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Aim: The aim of this study was to explore and describe fathers’ experiences during the first postnatal week after early discharge of mother and baby from the maternity unit. Methods: A meta-synthesis. Inclusion criteria: peer-reviewed qualitative single studies of fathers’ experiences during the first week after early discharge (defined as less than 72 hours postpartum) from hospital after the birth of a healthy singleton baby born between weeks 37 and 40. Databases: Cumulative Index to Nursing and Allied Health Literature (CINAHL), Medline, Maternity and Infant Care, Joanna Briggs, SweMed+ and PsycInfo were searched in May 2015 and May 2018. Of the 940 titles scanned for eligibility, three articles met the inclusion criteria. The consolidated criteria for reporting qualitative research checklist was used. Findings: All included studies were conducted in Sweden during the period 2002–2012. The total sample of participants in the meta-synthesis comprised 35 fathers. Analysis of the included studies generated two themes: building confidence and coping with responsibility. Conclusions: The fathers’ experiences were affected by the emotional support of midwives, which boosted their confidence. This seems to be a premise for taking and coping with responsibility during the first days at home. Good cooperation between hospitals and municipalities is vital, and midwives must be available and present in order to ensure continuity in maternity care.

Midwives are responsible for the well-being of women and babies during labor and birth. Learning midwifery is complex and challenging, and how students are welcomed into the labor wards affects learning. This study aimed to identify and explain the conditions that affected midwifery students' learning in labor wards and their consequences. We used classical grounded theory to analyze longitudinal data from 15 individual and three focus group interviews of 10 postgraduate midwifery students in Norway. The key conditions identified that affect the learning outcomes of midwifery students were related to the students' relationships with midwives, the students themselves and the learning arena. Tailored assignments from midwives enhanced students' learning and apprehensive relationships with midwives inhibited learning. Midwives played a key role in facilitating students' learning by tailoring their learning opportunities and debriefing after challenging incidents and thus smoothed how students' emotions affect their self-esteem and learning process.

Jordmors arbeid har endret seg i takt med sentralisering, spesialisering og risikotenkningen. Fødselsomsorgen er i Norge inndelt i 3 kompetansenivåer. Hensikt med studien var å beskrive hvilken kompetanse jordmødre mente er viktig i fødesituasjoner, når de arbeidet på kvinneklinikker eller fødeavdelinger. Data ble samlet ved telefon intervju med 11 jordmødre, som arbeider på 4 ulike sykehus. Analyse av intervjuene skjedde ved bruk av kvalitativ innholds analyse. Resultatet viste at jordmødrene vektla tre tema områder som viktig kompetanse ved fødsler; å få kvinnen til å føde, å gi rett hjelp til rett tid, å ta ansvar for egen fagutvikling. Jordmødrene i studien omtaler normal fødsel synonymt med spontan vaginal fødsel. De mente at mest mulig ro for kvinnen var viktig og tekniske hjelpemidler måtte en beherske og bruke med skjønn.

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