Preparing and conducting interviews to collect data

Aim To describe three styles of interviews and discuss issues regarding planning and conducting interviews. Background Interviews are probably the approach most used to collect data in studies. They are particularly useful in uncovering the story behind a participant's experiences. Researchers can follow a line of questions to gain information about a topic, or further explore responses or findings. But the researcher needs to plan and decide the format of the interview before collecting data. Review methods The authors included papers on structured, unstructured and semi-structured interviews published in a peer-reviewed journal and in English. Discussion Interviews are one of the most common methods of data collection in qualitative research. However they require the researcher to have a sound understanding of their use and appropriateness. The ability to conduct interviews is one that develops over time and to aid the researcher in developing their interview skills they should consult with other researchers, seeking comments and advice and, critically, to appraise audio recordings. Conclusion This article aims to support students who are undertaking research modules as part of their academic studies, writing a research proposal or novice researchers who are about to use interviews as a means of data collection. Implications for research/practice To conduct a successful interview, researchers need to develop their interview technique, choose the right method and carefully plan for all aspects of the process

Experiences and perspectives of women who have committed neonaticide, infanticide and filicide: A systematic review and qualitative evidence synthesis

Introduction: Meaning and personal experiences of the acts of neonaticide, infanticide and filicide have rarely been investigated from the perspectives of the women who committed those acts. Aims: To identify and synthesise evidence on the perspectives of women directly involved in the complex phenomena of neonaticide, infanticide or filicide from the evidence available on their unique point of view and how these experiences have affected women's lives. To understand how the experiences and perceptions of women who engaged in child killing present similarities or differences according to the child's age at time of death. Methods: Qualitative primary studies published in English were included if they explored the experiences of women who engaged in neonaticide, infanticide or filicide. Methodological quality was assessed using the qualitative Critical Appraisal Skills Programme (CASP) checklist. A thematic analysis framework guided the synthesis. Results: Seven papers reporting on five studies met the inclusion criteria for the review. Three analytical themes were identified: Not ready to be a mother; Intentionality and premeditation in the context of trauma and mental health issues; Sorrow of regret. Discussion: The majority of women who committed neonaticide, infanticide or filicide had complex psychological, social and personal circumstances and in the main regretted the act and regretted not seeking help from family and healthcare professionals. Healthcare professionals in contact with women during the perinatal period and beyond need to be aware of the profiles of vulnerable women and undertake holistic integrated assessments to identify the woman's personal context, changes in interpersonal relationships, social isolation or over reliance on family supports and changes in mental health status or new onset of mental health conditions. Implications for Practice: Women require a clear plan of what to do if they feel overwhelmed with caring for a baby or child. Healthcare professionals involved with women in the perinatal period need to explore further women's expressions of “not being ready to be a mother” which for some women might be pathological and require further assessment. Women need to be made aware of the support services pathways available to them during the perinatal period and beyond. Further research is needed to explore and learn from women's experiences of each of the phenomena separately to reduce child homicide mortality and support women and their families

Nursing research ethics, guidance and application in practice

Ethics is fundamental to good research practice and the protection of society. From a historical point of view research ethics has had a chequered past and without due cognisance there is always the potential for research to do harm. Research ethics is fundamental to research practice, nurse education and the development of evidence. In conducting research, it is important to plan for and anticipate any potential or actual risks. To engage in research, researchers need to develop an understanding and knowledge of research ethics and carefully plan how to address ethics within their research. This article aims to enhance students’ and novice researchers’ research ethics understanding and its application to nursing research

A review of the involvement of partners and family members in psychosocial interventions for supporting women at risk of or experiencing perinatal depression and anxiety

A maternal experience of perinatal mental health conditions can have serious short- and long-term consequences for child development and family relationships. Women with perinatal depression and/or anxiety are primarily supported by their partner/spouse and family. The aim of this review was to synthesise data from studies that have examined the inclusion of partners or family members in psychosocial interventions for women at risk of or experiencing perinatal depression and/or anxiety. A systematic search of five databases was conducted to identify literature published between 2010 and 2020. Nine empirical studies met the eligibility criteria and were independently assessed by two authors using the National Heart, Lung and Blood Institute Quality Assessment Tools and data were extracted and narratively synthesised guided by TIDieR (Template for Intervention Description and Replication) checklist. Eligible studies detailed diverse interventions facilitated by a variety of programme facilitators, with no central model of intervention or study outcome measures evident across the studies. All studies except one reported a significant change in maternal depression and anxiety scores. The interventions had limited evaluation of the woman’s, partner’s or family member’s experiences of involvement in the intervention. Further research is required to firmly establish the effectiveness of co-designed interventions to support the sustainable integration of such interventions into routine perinatal mental health services

Improving the content and face validity of OSCE assessment marking criteria on an undergraduate midwifery programme: a quality initiative

Objective Structured Clinical Examinations (OSCE’s) have been adopted as a means of assessing midwifery students’ clinical skills. The purpose of the OSCE is to provide a standardised method for the evaluation of clinical skill performance in a simulated environment. This paper describes how a quality improvement initiative using both internal and external expert review was utilised to improve OSCE assessment marking criteria. The purpose of the quality initiative was to review the content and face validity of the marking criteria for assessing performance. The design and choice of tools used to score students’ performance is central to reliability and validity. 20 videos of students from year one of a midwifery preregistration programme undertaking an OSCE assessment on abdominal examination and 18 videos of students response to obstetric emergencies e.g. PPH, and shoulder dystocia were available for review. The quality initiative aimed to strengthen the reliability and validity of the OSCE in assessing student performance. Conclusion: the use of global rating scales allows for the capturing of elements of professional competency that do not appear on specific criteria for skills performance checklists

Assessing student midwives’ clinical skills using OSCEs in an academic setting.

