Galeotti Martina, Heaney Suzanne, Robinson Martin, Aventin Áine
School of Nursing and Midwifery, Queen's University Belfast, Belfast, Northern Ireland, United Kingdom.
Stress, Trauma and Related Conditions Research Centre, School of Psychology, Queen's University Belfast, Belfast, Northern Ireland, United Kingdom.
BMC Nurs. 2023 Aug 14;22(1):268. doi: 10.1186/s12912-023-01408-4.
Research highlights the importance of compassionate communication, adequate delivery of information, and professional support to help alleviate parental distress following pregnancy loss. However, many healthcare professionals do not feel sufficiently trained to deal with pregnancy loss in practice. We aimed to address this deficiency with an evidence-informed educational intervention to increase knowledge, skills, self-awareness, and confidence regarding pregnancy loss among UK nursing students.
Educational resources, which included an 82-minute podcast and 40-minute online lecture were developed. The podcast focused on the lived experiences of three women who had experienced miscarriage, stillbirth, and termination of pregnancy for medical reasons. The pre-recorded lecture included definitions of types of pregnancy loss, discussion of the importance of communication, and information on the clinical management of pregnancy loss. Students were presented with both the lecture and podcast as a self-directed element of existing curricula. A pre-test/post-test cross-sectional survey design was used to investigate the impact of the educational intervention. The Perinatal Bereavement Care Confidence Scale (PBCCS) was completed by 244 first year BSc Nursing students before and up to a week after receiving the intervention. Quantitative data were analysed using a Paired Samples Wilcoxon test. Responses to open-ended questions, which allowed students to give feedback on the intervention content and delivery were analysed using Qualitative Content Analysis.
96% (n = 235) of the sample reported having no prior experience or training in the management and support of those experiencing pregnancy loss. At pre-test, 88% (n = 215) of students rated themselves as not confident in dealing with pregnancy loss in a professional capacity. Post-test, we found statistically significant effects for perceived competency on all learning outcomes (p < .001). Qualitative analysis of n = 745 individual text responses to open-ended questions indicated four categories related to the perceived value of using real-life stories for learning, demystifying a taboo subject, and providing tools for practice. Respondents suggested the inclusion of more information on memory-making, support networks, and mental health following pregnancy loss.
The educational intervention increased student nurses' perceived knowledge, confidence, and skills in caring for families experiencing pregnancy loss. This offers potential for increased quality of care for those experiencing pregnancy loss in healthcare settings, increased patient satisfaction, and improved mental health-related outcomes.
研究强调了富有同情心的沟通、充分的信息传递以及专业支持对于减轻流产后父母痛苦的重要性。然而，许多医疗保健专业人员认为自己在实际处理流产问题方面没有得到足够的培训。我们旨在通过一项基于证据的教育干预措施来解决这一不足，以增加英国护理专业学生在流产方面的知识、技能、自我意识和信心。
开发了教育资源，包括一个82分钟的播客和一个40分钟的在线讲座。播客聚焦于三名经历过流产、死产以及因医学原因终止妊娠的女性的亲身经历。预先录制的讲座包括流产类型的定义、沟通重要性的讨论以及流产临床管理的信息。学生们将讲座和播客作为现有课程的自主学习内容。采用前测/后测横断面调查设计来研究教育干预的影响。244名护理学本科一年级学生在接受干预前及干预后一周内完成了围产期丧亲护理信心量表（PBCCS）。定量数据采用配对样本威尔科克森检验进行分析。对开放式问题的回答进行定性内容分析，这些问题让学生对干预内容和实施方式提供反馈。
96%（n = 235）的样本表示此前没有管理和支持流产患者的经验或培训。在预测试中，88%（n = 215）的学生认为自己在以专业身份处理流产问题时缺乏信心。后测时，我们发现所有学习成果在感知能力方面都有统计学上的显著效果（p <.001）。对745条开放式问题的个人文本回复进行定性分析，表明有四类与使用真实故事进行学习的感知价值、揭开禁忌话题的神秘面纱以及提供实践工具有关。受访者建议纳入更多关于流产后记忆留存、支持网络和心理健康的信息。
该教育干预提高了实习护士在照顾流产家庭方面的感知知识、信心和技能。这为提高医疗环境中流产患者的护理质量、提高患者满意度以及改善心理健康相关结果提供了可能性。
