Open-ended Questions Research Articles

Establishing consensus on patient- and family-centered care in adult intensive care units: A Delphi survey

PurposeTo establish consensus between intensive care unit (ICU) experts on concrete patient- and family-centered care statements for adult patients and relatives in the ICU. Materials and methodsWe did a three-round Delphi survey with a panel of ICU health care professionals from 23 ICUs in Denmark. In round 1, participants answered 20 open-ended questions, based on existing evidence. Analysis of their responses generated close-ended statements, which participants primary rated on a five-point-Likert-scale, from very important to not important at all. In rounds 2 and 3., consensus was predefined as ≥75% of participants rating a statement important. ResultsSixty-nine participated: 38 nurses, 24 physicians, and four occupational and physiotherapists. In total 96%, 90% and 72% answered the first, second, and third rounds, respectively.In round 1, participants answers resulted in >3000 statements that were analyzed into 82 condensed statements. After participants rated the statements in round 2 and 3, 47 statements reached consensus as important. ConclusionsThe 47 statements rated to be important included interdisciplinary approaches to systematic information sharing and consultations with patients and family-members, with the aim being to accommodate patients and family-members´ individual needs throughout the ICU stay.

Understanding the Social Worker Experience with Organizational Changes in HSOs During the COVID-19 Pandemic

ABSTRACT Drawing on Lewin’s three-stage change theory (i.e. unfreezing, changing, and refreezing), this study explored social workers’ experience with organizational changes in human service organizations during the first wave of the COVID-19 pandemic. A qualitative content analysis was conducted using secondary data from a cross-sectional survey (June–August 2020). Responses for 2447 participants (78.5%) who answered the open-ended question, “How have services, functions or operations changed in response to COVID-19?” were thematically coded. Four overarching themes were identified and discussed: (1) changes to organization capacity; (2) technology/infrastructure and workers arrangements; (3) workplace safety; and (4) impact on clients and workers.

Where does the balance lie? Scientific, societal, and individual goals of citizen science projects

Citizen science is growing rapidly with positive outcomes documented for ecological research, conservation, policy, innovation, and increased citizen stewardship. This rapid increase provides an opportunity to reflect on the characteristics of citizen science projects and determine their diverse goals, practices and outcomes. This paper focuses on the perspective of those initiating and leading citizen science projects in the third largest growing citizen science landscape – Australia, discussing the varying goals, outcomes and impacts. Findings from the statistical and thematic analysis of an online questionnaire (for multiple-choice and open-ended questions respectively), demonstrate the Australian citizen science landscape as growing exponentially, dominated by ecological and biodiversity projects, yet mostly local in scope and limited in numbers of participants. Individual and community goals such as education, raising awareness and public engagement, were found to be the focus of most citizen science projects, whilst scientific developments and policy advancement were often considered secondary goals. Projects leaders describe inherent tensions in managing projects and balancing their many goals. For example, public engagement was concurrently considered a benefit of citizen science enabling non-scientists participation in science discourse and research, and a challenge in recruitment, retention and ongoing communication with citizens scientists. The findings underscore the imperative of striking a balance between scientific rigor, policy objectives and societal aims, for advancing the vision of citizen science and maximizing its effectiveness and ecological impact. This relevance extends globally, urging nations from the Global North to the Global South, to consider replicating and adapting these approaches for broader societal benefit.

Indicators of technostress, their association with burnout and the moderating role of support offers among nurses in German hospitals: a cross-sectional study

ObjectivesTo examine the level of indicators of technostress among nurses with and without a leadership position, the relationship between indicators of technostress and burnout and the moderating role of support...

The American Society of Radiologic Technologists (ASRT) AI educator survey: A cross-sectional study to explore knowledge, experience, and use of AI within education

