Midwifery Course Research Articles

A methodological proposal for midwifery education: Asking, Learning, Telling, and Embracing Diversity (ALTE)

ObjectiveThis study addressed the imperative for educational methodologies that effectively cultivate an understanding of diverse cultures within midwifery education curricula, particularly focusing on culture-based practices in the professional milieu. The primary objective was to develop a comprehensive methodology for the integration of cultural competence acquisition into midwifery undergraduate education. This study endeavoured to introduce and critically assesses an educational approach tailored to facilitate the acquisition of cultural competence and sensitivity among midwifery students. DesignThe Asking, Learning, Telling, and Embracing Diversity (ALTE) method, which was developed for use in the “History and Philosophy of Midwifery” course curriculum, was evaluated within the framework of instructor experiences and feedback from students. SettingKocaeli University Faculty of Health Sciences, Department of Midwifery in Türkiye. ParticipantsA cohort of midwifery students enrolled in the History and Philosophy of Midwifery course between 2011 and 2016 (N = 95). FindingsThe ALTE method, which is characterized by a student-cantered approach and active participation facilitation, presents an opportunity to enhance student engagement and foster active learning. Student feedback underscored that ALTE, emphasizing active participation, is perceived as an instructive and enriching educational approach, diverging from conventional didactic teaching methods. The ALTE method has emerged as an effective instrument for instilling cultural competence within midwifery education. Key conclusionsThe implementation of the ALTE method empowered midwifery students from diverse geographical backgrounds to discern varied cultural codes and traditional practices. This methodology facilitated the identification of commonalities across regions, exploration of preserved cultural values, and scrutiny of potential advantages, disadvantages, and risks associated with such practices concerning maternal and neonatal well-being. Notably, ALTE exhibited commendable efficacy in fostering cultural sensitivity, active learning, acquisition of communication and presentation skills, peer learning, development of cultural competence, and critical thinking skills.

Through the looking glass; midwifery students' experience of ethical issues: A feminist explanatory case study

BackgroundThe ethical component in midwifery education is governed by international professional values, codes, and ethical principles. The aim of midwifery education is to encourage students to develop a lifelong commitment to ethical practice within their midwifery role and scope. However, little evidence is available on the experiences of midwifery students and how they navigate ethical issues in maternity systems. AimTo present a case study from a midwifery students' perspective that demonstrates observed ethical issues and to provide analysis of the ethical issues identified. DesignA Single explanatory case study design with a feminist lens applied. Explanatory case studies present the ‘how and why’ of a phenomenon and contributes to understanding phenomena in a holistic and real-life context. SettingThis project was set at a West Australian university from which pre-registration midwifery courses are delivered. ParticipantsA solitary case study is presented from a midwifery students' clinical placement. MethodsEthics were approved 2023-04805. Edith Cowan University HREC. The source of data for this case study was direct observation by the primary author (Priya, 2021) and the Joanna Briggs Methods for Case study reporting guide followed. Thematic analysis with a feminist lens was applied to the data. ResultsThree themes were generated ‘Through the looking glass; observing ethical issues’; ‘Whose body Is It? The Erosion of Maternal Consent’ and ‘Relational care versus defensive practice’. These themes explain the antecedents and consequences of the ethical issues identified by the midwifery student, the findings are supported by ethical theory and midwifery philosophy to highlight some of the underlying causes that contribute to ethical issues. ConclusionMidwifery students experience ethical distress when they observe ethical issues and are powerless to support birth people in a way that aligns with midwifery philosophy of relational, woman-centred care. Further research is required to better understand how midwifery students may be better supported to foster ethical care.

LGBTQIA+ healthcare content in pre-registration nursing and midwifery curricula: A cross-sectional study

