Preparing nursing students to care for patients with infertility and trauma: A teaching innovation

Abstract

Background

Infertility, which is the inability to conceive can trigger feelings of loss, inadequacy, and grief that extend beyond the diagnosis. Psychological trauma can emerge as individuals struggle with the consequences of this condition.

Innovation

To enhance undergraduate nursing students’ understanding of infertility and trauma, faculty first assessed the knowledge of one group of students through pre- and postlecture assessments. Based on the findings, faculty then invited an individual who struggled with infertility and trauma to share her experiences with another group of students, providing a deeper, more personal perspective on the content.

Results

The feedback from the questionnaires offered a clear baseline of students’ existing knowledge and misconceptions of infertility, and the changes in their attitudes after the patient narrative.

Implications

The phased approach and use of a patient narrative can be beneficial for faculty who teach sensitive content and its associated trauma.

Conclusions

Integrating a teaching innovation of a phased approach, student assessment, and patients’ narratives can provide a more holistic perspective for understanding difficult and traumatizing topics.