Understanding parents' emotional experiences for neonatal education: A narrative, interpretive approach.
emotional experience
empathic learning
interpretive inquiry
narrative
parent narratives
Journal
Journal of clinical nursing
ISSN: 1365-2702
Titre abrégé: J Clin Nurs
Pays: England
ID NLM: 9207302
Informations de publication
Date de publication:
May 2019
May 2019
Historique:
received:
09
09
2018
revised:
17
12
2018
accepted:
20
01
2019
pubmed:
31
1
2019
medline:
16
5
2019
entrez:
31
1
2019
Statut:
ppublish
Résumé
To explore the emotional experiences of parents who have had premature babies to inform and educate neonatal nurses and health professionals in this field. Parents find the neonatal unit a daunting and unfamiliar place leading to anxiety, uncertainty and fear about the future of their baby. Parents have significant emotional needs in relation to assisting them to cope with their neonatal experience. In line with a family-centred approach to neonatal education, it is essential to teach health professionals about the emotional impact of neonatal care based on an appreciation of the parent experience. A narrative-based, interpretive approach was undertaken in line with constructivist learning theory. Twenty narrative interviews took place, with a total of 23 parents of premature babies. Following core story creation to create coherent stories from the raw transcripts, thematic analysis of the narrative constructs using the principles of Braun and Clarke's, International Journal of Qualitative Studies on Health and Well-Being, 2014, 9, 1, framework was undertaken. The study methods were compliant with the consolidated criteria for reporting qualitative research (COREQ). Thematic analysis revealed key themes relating to the following: parents' emotions through the whole neonatal experience, feelings towards the baby, the environment, the staff and the transitions through the different phases of neonatal care. Both negative and positive experiences were reported. Understanding the emotional experience from the parent's perspective, following birth of their premature baby, informs empathic, family-centred teaching and learning within the neonatal education arena. Students and health professionals alike can learn what is important in the delivery of care that addresses the emotional needs of parents and families. Educators can use narratives and key messages from parents, both negative and positive, to teach family-centred principles to nurses and health professionals as a core component of a narrative curricula and potentially to enhance empathy.
Sections du résumé
AIMS AND OBJECTIVES
OBJECTIVE
To explore the emotional experiences of parents who have had premature babies to inform and educate neonatal nurses and health professionals in this field.
BACKGROUND
BACKGROUND
Parents find the neonatal unit a daunting and unfamiliar place leading to anxiety, uncertainty and fear about the future of their baby. Parents have significant emotional needs in relation to assisting them to cope with their neonatal experience. In line with a family-centred approach to neonatal education, it is essential to teach health professionals about the emotional impact of neonatal care based on an appreciation of the parent experience.
DESIGN
METHODS
A narrative-based, interpretive approach was undertaken in line with constructivist learning theory.
METHODS
METHODS
Twenty narrative interviews took place, with a total of 23 parents of premature babies. Following core story creation to create coherent stories from the raw transcripts, thematic analysis of the narrative constructs using the principles of Braun and Clarke's, International Journal of Qualitative Studies on Health and Well-Being, 2014, 9, 1, framework was undertaken. The study methods were compliant with the consolidated criteria for reporting qualitative research (COREQ).
FINDINGS
RESULTS
Thematic analysis revealed key themes relating to the following: parents' emotions through the whole neonatal experience, feelings towards the baby, the environment, the staff and the transitions through the different phases of neonatal care. Both negative and positive experiences were reported.
CONCLUSION
CONCLUSIONS
Understanding the emotional experience from the parent's perspective, following birth of their premature baby, informs empathic, family-centred teaching and learning within the neonatal education arena.
RELEVANCE TO CLINICAL PRACTICE
CONCLUSIONS
Students and health professionals alike can learn what is important in the delivery of care that addresses the emotional needs of parents and families. Educators can use narratives and key messages from parents, both negative and positive, to teach family-centred principles to nurses and health professionals as a core component of a narrative curricula and potentially to enhance empathy.
Types de publication
Journal Article
Langues
eng
Pagination
1911-1924Informations de copyright
© 2019 John Wiley & Sons Ltd.