Midwifery Students Research Articles

Examination of the effect of different techniques (demonstration, telesimulation and game-based training) in teaching the management of shoulder dystocia: A randomized controlled trial

BackgroundThis study evaluated the effect of demonstration, telesimulation and game-based training in teaching SD management for midwifery students. MethodsThis randomized controlled trial was completed with 123 participants. To collect data, the ‘Introductory Information Form’, ‘Self-efficacy Visual Analog Scale (VAS)’, ‘Shoulder Dystocia Skill Checklist’, and ‘Instructional Materials Motivation Survey (IMMS) were used. ResultsAfter the training, mean VAS scores of self-efficacy in diagnosing and intervening SD were higher in the telesimulation and demonstration groups, and mean VAS scores of self-efficacy in evaluating the postpartum mother and infant were higher in all intervention groups than in the control group (p < .001). There is a difference between the control group and all intervention groups in terms of total skill score in SD management (p < .001). Demonstration group's mean total score of MMS of students is higher than kahoot and control groups (p < .005). ConclusionIt was seen that all three methods were more effective than theoretical training in gaining SD management skills, but telesimulation was more effective than other methods.

Relationship of Resilience With Depression, Anxiety, and Stress Among Nursing and Midwifery Students in Qom, Iran, During the COVID-19 Pandemic

Background and Objectives: The COVID-19 pandemic affected physical and mental health of people, including college students. Several studies in Iran have reported high symptoms of depression, anxiety, and stress in college students during the pandemic; however, few studies have investigated their resilience during the pandemic. This study aims to determine the relationship of resilience with anxiety, depression, and stress of nursing and midwifery students in Qom, Iran during the COVID-19 pandemic. Methods: This is a descriptive-correlational study. Participants were 192 nursing and midwifery students of Qom University of Medical Sciences in 2021, who were selected using a simple random sampling method. The instruments included the Corona Disease Anxiety Scale, the Connor-Davidson resilience scale, and the 21-item depression, anxiety, stress scale (DASS-21). The data was analyzed using descriptive statistics and analytical tests of Pearson’s correlation test and regression analysis in SPSS software, version 22. Results: The mean score of anxiety, depression, stress, and total DASS-21 score was 14.6±4.4, 14.48±4.29, 15±4.32, and 32.46±9.88, respectively. The mean total resilience score was 53.5±16.5. There was a significant negative correlation between depression, anxiety, stress, and total DASS-21 score with resilience in students during the pandemic (P&lt;0.001). Conclusion: During the COVID-19 pandemic, nursing and midwifery students’ resilience had a significant relationship with their depression, anxiety, and stress. The lower resilience can increase the stress, depression, and anxiety of nursing and midwifery students.

Relationship between Perceived Stress and Psychological Capital in Nursing and Midwifery Students in Ahvaz, Iran during the COVID-19 pandemic

Background and Objectives: The COVID-19 pandemic led to mental health problems in people, including nursing students. People use different coping strategies when faced with unprecedented stress. This study aims to determine the relationship between perceived stress and psychological capital components (hope, optimism, resilience, self-efficacy) in nursing and Midwifery students in Ahvaz, Iran, during the COVID-19 pandemic. Methods: This is a descriptive-correlational study that was conducted on 178 third- and fourth-year undergraduate nursing and Midwifery students of Ahvaz Jundishapur University of Medical Sciences, who were selected using a census method. The data were collected from May to July 2022 online using a demographic checklist, Cohen’s Perceived Stress Scale 14-item, and Luthans’s Psychological Capital Questionnaire. Data were analyzed using independent t-test, one-way ANOVA, Pearson’s correlation test, and multiple linear regression analysis in SPSS software, version 22. Results: A significant and negative correlation was found between perceived stress and psychological capital components (r=-0.5, P&lt;0.001). Regression models showed that optimism (β=-0.36, P&lt;0.001), self-efficacy (β=-0.30, P=0.001), visiting a psychologist (β=-0.17, P=0.005), and resilience (P=0.043, β=0.16) were the predictors of perceived stress in nursing students. These factors were able to predict 32% of the changes in the perceived stress variable. Conclusion: There is a negative relationship between psychological capital and perceived stress in nursing students. It is recommended to make appropriate plans to improve the psychological capital of these students to prevent and control their stress during the pandemic.

