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BACKGROUND: Poor mental health in health students is a major public health issue, impacting personal quality of life and functioning, curriculum and care quality to patients. PROBLEM: Few studies to date have examined mental health in midwifery students. AIM: To evaluate the midwifery students'mental health. METHODS: An online cross-sectional survey was performed between 02/11/2023 and 11/12/2023. Anonymous questionnaires were sent to midwife students via academic emails by all midwife faculties in France. We assessed the prevalence of current depressive symptoms, current generalised anxiety symptoms, burnout for students in internship, 12-month major depressive disorder and 12-month suicidal ideation, humiliation, sexual harassment, and sexual aggression during their curriculum with specific questions. Multivariate logistic regression was performed to identify the main factors associated with major depressive disorder and suicidal ideation. FINDINGS: Among midwifery students, 1920 (response rate: 51.9 %) were included. The prevalences of current depressive symptoms, anxiety symptoms, burnout, 12-month major depressive disorder, and 12-month suicidal ideation were 62 %, 47 %, 44 %, 13 % and 14 %, respectively. Humiliation, sexual harassment and sexual aggression were reported by 19 %, 1.8 % and 0.7 %, respectively. In multivariable analyses, having important financial difficulties and sexual violence were associated with higher rates of major depressive episodes and suicidal ideation. DISCUSSION: >1 in 10 students suffered from 12-month depression and/or suicidal ideation, and almost half of them expressed various distressing symptoms. CONCLUSION: These alarming results highlighted the need for interventions to improve mental health in midwifery students, including safer conditions of education and living.

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BACKGROUND: Midwifery practice is multidimensional and complex in supporting women's reproductive health. Midwives provide care through pregnancy, birth, and the puerperium and may extend to sexual and reproductive health. Midwifery education must develop self-confidence and competence within each midwifery student. This must be learned before registering as a midwife and entering midwifery practice. Little is known about how educational experiences influence midwifery students' confidence. AIM: The aim of this study was to understand the educational experiences that influence self-confidence and competence development among midwifery students. DESIGN AND METHODS: A qualitative descriptive design was used in this study. Data were collected through seven focus group discussions with 37 midwifery students. The discussions were recorded and professionally transcribed. Data were analysed using thematic analysis. RESULTS: The analysis resulted in four themes: (1) Understanding the concept of competence, (2) developing competence in midwifery practice, (3) obstacles to developing competence, and (4) the importance of self-confidence to be competent. The development of self-confidence and competence is gained through acquiring knowledge and skills, participating in research, undertaking clinical and simulated practice, attending seminars, and engaging in independent learning. CONCLUSION: Midwifery students described how the increase in self-confidence can lead to an increase in competence, enabling the provision of high-quality midwifery services.

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Spiritual care is an important part of holistic care and is at the center of nursing/midwifery care. Nurses/midwives are expected to graduate by receiving adequate training in spiritual care and gaining spiritual care competence during their student days. It is important to evaluate the spiritual care competencies of nursing/midwifery students and to correct the deficiencies, if any. Therefore, a self-assessment tool is needed to increase awareness and knowledge and improve skills and attitudes in the field of spirituality and pastoral care. One of these tools is EPICC (Enhancing Nurses' and Midwives' Competence in Providing Spiritual Care through Innovative Education and Compassionate Care). This EPICC Spiritual Care Education Standard describes the spiritual care competencies expected from undergraduate nursing and midwifery students. For every competence, the learning outcomes are described in aspects of knowledge, skills, and attitudes. This research was conducted with a methodological design to ensure that the Turkish version of the EPICC Spiritual Care Competency Self-Assessment Tool can be used as a reliable and valid measurement tool in nursing research in Turkey. Methodological and cross-sectional research design was used in the research method. The research was carried out with 300 nursing and midwifery students in Turkey. Data were collected using the personal information form and the EPICC Spiritual Care Competency Self-Assessment Tool. The results of exploratory factor analysis and confirmatory factor analysis confirmed the four-factor structure of the scale. Cronbach's α, item-total correlation, test-retest analysis, and equivalent form analysis showed high reliability. EPICC Spiritual Care Competency Self-Assessment Tool For Student Nurses And Midwives: Turkish Validity And Reliability Study consists of 24 items on a five-point Likert-type scale. The Turkish version of the EPICC Spiritual Care Competency Self-Assessment Tool is a valid and reliable tool for assessing the Spiritual Care Competencies of nursing and midwifery students. Evaluating the Spiritual Care Competencies of nursing and midwifery students is an important issue, it is now possible in Turkey with this scale given its validity and reliability.

