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CONFERENCE PROCEEDING
Fear, anxiety and stress in midwifery students: An integrative review of the literature
1
University of Parma, Midwifery School- Department of Medicine and Surgery, Parma, Italy
2
Saint Camillus International University of Rome and Medical Science, Departmental Faculty of Medicine and Surgery, Rome, Italy
Eur J Midwifery 2026;10(Supplement 1):A150
ABSTRACT
BACKGROUND:
Health professions students experience higher levels of stress than their peers enrolled in other study pathway and, in particular, midwifery students have a 40% prevalence of stress. Their academic curricula are characterized by high-quality instructional offerings based on both theory and hands-on experience, conducted in a variety of clinical settings and simulated scenarios. Students subjected to stressful situations may experience negative repercussions on their academic performance.
OBJECTIVES:
To examine the literature related to the sources of fear, anxiety, and stress experienced by midwifery students during their university career.
METHODS:
Integrative review using the Cooper approach, in accordance with PRISMA guidelines. The CINAHL, PubMed, and Embase databases were searched. Quantitative, qualitative, and mixed-methods studies exploring the sources of fear, anxiety, and stress in midwifery students, published in English in international peer-reviewed journals with no date restrictions, were included.
RESULTS:
The search generated 13 articles that met the inclusion criteria. Three areas were identified as potentially generating fear, anxiety, and stress in students enrolled in an undergraduate degree in midwifery: academics, internship, and personal. Of these, the area of internship was reported in all the reviewed articles . Within this domain, the greatest source of negative emotions was the relationship with the mentor.
CONCLUSIONS:
Midwifery students experience significant stress during their undergraduate studies, particularly during internships. Our findings show that interpersonal relationships, especially a students' relationship with their mentors, area key contributor to emotional distress. The impact on the well-being of the students can be profound, and this highlights the need to investigate which interventions might mitigate these challenges and improve the learning experience.
KEY MESSAGE:
The quality of the relationship between the midwifery mentor and the midwifery student is the aspect that most influences the student's emotional well-being and the quality of learning. French - professional identity
Health professions students experience higher levels of stress than their peers enrolled in other study pathway and, in particular, midwifery students have a 40% prevalence of stress. Their academic curricula are characterized by high-quality instructional offerings based on both theory and hands-on experience, conducted in a variety of clinical settings and simulated scenarios. Students subjected to stressful situations may experience negative repercussions on their academic performance.
OBJECTIVES:
To examine the literature related to the sources of fear, anxiety, and stress experienced by midwifery students during their university career.
METHODS:
Integrative review using the Cooper approach, in accordance with PRISMA guidelines. The CINAHL, PubMed, and Embase databases were searched. Quantitative, qualitative, and mixed-methods studies exploring the sources of fear, anxiety, and stress in midwifery students, published in English in international peer-reviewed journals with no date restrictions, were included.
RESULTS:
The search generated 13 articles that met the inclusion criteria. Three areas were identified as potentially generating fear, anxiety, and stress in students enrolled in an undergraduate degree in midwifery: academics, internship, and personal. Of these, the area of internship was reported in all the reviewed articles . Within this domain, the greatest source of negative emotions was the relationship with the mentor.
CONCLUSIONS:
Midwifery students experience significant stress during their undergraduate studies, particularly during internships. Our findings show that interpersonal relationships, especially a students' relationship with their mentors, area key contributor to emotional distress. The impact on the well-being of the students can be profound, and this highlights the need to investigate which interventions might mitigate these challenges and improve the learning experience.
KEY MESSAGE:
The quality of the relationship between the midwifery mentor and the midwifery student is the aspect that most influences the student's emotional well-being and the quality of learning. French - professional identity
| eISSN: | 2585-2906 |
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