An analysis of the global diversity of midwifery pre-service education pathways.

Neal, S; Nove, A; Bar-Zeev, S; Pairman, S; Ryan, E; Ten Hoope-Bender, P; Homer, CS

An analysis of the global diversity of midwifery pre-service education pathways.

Neal, S Nove, A Bar-Zeev, S Pairman, S Ryan, E Ten Hoope-Bender, P Homer, CS

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Publisher:: Elsevier
Publication Type:: Journal Article
Citation:: Women Birth, 2023, 36, (5), pp. 439-445
Issue Date:: 2023-09

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Field	Value	Language
dc.contributor.author	Neal, S
dc.contributor.author	Nove, A
dc.contributor.author	Bar-Zeev, S
dc.contributor.author	Pairman, S
dc.contributor.author	Ryan, E
dc.contributor.author	Ten Hoope-Bender, P
dc.contributor.author	Homer, CS
dc.date.accessioned	2023-09-04T04:46:52Z
dc.date.available	2023-03-02
dc.date.available	2023-09-04T04:46:52Z
dc.date.issued	2023-09
dc.identifier.citation	Women Birth, 2023, 36, (5), pp. 439-445
dc.identifier.issn	1871-5192
dc.identifier.issn	1878-1799
dc.identifier.uri	http://hdl.handle.net/10453/171890
dc.description.abstract	BACKGROUND: The development of competent professional midwives is a pre-requisite for improving access to skilled attendance at birth and reducing maternal and neonatal mortality. Despite an understanding of the skills and competencies needed to provide high- quality care to women during pregnancy, birth and the post-natal period, there is a marked lack of conformity and standardisation in the approach between countries to the pre-service education of midwives. This paper describes the diversity of pre-service education pathways, qualifications, duration of education programmes and public and private sector provision globally, both within and between country income groups. METHODS: We present data from 107 countries based on survey responses from an International Confederation of Midwives (ICM) member association survey conducted in 2020, which included questions on direct entry and post-nursing midwifery education programmes. FINDINGS: Our findings confirm that there is complexity in midwifery education in many countries, which is concentrated in low -and middle-income countries (LMICS). On average, LMICs have a greater number of education pathways and shorter duration of education programmes. They are less likely to attain the ICM-recommended minimum duration of 36 months for direct entry. Low- and lower-middle income countries also rely more heavily on the private sector for provision of midwifery education. CONCLUSION: More evidence is needed on the most effective midwifery education programmes in order to enable countries to focus resources where they can be best utilised. A greater understanding is needed of the impact of diversity of education programmes on health systems and the midwifery workforce.
dc.format	Print-Electronic
dc.language	eng
dc.publisher	Elsevier
dc.relation.ispartof	Women Birth
dc.relation.isbasedon	10.1016/j.wombi.2023.03.002
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	11 Medical and Health Sciences
dc.subject.classification	Obstetrics & Reproductive Medicine
dc.subject.classification	3215 Reproductive medicine
dc.subject.classification	4204 Midwifery
dc.subject.mesh	Pregnancy
dc.subject.mesh	Infant, Newborn
dc.subject.mesh	Female
dc.subject.mesh	Humans
dc.subject.mesh	Midwifery
dc.subject.mesh	Education, Nursing
dc.subject.mesh	Parturition
dc.subject.mesh	Educational Status
dc.subject.mesh	Quality of Health Care
dc.title	An analysis of the global diversity of midwifery pre-service education pathways.
dc.type	Journal Article
utslib.citation.volume	36
utslib.location.activity	Netherlands
utslib.for	11 Medical and Health Sciences
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
pubs.organisational-group	/University of Technology Sydney/Strength - CHSP - Health Services and Practice
pubs.organisational-group	/University of Technology Sydney/Strength - WHO CC
utslib.copyright.status	closed_access	*
dc.date.updated	2023-09-04T04:46:51Z
pubs.issue	5
pubs.publication-status	Published
pubs.volume	36
utslib.citation.issue	5

Abstract:

BACKGROUND: The development of competent professional midwives is a pre-requisite for improving access to skilled attendance at birth and reducing maternal and neonatal mortality. Despite an understanding of the skills and competencies needed to provide high- quality care to women during pregnancy, birth and the post-natal period, there is a marked lack of conformity and standardisation in the approach between countries to the pre-service education of midwives. This paper describes the diversity of pre-service education pathways, qualifications, duration of education programmes and public and private sector provision globally, both within and between country income groups. METHODS: We present data from 107 countries based on survey responses from an International Confederation of Midwives (ICM) member association survey conducted in 2020, which included questions on direct entry and post-nursing midwifery education programmes. FINDINGS: Our findings confirm that there is complexity in midwifery education in many countries, which is concentrated in low -and middle-income countries (LMICS). On average, LMICs have a greater number of education pathways and shorter duration of education programmes. They are less likely to attain the ICM-recommended minimum duration of 36 months for direct entry. Low- and lower-middle income countries also rely more heavily on the private sector for provision of midwifery education. CONCLUSION: More evidence is needed on the most effective midwifery education programmes in order to enable countries to focus resources where they can be best utilised. A greater understanding is needed of the impact of diversity of education programmes on health systems and the midwifery workforce.

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http://hdl.handle.net/10453/171890