Phenomenological Study of the Lived Experiences of Pregnant Women Following the Diagnosis of Fetal Abnormalities in the Second Half of Pregnancy Publisher Pubmed



Sabzevari F ; Zarei E ; Najarpourian S ; Hantoushzadeh S
Source: Scientific Reports Published:2026

Abstract

With advances in medical technology, prenatal screening tools have become increasingly accurate, enabling parents to better prepare for the birth of their child. However, some parents face the unexpected diagnosis of fetal abnormalities through these screenings and experience complex and multidimensional personal, social, and psychological challenges. Cultural context, personal beliefs, and individual attitudes can influence the intensity and persistence of these experiences, which are often misunderstood by society. The aim of this study was to explore and describe the lived experiences of pregnant women in the second half of pregnancy who had undergone fetal anomaly screening. This qualitative study was conducted using Colaizzi’s phenomenological approach. The study population included all pregnant women in the second half of pregnancy who had undergone fetal anomaly screening. A purposive and accessible sample of 20 women who attended a screening clinic in Tehran in 2025 was selected. Data were collected through semi-structured interviews and analyzed using MAXQDA-24 software, following Colaizzi’s seven-step method. Analysis of 20 interviews yielded 186 codes and 28 concepts, which were categorized into seven main themes: (1) cognitive and behavioral reactions, (2) maternal identity and role, (3) beliefs, spirituality, and hope, (4) social support and interactions, (5) grief, loss, and sorrow, (6) anxiety, fear, and psychological distress, and (7) coping style and emotion regulation. The findings revealed the pregnant women, despite limited understanding from society and their surroundings, shared common experiences when facing the crisis of fetal abnormality diagnosis. They need reliable information, genuine support, and educational guidance for themselves and their families. These findings may inform the design of culturally sensitive support and educational programs in similar contexts. © The Author(s) 2026.