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The experiences of nursing and midwifery students with end-of-life care in Neonatal Intensive Care Units: A
Joeri Vermeulen1, Maaike Fobelets2, Isolde Van Heymbeeck3
1Department Health Care, Brussels Centre for Healthcare Innovation, Erasmus Brussels University of Applied Sciences and Arts, Brussels, Belgium; Luxembourg Midwifery Innovations in Research and Education (LUMIRE) Research group, Department of Health, Medicine and Life Sciences, Faculty of Science, Technology and Medicine, University of Luxembourg, Esch-sur-Alzette, Grand Duchy of Luxembourg; Faculty of Medicine and Pharmacy, Department of Public Health, Biostatistics and Medical Informatics Research group, Vrije Universiteit Brussel (VUB), Brussels, Belgium.
Background:
Research on nursing and midwifery students' experiences with end-of-life care in Neonatal Intensive Care Units (NICUs) is limited, indicating the need for deeper exploration. Understanding their experiences and educational needs may inform curricula, ensuring future healthcare professionals are better equipped for these complex and emotionally challenging situations.
Aim:
To explore the experiences of nursing and midwifery students with end-of-life care in NICUs.
Design:
A qualitative descriptive exploratory study using focus group interviews.
Settings:
This study was conducted at the Erasmus Brussels University of Applied Sciences and Arts, Brussels, Belgium.
Participants:
A total of 23 students, including 8 postgraduate nursing students, 5 undergraduate nursing students enrolled in a paediatric course module, and 10 midwifery students, participated in the focus groups.
Methods:
Focus groups were recorded, transcribed verbatim, and analysed using thematic analysis. Ongoing discussions among the researchers were used to support reflexivity and investigator triangulation and to develop and refine the themes.
Results:
Key themes identified included emotional challenges, feeling unprepared for end-of-life care realities, and the need for both emotional and professional support. Students reported difficulties in managing grief, forming bonds with families, and addressing ethical dilemmas in decision-making. A gap in education was evident, with students highlighting the need for more hands-on experience, particularly in communication competences and culturally sensitive care.
Conclusions:
This study underscores the need for enhanced preparation and support for nursing and midwifery students in NICUs. Integrating end-of-life care competencies, mentorship, and interprofessional simulation-based learning into curricula may help support students to handle the emotional and ethical complexities of end-of-life care. Strengthening emotional support and collaboration may further contribute to students' capacity to provide compassionate care for families and to work effectively within healthcare teams.
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