Pioneering point-of-care obstetric ultrasound integration in midwifery education – the MEPOCUS study

BackgroundUltrasound technology is indispensable in perinatal care due to its non-invasive and painless nature, offering vital insights into foetal development and childbirth. With the academisation of midwifery in Germany, there is a growing necessity to incorporate ultrasound training into midwifery education. This paper discusses the development and implementation of an introductory obstetric ultrasound curriculum tailored for midwifery students, focusing on fundamental ultrasound techniques in obstetrics.Materials and methodsWe used Kern’s six-step approach of curricular development comprising [1] problem identification and general needs assessment [2], needs assessment of the targeted learners [3], goals and objectives [4], educational strategies [5], implementation, and [6] evaluation and feedback. The individual components of the curriculum were meticulously designed based on comprehensive literature reviews, thorough consultations with experienced ultrasound experts and evaluated needs of participants prior to the course instruction.ResultsTwenty-seven ultrasound-naive midwifery students participated in the newly developed obstetric ultrasound course. Structured as a modular and integrated framework, the course aimed to provide theoretical and practical instruction in basic obstetric ultrasound, with intrapartum sonography and focused assessment with abdominal sonography for trauma (FAST) as key supplementary specialisations. The results demonstrated a significant increase in the students’ overall knowledge and practical skills, as evidenced by the median post-course total score rising from 20 to 60 out of 75 (p < 0.001) in the objective structured clinical examination (OSCE) and from 9 to 19 out of 20 (p = 0.001) in the knowledge test. Additionally, students reported high satisfaction with the course and noted substantial personal benefits.ConclusionThe integration of basic obstetric ultrasound training within the midwifery curriculum is feasible and effective to teach fundamental knowledge and skills of obstetric ultrasound examinations to midwifery students. Expansion, standardisation and regulatory structures are critical components for a continued improvement and realistic integration into midwifery educational frameworks and thus the further development of the midwifery profession.

Digital vs. conventional instructor-led midwifery training in Benue State, Nigeria: a randomized non-inferiority trial

BackgroundMany health education institutions in African countries such as Nigeria face increasing enrolment of students but lack an adequate number of instructors to train them. If digital learning can be demonstrated effective in augmenting knowledge and skills, this approach could help fill this gap and improve education efficiency. A needs assessment in two Nigerian midwifery schools confirmed that digital learning would be feasible and welcomed. In this study, the Midwifery Active Digitization Empowerment Initiative (MADE-I) program was tested to determine if digital delivery of the Fundamental Interventions, Referral and Safe Transfer (FIRST) course is at least equally effective for training midwifery students compared to conventional small-group delivery.MethodsA non-inferiority randomized controlled trial design was used, enrolling 130 s-year students from 2 midwifery schools in Benue State, Nigeria. Students were randomly assigned into six cohorts. Each cohort received half of the course on a Learning Management Platform on their mobile phones, the other half through standard small-group teaching. Students’ knowledge, thinking, and technical skills were assessed using a pre-test, post-test, Objective Structured Clinical Exam (OSCE), and daily modular quizzes. The data was analyzed using the difference-in-difference method.ResultsThe study revealed that post-intervention student knowledge and thinking skills did not significantly differ between digital learning (75.26%) and small-group learning arms of the trial (75.02%, p = 0.404). Student knowledge improved significantly compared to the pre-test in both groups (by 25.03 points in the digital arm, 26.39, in small-group). Some differences were observed between digital and small-group learning in disaggregated analysis by specific module and midwifery school. Although there was a trend toward small-group learning of technical skills being more effective than digital learning, no significant differences between groups were observed in the post-intervention OSCE. Students in both groups learned equally well regardless of age, gender, and midwifery school entrance exam score.ConclusionDigital learning is as effective as small-group learning, for midwifery trainees, in augmenting knowledge, thinking, and technical skills addressed in the FIRST course, and have lighter human resource requirements, an important consideration especially in LMIC. However, similar assessments would be needed to assess effectiveness for other digitally delivered clinical education programs.

