Background: Despite the many HIV testing models implemented in Africa, the level of HIV testing uptake remains relatively poor, especially among men. The HIV self-testing (HIVST) model offers an additional approach for encouraging men to get tested. This study aimed to synthesise evidence on men's perspectives regarding HIVST in sub-Saharan Africa (SSA). Methods: The databases searched included PubMed/MEDLINE, American Doctoral Dissertations via EBSCO host; Union Catalogue of Theses and Dissertations; SA ePublications via SABINET Online; World Cat Dissertations; Theses via OCLC; ERIC; CINAH; PsychInfo; Embase, Sociological Abstract, Scopus; and Google Scholar. The World Health Organization (WHO) and The Joint United Nations' Programme on HIV and AIDS (UNAIDS) websites were further searched. We only extracted qualitative information from the included studies, despite the research method used (qualitative or mixed methods). The Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA), as well as the Mixed Method Appraisal Tool (MMAT) version 2018, were used to determine the methodological quality of the included studies. NVivo version 11 was used for thematic analysis. Results: A total of 21,184 articles were identified by the initial search criteria, but only 16 articles were included in the data extraction and quality assessment stage. The following key themes emerged: knowledge of HIVST; acceptability of HIVST; need for HIVST counselling; confidentiality of HIVST; convenience of HIVST; and accuracy of HIVST. The study shows that while HIVST provides men with an alternative, confidential and convenient testing model, the potential for psychological and physical harm remains a challenge. Conclusion: The introduction of the HIVST strategy has the potential of improving men's uptake in HIV testing services, thereby contributing towards addressing the first cascade of the 90-90-90 strategy. While HIVST has a potential for addressing men's barriers to attending clinic settings, such as confidentiality and convenience, it barely addresses the HIVST counselling and accuracy concerns.

Although in recent decades reforms to undergraduate nursing and midwifery education have increasingly been guided by the concept of competency-based curriculum in a drive to produce competent graduates in the African context, the topic remains poorly researched in-depth. The related issues and challenges need to be explored in the interest of evidence-based practice. This article stems from a systematic review of qualitative literature on the design and implementation of competency-based curriculum. Data was inductively analyzed using constant comparison. The two categories that emerged were: (i) the need for a paradigm shift to competency-based curriculum; and (ii) the associated issues and challenges, such as a shift from informative to transformative learning, lack or limited of involvement of key stakeholders in curriculum development, focus on hospital-oriented education, lack of preparation of educators, and inappropriate resources. While ongoing reform of nursing and midwifery education continues, much still needs to be done - in particular, extensive financial investment to increase the capacity of educators, mentors and infrastructure, and the development of collaborative frameworks between nursing and midwifery and higher educational councils.

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ResearchOne of the realities of contemporary society is the rapid emergence and growth of a knowledge-based economy owing to the use of information communication technology (ICT). Undoubtedly, universities are major roleplayers in knowledge generation.[1] This function of universities underpins the development of postgraduate (PG) students as competent knowledge generators and scholars. However, the ICT revolution is challenging many universities to transform their traditional approach towards research supervision into knowledge production.[2] The research supervision process is expected to transform research candidates into knowledge producers and managers, with research supervisors playing an informed, supportive role in students' research journeys.The dynamics and complexities of the current environment demand a change from conventional research supervision processes. Before 2000, PG students were full-time resident students, thus making it easy for supervisors to have close, personal and individualised contact with them.[2] The current environment, however, demands a change, as the old model is unsuitable for students and supervisors, who are now both more mobile. Furthermore, an increasing number of PG students work full time, making the traditional model of supervision inappropriate and obsolete. [3] Trudgett [4] acknowledges that high-quality supervision is strongly associated with the capacity of academic staff. PG research supervision requires sound knowledge in terms of research methodology, and facilitation and management skills from research supervisors. In developed countries, research supervision is one of the competencies of nursing education programmes. However, this is not the case in countries where the curriculum of health professionals appears static and outdated, [5] as in South Africa (SA). Until 2012, the SA Nursing Council (SANC) did not include research supervision in the training curriculum of nurse educators. This has been identified as a weakness, given that a nursing qualification requires a research project at both diploma and degree level.[6] Nurse educators have been learning to supervise research through trial and error, and/or by informal training, such as workshops.This gap in the training of nurse educators may result in low in-and output in the research supervision process. This, in turn, decreases the nature of support, guidance and facilitation provided to PG nursing students and consequently the reduced throughput of these students. Between 2000 and 2006, at the College of Health Sciences, University of KwaZulu-Natal (UKZN), Durban, SA the average drop-out rate at Master's level for thesisbased coursework was 56%, while the completion rate for Master's and Doctoral students averaged 11% and 10%, respectively. [7] Furthermore, studies reported a rapidly increasing number of PG students, most of whom were underprepared with regard to research. [8][9][10] With the foregoing in mind, the following research questions directed this study:• What perceptions do PG nursing students...