A qualitative description design is particularly relevant where information is required directly from those experiencing the phenomenon under investigation and where time and resources are limited. Nurses and midwives often have clinical questions suitable to a qualitative approach but little time to develop an exhaustive comprehension of qualitative methodological approaches. Qualitative description research is sometimes considered a less sophisticated approach for epistemological reasons. Another challenge when considering qualitative description design is differentiating qualitative description from other qualitative approaches. This article provides a systematic and robust journey through the philosophical, ontological, and epistemological perspectives, which evidences the purpose of qualitative description research. Methods and rigor issues underpinning qualitative description research are also appraised to provide the researcher with a systematic approach to conduct research utilizing this approach. The key attributes and value of qualitative description research in the health care professions will be highlighted with the aim of extending its usage.

Background Midwives provide care for women experiencing early pregnancy loss, as well as support for women throughout childbirth. Research has predominately focused on women's experience of early pregnancy loss, with little research on how such loss affects midwives and care provision. Aim To explore the perceptions of midwives caring for women experiencing early pregnancy loss. Methods This study used a descriptive qualitative design with semi-structured interviews. A purposive sample of eight midwives, all of whom had relevant experience, were recruited from a maternity hospital in Ireland. Findings Themes identified were: ‘coping with the experience of early pregnancy loss’, ‘compassionate care for women and midwives’, and ‘what midwives found difficult’. Conclusions Repeated exposure to early pregnancy loss can have a profound emotional effect on midwives, with a potential for this to affect the care that women receive. Midwives identified the need for further education in the area of early pregnancy loss, time out during the shift to debrief, and counselling for staff. Structured support is needed for midwives and other health professionals where there is repeated exposure to early pregnancy loss.

Abstract:This paper reports on a qualitative descriptive study that explored student midwives experiences of the Objective Structured Clinical Examination assessment process for obstetric emergencies within a university setting. The development of fundamental clinical skills is an important component in preparing students to meet the responsibilities of a midwife. There is an international concern that the transfer of midwifery education into universities may impact on the development of midwifery clinical skills. Objective Structured Clinical Examinations (OSCEs) have the potential to promote integration and consolidation of skills prior to clinical placement. Twenty six students (n=36) from two midwifery programmes (BSc and Higher Diploma) participated in four focus groups and Burnard's (2006) framework was used for data analysis. Three main themes emerged following analysis: Preparation for the OSCE assessment, the OSCE process and Learning through simulating practice. Preparation for the OSCE's which included lectures, demonstrations, and practice of OSCE's facilitated by lecturers and by the students themselves, was considered central to the process. Learning via OSCEs was perceived to be more effective in comparison to other forms of assessment and prepared students for clinical practice. Positive aspects of the process and areas for improvement were identified. Using OSCE's increased the depth of learning for the students with the steps taken in preparation for the OSCE's proving to be a valuable learning tool. This study adds to the evidence on the use of OSCE's in midwifery education

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The benefits and challenges associated with internship in midwifery are apparent, particularly when students' are contending with two geographically distant sites. Support mechanisms and suggestions for improvements are considered.