Educational needs of midwifery students in medical ethics: A qualitative study.

Background: Ethics education is a basic part of midwifery education program. However, there is no evidence to show that ethics education has been able to meet the educational needs of midwifery students. Purpose: This study aimed to explore the educational needs of students for ethics in midwifery program with a focus on the course of history, ethics, and rules of midwifery. Research design and participants: The present study is qualitative descriptive content analysis research, exploring midwifery students' needs of ethics education in bachelor's degrees. We conducted in-depth semi-structured interviews with 11 undergraduate midwifery students, seven midwives working in hospitals and health centers, and seven midwifery faculty members in Urmia University of Medical Sciences. The participants were selected using a purposeful sampling method and invited to join the study from December 2021 to June 2022. The sampling continued until data saturation. Findings: Content analysis identified four categories and associated subcategories: 1. "The client's rights": respecting the dignity of clients, confidentiality, the client's right to choose and make decisions; 2. "Legal and ethical requirements of fertility": abortion, alternative treatment for infertility, domestic violence; 3. "Communication skills": communication with the client, communication with clients' caregivers and communication with colleagues; and 4. "ethical principles in research": compliance with ethical principles in the research process and ethical principles in publishing research findings. Ethical considerations: The study was approved by the Ethics Committee of Urmia University of Medical Sciences. Before filling the questionnaires, written informed consent was obtained from the participants. The participants were assured of the confidentiality of personal information. Conclusion: The educational needs of midwifery students can be met by providing theoretical and practical training on respecting the pregnant mother, communication skills, legal and ethical aspects of the reproductive period, and incorporating ethical principles in related courses.

Nursing and midwifery simulation training with a newly developed low-cost high-fidelity placenta simulator: a collaboration between Italy and Ethiopia

BackgroundSimulation training provides safe environment for skill acquisition and retention. This study addresses a critical challenge in Africa – umbilical cord and placenta management after childbirth – aiming to bridge theoretical learning with practical experiences through simulation. We realized a new low-cost high-fidelity simulator of placenta and umbilical cord. We conducted a needs-based training course for nursing and midwifery students at St. Luke Hospital of Wolisso, Ethiopia, to validate our new simulator and compare its acceptability and teaching effectiveness with other two simulators (conventional low-fidelity model and human placenta).MethodsWe surveyed St. Luke Hospital medical experts to obtain their feedback on the new simulator’s face, content, and usability. We carried out a simulation training course for 67 students who received theoretical lectures and simulation courses being divided into three groups according to the simulator used. We assessed the simulators’ user acceptability using the Technology Acceptance Model (TAM) and compared the final objective evaluations by tutors between groups.ResultsExperts confirmed the new simulator’s fidelity, material quality, and usability. Students training on the new simulator demonstrated higher objective scores and perceived it as more useful and user-friendly compared to human placenta, while there was no difference between conventional simulator and human placenta in the TAM items.ConclusionWe validated a new high-fidelity simulator developed by the Sant’Anna School of Advanced Studies in Pisa, Italy, using the TAM scale and robust statistical methods, thanks to a successful collaboration with St. Luke’s Hospital in a simulation training course where students achieved higher objective scores and perceived the simulator as more useful and easier to use than a real human placenta, suggesting significant educational benefits and potential for future research.

ESP STUDENTS' PERCEPTIONS TOWARDS MENTORING STRATEGY TO IMPROVE SPEAKING SKILLS

English speaking proficiency has become prominent for Midwifery Students to prepare them in the global competition of the health field. Unfortunately, they have complex problems in learning and practicing speaking, such as a lack of motivation, confidence, and vocabulary, being afraid of making mistakes, and difficult pronunciation. Mentoring strategy comes as one of the best solutions for their problems. This study aimed to explore Midwifery students’ point of view towards a mentoring strategy to help them enhancing speaking skills. A survey research with mixed methods design was employed in this research by administering a questionnaire and interview. The result indicated that the respondents had a strong attitude and positive perspective towards the mentoring program. In conclusion, it is one of the best alternative ways to be applied in the classroom and equip the students with English competency, particularly the speaking skills.