BackgroundNurses and midwives are expected to provide inclusive care for LGBTQIA+ populations. However, there is a paucity of knowledge on how well-prepared nursing and midwifery graduates are for this aspect of their role. AimTo explore LGBTQIA+ content in pre-registration nursing and midwifery curricula in Australia. DesignCross-sectional study. SettingsAustralian higher education institutions offering 86 pre-registration nursing and midwifery programs. SamplePublicly available pre-registration nursing and midwifery course programs in Australia as presented in the online course handbooks of 25 randomly selected educational institutions. MethodsA LGBTQIA+ terminology matrix was developed to guide data extraction from subject titles, synopses, and learning outcomes. Explicit terms were those strongly associated with LGBTQIA+. Implicit terms were those indirectly associated with LGBTQIA+. Explicit and implicit LGBTQIA+ terms were analyzed for frequencies. Poisson regression was used to compare counts of LGBTQIA+ terms by course, subject, and university. ResultsAmong the 1093 subjects, no subject titles included explicit terms and 6 (0.55 %) titles included implicit LGBTQIA+ terminology. Explicit LGBTQIA+ terminology was identified in 54 (4.9 %) subject synopses and implicit terminology was found in 323 (29.6 %) subject synopses. Explicit LGBTQIA+ terms were identified in 14 (1.3 %) learning outcomes while implicit terms were found in 323 (29.6 %) learning outcomes. Group of Eight universities were more likely to use explicit and implicit LGBTQIA+ terminology than non-Group of Eight universities (p < 0.001; p = 0.035). Undergraduate programs included more LGBTQIA+ terminology than postgraduate programs (p = 0.019; p < 0.001). Core subjects were more likely to include LGBTQIA+ content than elective subjects (p < 0.001). ConclusionExplicit LGBTQIA+ terminology was minimal indicating limited overall content. The study results alert nursing and midwifery educators to take a targeted approach to teaching and learning with a LGBTQIA+ focus to support future nurses and midwives with quality knowledge and skills and ensure equitable and safe care for LGBTQIA+ people.

Professional identity: Students’ learning from the attributes and behaviours of midwives on clinical placement

BackgroundMidwifery practice experience is an important component of education to develop an understanding of professional identity in midwifery students. The responsibility of supporting student development in the clinical setting is predominantly undertaken by clinical midwives. There is minimal literature relating to the professional identity development of midwifery students. AimTo explore midwifery student experiences of the positive attributes of clinical midwives who supported the professional identity development of midwifery students in the clinical practice setting. MethodsAn Appreciative Inquiry approach guided this study. The setting was a university in Sydney, Australia. Participants comprised thirteen students from a postgraduate midwifery course. Data were collected via individual interviews and analysed thematically. Students had two to six months of placement in the clinical setting. FindingsData analysis identified three themes, Putting the woman at the centre of care; Supporting a woman-centred environment and Focusing on student success. DiscussionFindings from this study revealed that extended time spent with a midwife enabled the student to observe and reflect on the nuances of midwifery practice that are not overtly shared with students. Students were able to observe a midwife’s tacit way of being. This paper reveals the positive attributes and behaviours of midwives whose practice the students want to emulate. ConclusionsMidwifery students’ exposure to positive clinical midwife role models on clinical placement enables them to develop a greater understanding of professional identity.

Development of a Midwifery Student Peer Debriefing Tool: An interpretive descriptive study

BackgroundPsychosocial traumatisation associated with giving birth, can occur in those present with the woman giving birth, a phenomenon known as vicarious trauma. It has been identified that there are currently no interventions available for midwifery students who have experienced vicarious trauma following difficult birth experiences. ObjectiveTo explore whether the counselling intervention developed by Gamble et al. (2005), can be adapted for midwifery students to be appropriately and feasibly used as a counselling intervention with peers who have experienced midwifery practice-related vicarious trauma. DesignInterpretive descriptive methodology. SettingThis study was set at two Australian universities from which pre-registration midwifery courses are delivered. ParticipantsThe work of reviewing the original tool and adapting it for use by and with midwifery students associated with this project was conducted by a key stakeholder group of seven representative midwifery students and five midwifery academics. MethodsEthics were approved. Data were collected via one face to face and two online conversations using the Microsoft Teams™ platform. Reflexive Thematic analysis were applied to revise the tool following each round of data collection and to finalise the adaptation of the intervention for its new intended purpose. ResultsThe Midwifery Student Peer Debriefing Tool is presented as a six-step intervention that guides the midwifery student through a process of debriefing with their peer. The feasibility of the tool resulted in an overarching theme labelled “I want this to mean something” and captures the therapeutic power of peer debriefing toward a meaningful outcome that fostered growth, and a deeper understanding of the profession. ConclusionVicarious trauma is widely recognised as a core reason for midwives and midwifery students leaving the workforce. The peer debriefing tool helps midwifery students move through the process of recovering from adversity but also fostered learnings about midwifery practice and the profession.