IntroductionArtificial Intelligence (AI) is revolutionizing medical imaging and radiation therapy. AI-powered applications are being deployed to aid Medical Radiation Technologists (MRTs) in clinical workflows, decision-making, dose optimisation, and a wide range of other tasks. Exploring the levels of AI education provided across the United States is crucial to prepare future graduates to deliver the digital future. This study aims to assess educators’ levels of AI knowledge, the current state of AI educational provisions, the perceived challenges around AI education, and important factors for future advancements. MethodsAn online survey was electronically administered to all radiologic technologists in the American Society of Radiologic Technologists (ASRT) database who indicated that they had an educator role in the United States. This was distributed through the membership of the ASRT, from February to April 2023. All quantitative data was analysed using frequency and descriptive statistics. The survey's open-ended questions were analysed using a conceptual content analysis approach. ResultsOut of 5,066 educators in the ASRT database, 373 valid responses were received, resulting in a response rate of 7.4%. Despite 84.5% of educators expressing the importance of teaching AI, 23.7% currently included AI in academic curricula. Of the 76.3% that did not include AI in their curricula, lack of AI knowledge among educators was the top reason for not integrating AI in education (59.1%). Similarly, AI-enabled tools were utilised by only 11.1% of the programs to assist teaching. The levels of trust in AI varied among educators. ConclusionThe study found that although US educators of MRTs have a good baseline knowledge of general concepts regarding AI, they could improve on the teaching and use of AI in their curricula. AI training and guidance, adequate time to develop educational resources, and funding and support from higher education institutions were key priorities as highlighted by educators.

Assessing ChatGPT's theoretical knowledge and prescriptive accuracy in bacterial infections: a comparative study with infectious diseases residents and specialists.

Advancements in Artificial Intelligence(AI) have made platforms like ChatGPT increasingly relevant in medicine. This study assesses ChatGPT's utility in addressing bacterial infection-related questions and antibiogram-based clinical cases. This study involved a collaborative effort involving infectious disease (ID) specialists and residents. A group of experts formulated six true/false, six open-ended questions, and six clinical cases with antibiograms for four types of infections (endocarditis, pneumonia, intra-abdominal infections, and bloodstream infection) for a total of 96 questions. The questions were submitted to four senior residents and four specialists in ID and inputted into ChatGPT-4 and a trained version of ChatGPT-4. A total of 720 responses were obtained and reviewed by a blinded panel of experts in antibiotic treatments. They evaluated the responses for accuracy and completeness, the ability to identify correct resistance mechanisms from antibiograms, and the appropriateness of antibiotics prescriptions. No significant difference was noted among the four groups for true/false questions, with approximately 70% correct answers. The trained ChatGPT-4 and ChatGPT-4 offered more accurate and complete answers to the open-ended questions than both the residents and specialists. Regarding the clinical case, we observed a lower accuracy from ChatGPT-4 to recognize the correct resistance mechanism. ChatGPT-4 tended not to prescribe newer antibiotics like cefiderocol or imipenem/cilastatin/relebactam, favoring less recommended options like colistin. Both trained- ChatGPT-4 and ChatGPT-4 recommended longer than necessary treatment periods (p-value = 0.022). This study highlights ChatGPT's capabilities and limitations in medical decision-making, specifically regarding bacterial infections and antibiogram analysis. While ChatGPT demonstrated proficiency in answering theoretical questions, it did not consistently align with expert decisions in clinical case management. Despite these limitations, the potential of ChatGPT as a supportive tool in ID education and preliminary analysis is evident. However, it should not replace expert consultation, especially in complex clinical decision-making.

Medical students' preferences for asynchronous online or face-to-face learning strategies in learning gross anatomy and neuroanatomy during the COVID-19 pandemic.

Gross anatomy and neuroanatomy are fundamental subjects in medical education. However, learning different anatomical terms and understanding the complexity of the subjects are often challenging for medical students. At National Taiwan University, the 2020-2021 cohort adopted a face-to-face (F2F) learning strategy for gross anatomy and neuroanatomy lecture and laboratory courses until May 17, 2021. After the aforementioned date, the same cohort learned the rest of the gross anatomy and neuroanatomy courses via asynchronous online learning. This study aimed to evaluate the benefits of and students' preferences for F2F and asynchronous online learning strategies in learning gross anatomy and neuroanatomy. A survey with closed-ended and open-ended questions was used to quantitatively and qualitatively explore medical students' learning preferences for two teaching strategies in gross anatomy and neuroanatomy. The results identified different learning preferences among students in learning gross anatomy and neuroanatomy-satisfied with both learning strategies, satisfied with only F2F learning strategy, satisfied with only asynchronous online learning strategy, and satisfied with neither learning strategy. The survey results with closed-ended and open-ended questions showed that medical students preferred F2F learning for anatomical laboratory courses but favored asynchronous online learning for neuroanatomical laboratory courses. In addition, medical students considered peer discussion more critical in learning gross anatomy than neuroanatomy. These findings provide valuable information about medical students' preference for gross anatomy and neuroanatomy courses, which anatomy teachers can consider when planning to enhance their curriculum in the future.