Midwifery Study Tour To Japan – A Reflection

For two weeks in early July 2024, seventeen Bachelor of Midwifery students and two midwifery academics from Western Sydney University travelled to Japan on a midwifery study tour. One week was spent with the University of Tokyo (UTokyo) and the second with Yamagata University. This article is an overview of the trip by Dr Hazel Keedle and includes two reflections from students who attended the study tour.

Midwife students' attitudes towards violence against women: A pilot study.

The United Nations define violence against women (VAW) as any gender-based violence that causes mental, physical, or economic harm and restricts freedom. The topic has not been studied before in the context of the midwifery curriculum in Estonia. The purpose of the study is to investigate the attitudes of midwife students towards VAW. This pilot study followed a mixed-methods approach. The study population consisted of 77 midwifery students at Tallinn Health Care College from 2022-2023. The online survey was distributed to all Tallinn Health Care College midwifery students. The pilot study is used to validate the questionnaire and obtain initial information. The results show that the midwife students of this study have personal experiences and exposures to different types of violence, and some midwife students had sociocultural misconceptions about VAW. Midwife students have limited knowledge of the impact of violence on women's health and the legislation regarding violence. Midwife students stated that they would not be able to properly help the woman as a victim, as they lack knowledge, skills, and experience, which is an unfortunate factor. The present pilot study showed that midwife students' attitudes towards VAW need improvement. The study raises the need to investigate midwife students' attitudes towards VAW with a larger sample, better-designed method, and validated questionnaire. Topics related to violence should be included in the midwifery curriculum, along with developing practical skills.

Insights gained through exploring UK midwifery care by US midwifery graduate students in a short-term study abroad: A qualitative study.

Student midwives exposed to effective systems of midwifery care in other countries can consider how aspects of this knowledge can translate into their healthcare system to improve maternal and infant perinatal outcomes. An optional short-term study abroad (STSA) experience was developed for US midwifery graduate students to expose them to the UK healthcare system, where midwives are considered the primary professionals for the care of the childbearing family. This qualitative study explored the influence of an STSA experience on US midwifery graduate students' learning of midwifery in the UK. Ten midwife student participants wrote pre- and post-trip narratives in the US and daily diary entries during their week in the UK. A grounded theory approach guided the content analysis. The themes were derived from the NVivo software data by three midwife researchers who value global health learning experiences. Analysis was shared with participants to ensure its trustworthiness. Themes that emerged included: 'Another viewpoint', encapsulating curiosity and comparison of US and UK midwifery; 'Eye-opening', capturing surprise at noted differences between US and UK midwifery practice; and 'Goals met and influenced', expressing how their learning is anticipated to shape their professional identities and career trajectories going forward. US student midwives exposed to functional systems in countries where midwifery care is fully integrated, broadened their views of midwifery care and practice. They became inspired to make positive changes in the US. Educational opportunities for midwifery students, such as STSA experiences, can positively influence self-confidence and professional identity.

Safety management within the scope of teaching practical clinical skills: framing errors for cardiopulmonary resuscitation training – a multi-arm randomized controlled equivalence trial