Case report of rare tissue injury and left arm dislocation after incorrect blood pressure measurement during clinical practice

In midwifery education based on theoretical and practical foundations, students encounter midwifery profession education which based on for the first time in the Basic Clinical Skills in Midwifery Course. The aim of the Basic Clinical Skills in Midwifery Course is to help students understand the basic philosophy of midwifery and the role of the midwife in the health system, and to provide the student with knowledge, skills and attitudes about the basic concepts, principles and methods in midwifery care. In the Basic Clinical Skills in Midwifery Course, students are offered learning methods that will enable them to develop behaviors in the cognitive, affective and psychomotor domains. In this context, the course is carried out in skill development laboratories and clinical environments, after the lecturer in the classroom explains the basic concepts, the health system and midwifery, the protection and development of health, the fulfillment of physiological care needs, and the demonstration of the skills related to the psychomotor domain. Clinical practices are an indispensable element of midwifery education. The Midwifery Basic Clinical Skills Course has a very important place in clinical skills training, as students experience the hospital environment for the first time in their education life and experience midwifery practices for the first time on real patients. The aim here is to discuss a case that can be experienced after the correct application of vital sign measurement techniques and erroneous measurement.

The Influence of E-Learning-Based Learning Methods in Midwifery Courses on Midwifery Undergraduate Students' Learning Motivation

This study aims to determine the effect of e-learning based learning methods in midwifery care courses on student learning motivation. This research is clearly analytic research with case control research method. Accidental sampling method, sampling technique slovin formula, univariate data analysis and bivariate analysis with Odds Ratio Analysis. The results of the study can be concluded that the results of statistical tests obtained OR = 0.070 (CI = 0.014-0.0314) which shows that E-learning has an effect of 0.070 times on student learning motivation compared to those who do not do E-learning. Because the OR value &lt; 1 and the range of confidence intervals does not include number one, the hypothesis is accepted which means that E-learning based learning in midwifery care courses has an effect on student learning motivation.

Examining the Solution-focused Thinking and Hope Levels of Turkish Midwifery Students During Distance Education: A Cross-sectional Study

Background: The uncertainty caused by the COVID-19 pandemic has adversely affected the physical and psychosocial health of each individual in the community. Although the psychosocial impact of COVID-19 has been studied in different populations, psychosocial factors (such as solution-focused thinking (SFT) and hope) have not been previously studied in midwifery students. Objectives: This study aimed to determine the SFT and hope levels of midwifery students after distance education applied due to the COVID-19 pandemic. Methods: This descriptive cross-sectional study was conducted in June 2020 in the Midwifery Department of the Health Sciences Faculty of Ondokuz Mayıs University, Turkey. The research data were collected using a student identification form (SIF), Solution-focused Inventory (SFI), and Dispositional Hope Scale (DHS). The data were analyzed using SPSS version 20. The compliance of the variables to normal distribution was evaluated using the Kolmogorov-Smirnov test. Mean, SD, number and percentage values, t-test, analysis of variance (ANOVA), and Pearson correlation were used in the analysis of the data. P values less than 0.05 were considered statistically significant. Results: The average age of students was 20.78 ± 1.97 years. The SFI total score mean was 49.63 ± 5.72, and the mean scores of the subdimension of problem disengagement, goal orientation, and resource activation were 12.97 ± 3.55, 17.68 ± 3.17, and 18.97 ± 3.25, respectively. The mean total score for DHS was 48.53 ± 7.18, and the mean scores of the alternative ways thought and acting thinking subdimensions were 24.75 ± 3.86 and 23.78 ± 3.99, respectively. A high level of positive correlation was found between SFI and DHS (r = 0.432; P &lt; 0.001). Conclusions: Students who have higher SFT have higher levels of hope. For this reason, as future health professionals, an SFT approach that allows midwifery students to cope with mental disorders to serve in extraordinary situations should be added to educational curricula (such as the solution-focused midwifery course).

"Teaching Through Your Fingertips": A Descriptive Study to Understand the Experiences and Needs of Online Educators in Postgraduate Nursing Education in Australia.

Even before COVID-19, enrolments in online postgraduate nursing and midwifery courses were growing globally. Teaching into planned online courses requires pedagogical considerations unique to the context. The objective of this descriptive mixed methods study was to understand the experiences and needs of Australian online educators who taught into planned online postgraduate nursing or midwifery courses. A 55-item online survey captured the experiences and needs of participants. This paper reports on the analysis of participants' qualitative responses in this survey, analyzed using a thematic analysis approach. Forty-nine postgraduate educators participated in this study. Five core themes were identified: time is precious; redefining the educator role; understanding the pedagogical shift; online and alone; and learning to teach online. Many educators report lacking the skills and confidence to deliver high-quality education to postgraduate students through their fingertips. This research highlighted that online educators need support through resources, education, and professional development.