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The aim of the study is to create a Polish version of the sexuality attitudes and beliefs survey (SABS), to assess its cultural adaptation and psychometric properties and to utilize it to enable a cross-sectional study of the sexual attitudes and beliefs among Poland's nursing and midwifery students. Non-random network sampling and the adapted SABS v. PL scale were employed for the latter purpose. A total of 570 nursing and midwifery students from two Polish universities completed the questionnaire. Cronbach's alpha coefficient was utilized to measure the internal consistency of the SABS scale, while exploratory factor analysis (EFA) was employed to determine its construct validity. The factors that most affect respondents' sexual attitudes and beliefs were identified through a stepwise multiple regression method and through an econometric model. An exploratory factor analysis of the SABS v. PL scale revealed an adequate fit and confirmed the 4-factor model. The Cronbach's alpha coefficient for SABS v. PL amounted to: α = 0.66. The study's student population had a mean SABS score of 41.65 ± 5.63, while the mean SABS item score varied between 2.55 ± 1.27 and 4.35 ± 1.07. The study's results show that the SABS v. PL questionnaire is a valid and reliable instrument. The work revealed that Polish nursing and midwifery students have attitudes and beliefs which negatively impact their ability to evaluate a person's sexual health concerns and provide relevant health counselling.

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INTRODUCTION: The integration of technology within teaching offers efficient and diverse learning opportunities. Studies have shown that the use of virtual reality (VR), improves anatomical knowledge and spatial understanding. The aim of this pilot study was to examine whether the utilization of immersive virtual reality goggles as a learning tool for anatomy increase midwifery students' knowledge, and to explore the potential of replacing traditional classroom teaching with VR. METHODS: We conducted a pre-post pilot study using a questionnaire before and after the use of VR as a learning tool in two cohorts of midwifery students in higher education. Cohort one had completed eight hours of classroom teaching of anatomy before participating in the VR session. RESULTS: The study included 44 midwifery students from two different classes at the same Master's program in midwifery at a university college in Norway. Student in both cohorts were in their first semester of midwifery studies and possessed a Bachelor's degree in nursing. Both cohorts had an increased average mean score in anatomical knowledge immediate after and 14 days after attending the learning session in VR. Students from the cohort that did not participate in anatomy lectures scored high on knowledge, both before and after the session in VR compared to the cohort that had additional classroom teaching in anatomy. CONCLUSIONS: Implementing VR as a learning tool, can contribute to increase spatial understanding and anatomical knowledge. By focusing on student learning in combination with learning activities and collaboration, the technology helps students gain understanding and knowledge.

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BACKGROUND: Unskilled health professionals in healthcare systems are contributing to the high numbers of maternal mortality in Malawi. It is therefore essential that midwifery students acquire postpartum hemorrhage management clinical skills, especially in view of high maternal mortality, with postpartum hemorrhage being the leading cause. However, there is limited evidence on how the teaching is conducted with regard to students' learning of postpartum hemorrhage management clinical skills. PURPOSE: This study aimed to describe the current teaching of postpartum hemorrhage management clinical skills in undergraduate nursing and midwifery program in Malawi. METHODS: The study applied a qualitative exploratory descriptive design. Data were collected through ten individual interviews with lecturers and three focus group discussions with twenty-four students in a midwifery education program in Malawi. The data were analyzed using thematic analysis. RESULTS: Two themes emerged from the data analysis: (1) there are various teaching and learning approaches for postpartum hemorrhage management in use and (2) unpreparedness of midwifery students in postpartum hemorrhage management for patient care. CONCLUSION: The present study demonstrated that teaching of postpartum hemorrhage management clinical skills in an undergraduate nursing and midwifery programme in Malawi focuses on theoretical knowledge rather than practical skills, leaving midwifery students unprepared for postpartum hemorrhage management during clinical practice. The findings from the present study may provide knowledge guiding revision of the curriculum for the undergraduate nursing and midwifery programme in Malawi to consider global standards of midwifery education; enhance the lecturer to student ratio to provide the students with appropriate supervision; and to employ innovative teaching and learning strategies that promote peer education and skills practice among midwifery students. In addition, to conduct more research related to various teaching approaches in nursing and midwifery educational programs and among qualified midwives in Malawi. STATEMENT OF SIGNIFICANCE: Postpartum hemorrhage management education in undergraduate nursing and midwifery programme in Malawi focuses more on theory than clinical skills. Improving midwifery students' acquisition of postpartum hemorrhage management clinical skills is needed to ultimately help lower Malawi's maternal mortality ratio.