Introduction Cardiopulmonary resuscitation (CPR) is among the most important skills in clinical practice. Errors can happen here, just like everywhere, and potentially have severe consequences. Two common error handling strategies known from practice are Error Management (EM) and Error Avoidance (EA). However, its effects on medical performance outcomes remain unclear. This study aimed to examine the role of error framing in basic life support (BLS) training for future healthcare professionals. Materials and Methods In an equivalence trial (N = 430), first-year medical, dentistry, physiotherapy, and midwifery students underwent BLS training. In the three study arms, participants received either (1) instructions framing errors positively (EM), (2) instructions framing errors to be avoided (EA), or (3) no further instructions (Control). CPR performance was assessed using a resuscitation manikin measuring compression depth (CD) and compression rate (CR). The self-confidence ratings were assessed using a questionnaire. Equivalence margins for the outcome parameters and sample size calculations were based on previous standard BLS studies, using two-sided 95% confidence intervals to determine significance of equivalence. Results The results regarding CD revealed equivalence with a trend toward superiority of EM over EA (proportional difference 23.3%-points; 95% CI 11.4%–34.2%) and EM over control (proportional difference 23.4%-points; 95% CI 11.5%–34.2%.) and significant equivalence of EA and control (proportional difference 0.1%-points; 95% CI −11.6%–11.7%). Significant equivalence was determined for all study arms with respect to CR and self-confidence. Conclusion Our study revealed that EM was not detrimental to learners’ CPR performance. Given existing research on long-term beneficial effects of EM on patient safety, coupled with the proven equivalence of EM and EA concerning short-term performance, we argue that EM is a promising approach for future medical education purposes. Raising awareness of error framing and teaching error-handling strategies is expected to benefit ongoing safety management efforts in medical education and beyond.

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.

A day in the life of a maternity unit: immersive simulation for final year midwifery students

Simulation is an established transformational and experiential learning strategy in health education, drawing on creative and innovative teaching techniques. This article discusses a large-scale unfolding case study using real-time simulation with a multiprofessional facilitation team, to explore how using several simulation techniques can provide a rich learning experience for both midwifery students and their facilitators. Many midwifery students find the application of theoretical learning to practice settings a challenge, and report lacking confidence in certain elements of clinical practice, which can become more concerning in the latter stages of their training. By using multiple approaches with a student-centred outlook, this immersive simulation event positively impacted students' clinical confidence and assurance in their assessment skills, and enabled them to feel more fully prepared for everyday midwifery practice.

Evaluating the Effect of Scenario-Based Learning on the Knowledge, Attitude, and Perception of Nursing and Midwifery Students about Patient Safety.

Patient safety is the most important priority in the healthcare system. Medical universities always attempt to find innovative and more effective educational methods to improve the students' abilities for clinical decision-making and quality and safe care. Thus, this study was designed to evaluate the effect of scenario-based learning on the knowledge, attitude, and perception of nursing students about patient safety. This quasi-experimental study was conducted between September 2023 and January 2024. The study sample comprised 78 nursing and midwifery students from the fourth and fifth semesters of their bachelor's degrees, each of whom was systematically reviewed. The participants were allocated to the intervention (n=43) and control groups (n=35) randomly, using simple randomization. The educational content was presented via scenario-based learning for participants in the intervention group, while it was presented through lecture and discussion in the control group. The questionnaire was standardized and structured, and its validity and reliability were assessed. Data gathering was performed one month after the intervention using a knowledge, attitude, and practice questionnaire. Data were analyzed in SPSS software version 16 using descriptive statistical methods and inferential tests, including the chi-square test, independent T-test, paired T-test, and ANCOVA. The study findings indicated that there were no significant differences in attitude (P=0.152) and perception (P0.264=) scores between the intervention and control groups before the intervention. However, after the intervention, a significant difference was observed (p<0.001). [Knowledge 14.97±3.70 vs. 19.37±3.31), attitude (31.74±5.38 vs. 34.62±9.59), perception (7.51 ± 35.60± vs.38.95±8.21)]. Scenario-based learning can be a more effective way to teach nursing and midwifery students about patient safety. Thus, researchers recommend that this educational method should be used by nursing and midwifery instructors to improve the students' ability to provide safer care for patients.

