A bereavement and communication study day for midwives

Baxter, Jackie; Baron, Maurina

doi:10.12968/bjom.2011.19.2.116

Cited by 4 publications

(4 citation statements)

References 1 publication

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“…The findings from the survey in phase one (section 4.2.1) also support the literature where it is noted that provision of perinatal bereavement training and then bereavement care is not consistent (Siassakos, Jackson, Gleeson et al, 2017;Hollins Martin, Forrest, Wylie et al, 2013;Baxter and Baron, 2011). The findings from phase one serve to confirm these findings and further support the need for change to address this.…”

Section: Existing Education Provision and Gapssupporting

confidence: 63%

“…Bereavement care training was not something that was given priority in clinical practice as the demands of updating annually on mandatory training had to take priority (Baxter and Baron, 2011). The SANDS audit (2016) found that only 46% of Trusts had this as part of their mandatory training.…”

Section: Bereavement Care Trainingmentioning

confidence: 99%

“…When staff are caring for and interacting with bereaved families any insensitive care, including ignoring partners, can have a lasting negative impact (Siasskos, Jackson, Gleeson et al 2017). Being involved in bereavement care during training and even as a qualified midwife can be infrequent so it is also key to consider how the proficiency of staff can be maintained using other methods (Baxter and Baron, 2011). This will be considered further when discussing educational theories and application to practice when discussing theoretical considerations in Chapter 2 section 2.1.…”

Section: Insensitive Carementioning

confidence: 99%

“…There is no doubt that there needs to be a far greater inclusion of training linked with perinatal loss within the midwifery training programme. There is evidence that student midwives are often not given the opportunity for experience (Mitchell, 2005;Baxter and Baron, 2011;Alghamdi and Jarrett, 2016) and feel very under prepared for caring for parents experiencing perinatal loss. The proficiency framework in its current form can be incorporated into theoretical modules and practice assessment documents.…”

Section: Inclusion Of the Student In Care (Practice)mentioning

confidence: 99%

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Caring for families experiencing perinatal loss: what do students need to know?

Jones¹

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Background Perinatal loss and bereavement care is an area that significantly impacts families and the health professionals caring for them. The care provided can make an enormous difference to families experiencing perinatal loss, so it is imperative that midwives and health professionals are trained adequately. There is inconsistency and lack of equity in the education provision for this and in turn the care that families receive. Aim This research aimed to assess the existing provision of bereavement training for student midwives and create a proficiency framework which comprehensively includes all aspects of knowledge required and to inform the training that is required and discuss how this can be incorporated into the 3 year BSc (Hons) Midwifery course. This research was undertaken involving three phases. Method Phase 1 Phase one used an online survey to assess what is already provided in relation to perinatal loss teaching but at a high level. This included the number of hours dedicated to the subject and who provided the training. Phase 2 Phase two utilised the Delphi technique to create a comprehensive Perinatal Loss Proficiency Framework (PLPF). This was created through the input from experts in the field with extensive expertise and experience. Phase 3 Phase three then explored the implementation of this and the teaching and learning strategies which should be employed. The participants were 2nd and 3rd year student midwives using nominal group technique (NGT). Data Analysis Phase 1 Survey analysis was carried out using the survey tool giving statistical analysis. This was further supported through opportunity for free text responses to give further context. Phase 2 The data from the Delphi technique came from open ended questions and required thematic analysis carried out using Braun and Clarke (2006) six phase model. Phase 3 Nominal Group Techniques is a consensus technique which facilitated analysis of the data and allowed consensus to be reached within the group discussion. Findings Phase 1 There is very little time allocated to bereavement training for student midwives and provision varies greatly nationally. This variance was across who facilitated the sessions, when they were delivered, and the time allocated to this provision. Phase 2 The resultant four themes were practical clinical skills; emotional and spiritual support; communication; paperwork. These themes were populated with competencies created from the data contained within the thematic analysis. The inclusion of practical clinical skills incorporated many aspects of care not yet included in existing training provision. This created the Perinatal Loss Proficiency Framework (PLPF). Phase 3 The participants allocated various elements to either practice or university as the most appropriate learning environment. All themes had elements allocated to both learning environments so aligning with the way midwifery education is delivered. They also proposed a three year training programme using the PLPF as a structure for this. Conclusions There is inconsistency and lack of equity in the education provision for this and in turn the care that families receive. The PLPF can be tailored to suit differing specialities as discussed, but for midwifery the full framework is applicable. Midwives will meet women and families at all gestations suffering all losses so need to have the skills to care for them. It is essential that there is widespread dissemination of these findings and support for implementation. Through this there can be a more standardised approach to perinatal loss in education and in practice nationally and internationally. This is essential in order to support the nurses, midwives and other health professionals providing the care and improve care for the families receiving it. Recommendations for Practice • There needs to be greater consistency of training provision for healthcare professionals providing care for families experiencing perinatal loss which can be facilitated by implementation of the findings from this research. • The Perinatal Loss Proficiency Framework (PLPF) should be incorporated into all pre-registration midwifery courses. • The PLPF should be amended for use in specialities i.e. gynaecology and incorporated into pre-registration nursing courses using applicable content. This can also support inter-professional learning. • The PLPF should be used to create a post graduate module on perinatal loss; this should be created in conjunction with charities within the field of perinatal loss in order to gain accreditation. This can provide a basis and requirement for Bereavement Specialist Midwife qualification.

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Section: Existing Education Provision and Gapssupporting

confidence: 63%

Section: Bereavement Care Trainingmentioning

confidence: 99%

Section: Insensitive Carementioning

confidence: 99%

Section: Inclusion Of the Student In Care (Practice)mentioning

confidence: 99%

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Caring for families experiencing perinatal loss: what do students need to know?

Jones¹

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Early Pregnancy Assessment Services in Australia: What psychosocial support is available? A qualitative study

2021

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Perinatal bereavement care: Are we meeting families’ needs?

Hughes¹,

Goodall²

2013

British Journal of Midwifery

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The death of a child is often considered a tragedy and would usually provoke a greater emotional response in the general population than that of someone who has lived a long and fulfilled life. However, until recently, the loss of a baby before or shortly after birth has received little recognition and remains largely unacknowledged or underemphasised today ( Kohner and Henley, 2001 ; Mottram, 2004 ; Stillbirth and Neonatal Death Society (SANDS), 2012 ), despite approximately 75% of child deaths being stillbirths or early neonatal deaths ( SANDS, 2012 ). The care received at this time can have a significant and lasting impact on families and thus it is imperative that professionals are able to offer effective care that meets families’ individual needs. In order to do this, practices, policies and guidelines need to be reviewed critically, questioning why things are done as they are and ensuring that quality, up-to-date evidence is the foundation of care.

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A bereavement and communication study day for midwives

Cited by 4 publications

References 1 publication

Caring for families experiencing perinatal loss: what do students need to know?

Caring for families experiencing perinatal loss: what do students need to know?

Early Pregnancy Assessment Services in Australia: What psychosocial support is available? A qualitative study

Perinatal bereavement care: Are we meeting families’ needs?

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