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BACKGROUND: Midwifery practice experience is an important component of education to develop an understanding of professional identity in midwifery students. The responsibility of supporting student development in the clinical setting is predominantly undertaken by clinical midwives. There is minimal literature relating to the professional identity development of midwifery students. AIM: To explore midwifery student experiences of the positive attributes of clinical midwives who supported the professional identity development of midwifery students in the clinical practice setting. METHODS: An Appreciative Inquiry approach guided this study. The setting was a university in Sydney, Australia. Participants comprised thirteen students from a postgraduate midwifery course. Data were collected via individual interviews and analysed thematically. Students had two to six months of placement in the clinical setting. FINDINGS: Data analysis identified three themes, Putting the woman at the centre of care; Supporting a woman-centred environment and Focusing on student success. DISCUSSION: Findings from this study revealed that extended time spent with a midwife enabled the student to observe and reflect on the nuances of midwifery practice that are not overtly shared with students. Students were able to observe a midwife's tacit way of being. This paper reveals the positive attributes and behaviours of midwives whose practice the students want to emulate. CONCLUSIONS: Midwifery students' exposure to positive clinical midwife role models on clinical placement enables them to develop a greater understanding of professional identity.

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This qualitative study was conducted to examine the relationship between Muslim midwives' spiritual values and ethical orientations and their attitudes towards uterine transplantation. The phenomenological study sample group consisted of students in the Midwifery undergraduate programme of a public university in Istanbul (n:26). The data were collected in semi-structured focus group interviews. It was among the student midwives, it was determined that some students rejected uterine transplantation with thoughts such as "I am a Muslim, according to my religious belief, I should go to the grave without damaging my organs" or "This transplantation is not a vital necessity", as well as students who considered uterine transplantation as religious and ethically appropriate. It was determined that midwife candidates who will provide reproductive health services have different ethical and moral views regarding uterus transplantation, and there are some who see this method as religiously acceptable, and there are also students who emphasize that it is not suitable for Islam. In addition, training programs are planned to increase students' awareness and knowledge on this subject, aiming to be beneficial to the women they will care for in the future.

Cette étude qualitative a été menée pour examiner la relation entre les valeurs spirituelles et les orientations éthiques des sages-femmes musulmanes et leurs attitudes à l'égard de la transplantation utérine. Le groupe échantillon de l'étude phénoménologique était composé d'étudiants du programme de premier cycle de sages-femmes d'une université publique d'Istanbul (n : 26). Les données ont été recueillies lors d'entretiens de groupe semi-structurés. Parmi les étudiantes sages-femmes, il a été déterminé que certaines étudiantes rejetaient la transplantation utérine avec des pensées telles que "Je suis musulmane, selon ma croyance religieuse, je devrais aller dans la tombe sans endommager mes organes" ou "Cette transplantation n'est pas une nécessité vitale", ainsi que des étudiants qui considéraient la transplantation utérine comme religieusement et éthiquement appropriée. Il a été déterminé que les candidates sages-femmes qui fourniront des services de santé reproductive ont des opinions éthiques et morales différentes concernant la transplantation d'utérus. Certaines personnes considèrent cette méthode comme religieusement acceptable, et d'autres étudiants soulignent qu'elle n'est pas adaptée à l'Islam. De plus, des programmes de formation sont prévus pour accroître la sensibilisation et les connaissances des étudiants sur ce sujet, dans le but d'être bénéfiques aux femmes dont elles s'occuperont à l'avenir.

