The bursary system was not viewed as being beneficial to students as they did not receive all the benefits from being bursary holders. Support in clinical and academic areas was lacking as they were considered to be employees during their clinical assignments. There is an urgent need to review the bursary system

Experiences of student nurses regarding the bursary system in KwaZulu-Natal province, South Africa

Background: During 2010, the South African nursing education system was restructured, changing student nurses from having supernumerary status to being bursary holders. Changes with the introduction of this new bursary system included institutional factors and benefits that could be removed from the students, potentially hampering students' sense of belonging. Aim: This study aimed to describe the experiences of students receiving bursaries in KwaZulu-Natal (KZN) province and to make recommendations for improving the system to bursary providers, educational institutions and practical settings based on these students' experiences of the bursary system. Setting: The experiences of student nurses regarding the bursary system are described within a specified setting comprising two nursing campuses in KZN. Method: A qualitative study design was used and seven focus group interviews were conducted with purposively selected participants, representing the target population of first-, second- and third-year male and female nursing students registered for the Diploma in Nursing (General, Psychiatric, Community) and Midwifery. Results: Two main themes and eight subthemes were identified. The findings indicated that some of the bursary system's experiences were negative as opposed to students having supernumerary status. These experiences had negative socio-economic, psychological, clinical, academic and family impacts. Many concerns related to staff members' attitudes, shortages of nurses and service demands during students' clinical practice assignments. Conclusions: The bursary system was not viewed as being beneficial to students as they did not receive all the benefits from being bursary holders. Support in clinical and academic areas was lacking as they were considered to be employees during their clinical assignments. There is an urgent need to review the bursary system

Information needs and information resources availability for nursing students in mission-Owned schools of nursing in Imo state

This study investigated the information needs and information resources availability for nursing students in mission-owned schools of nursing in Imo State. The study adopted the descriptive survey research design and five research questions guided the study. All the 416 second and third year nursing students were used for the study. Questionnaire on Information Needs of Nursing Students and a Checklist on Information Resources Availability were the instruments used to collect data. A total of 397 copies of the questionnaire were completed and returned for analysis representing 95.4% of the total population. All the head- librarian of the schools of nursing complied with the checklist. The findings showed that the students need varieties of information. It also showed that the students consulted different sources, mainly textbooks and internet to meet their information needs. Print information resources were available in the libraries and only few electronic information resources were available. The study recommended that the nursing school authorities should be updating their print resources since students were observed to rely more on textbooks. Also the libraries should upgrade to higher bandwidth so as to have easier and faster access to more e-books and e-journals.Keywords: Information, Information needs, Print and Electronic Information Resources Availability, Nursing Education

Factors causing stress among first-year students attending a nursing college in KwaZulu-Natal, South Africa

Background. In South Africa (SA), there is a high failure rate of students in the first year of nursing and many drop out after this year, a precarious situation considering the shortage of professional nurses faced by the country. Academic success does not entirely comprise one's application of intellectual capacity. Other factors may affect academic success, which could lead to stress, in turn hindering students' academic potential.Objectives. To determine the stressors experienced by first-year nursing students who attended a college of nursing in SA and to ascertain the stress-relieving mechanisms used by these students.Methods. Student nurses (n=248) at a college of nursing in KwaZulu-Natal Province, SA, were required to complete a quantitative questionnaire. Data were collected between September and November 2013.Results. Long working hours, difficulty of academic work, poor study methods and family illness caused considerable stress. Family pressure to pay for necessities at home was also a factor that caused stress among the students. There was insufficient money to pay for textbooks for their studies. Stress-relieving mechanisms included playing with cell phones and socialising with friends. Lecturers, parents and fellow nursing students' friends were a source of support.Conclusion. First-year nursing students experience a variety of stressors not directly related to their studies. Stress- and time-management workshops would be beneficial to these students. We also suggest that institutional support units be created to assist students in adjusting to the tertiary environment

Complementary and alternative therapies for premenstrual syndrome: an exploratory study

Background: Data related to the use of complementary and alternative therapies (CAT) for premenstrual syndrome in the communities is scarce. There is very limited information about complementary and alternative therapies practice among nursing students in Dakhalia governorate,Egypt.Methods: A descriptive exploratory design was conducted in Dakahlia governorate, Egypt, on all secondary technical nursing schools students to explore the use of complementary and alternative therapies to relieve premenstrual syndrome. A sample of 1120 students was included. A structured self-administered questionnaire (Arabic language) was used for data collection in the period of March to May, 2014. Results: Most of the study subjects (87.0%) used CAT to minimize symptoms of premenstrual syndrome. Herbal therapy was the most commonly used as CAT followed by hydrotherapy, changing food types, massage and exercise. Conclusion: The majority of girls used CAT to minimize PMS. The greater part of students used herbal therapy to relieve their symptoms, followed by hydrotherapy; food Change; massage; and exercise

Research supervision: perceptions of postgraduate nursing students at a higher education institution in KwaZulu-Natal, South Africa