Meaningful life changes following hearing aid use: a qualitative user perspective

Objective This study aimed to explore meaningful life changes due to hearing aid use in adult users. Design A cross-sectional survey design was used with open-ended questions analysed using inductive qualitative content analysis. Study Sample US-based adult hearing aid users (n = 653) from the Hearing Tracker website community and Lexie Hearing database. Results Participants had a mean age of 65.4 years (13.6 SD), including 61.2% males, 38.3% females (0.5% other). Analysis of 2122 meaning units from responses identified two broad domains: 'meaningful benefits’ (n = 1709; 80.5%) and 'remaining difficulties’ (n = 413; 19.5%). The meaningful benefits domain included five categories (27 sub-categories): (a) psychosocial benefits, (b) improvements in hearing, (c) personal benefits, (d) hearing aid features and connectivity, and (e) situational benefits. Participants reported enhanced relationships and improved occupational functioning as key benefits. The remaining difficulties domain contained four categories (25 sub-categories): (a) hearing aid limitations, (b) hearing and communication issues, (c) situational difficulties, and (d) personal issues. Notable difficulties included hearing aid design issues and challenges in noisy environments. Conclusion Hearing aid users reported diverse benefits and persistent challenges related to device use, illustrating the complexity of their lived experiences. These findings can inform empathetic, effective rehabilitation strategies and user-centric hearing aid technologies.

Using learning analytics to explore peer learning patterns in asynchronous gamified environments

This study explored the dynamics of students' knowledge co-construction in an asynchronous gamified environment in higher education, focusing on peer discussions in college business courses. Utilizing epistemic network analysis, sequence pattern mining, and automated coding, we analyzed the interactions of 1,319 business students. Our findings revealed that externalization and epistemic activity were prevalent, demonstrating a strong link between problem-solving and conceptual understanding. Three primary discussion types were observed: argumentative, epistemic, and social, each with unique patterns of engagement and idea integration. Effective knowledge co-construction patterns included open-ended questions with an epistemic focus, debates serving as intense knowledge co-construction arenas, and social interactions fostering a supportive and collaborative learning environment. The introduction of gamification elements led to increased student engagement and participation. Our findings emphasize the significance of structured analysis, collaboration, and argumentation in promoting effective knowledge co-construction in peer learning settings. This study offers insights into the temporal interplay of discourse dimensions and their potential for collaborative learning, enhancing our understanding of how learning analytics can be employed to discover ways in which students co-construct knowledge in asynchronous gamified environments.

Performance of GPT-4 on Chinese Nursing Examination: Potentials for AI-Assisted Nursing Education Using Large Language Models.

The performance of GPT-4 in nursing examinations within the Chinese context has not yet been thoroughly evaluated. To assess the performance of GPT-4 on multiple-choice and open-ended questions derived from nursing examinations in the Chinese context. The data sets of the Chinese National Nursing Licensure Examination spanning 2021 to 2023 were used to evaluate the accuracy of GPT-4 in multiple-choice questions. The performance of GPT-4 on open-ended questions was examined using 18 case-based questions. For multiple-choice questions, GPT-4 achieved an accuracy of 71.0% (511/720). For open-ended questions, the responses were evaluated for cosine similarity, logical consistency, and information quality, all of which were found to be at a moderate level. GPT-4 performed well at addressing queries on basic knowledge. However, it has notable limitations in answering open-ended questions. Nursing educators should weigh the benefits and challenges of GPT-4 for integration into nursing education.

Performance of GPT-4 on Chinese Nursing Examination: Potentials for AI-Assisted Nursing Education Using Large Language Models.

The performance of GPT-4 in nursing examinations within the Chinese context has not yet been thoroughly evaluated. To assess the performance of GPT-4 on multiple-choice and open-ended questions derived from nursing examinations in the Chinese context. The data sets of the Chinese National Nursing Licensure Examination spanning 2021 to 2023 were used to evaluate the accuracy of GPT-4 in multiple-choice questions. The performance of GPT-4 on open-ended questions was examined using 18 case-based questions. For multiple-choice questions, GPT-4 achieved an accuracy of 71.0% (511/720). For open-ended questions, the responses were evaluated for cosine similarity, logical consistency, and information quality, all of which were found to be at a moderate level. GPT-4 performed well at addressing queries on basic knowledge. However, it has notable limitations in answering open-ended questions. Nursing educators should weigh the benefits and challenges of GPT-4 for integration into nursing education.

