Epilepsy is a disorder in which nerve cell activity in the brain is disturbed, causing seizures. It may result from a genetic condition and occurs mainly in children, especially at a primary level. Most people living with Epilepsy suffer from stigma and discrimination because of a lack of knowledge regarding Epilepsy. This study aims to develop life skills education guidelines for primary school learners of Limpopo and Mpumalanga provinces to educate learners about Epilepsy, thus decreasing stigma and discrimination. A multimethod research approach will be used in this study to fulfil its purpose. Both stages 1 and 2 of the empirical phase (phase 1) will employ an exploratory-descriptive study design focusing on the primary school teachers, life skills educational advisors and learners to obtain their perceptions or views regarding the need to include Epilepsy in life skills education. Data will be collected using individual interviews for life skill educational advisors and focus group discussions for teachers and learners at the sampled primary schools in Limpopo and Mpumalanga provinces. Phase two will conceptualise the phase 1 findings into the conceptual framework, and phase 3 will develop and validate the life skills guideline. This study will adhere to both internal and external ethical considerations. Recommendations will be made based on the findings of the study.

Background. Epilepsy is a frequent neurological condition with complicated effects, and it is characterized by seizures that can last quite a long time. It is important that people around treat epilepsy patients with understanding and be able to help them during seizures.Objective: to determine the perceptions of teachers regarding epilepsy education being included in life skills education considering that teachers spend a great deal of time with school students.Material and methods. The study employed an exploratory-descriptive design to explore primary school teachers' perceptions regarding the need to include epilepsy in life skills education. It was conducted in Limpopo and Mpumalanga provinces in South Africa. Data were collected from 20 primary school teachers in Limpopo and Mpumalanga using semi-structured interviews. Only primary school teachers who teach life skills were interviewed to reach data saturation.Results. The respondents revealed their knowledge that epilepsy is a disease associated with falling, shivering movements/ seizures, releasing saliva in a bubble foam, and being unconscious. However, they showed insufficient understanding regarding some aspects and expressed the opinion that there is a need of including epilepsy in life skills education, because it will assist the learners and teachers in knowing more about epilepsy. The participants consider that since epileptic seizure is an unpredictable condition that can happen to anyone, at any time, they feel it is important that learners and teachers are educated about it. For this purpose, they suggested various teaching methods and the necessary areas of knowledge about epilepsy.Conclusion. The findings of the study revealed that the inclusion of epilepsy in life skills education will enhance the knowledge and understanding of epilepsy through learning the aspects that have been suggested by the participants.

Providing education on epilepsy is crucial, as this helps individuals to acquire the necessary knowledge and skills to effectively manage seizures while also reducing the stigma and misconceptions surrounding the condition. The aim of this research was to examine how learners perceive the integration of epilepsy education into life skills training. A descriptive-exploratory design was utilized for the study. The research took place in the provinces of Limpopo and Mpumalanga, located in South Africa, where primary schools in chosen rural communities were selected for the research. Six focus group discussions were conducted with learners aged 9 to 14 years in grades 4 to 7. Each group was comprised of six learners, resulting in a total of 36 individuals who satisfied the inclusion criteria. Data were collected from August to November 2022. Semi-structured interviews were utilized to collect data until saturation was reached. The collected data were analyzed with the assistance of ATLAS.ti. The study’s results underscore the significance of incorporating epilepsy education into life skills curricula at the primary school level, as revealed by two prominent themes that emerged: first, the reasons provided by students for the integration of epilepsy education into life skills training, and second, the preferred teaching methodologies for epilepsy education within the life skills curriculum as identified by learners. Trustworthiness and ethical consideration were ensured. It is recommended that guidelines for epilepsy life skills should be developed to enhance the wellbeing and academic performance of learners with epilepsy in primary schools in Mpumalanga and Limpopo provinces.

Introduction and backgroundGlobal statistics show the prevalence of possible occupational human immunodeficiency virus (HIV) exposure and infection within one's (Health Care Practitioner [HCP]) career to be 56.2%, and considering sociodemographic factors, the prevalence is about 54.8% (Mengistu, Tolera & Demmu 2021). Because of the manner of work, it is common for HCPs to be exposed to blood, needle stick injuries or the possibility of infection. Annually, 35.7 million HCPs are subject to percutaneous exposures (Shil & Upashe 2020). In Africa, the prevalence of occupational exposure is approximately 92% among HCPs depending on the year (Mossburg et al. 2019). Post-exposure prophylaxis (PEP) was designed as a 'reactive' method to prevent HIV infection, serving the same purpose as preexposure prophylaxis (PrEP), which may be considered a 'proactive/preventative' measure. Postexposure prophylaxis is a measure provided to minimise the risk of infection following potential exposure to bloodborne pathogens (Smoot 2021;Tekalign et al. 2022). Post-exposure prophylaxis includes counselling, risk assessments, relevant laboratory investigations and 4 weeks of antiretroviral treatment with follow-up and support. Thus, in the event of occupational exposure, HCPs who wish to take PEP should have adequate information and a counselling session that would assist them in fully benefiting from PEP and preventing HIV transmission (Adebimpe 2018). Rossouw et al. (2014) claim that all cases of occupational exposure involve noticeable risk; hence, it is substantial for HCPs to take the PEP drug post-exposure. However, we find that even with the Background: There is a high prevalence of occupational exposure among health care practitioners (HCPs) around the globe. One of the risk factors of HIV infection among HCPs is occupational exposure to human immunodeficiency virus (HIV) infection through blood or fluid from HIV-infected individual. Therefore, because of this prevalence, there is a need to have sufficient knowledge and information regarding post-exposure prophylaxis (PEP). Sufficient PEP knowledge assists individuals in utilising PEP in case of exposure to HIV.

and the GladAfrica Foundation Trust took place on the occasion. The delegates who attended the conference included University of Venda staff members and students, GladAfrica Group and GladAfrica Foundation Trust executives, trustees and teams, Vhembe District Municipality representatives, community leaders, traditional practitioners and members of the community.A holistic understanding of epilepsy is key given that it has been found and understood to exist within two parallel worlds: the first is based on the scientific advances in the management and treatment of epilepsy where enormous scientific progress has been