Os desafios do acolhimento à perda perinatal: experiências de residentes médicos

Abstract

The development of research involving the training and performance of health professionals in dealing with situations of death and grief has grown in recent years. In obstetrics, perinatal losses are quite common events, leading parents and professionals to experience situations of anguish and frustration. It is relevant to know the experience of doctors resident in Gynecology and Obstetrics who work daily to welcome women with perinatal loss in order to contribute to health care. This is a study, with a qualitative, descriptive and exploratory approach, with a transversal cut. The research participants were 10 residents of the Medical Residency Program in Gynecology and Obstetrics at the Federal University of Rio Grande do Norte who assist in welcoming women and families in a situation of perinatal loss. The construction of the data occurred through individual interviews, guided by a semi-structured script. The content of the interviews was transcribed, organized and coded, and analyzed using the thematic analysis technique. Four themes emerged, namely: Training for the care of women with perinatal loss: a look at the resident; Perceptions of the resident about the role of the obstetrician in the face of situations of perinatal loss; Intervention strategies; Difficulties in teaching-service. Residents recognize that they do not have specific training for the reception of women with perinatal loss, requiring the support of updated guidelines, trained preceptors and the institution. The interviewees understand that the role of the obstetrician consists of communicating the death to the family, providing guidance regarding future pregnancies and offering emotional support. We sought to bring reflections on the topic of death and grief to the agenda of the training of obstetricians, reflecting on the responsibility of these professionals in caring for bereaved parents. Five products were elaborated: article for the scientific communication of the research; teaching-learning intervention proposal (workshop) for medical residents; provision of space for students' emotional support; dialogue with teaching-service institution.