Öz
Amaç: Bu çalışmanın amacı, ilk kez vajinal doğum gören erkek hemşirelik öğrencilerinin doğum deneyimlerini açığa çıkarmaktır.
Yöntem: Nitel araştırma yöntemi kullanılarak yapılan çalışma Eylül-Aralık 2017 tarihleri arasında, İzmir’de bir devlet üniversitesinin hemşirelik lisans programı kapsamında kadın sağlığı ve hastalıkları hemşireliği dersini alan, doğumhane uygulamasında ilk kez vajinal doğum gören ve çalışmaya katılmayı kabul eden 14 erkek öğrenci ile yürütülmüştür. Veriler, Kişisel Bilgi Formu ve Yarı Yapılandırılmış Derinlemesine Görüşme Formu kullanılarak, bireysel derinlemesine görüşme yöntemi ile toplanmış, geleneksel (konvansiyonel) içerik analizi yöntemi ile analiz edilmiştir.
Bulgular: Çalışmada iki ana tema (doğum algısı ve tercihler) ve altı alt tema (beklenti, deneyim, kazanım, doğum şekli, doğuma girme ve doğumhanede erkek hemşire) belirlenmiştir. Öğrenciler doğum eylemini izlerken genellikle korku, stres, üzüntü ve mutluluk gibi duyguları bir arada deneyimlediklerini ve kendilerini doğum yapan annenin yerine koyduklarını belirtmişlerdir. Erkek öğrencilerin çoğu, doğum eylemini izledikten sonra annesine duyduğu sevgi ve minnettarlığın daha çok arttığını, ileride (n=11) eşine destek olmak amacıyla doğuma girmek istediğini ve öğrencilerin yarısı (n=7) ileride eşinin normal doğum yapmasını istediğini belirtmiştir.
Sonuç: Doğum eylemini izlemek erkek öğrencilerin, kadını ve önemini anlamalarına katkı sağlamıştır. Ayrıca erkek öğrenciler doğum eylemini izledikten sonraki olumlu kazanımları, mezuniyet sonrası erkek hemşirelerin meslek hayatlarında kadınların ihtiyaçlarını belirlemede ve bakımlarını planlamada etkili olacaktır.
Anahtar Kelimeler
Kaynakça
- Adams ED, Bianchi AL. (2008). A practical approach to labor support. Journal of Obststric, Gynecologic & Neonatal Nursing, 37, 106–115.
- Aktaş S, Pasinlioğlu T. (2017). The effect of empathy training given to midwives upon meeting mothers’ expectations and level of perceiving labor and midwives during postpartum period. Gynecology-Obstetrics and Neonatology Medical Journal, 14(2),60-65.
- Attarha M, Keshavarz Z, Bakhtiari M, Jamilia, M. (2016). The outcome of midwife-mother relationship in delivery room: A Qualitative content analysis. Health, 8,336-343.
- Chan ZC, Chan YT, Yu HZ, Law YF, Woo WM, Lam CT. (2014). An ethnographical study on the academic experiences of Chinese male nursing students. Nurse Education in Practice, 14(2), 130-136.
- Chan ZC, Lui CW, Cheung KL, Hung KK, Yu KH, Kei SH. (2013). Voices from a minority: experiences of Chinese male nursing students in clinical practice. American Journal of Men's Health, 7(4), 295-305.
- Doğaner G, Doğaner A, Duran Ö, Tuna M, Tezcan Ş, Turan G. (2013). The determination of opinions on preferences of health sciences students on the mode of delivery. Journal of Turk Society Obstetric and Gynecology, 10(1), 31-6.
- Eswi A, El Sayed Y. (2011). The experience of Egyptian male student nurses during attending maternity nursing clinical course. Nurse Education in Practice, 11(2), 93-98.
- Garthus-Niegel S, Von Soest T, Vollrath ME. (2013). Eberhard-Gran M. The impact of subjective birth experiences on post-traumatic stress symptoms: a longitudinal study. Archives Womens Mental Health, 16, 1–10.
- Hundley V, Duff E, Dewberr, J, Luce A, Van Teijlingen, E. (2014). Fear in childbirth: are the media responsible?. MIDIRS Midwifery Digest, 24(4), 444-447.
- Inoue M, Chapman R, Wynaden D. (2006). Male nurses’ experiences of providing intimate care for women clients. Journal of Advanced Nursing, 55(5), 559-567.
- Jung OB, Park HJ. (2011). Experience on delivery room practice of male nursing students. Korean Journal of Women Health Nursing, 17(1), 64-76.
- Kapısız Ö, Karaca A, Süzer-Özkan F, Gülen Savaş H. (2017). Perceptions of nursing students regarding childbirth. Journal of Duzce Unıversıty Health Sciences Instıtute, 7 (3): 156-160.
- Kordi, M, Bakhshi M, Tara, F. (2014). The effect of continuous support during labor on labor progress in primigravida women. The Iranian Journal of Obstetrics, Gynecology and Infertility, 17(107), 7-14.
