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South Africa's higher education institutions (HEIs) continue to face challenges in implementing inclusive language policies that integrate indigenous African languages into academic settings, even three decades after apartheid. Higher Education Institutions (HEIs) face significant challenges in integrating indigenous African languages into academic settings. Despite progressive reforms, higher education institutions face significant challenges in integrating indigenous African languages into academic settings. This scoping review aims to evaluate the current state of language policy implementation in South African public HEis. Specifically, it seeks to: (1) map the integration of multilingual policies into teaching, research, and administrative practices; (2) identify persistent barriers to effective policy implementation; (3) explore successful strategies for promoting multilingualism (4) assess the extent of African language usage in academic contexts; and (5) identify research gaps to guide future investigations. The review will adhere to the PRISMA-ScR guidelines and follow the framework outlined by Arksey and O'Malley, ensuring a systematic and transparent approach. A comprehensive search will be conducted in databases including Google Scholar, Scopus, Web of Science, ERIC, and African Journals Online (AJOL), covering studies published from 1994 to the present. This will be supplemented by grey literature from government and institutional sources. Three independent reviewers will screen studies using predefined eligibility criteria, managing and screening articles through Rayyan. Data will be extracted using a standardized form, and thematic analysis will synthesize the findings, with stakeholder consultation to validate results. This review will provide a comprehensive assessment of language policy implementation, highlighting successful strategies and persistent challenges across institutions. The findings will inform policy refinement, identify effective practices, and guide future research directions for achieving linguistically inclusive higher education in South Africa, while contributing to a broader understanding of implementing multilingual policies in post-colonial educational contexts. This protocol is preregistered on OSF, available at https://doi.org/10.17605/OSF.IO/AU2SD.

Background Registered nurses working in the mobile health clinics (MHCs) play an important role in enabling HIV care access to populations in remote areas through Nurse Initiated Antiretroviral Therapy program (NIMART). Aim To explore and describe the nurses’ experiences regarding operational factors influencing the implementation of HIV care services in the mobile health clinics (MHCs) of eThekwini Municipality in KwaZulu Natal. Methods Qualitative Exploratory Descriptive (QED) method was used after permission was granted from North-West University Human Research Ethics Committee provincial and local health authorities. Data saturation informed sample size of thirteen MHCs nurses were purposefully sampled to participate. Audio-recorded, semi-structured, online, one-on-one interviews guided by open-ended questions were done for data collection, and including demographic profile. The interview transcripts were analysed using Atlas-TI and SPSS descriptive statistics was used for demographics. Results Eleven subthemes emerged under patient-related, nurse-related, and organisational-related themes which influence the operational factors in the MHCs, namely: patient defaulting treatment, lack of privacy, unavailability of phones, stressful and demotivating MHCs, nurses feel unsafe, lack of support from management, lack of budget, unavailability of computers, shortage of medical equipment, shortage of nursing staff and absence of data capturers. Conclusion Structured contextual coaching and support program for nurses is imperative to ensure effective and strengthened operations in MHCs, further supported by improvement in human resource for health allocation for MHCs in light of expanding health care programs Contributions Evaluation of health care programmes, and human resource for health quality improvement needs in the clinical practice of HIV care of MHCs nurses which advocate for specific policy formulations.

Mobile health clinics (MHCs) serve as an alternative HIV care delivery method for the HIV-burdened eThekwini district. This study aimed to describe and profile the HIV care services provided by the MHCs through process evaluation. A descriptive cross-sectional quantitative evaluation study was performed on 137 MHCs using total population sampling. An online data collection method using a validated 50-item researcher-developed instrument was administered to professional nurses who are MHC team leaders, following ethical approval from the local university and departments of health. Descriptive statistics were used to analyze the data. The results described that HIV care services are offered in open spaces (43%), community buildings (37%), solid built buildings called health posts (15%), vehicles (9%), and tents (2%) with no electricity (77%), water (55%), and sanitation (64%). Adults (97%) are the main recipients of HIV care in MHCs (90%) offering antiretroviral therapy (95%). Staff, monitoring, and retaining care challenges were noted, with good linkage (91%) and referral pathways (n = 123.90%). In conclusion, the standardization and prioritization of HIV care with specific contextual practice guidelines are vital.

