Exploring Midwifery Faculty Development in Low- and Middle-Income Countries of the Asia-Pacific Region
- Publication Type:
- Thesis
- Issue Date:
- 2025
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𝗕𝗮𝗰𝗸𝗴𝗿𝗼𝘂𝗻𝗱
High-quality midwifery education depends on well-prepared and supported faculty. To strengthen the quality of midwifery education and care provision, a focus on developing and supporting midwifery faculty is needed. Development of, and support for, faculty is particularly challenging in low- and middle-income countries (LMICs).
𝗔𝗶𝗺
To develop an evidence-informed framework for strengthening the provision of midwifery faculty development.
𝗠𝗲𝘁𝗵𝗼𝗱𝘀
Mixed methods were employed in a sequential exploratory design, integrating qualitative and quantitative approaches. Initially, a scoping review identified common content, modes of delivery and evaluation methods in programs of midwifery and nursing faculty development. The scoping review informed the design of a survey that aimed to identify the development needs of midwifery faculty. The survey was administered to midwifery faculty in LMICs of the Asia Pacific region and data were reported using descriptive statistics and an inductive approach to summarise textual responses. The survey was followed by in-depth semi-structured interviews with self-identified survey participants. Interview data were analysed using reflective thematic analysis. Finally, as part of a series of global meetings aimed at reaching consensus on strengthening midwifery faculty, focus group discussions were held with expert midwifery faculty developers and educators to identify systemic barriers to, and key actions and support required for, a focus on faculty development.
𝗙𝗶𝗻𝗱𝗶𝗻𝗴𝘀
Faculty development programs must be based on the needs of the faculty and students, the institution where they work, and the country context. Programs of development should extend beyond the traditional focus on learning and teaching to encompass all faculty roles, including research and scholarship. Faculty development activities should also support maintenance of clinical connections and competence. Modes of program delivery need to be flexible and consider the local context and resource availability. Programs should provide supportive pathways to expert faculty practice and include mentoring and communities of practice. Faculty development programs should be informed by professional core competencies and be guided by global standards. These findings informed an evidence-informed framework for midwifery faculty development that includes the need for development to be standards-based, co-designed, outcomes-focused and context-specific.
𝗖𝗼𝗻𝗰𝗹𝘂𝘀𝗶𝗼𝗻
The evidence-informed framework developed through this research provides a structured approach to midwifery faculty development. Faculty developers in all resource settings can use the framework to inform the co-design, delivery and evaluation of programs of midwifery faculty development.
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