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AIMS: To 1) determine the prevalence and types of disrespectful maternity care witnessed by students; 2) describe students' perceptions of respectful maternity care and associated factors; and 3) investigate whether witnessing disrespectful care influences their perceptions of respectful maternity care. BACKGROUND: Limited evidence exists about nursing and midwifery students' perceptions of respectful maternity care and prevalence of disrespectful maternity care in China. Understanding students' perceptions can inform pre-registration curricula and clinical practice programs, promoting the implementation of respectful maternity care. DESIGN: An exploratory national online survey was conducted. METHODS: Data were analysed using bivariate analysis and multi-factor analysis of variance. RESULTS: Among 733 students, positive perceptions towards respectful maternity care were common. Approximately one-fifth witnessed disrespect, with physical violence, lack of communication and untimely care most frequently reported. A better understanding of respectful maternity care was associated with female students of Han ethnicity, majoring in midwifery, undertaking a longer internship/practicum and reporting fewer instances of observed disrespect. Although students reported positive perceptions of respectful maternity care, inadequate understanding was evident. Incorporating relevant content about respectful care into the curriculum is suggested. Reducing students' exposure to disrespectful maternity care may ensure that certain forms of disrespect or abuse do not become normalized among students. This requires system-level efforts to create a safe and supportive working environment for maternity health providers. CONCLUSION: To promote respectful maternity care in China, system-level changes are warranted. Respectful maternity care needs to be essential content in pre-registration midwifery and nursing curricula. Encouraging students to identify poor practice and discuss good practice in a safe learning environment is warranted.

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BACKGROUND: Transcultural nursing recognises the significance of cultural backgrounds in providing patients with quality care. This study investigates the opinions of master's students in nursing and midwifery regarding the attitudes of Jehovah's Witnesses towards refusing blood transfusions. METHODS: 349 master's students in nursing and midwifery participated in a quantitative study and were surveyed via the Web to evaluate their awareness of the stance of Jehovah's Witnesses on blood transfusions and the ethical and legal dilemmas associated with caring for Jehovah's Witness (JW) patients. RESULTS: The study yielded three significant findings. It unequivocally demonstrates that nursing and midwifery students possess inadequate knowledge regarding Jehovah's Witnesses' stance on blood transfusions and their acceptance of specific blood products and medical procedures. Despite being cognisant of the ethical and legal dilemmas of caring for JW patients, students lack an understanding of patients' autonomy to reject blood transfusions and their need for bloodless medicine. Students also articulated educational needs regarding cultural competencies regarding the Jehovah's Witnesses' beliefs on blood transfusions and non-blood management techniques. CONCLUSIONS: Healthcare professionals need the knowledge and skills necessary to provide holistic, patient-centred and culturally sensitive care. This study emphasises the urgent need for university curricula and nursing postgraduate training to include modules on transcultural nursing and strategies for minimising blood loss.

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AIM: To examine the current literature on educational strategies and interventions developed with the objective of teaching or enhancing communication skills of student midwives during their pre-registration education programmes. DESIGN: A scoping review based on the Joanna Briggs Institute framework was conducted using predefined criteria and reported according to the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) Checklist. METHODS: A comprehensive search was conducted using various databases (Medline, Cumulative Index to Nursing and Allied Health Literature (CINAHL), EMBASE, PsycINFO, Maternity and Infant Care Database (MIDIRS), Web of Science and Education Resources Information Centre (ERIC)) in October 2023. RESULTS: A total of 120 titles and abstracts were screened. A final number of eight articles were subjected to quality appraisal and included in the scoping review. Five themes were identified which describe educational strategies and interventions including: simulation-based training, the use of role-play, pedagogical approaches, theory-based information workshops and debrief and reflection. CONCLUSIONS: This review highlights a gap in research focusing on the importance of communication skills training for student midwives throughout midwifery education. Despite the limited numbers of studies, different interventions and educational strategies have been recognized for enhancing these skills. To equip midwives with strong communication skills, a combination of interventions is recommended, including communication-focused workshops tailored for midwifery education and debriefing and student reflection sessions specifically designed to enhanced communication skills. REGISTRATION NUMBER: to be included in abstract after acceptance.

