Learning from perinatal grief and loss: Insights from midwifery student focus groups.

• Tác giả: Loretta Musgrave, Annabel Sheehy, Rachel Thompson
• Ngôn ngữ: eng
• Ký hiệu phân loại: 724 Architecture from 1400
• Thông tin xuất bản: Scotland : Nurse education in practice , 2025
• Bộ sưu tập: NCBI
• ID: 496665

Tóm tắt

 AIM: To explore Australian midwifery students' learning experiences with death and their learning needs for these encounters. BACKGROUND: Midwives care for women who experience perinatal grief and loss. The care required in these events is complex and clinically challenging. There is limited understanding of midwifery student learning requirements regarding bereavement care and preparation for clinical encounters involving perinatal death. METHOD: A descriptive qualitative study was undertaken. Four focus groups were conducted with student participants. Data were collected using an audio-recorded and then transcribed verbatim. Data were analysed using the Braun and Clarke framework, reflexive thematic analysis drew coherent stories from the raw data. RESULTS: The data of 17 participants was analysed. Unified meaning-patterns across the four student cohorts emerged as three themes: 1) Ill-equipped for perinatal mortality
  2) Caught amidst divergent viewpoints of perinatal mortality
  and 3) Identifying learning needs for death-related clinical care. Variations across the cohorts were evident. DISCUSSION: Participants felt unprepared for perinatal mortality due to gaps in academic learning, practical skills and exposure to death experiences during placements. They often faced restrictions on involvement in perinatal death care. Participants strongly desired specific training on perinatal death and better-supported clinical experiences. The findings highlight the need for support and resources to create meaningful learning opportunities in this area. CONCLUSIONS: This study highlights the perceived inadequacies in the preparedness of midwifery students for clinical encounters of perinatal mortality. It calls for comprehensive and tailored educational interventions to address the identified gaps and better equip students for future practice.