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Introduction <p>This study aimed to explore midwifery students’ baseline perceptions and perceived preparedness regarding forensic midwifery prior to formal elective education, and how they interpret suspected forensic cases within their developing professional identity.</p> Method <p>A phenomenologically informed qualitative design was used. Sixteen third-year midwifery students in Türkiye were selected through purposive sampling. Data were collected through remote (one-to-one) semi-structured interviews conducted via video call between 01 and 10 August 2025. The interviews were audio-recorded, transcribed verbatim, and analyzed using meaning-oriented thematic analysis. Codes were grouped into subthemes and themes reflecting meaning patterns in students’ narratives. Rigor was supported through independent coding by two researchers, consensus on themes, use of direct quotations, and adherence to SRQR guidelines. The forensic midwifery elective had not been offered to this cohort; therefore, none of the participants had taken/completed it at the time of the interviews.</p> Results <p>Four main themes emerged: (1) the holistic role of midwives from victim protection to justice, (2) dilemmas related to knowledge, competence, and legal responsibility, (3) the empowering role of education and the unique position of midwives in close contact with women and children, and (4) educational and societal strategies to increase awareness. Students recognized their responsibility to identify forensic cases, protect victims, and report incidents. However, they reported uncertainty regarding reporting/referral pathways and basic evidence-protection principles (minimizing contamination), highlighting the need for foundational undergraduate training. Participants emphasized that midwives’ close contact with women, infants, and children provides a critical advantage in recognizing victimization. They strongly recommended including forensic midwifery education in the undergraduate curriculum and highlighted academic activities, in-service training, and social media as tools to improve awareness.</p> Conclusion <p>Students’ awareness of forensic midwifery was shaped more by ethical responsibility and professional role perception than by procedural knowledge. Although students could identify suspected forensic cases, they described limited perceived preparedness regarding practical and legal procedures required for effective initial response.</p>

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Recognizing the victim, missing the procedure: a phenomenologically informed qualitative study of forensic midwifery awareness

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月30日

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  • Gamze Acavut,
  • Birsen Arıkan,
  • Şuheda Çifci

摘要

Introduction

This study aimed to explore midwifery students’ baseline perceptions and perceived preparedness regarding forensic midwifery prior to formal elective education, and how they interpret suspected forensic cases within their developing professional identity.

Method

A phenomenologically informed qualitative design was used. Sixteen third-year midwifery students in Türkiye were selected through purposive sampling. Data were collected through remote (one-to-one) semi-structured interviews conducted via video call between 01 and 10 August 2025. The interviews were audio-recorded, transcribed verbatim, and analyzed using meaning-oriented thematic analysis. Codes were grouped into subthemes and themes reflecting meaning patterns in students’ narratives. Rigor was supported through independent coding by two researchers, consensus on themes, use of direct quotations, and adherence to SRQR guidelines. The forensic midwifery elective had not been offered to this cohort; therefore, none of the participants had taken/completed it at the time of the interviews.

Results

Four main themes emerged: (1) the holistic role of midwives from victim protection to justice, (2) dilemmas related to knowledge, competence, and legal responsibility, (3) the empowering role of education and the unique position of midwives in close contact with women and children, and (4) educational and societal strategies to increase awareness. Students recognized their responsibility to identify forensic cases, protect victims, and report incidents. However, they reported uncertainty regarding reporting/referral pathways and basic evidence-protection principles (minimizing contamination), highlighting the need for foundational undergraduate training. Participants emphasized that midwives’ close contact with women, infants, and children provides a critical advantage in recognizing victimization. They strongly recommended including forensic midwifery education in the undergraduate curriculum and highlighted academic activities, in-service training, and social media as tools to improve awareness.

Conclusion

Students’ awareness of forensic midwifery was shaped more by ethical responsibility and professional role perception than by procedural knowledge. Although students could identify suspected forensic cases, they described limited perceived preparedness regarding practical and legal procedures required for effective initial response.