- Luce A, Cash M, Hundley V, Cheyne H, Van Teijlingen E, Angell C. (2016). “Is it realistic?” the portrayal of pregnancy and childbirth in the media. BMC Pregnancy and Childbirth, 16(1),1-10.
- Morris T, McInerney K. (2010). Media representations of pregnancy and childbirth: An analysis of reality television programs in the United States. Birth, 37(2), 134-140.
- Saroli-Palumbo CS, Hsu R, Tomkinson J, Klein MC. (2012). Pre-university students’ attitudes and beliefs about childbirth: implications for reproductive health and maternity care. Canadian Journal of Midwifery Research and Practice, 11(2), 27-37.
- Shaba, IA, Khater WA, Akhu Zaheya LM. (2012). Undergraduate nursing students’ stress sources and coping behaviours during their initial period of clinical training: A Jordanian perspective. Nurse Education in Practice, 12(4), 204-209.
- Shin G, Kim S, Lee YK. (2017). Experiences of male nursing students in simulation training for maternal and child nursing care. Clinical Simulation in Nursing, 13(3), 95-101.
- Siqueira RM, Martins RGG, Peixoto HM. (2011). Nursing student views on preferences by type of delivery. Journal of Nursing UFPE, 6(1), 69-75.
- Stoll K, Hall W, Janssen P, Carty E. (2014). Why are young Canadians afraid of birth? A survey study of childbirth fear and birth preferences among Canadian University students. Midwifery, 30(2), 220-226.
- Suwannobol N, Suwachan L. (2012). The practical delivery room experience of nursing students at Suranaree University of Technology. World Academy of Science, Engineering and Technology, 6(11), 519-522.
- Taşcı, KD. (2007). Students' opinions about obstetric and gynecologic nursing course at the beginning and end of the semester. Journal of Anatolia Nursing and Health Sciences, 10(3), 45-51.
- Trachtenberg IH. (2000). Hear our voices: a phenomenological perspective of male nursing students' experiences in obstetrics (Doctoral dissertation, Widener University).
- Utkualp N, Ogur P. (2010). Nursing students to clinical practice of maternal nursing course perceptions about delivery and delivery room. Maltepe University Journal of Nursing Science and Art, 3(1), 45-54.
- Wattananon Y, Jitima V, Wanasatit W. (2010). The relationship between readiness factors of nursing student and practices achievement on normal delivery care. Journal of Nursing Science, 28(4), 67-73.
- Yıldırım A, Şimşek H. (2016). Qualitative Research Methods İn The Social Sciences. 6. Baskı, Ankara, Tıpkı Printing, s.35-48.
Experiences of Male Nursing Students Witnessing Vaginal Birth for the First Time. : A Qualitative Study
Öz
Objective: This study seeks to reveal the experiences of the male students witnessing vaginal birth for the first time.
Methods: The study, which was carried out using qualitative research method, was conducted between September-December 2017 with 14 male students who took the Nursing for Gynecological Health and Diseases course within undergraduate level in the department of nursing at a state university in Izmir, had witnessed vaginal birth for the first time in the delivery room practice and gave consent to participate in the study. The data were collected by individual in-depth interview method using the Personal Information Form and Semi-Structured In-Depth Interview Form, and analyzed with the conventional content analysis method.
Results: Two main themes (perception of birth and preferences) and six sub-themes (expectations, experiences, gains, mode of birth, attending a birth, and male nurse in the birth room) were determined in the study. Students stated that while watching labor, they usually experience emotions such as fear, stress, sadness and happiness together and they stated that they put themselves in the place of the mother who gave birth. Most of the male students stated that their love and gratitude to their mother increased more after watching the labor, they wanted to give birth to support their spouse in the future (n = 11), and half of the students (n = 7) stated that they wanted their spouse to have a normal birth in the future.
Conclusion: Witnessing vaginal birth contributed to the male students in understanding women and their importance. In addition, the positive gains of male students after watching the labor will be effective in determining the needs of women and planning their care in the professional life of male nurses after graduation.
Anahtar Kelimeler
Kaynakça
- Adams ED, Bianchi AL. (2008). A practical approach to labor support. Journal of Obststric, Gynecologic & Neonatal Nursing, 37, 106–115.
- Aktaş S, Pasinlioğlu T. (2017). The effect of empathy training given to midwives upon meeting mothers’ expectations and level of perceiving labor and midwives during postpartum period. Gynecology-Obstetrics and Neonatology Medical Journal, 14(2),60-65.
- Attarha M, Keshavarz Z, Bakhtiari M, Jamilia, M. (2016). The outcome of midwife-mother relationship in delivery room: A Qualitative content analysis. Health, 8,336-343.
- Chan ZC, Chan YT, Yu HZ, Law YF, Woo WM, Lam CT. (2014). An ethnographical study on the academic experiences of Chinese male nursing students. Nurse Education in Practice, 14(2), 130-136.