Cross-condition risk and protective factors for psychosocial distress in parents and carers of children and young people with appearance-affecting conditions and injuries

Alongside typical parenting challenges, initial condition-specific research suggests thadifferent experiences and support needs.t parents of children with different visible differences may experience similar psychosocial difficulties. Despite this, large-scale cross-condition research to identify risk and protective factors for parental distress and psychosocial adjustment has been lacking. Two hundred and nine parents and carers of children with a range of visible differences completed an online survey comprised of standardised outcome measures, study-specific measures, and open-ended questions. Multiple regression modelling identified possible risk and protective factors, and data collected via open-ended questions were analysed using content analysis. Findings support themes previously identified in small-scale cross-condition qualitative research with parents of children with visible differences. Risk factors for parental negative affect and stress included parental reports of the noticeability of their child’s visible difference and teasing. Protective factors included good parent-child communication, self-compassion, knowledge of their child’s condition and satisfaction with treatment. The risk and protective factors identified provide important insight into the experiences of this parent population and indicate possible avenues for psychosocial intervention.

In-depth assessment of steatotic liver disease awareness in high-risk groups.

This study aims to determine the awareness levels and factors affecting it, along with prevalent misconceptions about Steatotic Liver Disease (SLD) among participants with high-risk indicators. A questionnaire with open-ended questions was utilized. Participants were recruited from two general internal medicine outpatient clinics, focusing on those with high-risk indicators for SLD. Data collection involved a questionnaire covering demographic information, self-reported clinical conditions, and open-ended questions about SLD awareness. Key focus areas included misconceptions, thematic awareness, and the relationship between awareness and educational attainment. The study involved 228 participants, predominantly female (70.4%), with an average age of 53.8 years. Only 33.7% showed a comprehensive understanding of all aspects of SLD. However, 90.4% provided some accurate information, though often limited or incomplete. Higher education and awareness of SLD risks were key predictors of better understanding. The logistic regression model, with an accuracy of 0.76 and recall of 0.84, found higher education inversely related to low awareness. Common misconceptions highlighted included the belief that polypharmacy or certain medications cause SLD, fatigue as an effect, and increased water intake as a treatment. Notably, seven patients mentioned artichoke consumption as a potential treatment. The findings highlight the gap between comprehensive and partial awareness of SLD among high-risk individuals. Educational level and informed understanding of SLD risks are crucial for improving awareness, emphasizing the need for specialized educational efforts and risk communication to high-risk patients.

Complex intracranial aneurysms: a DELPHI study to define associated characteristics.

Intracranial aneurysms present significant health risks, as their rupture leads to subarachnoid haemorrhage, which in turn has high morbidity and mortality rates. There are several elements affecting the complexity of an intracranial aneurysm. However, criteria for defining a complex intracranial aneurysm (CIA) in open surgery and endovascular treatment could differ, and actually there is no consensus on the definition of a "complex" aneurysm. This DELPHI study aims to assess consensus on variables defining a CIA. An international panel of 50 members, representing various specialties, was recruited to define CIAs through a three-round Delphi process. The panelists participated in surveys with Likert scale responses and open-ended questions. Consensus criteria were established to determine CIA variables, and statistical analysis evaluated consensus and stability. In open surgery, CIAs were defined by fusiform or blister-like shape, dissecting aetiology, giant size (≥ 25mm), broad neck encasing parent arteries, extensive neck surface, wall calcification, intraluminal thrombus, collateral branch from the sac, location (AICA, SCA, basilar), vasospasm context, and planned bypass (EC-IC or IC-IC). For endovascular treatment, CIAs included giant size, very wide neck (dome/neck ratio ≤ 1:1), and collateral branch from the sac. The definition of aneurysm complexity varies by treatment modality. Since elements related to complexity differ between open surgery and endovascular treatment, these consensus criteria of CIAs could even guide in selecting the best treatment approach.

Pharmacist Roles in the Medication Use Process: Qualitative Analysis of Stakeholder Perceptions