IntroductionTeenage pregnancy remains a critical global health issue, particularly in low- and middle-income countries. The intergenerational transmission of teenage pregnancy underscores the need for targeted interventions. Existing research on intergenerational approaches is fragmented, with varying methodologies and outcomes. This scoping review seeks to address this gap by answering the following research questions: What are the available intergenerational interventions for teenage pregnancy, and what are the associated risks and protective factors for early and late teenage pregnancy?Methods and analysisThis study does not involve primary data collection and therefore does not require ethical approval. The review will be conducted in five stages: identifying the research question; identifying relevant studies; study selection; charting the data; and collating, summarising and reporting the results. A comprehensive search of electronic databases, grey literature and relevant organisational websites will be conducted for literature published between 2014 and 2024. Data will be extracted using a standardised form and synthesised narratively. Stakeholder consultation will be conducted to refine findings and ensure relevance. The findings will be reported in accordance with the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) extension for Scoping Reviews guidelines. The results will be presented through narrative synthesis, with tables and charts used to summarise key information.Ethics and disseminationAs the review is based on publicly available data, ethical approval is not required. Ethical clearance will be sought for stakeholder consultations, if necessary. Findings will be disseminated through peer-reviewed publications, conferences, policy briefs and shared openly on the Open Science Framework (OSF). This protocol is registered in the OSF (https://doi.org/10.17605/OSF.IO/CM9WK).

BackgroundThe incidence and prevalence of COVID-19 continues to escalate globally, with the consequence to quality of life, the economies of nations and various sectors of society. While there is substantial research on the impact and experiences of the COVID-19 pandemic, little remains known about the perceptions and lived experiences of families living with people diagnosed with COVID-19, particularly within the South African context.PurposeTo explore the perceptions and lived experiences of family members living with people diagnosed with COVID-19 in South Africa.MethodsA descriptive phenomenological design was used. Data were collected from 15 participants who were family members of people diagnosed with COVID-19 in South Africa. Purposive snowball sampling was used to identify and recruit participants, and data were collected at community level in KwaZulu-Natal, Western Cape and Gauteng, South Africa. Individual in-depth interviews were used to collect the data, and an audio tape was used to record all interviews. Data were transcribed verbatim and analysed using a phenomenological data analysis processes. Ethical approval to conduct the study was obtained from the University of KwaZulu-Natal Research Ethics Committee—reference number: BREC00003228/2021.ResultsFour super-ordinate themes emerged in relation to the perceptions and lived experiences of family members living with people diagnosed with COVID-19 in South Africa. The superordinate themes were: (1) sources of information about COVID-19, (2) pandemic perceptions and experiences, (3) impact of diagnosis and related burden and (4) aftermath of living with a family member diagnosed with COVID-19.Discussion and conclusionFamily members’ perceptions and lived experiences of COVID-19 are largely influenced by media, moreover, the impact of diagnosis has consequences for the physical, mental and emotional well-being of family members. Diagnosis disrupts family dynamics by depleting financial resources due to the caregiver burden experienced. The findings thus imply that provision of psychosocial support is imperative for families living with persons diagnosed with COVID-19.

Lesbian, gay, bisexual, transgender, intersex, queer, and allied (LGBTQIA+) individuals encounter challenges with access and engagement with health services. Studies have reported that LGBTQIA+ individuals experience stigma, discrimination, and health workers' microaggression when accessing health care. Compelling evidence suggests that the LGBTQIA+ community faces disproportionate rates of HIV infection, mental health disorders, substance abuse, and other noncommunicable diseases. The South African National Strategic Plan for HIV or AIDS, tuberculosis, and sexually transmitted infections, 2023-2028 recognizes the need for providing affirming LGBTQIA+ health care as part of the country's HIV or AIDS response strategy. However, current anecdotal evidence suggests paucity of LGBTQIA+ and key populations' health content in the undergraduate health science curricula in South Africa. Moreover, literature reveals a general lack of health worker training regarding the health needs of LGBTQIA+ persons and other key populations such as sex workers, people who inject drugs, and men who have sex with men. This study aimed to describe the design of a project that aims at facilitating the inclusion of health content related to the LGBTQIA+ community and other key populations in the undergraduate nursing curricula of KwaZulu-Natal, South Africa. A multimethods design encompassing collection of primary and secondary data using multiple qualitative designs and quantitative approaches will be used to generate evidence that will inform the co-design, testing, and scale-up of strategies to facilitate the inclusion of LGBTQIA+ and key populations content in the undergraduate nursing curricula in KwaZulu-Natal, South Africa. Data will be collected using a combination of convenience, purposive, and snowball sampling techniques from LGBTQIA+ persons; academic staff; undergraduate nursing students; and other key populations. Primary data will be collected through individual in-depth interviews, focus groups discussions, and surveys guided by semistructured and structured data collection tools. Data collection and analysis will be an iterative process guided by the respective research design to be adopted. The continuous quality improvement process to be adopted during data gathering and analysis will ensure contextual relevance and sustainability of the resultant co-designed strategies that are to be scaled up as part of the overarching objective of this study. The proposed study is designed in response to recent contextual empirical evidence highlighting the multiplicity of health challenges experienced by LGBTQIA+ individuals and key populations in relation to health service delivery and access to health care. The potential findings of the study may be appropriate for contributing to the education of nurses as one of the means to ameliorate these problems. Data collection is anticipated to commence in June 2024. This research has potential implications for nursing education in South Africa and worldwide as it addresses up-to-date problems in the nursing discipline as it pertains to undergraduate students' preparedness for addressing the unique needs and challenges of the LGBTQIA+ community and other key populations. PRR1-10.2196/52250.