Embracing the continuity of care experience: A new Australian graduate entry master of midwifery course with a student caseload of 15 women per year

BackgroundWomen receiving continuity of midwifery care have increased satisfaction and improved outcomes. Preparation of midwifery students to work in continuity models from the point of graduation may provide an ongoing midwifery workforce that meets rising demand from women for access to such care. Aim of the paperThe aim of this paper is to describe an innovative midwifery course based on a continuity model, where students acquire more than 50 % of clinical hours through continuity of care experiences. Additional educational strategies incorporated in the course to enhance the CCE experience within the philosophy of midwifery care, include a virtual maternity centre, case-based learning and the Resources Activities Support Evaluation (RASE) pedagogical model of learning. DiscussionAustralian accredited midwifery courses vary in structure, format and philosophy; this new course provides students with an alternative option of study for those who have a particular interest in continuity of midwifery care. ConclusionA midwifery course which provides the majority of clinical hours through continuity of care may prepare graduates for employment within midwifery group practice models by demonstrating the benefits of relationship building, improved outcomes and the reality of an on-call lifestyle.

Continuity or team-teaching approach for midwifery education? An exploratory qualitative study of student and academic preferences

BackgroundThe content of midwifery courses is very similar across universities. The teaching approach is not, with universities adopting a variety of pedagogical methods. AimTo explore views of midwifery students, midwifery academics and senior academic managers comparing a continuity approach where one main academic provides the majority of midwifery content plus pastoral care compared with a team-teaching approach of midwifery education where lecturers change throughout the course. MethodsSemi-structured interviews and focus groups were used to discover thoughts, benefits and disadvantages of two teaching approaches. Data were analysed using thematic analysis. FindingsMidwifery students and academics valued relationship building, consistency of advice and assessment expectations of the continuity approach but also appreciated a variety of teaching styles and content found in the team-teaching approach. Senior academic managers favoured a team-teaching approach due to workload concerns. DiscussionContinuity and team-teaching pedagogical approaches offer different advantages. Continuity in midwifery education may provide students with a meaningful trusting relationship with their teacher and consistency of information, which could aid learning. A team-teaching approach provides students with diversity of teaching styles and midwifery ‘stories’. A combination of both pedagogies offering both a mix of teachers and a named ‘go-to’ mentor might help meet student requirements for both continuity and variety. ConclusionRelationship building, consistency and trust, were all evident in the continuity approach whereas the team-teaching approach was considered to be a more sustainable workload model.

P40 - Innovation in educating midwives at the University of Goroka in Papua New Guinea

It is estimated that at least 145 Papua New Guinean women die from pregnancy and childbirth for every 100,000 live births compared to six Australian women, and at least 21 Papua New Guinean babies die before 28 days of age for every 1000 live births compared to one Australian baby. One strategy that has been implemented to address these issues is an emphasis on midwifery education. In 2017 the University of Goroka (UOG) pioneered the 18-month postgraduate Bachelor of Midwifery course in PNG. The curriculum consists of 899 hours of theory and 1330 hours of clinical practice. Theory subjects cover clinical midwifery, care of the neonate, sexual health, public health and leadership. Clinical practice includes hospital, community clinic and rural placements. 80% of the population of Papua New Guinea (PNG) reside in rural areas, often very remote, and serviced by health centres, with few midwives employed in these areas. Rural practicum consists of eight weeks in a rural health centre. A group of students are accompanied by a university educator and apart from clinical practice, students provide in-services on evidenced-based practices to staff, and health promotion to school children and the community. Students also initiate and support community projects such as the building of maternity waiting houses and installation of COVID-19 hand basins in schools and health centres. Anecdotally, this has contributed to increased supervised births, reduced maternal and neonatal deaths in the facilities that accepted the students, created networks and collaboration with schools and health centres, and the communities have appreciated the input from the UOG team. The team of midwifery educators at UOG have worked hard to ensure their graduates are equipped with the skills and knowledge required to care for women and babies in PNG. This presentation aims to share their experiences of teaching midwifery at UOG.

