‘It definitely prepares you’: an interpretative phenomenological analysis of student midwives’ preparedness to care for bereaved parents using performance-based simulation

Limited opportunities in clinical practice result in student midwives feeling ill-prepared to care for bereaved parents experiencing baby loss. Bereavement simulation is an effective pedagogical approach. Evidence for its effectiveness as a transformative teaching strategy to prepare students for this aspect of care is limited Aim To explore student midwives’ experiences of caring for bereaved parents within a simulated setting. Design Interpretative phenomenological analysis was applied to gain insight into the students’ lived experience. Mezirow’s transformative learning theory (TLT) was used to assist students to critically reflect on the simulation. Setting The study was conducted at a Higher Education Institute in the Northwest of England. Nine third-year student midwives participated in a performance-based simulated scenario. Method Data was collected using semi-structured interviews and analysed following Interpretative Phenomenology’s heuristic framework Findings One of the generic themes identified, included ‘a unique learning experience’ and its related sub-themes ‘you felt you were really in the situation’; ‘a nice atmosphere for the debrief’; ‘seeing how others deal with it’, and ‘it definitely prepares you’, characterised the transformational learning process the student underwent after initially encountering bereaved parents. The simulated scenario represented a disorientating dilemma which they found challenging. Through critical self-reflection, students altered their perspectives about grief and loss and integrated new knowledge and skills that they could apply to caring for grieving parents. Conclusion Performance-based simulation is a creative approach to bereavement education that can prepare midwifery students to embrace the complexities of grief and loss and holistically support bereaved parents in their journey of grief.