Recent changes to midwifery education in Ireland have included the establishment of a four year BSc Midwifery (BScM) programme in September 2006 and a shortened 18 month post registration Higher Diploma in Midwifery (HDM) programme in September 2007. The primary purpose of transfer of undergraduate midwifery education into the third level setting is to impact positively on the quality of maternity care given to mothers, babies and their families. While the change to third level education is very welcome every effort must be made to ensure that strategies which support the practice based nature of midwifery are reflected throughout the curriculum Clinical midwifery staff and midwifery lecturers aim to develop students to their full potential so that at point of registration the student meets An Bord Altranais’s (2005) Requirements and Standards for Midwife Registration. The development of fundamental clinical skills is an important component in preparing students to meet the responsibilities of a midwife. However, the design of the curriculum has meant that students spend less time in the clinical practice environment with less time to gain competence in performing clinical skills. In addition, staff in clinical areas are carrying increasingly high workloads which has necessitated new approaches to the teaching, learning and assessment of clinical skills (Nicol and Freeth, 1998). It is important that midwives are not identified as having sole responsibility for the development of student midwives’ clinical skills but that lecturers and students themselves play a vital role in ensuring students have attained an appropriate level of clinical competence. The development of clinical skills laboratories ensure that students have what O’ Neill and McCall (1996, p125) refer to as ‘beginning clinical competence before they are exposed to the ‘real world and real patients’’. O’ Neill and McCall (1996) also suggest that Objective Structured Clinical Examinations (OSCEs) have the potential to promote integration and consolidation of skills prior to clinical placement. OSCEs form part of the assessment strategy of the undergraduate midwifery programmes underpinned by the concept of women centered care in the University of Limerick. This paper evaluates the experiences of students and lecturers in the first stage of rolling out this strategy. Reference will be made to the preparation, process, and implementation of OSCEs. The benefits and limitations of this form of assessment in relation to this experience are considered and compared with the literature

Life-story work in long-term care facilities for older people: an integrative review

Aim To systematically review the literature regarding the experience of older people, families and staff using life‐story work in residential care facilities for older people. Background Life‐story work has been promoted as an approach to enhance care provided and involves collecting memories and moments that are important to the person assisting them to regain their sense of self. Design An integrative review utilising the PRISMA reporting guidelines where seven databases, Scopus, EMBASE, CINAHL, MEDLINE, PsychInfo, PsychARTICLES, and Cochrane, were searched within the timeframe; 1 January 2006 to 14 March 2016. Data were reviewed using Whittemore and Knalf's (Journal of Advanced Nursing, 2005, 52:546) methodological approach for integrative reviews. Analysis was conducted utilising Braun and Clarke's (Qualitative Research in Psychology, 2006, 3:77) six phases to identify, analyse and record themes within the data. Results Thirteen articles were reviewed, and the review found that life‐story work has been introduced using a range of different approaches, with no common approach. Thematic analysis identified two: maintaining identity and building and maintaining relationships. Conclusion The review extends the current evidence on the experience of using life‐story work in long‐term aged care facilities for older people. Life‐story work has the potential to enhance person‐centred care in long‐term care. However, improving the process of implementation of life‐story work will require education, time and resources and a commitment from service providers and managers. Relevance to clinical practice Staff who undertake life‐story work with residents need to be equipped with the skills to recognise and manage the challenges and issues that may potentially arise. Further research into the successful implementation of life‐story work and how it can be resourced is require

Parents experiences of pregnancy following perinatal loss: An integrative review

Background: Pregnancy following perinatal loss has a profound effect on parents and may contribute to intense psychological distress including grief, post-traumatic stress disorder, anxiety and depression. The subsequent pregnancy may also be perceived as more stressful due to the fear of recurrent loss. Midwives and other health care professionals need to be sensitive and empathetic to the needs of these parents when providing care in a pregnancy subsequent to a loss. Methodology: The aim of this integrated literature review was to explore parents’ experiences of pregnancy following a previous perinatal loss using a systematic approach. This is presented in a five-stage process that includes problem identification, literature search, data extraction and evaluation, data analysis and presentation of results. A systematic search of seven electronic databases was conducted (Jan 2009 -Jan 2023) to identify relevant primary research which addressed parents’ experiences of pregnancy following a previous perinatal loss. Seven papers met the eligibility criteria and were assessed for quality using Crowe’s Critical Appraisal Tool (CCAT). Thematic analysis identified two themes. Findings: The key themes identified from the literature were; the psychosocial needs and challenges faced by previously bereaved parents in subsequent pregnancies; and the need for specialist care and support in a subsequent pregnancy. Psychological needs and challenges included continued grief, depression, anxiety, and disparities in the grief process between men and women. The importance of specialist care with an increased level of support from competent, confident and compassionate health care providers was highlighted. Conclusion: The experience of pregnancy following a perinatal loss can be a complex emotional experience for parents. The review identifies the need for post pregnancy loss debriefing and counselling and care pathways specific to caring for women and their partners in a pregnancy subsequent to a perinatal loss. Care in pregnancy subsequent to loss should be provided by empathetic, competent health care providers and include additional antenatal clinic appointments, pregnancy monitoring and psychological support in order to meet the needs of these expectant parents. </p

An exploration of midwives' perceptions of caring for women with critical care needs in the labour ward setting

no abstract availabl

Working and learning: post registration student midwives experience of the competency assessment process

To explore student midwives experiences of the Clinical Competency Assessment process utilised on the Higher Diploma in Midwifery (18 month) programme