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This article provides a critical reflection on the experiences of the Bournemouth University Public Involvement in Education and Research (PIER) partnership in developing approaches to involving service users and user groups within midwifery programmes of education; an NMC requirement since 2009. Specific models and activities are explored, including using social media to consult with expectant and new parents; organising direct conversations between women, their families, academics and students to explore experiences such as grief and loss and the use of support networks during pregnancy; and developing digital resources to create real, in depth and meaningful case studies. Three key benefits to having meaningful and well supported involvement are identified: emotional impact and the opportunity to develop insight and resilience; knowledge impact and the opportunity to better understand the application of theory; and practical impact, which can lead to tangible changes to students' subsequent practice.

Newborn Infant Physical Examination is recommended between six to 72 h from birth and the midwife is ideally placed to undertake this screening examination. In the United Kingdom only a small percentage of midwives are competent to undertake this screening, and is usually taught once qualified. The aim of this qualitative study was to explore the experiences of student midwives in relation to the impact and effectiveness of introducing the theory of Newborn Infant Physical Examination into an undergraduate midwifery curriculum and the opportunity to apply the skills in practice. Two focus groups with final year student midwives (n = 11) were undertaken. The transcribed interviews were reviewed by the researchers and thematically analysed. Three themes emerged: i) timing of the theoretical content, ii) applying theory to practice iii) holistic care. Recommendations include the importance of incorporating the theoretical elements into the programme even if students do not have the opportunity to become competent in the required skills. Most students favoured the theory elements to be threaded throughout the three year programme rather than having a single dedicated module. Students identified that when midwives completed the newborn examination, holistic care was improved.

Although newborn infant physical examination has been part of midwifery practice in the United Kingdom for several decades, very few undergraduate programmes incorporate the theory and practice of newborn examination within the midwifery curriculum. Qualified midwives therefore, often develop this knowledge and these skills as part of their continuous professional development. This paper explores the experience of undergraduate midwifery students being taught newborn infant physical examination knowledge, skills and competencies as an extra-curricular activity alongside qualified midwives. Newly qualified midwives involved with the initiative undertook an online survey which consisted of a mixture of closed and open questions which allowed the expansion of some answers with open text. The qualitative data was explored by thematically analysing the responses. This small study demonstrates the feasibility of providing newborn infant physical examination as an extra-curricular activity to students undertaking a standard undergraduate midwifery programme. All participants agreed that this learning should be undertaken whilst still a student. The benefits identified were for the midwife herself including women and NHS employers. Midwives felt their confidence, knowledge and skills around neonatal issues had increased, women experienced better continuity of care and employers benefitted from the increased number of professionals who could undertake this assessment.

Problem There is minimal research exploring women's experiences of caring for a late preterm baby. The emphasis in the literature is mostly baby centric. Background The number of babies born late preterm is rising and women’s views are largely unknown. Aim What are the experiences of women who are caring for a late preterm baby? Methods A feminist lens was the key philosophical underpinning. Semi-structured interviews were undertaken with 14 women. Findings Women who become mothers’ of late preterm babies have a complex journey. It begins with separation, with babies being cared for in unfamiliar and highly technical environments where the perceived experts are healthcare professionals. Women’s needs are side-lined, and they are required to care for their babies within parameters determined by others. Institutional and professional barriers to mothering/caring are numerous. Discussion Some of the women who were separated from their babies immediately after birth had difficulties conceiving themselves as mothers, and others faced restrictions when trying to access their babies. Women described care that was centred on their babies. They were allowed and expected to care for their babies, but only with ‘powerless responsibility’. Many women appeared to be excluded from decisions and were not always provided with full information about their babies. Conclusion Women whose babies are born late preterm would benefit from greater consideration in relation to their needs, rather than the focus being almost exclusively on their babies.

There is a growing understanding of the role and place of men in maternity care generally and for fathers of babies in neonatal care in particular. This review offers a systematic narrative review on issues affecting fathers, whose babies are admitted to neonatal units. Twenty-seven papers in the review highlighted four key themes: stress & anxiety; information; gender roles and emotions.

Objective This paper reports on one element of a study exploring the experiences of women who are caring for late preterm baby/babies (LPBs) and focuses on their experiences of breastfeeding. Design As this study aimed to privilege women's experiences, a feminist approach was utilised, with individual qualitative interviews in two phases conducted with a purposefully selected sample of women who were caring for a late preterm baby or babies. Template Analysis linked to Birth Territory Theory (BTT) was used to identify key issues and experiences of women. Setting and participants Women (N = 24 to N = 14) were recruited from an NHS Trust Hospital in the South West region of England. Findings Infant feeding was planned with alarm clock precision. Babies, whether breast or formula fed, were subject to strict feeding guidelines/supplementation/volumes dictated by doctors and enforced by nurses and midwives and greatly impacted on women's experiences of caring. Women were powerless at times to influence feeding and regimes did not facilitate instinctive mother-care or enable babies to demonstrate innate feeding behaviours (such as rooting and early feeding cues). Key conclusions and implications for practice The current approach to caring for women and their late PTBs tends to result in feeding becoming a source of stress and anxiety for women, rather than a positive experience. To resolve this, staff caring for women who have LPBs should focus on supporting women to trust their instincts, and to guide them in developing confidence in their ability to read their babies’ cues, rather than in focusing on strict regimes of feeding. This should include individualised consideration of whether supplementation is required in the early days

* The aim of this study was to explore and describe parents' perceptions of staff competency in a neonatal intensive care unit (NICU). The study set out to use a grounded theory approach that was modified because of a number of constraints. Eight parents whose babies met a number of inclusion criteria were interviewed using focused conversational interviews. They were then transcribed and thematically analysed. The research approach was modified as the study developed because of practical and ethical access reasons: the sampling strategy and lack of opportunity to exploit fully the constant comparative method. * Four key themes which conceptualize competency as caring emerged from the data: parents are facilitated to integrate into the unit and do not feel a burden; parents feel in control whilst in the unit; parents have a choice to opt out from observing tasks and procedures on their baby; parents and the interprofessional team communicate well and provide appropriate information. These are discussed in the context of available literature. * In conclusion, the results of the study serve to highlight how parents' perceptions of competence in a professional are not based solely on skills and tasks but on many caring behaviours. The grounded theory approach has generated a number of areas for exploration, in particular, ideas about the conceptual basis of caring in an NICU context and its links to competence. The caring behaviours involve learning to share responsibility with families. The findings suggest that when there is 'a handing over' of control to parents and a greater emphasis on parent support, they feel less like 'guests'. These ideas are supported by the available literature. A number of methodological issues are raised.