Introduction This scoping review aims to map the current status, challenges, and best practices in translating health sciences curricula into indigenous languages in Sub-Saharan Africa. While learning in one’s native language enhances comprehension and retention, there is limited synthesis of translation practices in the region. The review will examine which indigenous languages are represented in curricula, what aspects of the curricula have been translated, and the methodologies employed in translation efforts. Methods The review will follow the JBI methodology for scoping reviews and adhere to the PRISMA-ScR guidelines. Relevant literature will be sourced from MEDLINE, EMBASE, ERIC, African Journals Online (AJOL), and African Index Medicus, alongside gray literature from organizational websites and government repositories. Three independent reviewers will screen titles, abstracts, and full texts, with data extracted using a customized form aligned with the research questions. The analysis will identify patterns, trends, and gaps in current translation practices. Results This review will provide insights for educational institutions, policymakers, and researchers, offering recommendations for improving healthcare education accessibility in Sub-Saharan Africa. It will inform evidence-based guidelines for curriculum translation and highlight areas for further research. Discussion Understanding translation practices and identifying challenges will support efforts to enhance the delivery of healthcare education and reduce health disparities in indigenous communities. The findings will help inform policy and practice aimed at improving health education access, cultural inclusivity, and the overall effectiveness of health curricula in the region. The scoping review has been registered on OSF: https://doi.org/10.17605/OSF.IO/AU2SD

Background: Despite significant advancements in HIV prevention, Africa continues to bear a disproportionately high burden of new infections. Pre-exposure prophylaxis (PrEP) has demonstrated over 90% efficacy in preventing HIV acquisition when taken consistently; however, its implementation and uptake across African countries remain suboptimal. Objective: This scoping review aims to systematically map existing literature on PrEP uptake and implementation in Africa, identify key barriers and facilitators influencing access and adherence, examine targeted population groups, and explore policy and programmatic approaches to PrEP delivery across diverse African contexts. Methods: The review will follow the methodological framework proposed by Arksey and O’Malley, refined by Levac et al., and will include comprehensive searches of electronic databases, grey literature, and official reports. Data will be thematically synthesized to identify research trends, gaps, and contextual variations. Expected Outcomes: The findings will provide a comprehensive overview of the current landscape of PrEP implementation in Africa, highlighting research trends, contextual variations across countries, and gaps in service delivery and policy frameworks. This will inform future implementation strategies, guide evidence-based approaches to enhance PrEP uptake, and support policymaking to scale up effective interventions across diverse African settings, ultimately contributing to HIV prevention efforts on the continent.

Human immunodeficiency virus remains a persistent public health challenge in Africa, with cultural and religious beliefs influencing testing and prevention behaviors. Understanding these influences is important for developing culturally appropriate interventions. This scoping review protocol outlines a plan to systematically map the existing literature on the impact of traditional and religious beliefs, and the roles of traditional and religious leaders, on HIV testing and prevention behaviors across African contexts. Following Arksey and O’Malley’s framework, the review will progress through six methodical stages. By identifying, analyzing, and summarizing the relevant literature and consulting stakeholders, this review aims to inform the development of culturally informed public health interventions and identify areas requiring further research. The intended outcome is a structured overview of how traditional and religious beliefs and leaders shape HIV testing and prevention behaviors, identifying contextual factors to guide the creation of effective HIV prevention programs within African communities. This scoping review protocol has been shared on Open Science Framework (OSF).

There is scant literature available in South Africa that explores the knowledge, attitudes and perceptions of student nursing trainees and other healthcare workers who deliver sexual health services to sexual and gender minority (SGM) communities with unique health needs. An online, mixed-method, questionnaire-based survey was employed to conveniently sample 39/78 (50%) final-year Bachelor of Nursing students from the University of Kwa-Zulu Natal to understand their knowledge, attitudes and perceptions. Descriptive statistics were applied for quantitative results and thematic analysis was used for free-text qualitative data. Results suggested that over 67% of the participants lack the skills and knowledge to obtain a comprehensive history salient to the health needs of SGM populations. Students reported that social upbringing and religious beliefs impact the care they render, with many showing favourable attitudes toward the SGM community. Overall, students reported no content related to SGMs in the current nursing curriculum, however, students were receptive, highlighting the need to be clinically competent to provide relevant healthcare for SGM to meet their sexual health needs. It thus require that students must be trained and have included the SGM content in their curriculum to meet the sexual health needs of SGM population to enable non discriminatory, equitable health provision. being informed and having the necessary skills and knowledge obtained during training in the health institutions of higher learning can address the issues of greatest concern related to the HIV health needs of SGM populations.