Expectations, experiences and perceived impact of midwifery students witnessing a vaginal birth for the first time: a phenomenological study

Midwifery students’ first experiences of witnessing a vaginal birth represent a critical milestone in their professional development. The emotional and cognitive responses they experience during this initial encounter influence their future clinical practice, interactions with women in labour, and development of their professional identity. Understanding these experiences is essential for strengthening educational strategies, providing adequate support, and promoting trauma-sensitive preparation within midwifery training. A qualitative phenomenological design was adopted to explore the lived experiences of midwifery students witnessing a vaginal birth for the first time. In-depth, semi-structured interviews were conducted with 16 midwifery students who had witnessed a vaginal birth for the first time during their clinical placement. Interviews were audio-recorded, transcribed verbatim, and analysed using Colaizzi’s phenomenological method. Ethical approval and institutional permission were obtained prior to data collection. Two higher-order themes were identified, capturing midwifery students’ expectations, experiences, and perceived impact of witnessing a vaginal birth for the first time.These themes encompassed students’ anticipatory perceptions and emotional preparedness, experiences within the birth room, interactions with midwives, and the emotional, cognitive, and professional dimensions of this experience. Witnessing a vaginal birth for the first time had significant emotional, cognitive, and professional effects on midwifery students. The findings highlight the need for structured emotional support during this experience, trauma-sensitive preparation in the preclinical period, and reflective opportunities that enable students to process and express their reactions. Integrating these supports into midwifery education may help strengthen students’ readiness for future clinical practice.