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Background: Clinical mentors are experienced practitioners who play an important role in encouraging the professional development of students in clinical areas. The responsibility of clinical mentorship in nursing is often difficult to maintain. However, there is a dire need for clinical mentorship in maternity units, especially in South African hospitals were high maternal mortality rates remain alarmingly high. Aim: This study aimed to describe the perceptions of registered midwives regarding the clinical mentorship of midwifery students. Setting: The study occurred in a semi-rural state regional hospital in the eThekwini district, KwaZulu-Natal. Methods: A qualitative exploratory and descriptive design was conducted using in-depth individual interviews with midwives in maternity units. A purposive and convenient sampling method recruited 17 registered midwives from 3 maternity care areas within a single setting. Interviews were audio-recorded and all data were analysed using qualitative content analysis. Results: Five categories emanated from this study namely, sharing knowledge and skills; encouraging role model behaviour; promoting self-worth; Is a challenging task; and requiring additional support. Conclusion: Clinical mentorship has a reciprocal effect on teaching and learning in maternity care areas and encouraged registered midwives to lead as role-models. The process demands competence, professionalism, and leading by example. Despite the confidence, satisfaction and interest in clinical mentorship, registered midwives often find the process challenged by patient care priorities. Therefore, registered midwives require additional support to mentor students in clinical practice. Contribution: This article shows that clinical mentorship places various challenges on registered midwives and formal mentorship training could be beneficial.

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INTRODUCTION: We investigate the level of mindfulness among midwifery students, as mindfulness can have a major impact on their perception of stress and can increase the quality of their work after graduation. METHODS: A causal, non-experimental method of a cross-sectional study was used. We collected data using an online questionnaire that included a valid modified Mindful Attention Awareness Scale - MAAS. The sample consisted of Slovenian midwifery students in academic year 2022-2023. RESULTS: Fifty-five Slovenian midwifery students (82% response rate) participated in the study. The average score of all midwifery students on the 5-Likert modified MAAS was 3.2, with the lowest average score among second-year students. Those students who practiced mindfulness techniques in their free time had higher average scores than those who did not. CONCLUSIONS: The average MAAS score of our midwifery students was lower than in other foreign studies among nursing students. The study program should promote student mindfulness. This would benefit the graduates also later, when employed, as investing in midwives' well-being improves both their job satisfaction and women's experience of care. The Slovenian curriculum is often perceived as overwhelming by students. This might be the reason for their low mindfulness scores. Further analysis of the curriculum is needed to find solutions on how to integrate mindfulness techniques into the undergraduate curriculum.

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BACKGROUND: Psychosocial traumatisation associated with giving birth, can occur in those present with the woman giving birth, a phenomenon known as vicarious trauma. It has been identified that there are currently no interventions available for midwifery students who have experienced vicarious trauma following difficult birth experiences. OBJECTIVE: To explore whether the counselling intervention developed by Gamble et al. (2005), can be adapted for midwifery students to be appropriately and feasibly used as a counselling intervention with peers who have experienced midwifery practice-related vicarious trauma. DESIGN: Interpretive descriptive methodology. SETTING: This study was set at two Australian universities from which pre-registration midwifery courses are delivered. PARTICIPANTS: The work of reviewing the original tool and adapting it for use by and with midwifery students associated with this project was conducted by a key stakeholder group of seven representative midwifery students and five midwifery academics. METHODS: Ethics were approved. Data were collected via one face to face and two online conversations using the Microsoft Teams™ platform. Reflexive Thematic analysis were applied to revise the tool following each round of data collection and to finalise the adaptation of the intervention for its new intended purpose. RESULTS: The Midwifery Student Peer Debriefing Tool is presented as a six-step intervention that guides the midwifery student through a process of debriefing with their peer. The feasibility of the tool resulted in an overarching theme labelled "I want this to mean something" and captures the therapeutic power of peer debriefing toward a meaningful outcome that fostered growth, and a deeper understanding of the profession. CONCLUSION: Vicarious trauma is widely recognised as a core reason for midwives and midwifery students leaving the workforce. The peer debriefing tool helps midwifery students move through the process of recovering from adversity but also fostered learnings about midwifery practice and the profession.

