Nursing students’ perceptions of violence against women and academic–professional support in comprehensive women’s health care
1
Postgraduate Program in Public Health, University of Fortaleza, Fortaleza, Brazil
2
Undergraduate Nursing Program, University of Fortaleza, Fortaleza, Brazil
3
Undergraduate Nursing Program, State University of Piauí, Floriano, Brazil
4
Professional Master’s Programme in Nursing Technologies and Innovation, University of Fortaleza, Fortaleza, Brazil
Popul. Med. 2026;8(Supplement Supplement 1):
ABSTRACT
BACKGROUND:
Violence Against Women (VAW) is a global public health issue sustained by gender inequalities and social structures that normalise misogynistic practices. In Brazil, it is characterised by high prevalence, underreporting, and weaknesses in protection networks and health services. Nursing education plays a strategic role in enabling future professionals to recognise, respond to, and manage situations of violence within comprehensive women’s health care. This study aimed to analyse nursing students’ perceptions of VAW and the contributions of academic training to their professional qualification at a public university in Northeastern Brazil.
METHODS:
A qualitative study was conducted with 28 nursing undergraduates enrolled between the fifth and seventh semesters at the State University of Piauí (UESPI), who had completed theoretical–practical coursework in women’s health and participated in academic activities within Primary Health Care. Data were collected between July and August 2025 through semi-structured interviews conducted in a private setting by a nurse and a faculty member from UESPI. All interviews were transcribed verbatim and analysed using thematic content analysis.
RESULTS:
Participants perceived VAW as a multifaceted phenomenon extending beyond physical aggression, including psychological, sexual, moral, and economic violence, intersecting with social markers of gender, race, and socioeconomic status. Academic training was considered relevant, particularly within women’s health courses; however, it was described as fragmented and insufficiently comprehensive. In several cases, deeper engagement with the topic resulted from extracurricular initiatives. Students also identified gaps in knowledge regarding clinical care protocols, notification pathways, and intersectoral coordination, which were often restricted to legal aspects and police reporting.
CONCLUSIONS:
Nursing students recognise the complexity of VAW but highlight significant gaps in academic training. Strengthening systematic, protocol-based, and intersectoral educational approaches is essential for preparing nurses to deliver comprehensive and gender-sensitive care.
Violence Against Women (VAW) is a global public health issue sustained by gender inequalities and social structures that normalise misogynistic practices. In Brazil, it is characterised by high prevalence, underreporting, and weaknesses in protection networks and health services. Nursing education plays a strategic role in enabling future professionals to recognise, respond to, and manage situations of violence within comprehensive women’s health care. This study aimed to analyse nursing students’ perceptions of VAW and the contributions of academic training to their professional qualification at a public university in Northeastern Brazil.
METHODS:
A qualitative study was conducted with 28 nursing undergraduates enrolled between the fifth and seventh semesters at the State University of Piauí (UESPI), who had completed theoretical–practical coursework in women’s health and participated in academic activities within Primary Health Care. Data were collected between July and August 2025 through semi-structured interviews conducted in a private setting by a nurse and a faculty member from UESPI. All interviews were transcribed verbatim and analysed using thematic content analysis.
RESULTS:
Participants perceived VAW as a multifaceted phenomenon extending beyond physical aggression, including psychological, sexual, moral, and economic violence, intersecting with social markers of gender, race, and socioeconomic status. Academic training was considered relevant, particularly within women’s health courses; however, it was described as fragmented and insufficiently comprehensive. In several cases, deeper engagement with the topic resulted from extracurricular initiatives. Students also identified gaps in knowledge regarding clinical care protocols, notification pathways, and intersectoral coordination, which were often restricted to legal aspects and police reporting.
CONCLUSIONS:
Nursing students recognise the complexity of VAW but highlight significant gaps in academic training. Strengthening systematic, protocol-based, and intersectoral educational approaches is essential for preparing nurses to deliver comprehensive and gender-sensitive care.
| eISSN: | 2654-1459 |
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