ArticleRevista da Escola de Enfermagem da U S P2026
Confronting death at birth: dialogues and solutions from health teachers and students.
Article in Revista da Escola de Enfermagem da U S P, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectiveTo identify solutions to prepare health professionals to deal with death in the context of birth based on the experiences of teachers and students.
methodsA qualitative, problematizing study was conducted with 10 teachers and 2 students from the medicine, nursing, and psychology courses at a university in southern Brazil. Data collection was carried out through focus groups, organized according to the stages of Charles Maguerez's problematization arc. The analysis followed Minayo's operationalization and Paulo Freire's theoretical framework.
resultsHealth professionals reported difficulties in welcoming different types of grief, associated with gaps in education, institutional limitations, and a lack of spaces for listening. As solutions, they highlighted the cross-cutting inclusion of the theme in undergraduate courses, the creation of spaces for emotional support, the encouragement of interdisciplinary groups, and the strengthening of professional leadership in the face of ethical and care challenges.
conclusionThe sharing of experiences revealed educational and transformative potential, highlighting the urgency of curricular and institutional changes to improve the quality of care.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.