BackgroundPharmacist roles in the Medication Use Process (MUP) have advanced along with new healthcare delivery models and interprofessional collaborative practice. It is unclear whether stakeholder perceptions of pharmacist roles have evolved simultaneously. ObjectivesExamine patient, pharmacist, and physician perceptions of pharmacist roles in the MUP. MethodsThis IRB-approved study used a cross-sectional design with Qualtrics panels of patients, pharmacists, and physicians. Role Theory was used as a framework to develop 12-item surveys to study pharmacist role perceptions in the MUP: prescribing, transcribing, dispensing, administration, and monitoring. Content analysis was performed on the responses to open-ended questions. ResultsFrom 1004 patients, a total of 7,217 comments were obtained on 9 questions (740-1004 comments), resulting in an average of 802 comments per question or 0.8 comments per question per respondent (CQR). Similarly, 1,620 comments from 205 pharmacists on 11 questions (121-205 comments) averaged 0.72 CQR; and 1,561 comments from 200 physicians on 11 questions (136-200 comments) equated to 0.74 CQR. Content analysis revealed recurring themes across the stakeholders: ‘pharmacists’, ‘physicians’, ‘insurance’, ‘technology’, ‘collaboration’, ‘time’, ‘communication’, and ‘patient’s responsibility’. Some role congruence was seen regarding pharmacist roles by all 3 stakeholders; noting pharmacist roles in improving all steps of the MUP, except transcribing. Pharmacists highlighted professional challenges such as staffing issues, burnout, and competing demands; which were not acknowledged by patients and physicians indicating the need to increase awareness. ConclusionThis study showed increased visibility and awareness of pharmacist roles in the MUP by all stakeholders, compared to previous research showing pharmacist roles limited to dispensing. Known barriers to pharmacy practice such as lack of provider status and reimbursement were not reported by any of the stakeholders in this study. There is a need to continuously inform stakeholders about pharmacists’ expanding roles in the MUP through advocacy and marketing.

Reflections of the Empathy Concept on the School Environment

By nature, people tend to communicate with other individuals around them. When communication is healthy, the incompatibilities in the organizations are minimized. One of the most important factors that ensure healthy communication is the ability to empathize. Empathy can be explained as the ability to put oneself in the place of the other person in general. This qualitative research, which aims to examine the reflections of the concept of empathy on the school environment in terms of students, teachers, school administrators and parents according to the opinions of teachers, is structured in a phenomenological design. The study group consists of 30 teachers working in different branches. The researchers created a semi-structured interview form with open-ended questions. The data is structured under categories and themes. The findings of the study are presented under 10 themes. The participants expressed the concept of empathy as empathy and developing a perspective to understand the other person, while the high empathy skills of the school stakeholders positively affected the success of the social environment of the school and human relations. Studies to be carried out to improve the empathy skills of teachers, school administrators, students and parents, in-service training activities, student, and parent activities were among the prominent results. It may be recommended that lessons and practices aimed at developing the empathy skills of teacher candidates be included in teacher training programs, and that inspectors and administrators, who are expected to play a leadership role in education, develop empathy behaviour and guide teachers, students, and parents.

Barriers to quality healthcare among transgender and gender nonconforming adults.

To determine the barriers transgender and gender nonconforming (TGNC) adults face when accessing or receiving healthcare in the United States. Primary data were collected between September 2022 and March 2023 from a purposive sample of TGNC adults (N = 116 participants) using an online survey with a series of open-ended and closed-ended questions. Thematic analysis was employed to extract and analyze participants' responses to an open-ended question about challenges they experienced when accessing or receiving healthcare. Two members of the research team conducted qualitative data analyses using Dedoose. The quality of each analysis was subsequently reviewed by a third research team member. Data were collected from responses to one open-ended question that asked about participants' healthcare barriers as a TGNC individual. Five main themes surrounding healthcare barriers emerged from the content analysis: (1) acceptability, (2) accommodation, (3) affordability, (4) availability, and (5) accessibility. First, participants who noted acceptability issues reported explicit discriminatory treatment from providers, providers not using their chosen names and pronouns (e.g., misgendering), and provider refusal to provide gender-affirming care. Second, participants who experienced accommodation challenges identified provider medical training gaps on TGNC patient needs and administrative barriers to care. Third, participants explained affordability issues due to a lack of adequate health insurance coverage. Fourth, participants described availability challenges with accessing hormone therapy prescriptions. Finally, participants noted accessibility issues with obtaining TGNC-specific care at LGBTQ+-affirming clinics. There is a growing interest in the needs of TGNC adults within healthcare settings. This requires that health policies are enacted to ensure that TGNC adults have access to healthcare that is accommodating and accepting/affirming. Study findings may provide insight into the potential impact of current legislation on transgender access and availability.

