Birth story interviews as a tool to mobilize discussion on diversity in an undergraduate maternal-child nursing course

Introduction: The American Association of Colleges of Nursing (AACN, 2017) in a position statement on diversity, equity, and inclusion, tasked academic nursing to maximize opportunities and experiences to learn “from individuals with diverse life experiences, perspectives, and backgrounds” (p. 1). While qualitative evidence to reduce health care disparities is lacking, qualitative methods show promise (AHRQ, 2016). Sharing stories and narratives can help facilitate mutual understanding and influence decision-making among patients, clinicians, and policymakers (Dohan, et al. 2016).

Purpose: The purpose of the birth story assignment is to facilitate student learning about diversity from the voices of postpartum women.

Methods: Students are assigned to interview two postpartum mothers about their birth experiences using an interview guide, which includes questions for the women about their culture, background, preferences, and advice to students as they become nurses. Students share their findings, including a reflection on perceived influence of diversity on the mothers' adaptation to parenthood, with their peers in post-clinical conferences.

Results: Students express positivity for their one-to-one interview experiences. Faculty feel students learn important skills and concepts from interviewing the mothers and continually refine the assignment to place greater emphasis on diversity.

Limitations: Due to the ongoing evolution of the assignment, no formal research has been conducted.

Conclusions/Implications for Practice: The birth story interview provides a forum for students to learn about diversity. Listening to the voices of women aligns with AACN's objective of facilitating inclusive environments where the perspectives and experiences of others are invited, welcomed, acknowledged, and respected (AACN, 2017).

Shelly Reed
PhD, DNP, APRN, CNM
Associate Teaching Professor
Brigham Young University

Biography

Shelly J. Reed is an Associate Teaching Professor at Brigham Young University and is in her seventeenth year of teaching undergraduate nursing students in the areas of women's and newborn nursing, global health, and simulation. She has two research foci, educational strategies and obstetric/women's health, primarily from a qualitative research perspective. She has published and presented research on simulation debriefing and other teaching strategies, as well as qualitative research describing the meaning of childbirth to women in diverse cultural contexts. The postpartum diversity interview assignment described in the poster merges both of these loves. It also reinforces Dr. Reed's belief that there is much to be gained both personally and professionally by listening to the voices of women.

Phone: 801-712-8100
Email: shelly-reed@byu.edu

Co-Author(s):
Cheryl Corbett, APRN, MSN, FNP-C
Denise Cummins, DNP, MSN, WHNP, BC
Mykel LeCheminant, MSN, RN