Delivering midwifery concepts to undergraduate nursing students: a comparison study of the online flipped learning with the traditional in-class pedagogy

The 2020 pandemic offered an exceptional opportunity for a “natural experimentation” to compare the effectiveness of teaching the midwifery course to the nursing students in flipped learning online model with the traditional classroom teaching. Course data were retrieved and analyzed using appropriate statistical techniques.Students' achievement scores in the flipped learning online model were statistically significantly higher than those in traditional model (178.62 vs. 171.96; P = .042). The difference in the course evaluation scores between the two models did not reach the level of statistical significance (4.21 vs. 4.31, P > .05). The flipped learning model was ranked lower for the appropriateness of learning time and workload outside the class. The lower ranking could be confounded by students’ mental health and frustration due to confinements to their dormitory rooms and isolation from their peers. More research must be conducted to discern the best didactic technique for nursing students.

Acquisition of Knowledge and Skills about Delivery by Self-Evaluation of Midwifery Students Using the Labor and Delivery Assistance Evaluation Sheets

Aim: This study aims to clarify the current state of advancement of knowledge and skills in the educational process from self-assessments by midwifery student labor and delivery assistance evaluation sheets. Method: Metrology is an observational and retrospective study. Self-assessments in labor and delivery assistance evaluation sheets of midwifery students registered in an advanced midwifery course at Nursing College A from Apr. 2017 to Mar. 2018 were analyzed retrospectively. The end-points were every score of six classifications: health checkups and assessments of women who give birth, preparations for labor and delivery assistance, delivery assistance in the parturient second stage, delivery assistance in the parturient third and fourth stages, midwifery process, and the training manner. Moreover, they also included the scores of 64 evaluation items belonging to any of the six classifications and a comprehensive evaluation score in which students judged the acquisition of all knowledge and skills of delivery assistance. In addition, although not on the evaluation sheet, the average score of all 64 evaluation items was also included. The evaluation criteria were five levels, from one to five. The end-points were examined by comparing the experiences of delivery assistances in two periods of Results: 80 among 91 evaluation sheets from eight out of nine students were analyzed. The average score of all 64 evaluation items, every score of the six classifications, and the comprehensive evaluation score was significantly elevated in the experience periods of 6 ≤ times (P Conclusion: Training in adaptation and enforcement of amniotomy and assistance skills for lacerations sutures will be needed in future educational challenges. Self-assessment scores by midwifery students in labor and delivery assistance evaluation sheets were significantly elevated in the experience periods of 6 ≤ times.

Investigating the components of History, Ethics, Laws and Rights in Midwifery course in the midwifery curriculum

Investigating the components of History, Ethics, Laws and Rights in Midwifery course in the midwifery curriculum

Understanding midwifery student needs and expectations of peer-mentoring for clinical placement: a qualitative questionnaire study

ProblemFirst year undergraduate midwifery students experience significant stress in their early encounters on clinical placement. Peer-mentoring programs may help to address this concern; however, limited attention has been paid to evaluating student needs before implementing peer-led supports for clinical placement. AimThe main objective of this study was to explore first year midwifery students’ experiences of clinical placement in order to understand their needs and expectations from a clinical placement peer-mentoring program. MethodsTwenty-one first year students enrolled in a Bachelor of Midwifery course at a university in Victoria, Australia were involved in the study and completed an online questionnaire with open-ended qualitative responses. Data were analysed using a thematic approach. FindingsThe results indicated that students had varied experiences in the quality of education and support obtained on clinical placement. Many students emphasised a need for greater opportunities for both practical and theoretical learning experiences on placement, and that peer-mentoring had the potential to address these limitations and knowledge gaps. DiscussionSupporting midwifery students on clinical placement is often challenging due to the pressures present in a hospital environment. Peer-mentoring offers a unique and cost-effective means of enhancing support and reducing student anxiety associated with clinical placement. ConclusionPeer-mentoring that is designed to meet student needs is likely to enhance engagement, and thus improve academic outcomes, promote clinical competence, and reduce university attrition rates.

