Infant Mortality: Causes and Prevention - Essay Sample

Introduction

The title of this qualitative descriptive study is eye-catching and openly presenting the main variable in addition to the phenomena of focus and the population under study. The topic is appropriate for this particular report since it notifies the reader that the journal will elaborate on the causes of the demise of infants within the first four weeks of life and steps to be put place to reduce these cases. The heading ought to be short and not complicated and should reveal what the report is all about to greatest extent possible (Parahoo & Reid, 1988)

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The abstract of this report clearly and precisely summarizes the major features of this study. The background, aims, methods, finding, and the conclusion has been summarized. Besides, there is a recommendation for further research in the abstract. A summary ought to clearly describe the problem under study, the subject of research and aims of the report (Polit & Beck (2006)

A written statement of the problem in the introductory part provides a well-defined description concerning the center of focus of the investigator and illustrates the importance of the study topic. The research narrates the Experiences of student midwives in the care of women with perinatal loss in which qualitative descriptive study is an appropriate design. It is vital that the challenge which instigated the study to be described clearly in the original stages of the report (Ryan-Wenger, 1992)

The formal title of the review of publications is not present in this report, nevertheless, the introductory part of this study takes account of selected recent information concerning the topic under study and sets out the magnitude of the issue which gives the rationalization of this research. The emotions of the nurses taking care of grieving mothers are frequently ignored or insufficiently addressed, which leads to long term consequences, particularly for student nurses. Sources including old and new studies were used by the researcher. Nevertheless, the researcher would (Puia et al., 2013)

The objective of this descriptive qualitative report is expressed clearly, which concentrated on the field of interest that requires investigation to enlarge new concepts. The rationale behind the review of literature is to describe what is known, pinpoint knowledge gaps, develop the importance of the report and locate the report in the existing knowledge base (Polit & Beck 2018),

A focus group method is employed whereby student midwives are questioned about the support they receive when taking care of grief-stricken women. This method enabled the researcher to examine the theoretical trail on the gaps. As argued by Polit & Beck (2018, it important that the researcher defines and sheds light on the variables under study and state how the parameters will be measured and observed in real circumstances. This is referred to as operational definition terms (Polit & Beck, 2018).

The study sample is precisely defined and a deliberate sample is employed. To avoid ethical issues, written consent was acquired from student midwives. The sample in this report consists of ten final year student midwives from the ages of 21 to 36. Focus groups were a suitable method of data collection since they allowed the undergraduate midwives to intermingle in a group setting whilst facilitating a more comprehensive debate of topics (Kidd & Parshall, 2000).

Data collection and measurement is centered on the human experience. This study employed a semi-structured interview schedule in data collection which is a relevant method of data collection in descriptive qualitative design because it concentered on the human experience. All the data were analyzed using thematic analysis. The themes were compared about the original transcripts to guarantee accuracy and to ensure distortion of data had not taken place (Clarke & Braun, 2013)

The deductions in this study are reported in keeping with typological analysis. They clearly outline the experiences of student midwives in the care of women with perinatal loss by conducting focus groups. Four themes were recognized from the data collected: (a) preparation for the loss (b) ‘just dealing with it’ (c) inconsistencies and difficulties with the function of the midwife and (d) psychological impact and adaptive strategies. The investigator hypothesized the themes in the date. As a result, a reader is in a position to understand the perspective of the student midwives through the application of numerous themes that sum up the findings. The investigation in the long run presented an intuitive and significant picture of the experience. Nevertheless, it would have been more appealing and easily comprehensible if the graphical approach was employed to represent the deductions. The findings of the researcher are exact concerning the collected data. Besides, the procedure of obtaining outcomes is well-defined and suitable for the method.

The discussion section of the study consisted of the limitations and the findings. The findings were clarified within the appropriate contexts. The clarifications of the findings were following what the student midwives reported in the focus groups. Findings point out that student midwives regularly felt unready and detached when taking care of the family of the deceased, as compared to the other component of their education. The most vital aspect of professional practice is attaining a balance between empathetic and sympathetic care taking into account professional boundaries (Wuthnow, 2012). The main deductions of this report have discussed and interpreted within the framework of earlier investigations connected to the topic of Experiences of student midwives in the care of women with perinatal loss.

The reference section of this research is very enlightening and has linked old research to new research. It has encompassed journal articles and books which have been utilized in support of the outlined concepts.

References

Clarke, V., & Braun, V. (2013). Teaching thematic analysis: Overcoming challenges and developing strategies for effective learning. The Psychologist, 26(2), 120–123.

Hamer, S., & Collinson, G. (1999). Achieving evidence-based practice. Wb saunders.

Kidd, P. S., & Parshall, M. B. (2000). Getting the Focus and the Group: Enhancing Analytical Rigor in Focus Group Research. Qualitative Health Research, 10(3), 293–308.

Parahoo, K., & Reid, N. (1988). Research skills. Nursing Times, 84(43), 69–72.

Polit, D. F., & Beck, C. T. (2018). Study guide for Essentials of nursing research : appraising evidence for nursing practice. Wolters Kluwer.

Puia, D. M., Lewis, L., & Beck, C. T. (2013). Experiences of Obstetric Nurses Who Are Present for a Perinatal Loss. Journal of Obstetric, Gynecologic & Neonatal Nursing, 42(3), 321–331.

Ryan-Wenger, N. (1992). Guidelines for Critique of a Research Report. Heart and Lung, 21(4), 394–401.

Wuthnow, R. (2012). Acts of compassion : caring for others and helping ourselves. Princeton University Press, [Chicago].