Background. Scientific advancement; particularly in the area of information communication technology (ICT); challenges the mode of knowledge advancement at universities. Such challenges are especially evident in the area of postgraduate (PG) research supervision; particularly in the light of the changing students' demography; whereby there is a radical shift from full-time campus-based students to part-time students. This challenge is compounded by many countries not considering research competency as a requirement for PG supervision - the result of static and outdated curricula. Objective. To explore the perceptions of PG nursing students with regard to the research supervision process. Methods. A quantitative research study was conducted at the University of KwaZulu-Natal (UKZN); Durban; South Africa using non-convenience sampling. The PG Research Experience Survey questionnaire was adapted for the current study. Ethical clearance was obtained from UKZN's Ethics Committee.The population consisted of the PG coursework Master's nursing students who were registered for the research project module during 2012. A total of 56 students participated; with a response rate of 70%. Data were analysed using the Statistical Package for the Social Sciences 19 (SPSS 19) (IBM Corp.; USA). Results. The findings revealed that more than half of the respondents (66.2%; n=37) rated the level of support from research supervisors as moderate on a scale of low to high. The period of research supervision; mode of attendance and status within the university were identified as factors influencing the perceptions of support from research supervisors. Conclusion. This study recommends that; to improve the quality of research supervision; there is a need to include a research supervision module in the curriculum of nurse educators and to adopt online research supervision; underpinned by the extensive use of ICT to accommodate both part-timeand full-time PG students

An inferential comparison between the capabilities and achievements of 1st-year medical and nursing students at the University of the Free State, Bloemfontein, South Africa

Background. Research indicates that academic stressors; living circumstances; working conditions and where students undertake leisure activities affect academic performance; capabilities and achievements (functionings). Objective. To investigate how 1st-year medical and nursing students perceived their own capabilities compared with their actual achievements (functionings). The article focuses on the achievements (functionings); as these students were admitted through a selection process; indicating their potential capability to succeed. Methods. In this descriptive; comparative study; all 1st-year medical and nursing students at the University of the Free State; Bloemfontein; South Africa were invited to complete a validated questionnaire to reflect their capabilities (scope) and achievements (outcomes). The questionnaire incorporated seven domains: happiness; achievements; health; intellect; social relations; environment and integrity. Data were analysed using descriptive statistics (frequencies; medians; means; standard deviations and standard errors). Results. All respondents valued the domains positively with regard to the outcomes (functionings). On average; nursing students valued the domains 17.4% lower than the medical students. Integrity was valued the highest by all. Health scored the lowest in the medical group; and environment (where students study and undertake leisure activities) the lowest in the nursing group. Conclusions. Medical schools should include wellness in their curricula; limit the degree of physical and emotional exhaustion associated with training; and have realistic expectations of students. Programmes should allocate enough time for students to manage their time well to take part in physical activity and eat healthy foods. Nursing students' work environment should improve. More time should be made available for leisure activities and improvement to students' study environment

Body weight, eating practices and nutritional knowledge amongst university nursing students, Eastern Cape, South Africa

Background: Health care workers need to be equipped to deal with the increasing obesity and obesity-related morbidity occurring in developing countries. Objectives: To assess weight status; eating practices and nutritional knowledge amongst nursing students at the University of Fort Hare; Eastern Cape. Method: A cross-sectional descriptive survey was conducted on 161 undergraduate (51 male and 110 female) students of the Department of Nursing Sciences at the University of Fort Hare. Body mass index; waist and hip circumferences and waist hip ratio were determined. Nutritional knowledge and eating practices were investigated by structured intervieweradministered questionnaires. Results: Statically; 49.7were overweight or obese (58.2of the females; 31.4of the males) and 65.2had waist circumferences putting them at risk for non-communicable diseases. Most did not meet the recommendations for intakes from the vegetable group (97.5ate 3 servings per day); the fruit group (42.2ate 2 servings per day); and the dairy group (92.6ate 2 servings per day); whilst 78.3ate ?4 serving per day of sugar or sweets. Most consumed margarine; oil or fat (68.3); sugar (59.0) and bread (55.9) daily; but few reported daily intakes of vegetables (12.4); fruit (23.6); fruit juice (21.2) and milk (15.6). Fewer than 50knew the recommended intakes for vegetables; fruit; dairy; starchy foods and meat or meat alternatives. Conclusions: These nursing students had a high prevalence of overweight and obesity; poor eating habits and inadequate knowledge on key nutrition issues; which may impact negatively on their efficacy as future health ambassadors to the public

Knowledge, attitudes and perceptions of pharmacy and nursing students towards male circumcision and HIV in a KwaZulu-Natal University, South Africa

Background: Male circumcision is currently being promoted in South Africa as a Human Immunodeficiency Virus (HIV) prevention method. Effective implementation requires that healthcare providers should believe in the procedure's efficacy and should possess a positive attitude. A study was undertaken amongst pharmacy and nursing students with different objectives. Objectives: To ascertain students' knowledge; attitudes and perceptions regarding male circumcision and (HIV) prevention. Method: A descriptive cross-sectional study using anonymous questionnaires was undertaken amongst 4th year pharmacy and nursing students studying at a university in KwaZulu-Natal; after obtaining their consent. Data were captured and analysed using SPSS version 15. Results: A response rate of 83.18and a mean knowledge score of 66.43with relatively positive attitudes (62.7) were obtained; 85.4of the respondents felt that promoting male circumcision is appropriate; with all Muslim students (n 11) supporting the promotion of male circumcision. Even though all Muslim students supported male circumcision; only 3 students were willing to perform the procedure if adequately trained (p 0.03). The majority of the female students were unwilling to perform the procedure (p 0.005). A third of the respondents indicated that male circumcision would both undermine existing protective behaviours and strategies as well as increase riskier sexual behaviour. Over 54of the respondents believed that the South African Health System would be able to cope with the massive male circumcision drive. The majority of the respondents favoured the procedure to be done at birth. Pain was cited as the most important reason for not wanting to be circumcised. Conclusion: Pharmacy and nursing students have a moderate knowledge of male circumcision and HIV prevention with relatively positive attitudes. The majority felt that promoting male circumcision is appropriate and should be encouraged