Open-plan office employees’ perceived mental and social well-being

PurposeOver the past century, office designers have adapted to changing work conditions across various industries by creating workspaces that cater to the needs of modern workers. As a result, a range of office layouts have been developed, from traditional private offices to open-plan setups. The choice of layout can significantly impact communication, social interaction and overall performance. This study aims to explore the social and mental well-being of employees working in open-plan offices in the public sector in South Africa.Design/methodology/approachThe research was conducted in the Johannesburg Metropolitan Municipality, South Africa, focusing on five governmental departments. Using purposive sampling, employees working in open-plan offices were identified. A structured online interview form with open-ended questions was distributed to all selected employees between May and September 2021, resulting in 54 responses. Thematic content analysis using ATLAS.ti was used to analyze the data.FindingsThe findings suggest that while open-plan offices can enhance teamwork, communication, accessibility and inclusivity, their design can negatively affect employees’ perceptions of social and mental health in the workplace. Specifically, open-plan designs are perceived to compromise privacy, shorten attention spans, lower productivity and increase stress levels. Interestingly, absenteeism was not reported by employees in this study, which contradicts previous research and requires further investigation.Practical implicationsThese findings can be valuable for human resource managers, facilities managers and office space designers.Originality/valueThis research contributes to the ongoing conversation surrounding the impact of open-plan offices on the mental and social well-being of employees in the public sector within the South African context. The contribution of this paper thus lies in the South-African context and the public sector angle plus a more in-depth insight on well-being through an extensive set of 54 interviews.

The core competencies of a health education teacher.

Teachers play a crucial role in students' learning and in the development of health literacy. Hence, the aim of this study was to identify the core competencies needed for teachers of health education in supporting student learning. A three-round Delphi study was carried out over an 8-week period, through consultation with 25 Finnish experts in health education. An open-ended question was used to identify the core competencies for school health educators. The data were analysed using inductive content analysis. In subsequent rounds, experts were asked to assess the importance of the identified competencies on a 7-point Likert scale, and finally to rank the most important competencies. In total, 52 competencies were identified and categorized into eight core competence domains. Thereafter, 40 competencies were assessed and selected for the third round, in which the experts ranked the 15 most important competencies, encompassing four core domains, i.e. pedagogic and subject-specific didactic, social and emotional, content knowledge and continuous professional development. Other domains of competence identified in the present study were ethical competence, competence in school health promotion, contextual competence and professional well-being competence. The study defines health education teacher core competencies and domains, and the information can be used in teacher education programmes, for developing teaching and for teachers' self-evaluation.

A Qualitative Investigation of a Prenatal Mindfulness Relationship-Based (PMRB) Program to Support Maternal Mental Health and Mother–Baby Relationship During Pregnancy and Post-Partum

Abstract Background Pregnancy and the postpartum period are times of significant transition for women, with changes in maternal physical and mental health. The formation of a relationship between a mother and her baby is vital and has been recognised as laying the foundation for later child development. There is considerable evidence that this early relationship is influenced by a woman’s well-being during pregnancy and in the early post-partum period. Mindfulness-based programs have previously revealed positive outcomes, primarily in reducing maternal stress, anxiety, and depression. However, there remains a need for considering the influence of mindfulness on the mother-baby relationship and embodiment during pregnancy and the first trimester post-partum. This study aimed to conduct an in-depth exploration of pregnant women’s experiences of a nine-session prenatal mindfulness relationship-based (PMRB) program to support its feasibility. Methods Information about pregnant women’s (n = 13) experiences of the PMRB program was collected through online interviews during the sessions, including their birth stories. Responses to an open-ended question about how the program had supported them during pregnancy, labour/birth, and the first post-partum trimester were summarised using thematic analysis. Results Sixteen themes were identified and organised in four categories: (1) expectations and motivations (healthy pregnancy and mental health, non-medicalised birth, contribution to the field); (2) experiences of the PMRB program (positive experiences, shared experience, engagement with mindfulness practices, pain, stress, and anxiety relief); (3) changes attributed to the PMRB program (a new way of responding to stressors, trusting the process, connecting to body, breath, and unborn baby, awareness of the unborn baby as a sentient being); (4) changes attributed to the mindfulness practice (increased mindfulness/self-awareness, stop look listen, embracing the moment, acceptance). Conclusions The evaluation suggested the PMRB program may help women cope with pain and emotional challenges and be more connected to their bodies and infant. The program may also help women become more aware of their unborn baby as a sentient being and the influence of their health and mental well-being on the baby development and health. Furthermore, the program may facilitate the mother-baby relationship during pregnancy, post-partum, and breastfeeding. Preregistration The trial has been successfully registered with the Australian New Zealand Clinical Trials Registry (ANZCTR) following ethical approval from Bond University Human Research Ethics Committee (BUHREC—Application AS03534, approved 20 December 2022) and allocated the Australian clinical trials registration number (ACTRN): ACTRN12623000679684.