Mo Tabib
Robert Gordon University, Aberdeen and NHS Grampian
Providing education on the physiology of childbirth and facilitating this physiology by using relaxation techniques has been an essential part of Mo's midwifery practice. She started providing antenatal education on physiology of birth and relaxation techniques in 2013, and initiated relaxation training for midwives in 2014.
Description
The “antenatal relaxation workshop” is a one-off 3 hour workshop in addition to the routine antenatal education classes offered to women and their partners mostly during the third trimester of pregnancy. During the workshop, the physiology of natural birth based on the theory of fear- tension- pain (Dick- Read 2013) is discussed and positive birth stories from women and midwives are shared. Various relaxation exercises including breathing, guided imagery, muscle relaxation and self-hypnosis are practised in order to enable the participants to employ the techniques in accordance with their personal preferences and situational demands. The “relaxation workshops for midwives” include eight hours of education through which the participants are guided through three learning stages, a) self- relaxation as a means of self care, b) practising the techniques with colleagues, friends and family, and c) implementing the techniques in midwifery practice. The education is intended to be dynamic and influenced by current pertinent literature, and the received feedback from the participants.
Service evaluation of the education was conducted via class discussions, evaluation forms following each session, contacting women and partners following childbirth, and contacting midwives 6-12 months following completion of the training. From women’s feedback the following five themes were revealed; “personalising the techniques”; “confident in my ability to relax”, “proud of myself”, “feeling in control when confronting unexpected complications”; and “support”. Partners’ feedback included “better sleep” and “keeping calm”. The midwives participating in training reported improved job satisfaction and that they had creatively applied the learnt skills in various aspects of their personal and professional lives. Some of the personal applications were; “improved sleep”, “ability to switch off”. Assisting “women during childbirth”, “women with needle phobia” and “women with high anxiety” were a few examples of implementing the learnt skills in midwifery practice.
Discussion
Childbirth experience has long term implications on women’s health and wellbeing; and is shared with and influenced by those present at childbirth including partners and midwives. Relaxation, control, and support are reported to be the three domains contributing to a positive childbirth experience (Nilsson et al. 2013). Providing antenatal education on physiology of birth and relaxation techniques intends to enable women to feel relaxed and in control during the labour and birth (Downe et al. 2015, Levett et al. 2016). The aim of relaxation education provided for partners and midwives is to help them become in tune with the woman, support her, and facilitate a cohesive atmosphere that is conducive to feelings of relaxation and control (Karlström et al. 2015). Learning to cultivate the skills of relaxation may also be intimately connected to general wellbeing of these three parties (Nathoo 2016).
Conclusion
Further research is needed to explore the influence of such educational programmes on experiences of childbirth and general wellbeing of women, their partners and midwives. A PhD study has been designed to explore the lived experiences of childbirth following attendance at relaxation training for the three parties of women, partners and midwives.
Studies of and contributions to practice and/or service organisation , Educational aspects