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Background: Within the UK, there is a goal that research is embedded into everyday healthcare practice. Currently education provided to students at pre-registration level is theoretical, with little focus on clinical research delivery. Aims: The paper's aim is to report on the development and evaluation of a pre-registration clinical research resource for nursing and midwifery students with direct application to clinical settings and patient care outcomes. Methods: An initial survey assessed whether the learning resource was useful for nursing pre-registration students. Based on the findings, alongside expert stakeholder input, adaptations were made to the learning resources and a second survey re-evaluated the learning resources. Survey findings were analysed using descriptive statistics. Free text responses were thematically grouped. Results: Ninety-seven pre-registration nursing students responded. Most students agreed that they had enjoyed using the resources, had improved understanding of clinical research, anticipated being actively involved in research and would consider a future clinical research role. Conclusions: The learning resources can help overcome barriers to research engagement by nurses and midwives. The results demonstrate that research can be incorporated into clinical, educational and academic roles, highlighting their worth in supporting the clinical research workforce.

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OBJECTIVE: To assess the knowledge and perceptions of midwifery students regarding a midwifery-led model of care. DESIGN: Cross-sectional study. SETTING: A nursing college in North Karnataka, India. The midwifery-led care model is a relatively new concept in India. In 2018, guidelines on midwifery services in India were released during the Partners Forum held in New Delhi as the initiation of the model and with the support of the Ministry of Health and Family Welfare. The initiative began with the training of nurse practitioners in midwifery and is progressing. PARTICIPANTS: Final-year diploma and bachelor's degree students. METHODS: Participants completed an online survey, which consisted of a 20-item questionnaire with a 5-point Likert scale to collect their knowledge and perceptions of the midwifery-led model of care. Descriptive statistics were used to describe the knowledge and perceptions of the students, including the mean, standard deviation, frequency, and percentage. Chi-square analysis and the Pearson's correlation coefficient were used to assess relationships between variables of interest. RESULTS: Among the 165 participants, 85.5% (n = 141) had a poor level of knowledge of the midwifery-led care model, and only 14.5% (n = 24) showed average knowledge, with none possessing adequate knowledge. Notably, gender was significantly associated with knowledge (p < .05), with female participants demonstrating lower knowledge levels compared to male participants. A substantial portion (76.4%, n = 126) had a negative perception of the midwifery-led care model, 23.6% (n = 39) had a neutral perception, and none had a positive perception. There was no significant correlation between students' knowledge and perceptions of the midwifery-led model of care. CONCLUSION: These results suggest that there is an urgent need for awareness, knowledge, and educational initiatives to help nursing students in India better comprehend the midwifery-led model of care and to strengthen the midwifery training in nursing colleges.

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BACKGROUND: One of the methods of clinical education is clinical rounds which makes students more skilled in the comprehensive care of patients. since midwifery students are faced with low-risk and high-risk cases of mothers during the perinatal period, Therefore, it is necessary to pay attention to their clinical self-efficacy. The aim of this study was to determine. The effect of "clinical virtual round" on clinical self-efficacy among midwifery students. MATERIALS AND METHODS: The study was experimental with the control group design. The subjects were randomly divided into the intervention (n = 30) and control (n = 30) groups. two groups received clinical virtual round and report back model (respectively). subjects in both groups responded to the 20-item clinical self-efficacy Questionnaire, before and after the intervention. Data were analyzed with paired t-test and t-student by SPSS v 22. RESULTS: The baseline mean ± SD scores for clinical self-efficacy in interventional and control groups were 10.1 ± 1.32, and 10.1 ± 3.05 respectively (P = 0.233). clinical virtual round increased clinical self-efficacy (65.1 ± 1.42) of midwifery students compared with the control group (11.1 ± 1.72) (P = 0.002). CONCLUSION: According to this study's results, it is recommended that clinical virtual rounds can be increasing clinical self-efficacy among midwifery students.