- Chan ZC, Lui CW, Cheung KL, Hung KK, Yu KH, Kei SH. (2013). Voices from a minority: experiences of Chinese male nursing students in clinical practice. American Journal of Men's Health, 7(4), 295-305.
- Doğaner G, Doğaner A, Duran Ö, Tuna M, Tezcan Ş, Turan G. (2013). The determination of opinions on preferences of health sciences students on the mode of delivery. Journal of Turk Society Obstetric and Gynecology, 10(1), 31-6.
- Eswi A, El Sayed Y. (2011). The experience of Egyptian male student nurses during attending maternity nursing clinical course. Nurse Education in Practice, 11(2), 93-98.
- Garthus-Niegel S, Von Soest T, Vollrath ME. (2013). Eberhard-Gran M. The impact of subjective birth experiences on post-traumatic stress symptoms: a longitudinal study. Archives Womens Mental Health, 16, 1–10.
- Hundley V, Duff E, Dewberr, J, Luce A, Van Teijlingen, E. (2014). Fear in childbirth: are the media responsible?. MIDIRS Midwifery Digest, 24(4), 444-447.
- Inoue M, Chapman R, Wynaden D. (2006). Male nurses’ experiences of providing intimate care for women clients. Journal of Advanced Nursing, 55(5), 559-567.
- Jung OB, Park HJ. (2011). Experience on delivery room practice of male nursing students. Korean Journal of Women Health Nursing, 17(1), 64-76.
- Kapısız Ö, Karaca A, Süzer-Özkan F, Gülen Savaş H. (2017). Perceptions of nursing students regarding childbirth. Journal of Duzce Unıversıty Health Sciences Instıtute, 7 (3): 156-160.
- Kordi, M, Bakhshi M, Tara, F. (2014). The effect of continuous support during labor on labor progress in primigravida women. The Iranian Journal of Obstetrics, Gynecology and Infertility, 17(107), 7-14.
- Luce A, Cash M, Hundley V, Cheyne H, Van Teijlingen E, Angell C. (2016). “Is it realistic?” the portrayal of pregnancy and childbirth in the media. BMC Pregnancy and Childbirth, 16(1),1-10.
- Morris T, McInerney K. (2010). Media representations of pregnancy and childbirth: An analysis of reality television programs in the United States. Birth, 37(2), 134-140.
- Saroli-Palumbo CS, Hsu R, Tomkinson J, Klein MC. (2012). Pre-university students’ attitudes and beliefs about childbirth: implications for reproductive health and maternity care. Canadian Journal of Midwifery Research and Practice, 11(2), 27-37.
- Shaba, IA, Khater WA, Akhu Zaheya LM. (2012). Undergraduate nursing students’ stress sources and coping behaviours during their initial period of clinical training: A Jordanian perspective. Nurse Education in Practice, 12(4), 204-209.
- Shin G, Kim S, Lee YK. (2017). Experiences of male nursing students in simulation training for maternal and child nursing care. Clinical Simulation in Nursing, 13(3), 95-101.
- Siqueira RM, Martins RGG, Peixoto HM. (2011). Nursing student views on preferences by type of delivery. Journal of Nursing UFPE, 6(1), 69-75.
- Stoll K, Hall W, Janssen P, Carty E. (2014). Why are young Canadians afraid of birth? A survey study of childbirth fear and birth preferences among Canadian University students. Midwifery, 30(2), 220-226.
- Suwannobol N, Suwachan L. (2012). The practical delivery room experience of nursing students at Suranaree University of Technology. World Academy of Science, Engineering and Technology, 6(11), 519-522.
- Taşcı, KD. (2007). Students' opinions about obstetric and gynecologic nursing course at the beginning and end of the semester. Journal of Anatolia Nursing and Health Sciences, 10(3), 45-51.
- Trachtenberg IH. (2000). Hear our voices: a phenomenological perspective of male nursing students' experiences in obstetrics (Doctoral dissertation, Widener University).
- Utkualp N, Ogur P. (2010). Nursing students to clinical practice of maternal nursing course perceptions about delivery and delivery room. Maltepe University Journal of Nursing Science and Art, 3(1), 45-54.
- Wattananon Y, Jitima V, Wanasatit W. (2010). The relationship between readiness factors of nursing student and practices achievement on normal delivery care. Journal of Nursing Science, 28(4), 67-73.
- Yıldırım A, Şimşek H. (2016). Qualitative Research Methods İn The Social Sciences. 6. Baskı, Ankara, Tıpkı Printing, s.35-48.
Ayrıntılar
| Birincil Dil | Türkçe |
|---|---|
| Konular | Hemşirelik |
| Bölüm | Araştırma |
| Yazarlar | |
| Yayımlanma Tarihi | 31 Aralık 2020 |
| Gönderilme Tarihi | 15 Haziran 2020 |
| Yayımlandığı Sayı | Yıl 2020 Cilt: 3 Sayı: 3 |
