Midwives training on perinatal grief
Gutiérrez Martín, Mª Jesús (1), Del Campo, Yolanda (2), Fernández García, Elena (3), Varona Iglesias, Soraya (4)
(1) Academic Head of Midwifery Teaching Unit and Midwife, Hospital Universitario Río Hortega, Valladolid, Spain (2) Midwife, Hospital Universitario Río Hortega, Valladolid, Spain (3) Midwife, Hospital Universitario Ramon y Cajal, Madrid, Spain (4) Midwife, Hospital Comarcal de Laredo, Cantabria, Spain
The aim of this work is to value the perinatal grief theoretical and practical training of
the midwifery students of the Midwifery Teaching Unit of Valladolid-Segovia, and
more precisely the training relative to the Gynecological Emergency care to women
who suffer pregnancy losses, in order to implement improvement actions.
Contents included in the Spanish Midwifery Training current regulation and teaching
methodology to improve the hidden curriculum for the purpose of training in
management of women who suffered early pregnancy losses, were reviewed. Then, a
comparison with content and methodology available in our Teaching Unit and the
possibility to include self-reflective methods for improving the future midwife’s
confidence to address professionally women and their partners care was discussed.
The grief can be regarded as a difficult situation or a critical incident. To give special
attention to the hidden curriculum that includes skills as clinical reasoning,
communication, relationship to patient and professionalism, is needed to address it.
Effective methodologies to improve the hidden curriculum such as interactive
workshops, critical incidents reports and feedback, are defined.
Currently, competences in this area are worked in our Teaching Unit thorough the
following tools: 1. Formal curriculum: It is acquired through the theoretical knowledge acquisition
(virtual platform, master classes). 2. Hidden curriculum: Competences which implies are acquired through simulated and real practical skills acquisition (OSCE, LBP and Evaluation Competences
Handbook). However, we consider that it is necessary to ensure tools which enables midwifery
student and their mentors to discuss casework of the real practice that can be generated
insecurities and internal conflicts. In this sense, we have raised two improvement areas:
-To include in the resident book critical incidents reports; -To train mentors in advance.
No ethics approval required.