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BACKGROUND: The midwifery continuity of care model is one of the care models that have not been evaluated well in some countries including Iran. We aimed to assess the effect of a program based on this model on the clinical competence of midwifery students and delivery outcomes in Ahvaz, Iran. METHODS: This sequential embedded mixed-methods study will include a quantitative and a qualitative phase. In the first stage, based on the Iranian midwifery curriculum and review of seminal midwifery texts, a questionnaire will be developed to assess midwifery students' clinical competence. Then, in the second stage, the quantitative phase (randomized clinical trial) will be conducted to see the effect of continuity of care provided by students on maternal and neonatal outcomes. In the third stage, a qualitative study (conventional content analysis) will be carried out to investigate the students' and mothers' perception of continuity of care. Finally, the results of the quantitative and qualitative phases will be integrated. DISCUSSION: According to the nature of the study, the findings of this research can be effectively used in providing conventional midwifery services in public centers and in midwifery education. TRIAL REGISTRATION: This study was approved by the Ethics Committee of Ahvaz Jundishapur University of Medical Sciences (IR.AJUMS.REC.1401.460). Also, the study protocol was registered in the Iranian Registry for Randomized Controlled Trials (IRCT20221227056938N1).

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BACKGROUND: Student midwives frequently encounter bereaved parents in clinical practice; however, the experience of caring for bereaved parents can be a significant source of traumatic stress. Although the use of simulation to teach bereavement care is considered a powerful experiential form of learning, evidence for its effectiveness as a transformative learning strategy is limited. AIM: To explore student midwives' lived experience of caring for bereaved parents experiencing perinatal loss using high-fidelity simulation. DESIGN: Students midwives participated in an actor-based bereavement simulated scenario. Data was collected using semi-structured interviews. Interpretative Phenomenological Analysis was conducted to gain a deep understanding of the meaning of the experience. Mezirow's Transformative Learning Theory was applied as an analytical framework to illustrate how the student midwives made sense of and learned from the experience of caring for bereaved parents experiencing perinatal loss. SETTING: One BSc (Hons), 156-week undergraduate midwifery programme within a university in the Northwest of England. PARTICIPANTS: A purposeful sample of nine first-and second-year student midwives volunteered to participate in the study. FINDINGS: One of the superordinate themes that emerged from the analysis (1) 'trying to console and making things easier' and the related subthemes (1a)'what words can I say', (1b)'my instinct was to console the mum', (1c)'left to sort of pick up the pieces' captured the deep sense of powerlessness and the professional dilemmas experienced as students struggled to emotionally console and communicate the right words to say to the grieving parents. CONCLUSION: The study highlights the vital role of simulation as a defined model of bereavement education that equips students with the necessary knowledge, skills, and confidence to provide compassionate care to bereaved parents experiencing perinatal loss. IMPLICATIONS FOR PRACTICE: The emotional toll of caring for bereaved parents is significant, and higher education institutions should adopt experiential forms of learning using actor-based simulation scenarios to emotionally prepare students to care holistically for parents affected by perinatal loss.

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BACKGROUND: The concept of professional midwifery autonomy holds great significance in midwifery education. Notably, clinical placements play a crucial role in introducing students to its concept. However, the understanding and experiences of students regarding midwifery autonomy are relatively unknown. OBJECTIVES: This study aimed to examine the experiences and understanding of midwifery autonomy among final-year midwifery students. METHODS: A qualitative exploratory study using three focus group interviews with final-year midwifery students from each of the three Belgian regions; Flanders, Walloon and the Brussels Capital Region. Focus groups were recorded, transcribed verbatim and analysed using a thematic analysis. RESULTS: Upon data analysis, five key themes emerged; 1) working independently, 2) positive learning environment, 3) professional context, 4) actions and decisions of others and 5) beneficial for women. Students emphasized the importance of promoting professional midwifery autonomy through the ability to make their own professional decisions and take initiatives. They highlighted the need for a safe and supportive learning environment that encourages independent practice, nurtures self-governance and facilitates personal growth. Additionally, collaborative relationships with other maternity care professionals and increased awareness among women and the broader healthcare community were identified as essential factors in embracing and promoting professional midwifery autonomy. CONCLUSIONS: Our study provides valuable insights into the significance of midwifery autonomy among final-year midwifery students. To empower midwifery students to truly understand and experience professional midwifery autonomy, educators and preceptors should adopt strategies that enhance comprehension, foster independent yet collaborative practice, establish supportive learning environments, and equip students to navigate challenges effectively, ultimately improving maternal and new-born health.

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