“Graduating with my Doctor of Nursing qualification on 17 September 2026 is a deeply meaningful and humbling achievement. I am especially honoured to be the first Doctor of Nursing graduate at the Durban University of Technology Spring Gradution Ceremony who also completed an undergraduate Bachelor of Technology in Nursing Science at DUT,” shared a jubilant Siphesihle Delani Hlophe.
His academic journey at DUT has therefore come full circle. He first studied for his undergraduate nursing qualification at the institution, and many years later I am returning to graduate with a doctoral degree from the same university. This makes the achievement particularly special because DUT has played an important role in shaping his development as a professional nurse, nurse educator, researcher and nursing leader.
Hlope is currently working as a Nursing Supervisor in the Nursing Education Department at King Salman Specialised Hospital, Ministry of National Guard Health Affairs, in Saudi Arabia.
In this role, he supervises nurse educators, contributes to departmental planning and monitors the delivery and quality of nursing education programmes.
His position has allowed him to combine nursing leadership, nursing education, quality improvement and professional development. The experience has also helped him to understand the importance of linking education directly to patient-care priorities.
“The doctorate represents many years of study, professional growth, personal sacrifice and perseverance. Completing it while working full-time in Saudi Arabia required careful planning, discipline and consistency. I had to develop greater independence as a researcher, learn to defend my academic decisions, respond constructively to detailed feedback and remain committed even when progress was slower than expected,” he said.
For Hlope, this achievement is not only about receiving a qualification. It is also about becoming a more reflective nurse, nurse educator, nursing leader and researcher.
“I am grateful to the Durban University of Technology, my supervisors, wife, research participants, family, colleagues and mentors who contributed to this journey. I look forward to celebrating this milestone while continuing to learn, serve and contribute to the nursing profession,” he added.
His doctoral journey has strengthened his belief that nursing education can contribute to social change and improve the quality of care provided to people affected by gender-based violence,” he explained.
He expressed his gratitude to his supervisors, Professor Vasanthie Naidoo and Dr Nellie Naranjee, for their guidance and support. He is also thankful to his wife, family, colleagues, research participants and everyone who encouraged him throughout the process.
“I see this graduation as both the completion of one important stage and the beginning of a greater responsibility to use my knowledge in service of nursing education, healthcare and society,” he said.
Hlope then shared on his thesis titled: “Preparedness of Professional Nurses to Recognise and Respond to Gender-Based Violence in Higher Education Institutions in the City of Cape Town, South Africa.’
His thesis looked at Gender-based violence which is a widespread public-health and social problem that affects individuals, families, communities, healthcare services and higher education institutions. “In South Africa, the high prevalence of gender-based violence places particular responsibility on healthcare professionals, including nurses working in campus and staff health clinics. These nurses are often able to identify and respond to gender-based violence, making appropriate education and preparedness essential,” he emphasised.
He indicated that the aim of this study was to evaluate how well professional nurses working at selected higher education institutions were prepared to recognise and respond to gender-based violence.
“The study also explored nurse lecturers’ recommendations for strengthening nursing curricula and developed guidelines for integrating comprehensive gender-based violence management into nursing education,” he added.
The findings showed significant gaps in professional nurses’ preparedness to address gender-based violence. These included insufficient knowledge, limited practical skills, inadequate resources and a lack of structured training. The review of curriculum documents also showed that gender-based violence was often addressed implicitly within subjects such as sociology, midwifery and mental-health nursing, rather than being included as a clearly defined and consistently assessed area of nursing competence.
The study proposes guidelines for higher education institutions that include the integration of formal gender-based violence education, dedicated teaching modules, ethical and human-rights content, interdisciplinary teaching, simulation exercises, role-play, problem-based learning, accurate documentation and referral protocols, regular in-service training, educator support and continuous curriculum review.
Some key findings included that Gender-based violence content was present in some curricula but was often fragmented, theoretical or insufficiently connected to clinical practice.
“The study recommends dedicated gender-based violence content, structured clinical exposure, ongoing professional development, improved referral systems and regular curriculum review,” he highlighted.
Completing a doctorate while working full-time required sustained commitment, particularly during demanding periods of research approval, data collection, analysis, writing and publication.
Integrity and accountability have also been central to his journey. “Research involving gender-based violence requires honesty, ethical sensitivity and respect for participants. I have tried to ensure that my academic and professional work remains responsible, transparent and respectful,” he shared.
Hlope professed that nursing was a deliberate and meaningful choice for him as a choice of study; as he was attracted to a profession that combines scientific knowledge, human connection, service and lifelong learning.
His long-term goal is to progress into senior nursing education and academic leadership. Hlope would like to contribute to education systems that are accountable, evidence-informed and responsive to the needs of patients, healthcare professionals and society.
I would also like to continue mentoring nursing students, nurse educators and healthcare professionals. My aim is to connect academic knowledge with real-world clinical practice and to support the development of nurses who are confident, ethical, reflective and patient-centred,” he indicated.
His advice to future students of nursing is to build strong foundations from the beginning.
“Take your theoretical work seriously but also understand how knowledge is applied in clinical practice. Nursing requires both competence and compassion. I would encourage first-year students to read widely, ask questions, seek guidance and develop good study habits early. Do not wait until you are struggling before asking for help. Your lecturers, clinical mentors and classmates can become an important support system,” he said.
Most importantly, he asks students to remain consistent. “Progress may sometimes be slow, but small, regular efforts can lead to significant achievements. Protect your wellbeing, remain humble, accept constructive feedback and remember why you chose nursing in the first place,” he concluded.
Pictured: Dr Siphesihle Delani Hlophe
Photography: Sifundo Thwala
Waheeda Peters
