Abstract：
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.
OBJECTIVE: To explore student midwives\' lived experience of caring for bereaved parents experiencing perinatal loss using high-fidelity simulation.
METHODS: 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.
METHODS: One BSc (Hons), 156-week undergraduate midwifery programme within a university in the Northwest of England.
METHODS: A purposeful sample of nine first-and second-year student midwives volunteered to participate in the study.
RESULTS: 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.
CONCLUSIONS: 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.
CONCLUSIONS: 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.
OBJECTIVE: To explore student midwives\' lived experience of caring for bereaved parents experiencing perinatal loss using high-fidelity simulation.
METHODS: 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.
METHODS: One BSc (Hons), 156-week undergraduate midwifery programme within a university in the Northwest of England.
METHODS: A purposeful sample of nine first-and second-year student midwives volunteered to participate in the study.
RESULTS: 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.
CONCLUSIONS: 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.
CONCLUSIONS: 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.
摘要：
背景：学生助产士在临床实践中经常遇到失去亲人的父母；然而，照顾失去亲人的父母的经历可能是创伤压力的重要来源。尽管使用模拟来教授丧亲关怀被认为是一种强大的体验式学习形式，它作为一种转化性学习策略的有效性的证据是有限的。
目的：使用高保真模拟，探索学生助产士照顾遭受围产期损失的丧亲父母的生活经验。
方法：学生助产士参与了一个基于演员的丧亲模拟场景。数据是使用半结构化访谈收集的。进行了解释性现象学分析，以深入了解经验的含义。Mezirow的转化学习理论被用作分析框架，以说明学生助产士如何从照顾遭受围产期损失的丧亲父母的经验中理解和学习。
方法：一个理学士（荣誉），英格兰西北部一所大学内的156周本科助产课程。
方法：9名一年级和二年级学生助产士自愿参加研究。
结果：分析中出现的上级主题之一（1）\'试图安慰和使事情变得更容易\'以及相关的子主题（1a）\'我能说什么话\'，（1b）\'我的本能是安慰妈妈\'，（1c）“留下来收拾碎片”捕捉到了学生们在情感上努力安慰和传达正确的话语给悲伤的父母时所经历的深深的无力感和职业困境。
结论：该研究强调了模拟作为定义的丧亲教育模型的重要作用，该模型为学生提供必要的知识，技能,和信心，以提供同情照顾失去亲人的父母经历围产期损失。
结论：照顾失去亲人的父母的情感损失很大，高等教育机构应采用体验式学习形式，使用基于行为者的模拟情景，在情感上为学生做好全面关心受围产期损失影响的父母的准备。
目的：使用高保真模拟，探索学生助产士照顾遭受围产期损失的丧亲父母的生活经验。
方法：学生助产士参与了一个基于演员的丧亲模拟场景。数据是使用半结构化访谈收集的。进行了解释性现象学分析，以深入了解经验的含义。Mezirow的转化学习理论被用作分析框架，以说明学生助产士如何从照顾遭受围产期损失的丧亲父母的经验中理解和学习。
方法：一个理学士（荣誉），英格兰西北部一所大学内的156周本科助产课程。
方法：9名一年级和二年级学生助产士自愿参加研究。
结果：分析中出现的上级主题之一（1）\'试图安慰和使事情变得更容易\'以及相关的子主题（1a）\'我能说什么话\'，（1b）\'我的本能是安慰妈妈\'，（1c）“留下来收拾碎片”捕捉到了学生们在情感上努力安慰和传达正确的话语给悲伤的父母时所经历的深深的无力感和职业困境。
结论：该研究强调了模拟作为定义的丧亲教育模型的重要作用，该模型为学生提供必要的知识，技能,和信心，以提供同情照顾失去亲人的父母经历围产期损失。
结论：照顾失去亲人的父母的情感损失很大，高等教育机构应采用体验式学习形式，使用基于行为者的模拟情景，在情感上为学生做好全面关心受围产期损失影响的父母的准备。
