Parental liminality provides a means of conceptualising the early experiences of parents of very preterm infants, providing practitioners, at strategic and operational levels, with the means of developing supporting interventions in the early stages of transition for parents of very preterm infants. Such support could mediate parent-infant relationships.

The mentoring intervention piloted in this study demonstrates a feasible approach to identifying and developing learning needs. Small numbers in the study make it difficult to attribute this specifically to the action learning approach taken. However, the framework presented was recognised as useful by the mentors. Future work will aim to identify if the approach is due to action learning specifically or the more general effect of counselling.

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