Exploring Students’ Experiences of E-learning in Midwifery Course: A Qualitative Study Involving Nursing Students Taking Midwifery Course at Rusangu University

Digital teaching and learning sprouted as sparks of fire at different points with the traditional method of teaching and learning stone walling its presence and its ability to be appreciated. Following an unprecedented burst of COVI-19 pandemic, institutions of higher learning embraced digital learning extensively and seemingly forever. This study was launched for the purpose of exploring nursing students’ experiences of e-learning as they pursued Midwifery Course during the pandemic. The study used a cross-sectional design with a qualitative approach. A mixture of 60 third year and fourth year Nursing students taking Midwifery as a course participated in the study through 6 Focus Group discussions. The study found that students residing in rural places of the country faced challenges of poor internet connectivity due to weak signal strength. They could fail to participate during interactive virtual class due to uncharged electronic gadgets or interrupted session due to power outages. Some had neither Personal Computers nor a smart phone to enable them access learning materials. E-learning, in spite of institutions embracing it due to COVID-19 pandemic related reasons, it remains the quickest, widest and most efficient and effective way of teaching and learning with greater potential for being the future mainstay of learning. Telecommunication and electricity supply companies need to invest more in technology to enable lecturers and students access uninterrupted and reliable internet network because with technology advancement comes, a cultural shift from the traditional way of learning to the digitalized mode of learning.

Open and Distance Learning Programs for Nursing and Midwifery Education in East Africa: Protocol for a Scoping Review.

BackgroundIn the face of growing modernity and the coronavirus disease 2019 (COVID-19) pandemic, open and distance learning (ODL) is considered to play an important role in increasing access to education worldwide. There is a robust evidence base demonstrating its cost effectiveness in comparison with conventional class-based teaching; however, the transition to this new paradigm of learning for nursing and midwifery courses has been difficult in low-income countries. While there are notable efforts to increase internet and education access to health care professionals, not much is known about ODL for nurses and midwives in East African countries.ObjectiveThe objective of this scoping review is to understand whether ODL programs for nursing and midwifery education exist, the drivers of their adoption, their implementation, the topics/courses covered, their acceptability, and their impacts in East African countries.MethodsThe scoping review methodology employs the framework developed by Arksey and O’Malley. Using an exploratory approach, a two-stage screening process consisting of a title and abstract scan and a full-text review will be used to determine the eligibility of articles. To be included, articles must report on an existing ODL initiative for nurses and midwives in Uganda, Tanzania, and Kenya. All articles will be independently assessed for eligibility by pairs of reviewers, and all eligible articles will be abstracted and charted in duplicate using a standardized form.ResultsDetails of ODL for nursing and midwifery education initiatives and study outcomes will be summarized in a table. The extracted data will undergo exploratory descriptive analysis, and the results will be classified into learner and clinical outcomes.ConclusionsEvidence on ODL for nursing and midwifery education will inform the ongoing development and restructuring of health care professional education in East Africa amidst the COVID-19 pandemic.International Registered Report Identifier (IRRID)PRR1-10.2196/17765

Admission of persons with disabilities into nursing and midwifery courses: Progress made by the Indian Nursing Council.

India's Persons with Disabilities Act, 1995 (PWD Act, 1995) mandated a minimum enrollment reservation of 3% for persons with disability (PwDs) across all educational courses supported by government funding. Following this, the Indian Nursing Council (INC) issued regulations limiting such an enrollment quota to PwDs with lower limb locomotor disability ranging between 40%-50%. The Medical Council of India (MCI) also restricted admissions under the PwD category to PwDs with a lower limb locomotor disability to comply with the Act. The Rights of Persons with Disabilities (RPwD) Act, 2016, which replaced the PwD Act, 1995, raised the minimum reservation to 5% for all government-funded institutions of higher education and extended this reservation to PwDs under 21 different clinical conditions, rather than the seven conditions included under the PwD Act, 1995. Following the enactment of the RPwD Act, 2016, the MCI issued regulations that allowed PwDs with locomotor disability and those with a few other types of disabilities in the range of 40%-80%, to pursue graduate and postgraduate medical courses, while the INC has not made any changes. This article addresses the complexities of inclusion of PwDs in the healthcare workforce, offers suggestions for inclusive measures; and compares the INC admission regulation released in 2019 to the MCI 2019 admission guidelines for graduate and postgraduate medical courses.

Academisation of the Midwifery Profession and the Implementation of Higher Education in the Context of the New Requirements for Licensure.

The academization of the midwifery profession poses great challenges for Germany, especially due to the tight timelines: Corresponding courses of study can in principle be offered at both universities and technical colleges – although contrary to the recommendations of the Science Council. This means that there is a heterogeneity in midwifery qualifications and promotes a discussion regarding coherent study concepts. This process must be accompanied with great care so that midwifery courses of study are not designed to be of poorer quality than other courses of study due to a lack of financial resources. First concepts are already available and will be discussed and examined below.