Midwifery students' knowledge attitudes, approaches about early childhood caries

Midwifery students' knowledge attitudes, approaches about early childhood caries

Midwifery students’ satisfaction with simulation-based education and associated factors among governmental universities in Amhara region, Ethiopia 2022

BackgroundSimulation is a method of learning in which the learner experiences a simulated situation instead of being physically present in the clinical area. Exposing students to simulation-based education improves learners’ clinical competence and ability to make decisions, which are crucial for today’s health workforce. When given the proper circumstances, such as receiving feedback on their performance, having the chance for repeated practice, and having simulation as a core component of the curriculum, simulated instruction greatly aids in learning. Although previous studies have been conducted in this area, there are gaps in determining the factors related to their learning environment and design characteristics.MethodAn institution-based cross-sectional study was conducted on 413 midwifery students in Amhara region universities from August 1–30, 2022. Study participants were selected via a simple random sampling technique. Data were collected from third and fourth-year undergraduate midwifery students through a self-administered questionnaire. Epi Data version 4.6 and Statistical Package for Social Sciences version 26 were used for data entry and analysis, respectively. Bivariable and multivariable logistic regression analyses were employed; a P-value of less than 0.05 was considered statistically significant in the study.ResultThis study revealed that 84.7% (95% CI: 81.1–88.3) of midwifery students in Amhara region universities were satisfied with simulation-based education. Year of study [AOR: 2.936; 95% CI (1.531–5.631)], adequate support [AOR: 2.903; 95% CI (1.217–6.922)], availability of instructors [AOR = 2.861, 95% CI (1.078–7.591)], and provision of checklists [AOR: 2.326; 95% CI (1.143–4.734)] were found to be statistically significant variables.ConclusionThis study revealed undergraduate midwifery students were more satisfied with simulation-based education compared with previous studies conducted in Ethiopia. Predictor variables such as year of study, support, instructor availability, and provision of checklists were significantly associated with student satisfaction. Hence, midwifery departments should strengthen the support given by staff, encourage their instructors to be available during simulations, improve the utilization and provision of checklists to students as much as possible.

Association between beliefs in medical conspiracy theories and health behaviors among medical and healthcare students. Implications for professional practice.

While conspiracy theories cover many different themes, medical conspiracy theories (MCTs) have become particularly prevalent in modern societies. As beliefs in MCTs can become a source of "infodemics", influence individual health behaviors and cause distrust in medical institutions and personnel, healthcare workers must find ways to overturn patients' conspiracy thinking. However, as the medical world is not free of these beliefs, in this study, we investigated beliefs in MCTs among medical and health science students and their association with reported health behaviors. Our sample was derived from a self-administered, anonymized, computer-assisted web survey conducted among 1,175 medical and health science students enrolled at the Poznan University of Medical Sciences, Poland. From a set of twenty different MCTs, one-third of students rejected all of them, 18% believed in one, 15% in two, 10% in three, and 24% supported four or more conspiracy theories. In addition, many students were hesitant or unsure about MCTs. We also found that nursing and midwifery students were the most likely to believe in MCTs, while medical and dental students were the least supportive. Support for MCTs was higher among students in the early years of their studies and who declared themselves religious and conservative. This study also highlights the association between students' support for MCTs and their reported health behaviors, including avoiding vaccinations, using alternative medicine, taking vitamin C, or using social media as an essential source of health information. As medical and health science students are prone to conspiratorial thinking, they should be trained to act as a trusted and reliable source of medical information, to mitigate conspiratorial beliefs, and to act as role models for their patients and society, effectively shaping health behaviors in the population.

Are Turkish Midwifery Students Prepared for The Profession? Their Self-Confidence Levels and Associated Factors

Objective: To determine the self-confidence levels of midwifery students in line with the International Confederation of Midwives (ICM) competencies they are expected to possess before graduation and to explore effective factors. Materials and Methods: Descriptive and cross-sectional online survey design was used among quantitative research methods. The online survey link was spread through social media. In order to increase the response rate, the online survey links were posted every day. From March to June 2020, 763 midwifery students completed a survey on demographic characteristics and rated their confidence for essential midwifery skills listed by ICM. Results: Among the subscales, the highest average belonged to postpartum care (3.32 ± 0.66) and the lowest average to intrapartum care (2.94 ± 0.59). The students reported having less self-confidence in obstetrics emergencies, risky delivery, and neonatal care. The difference between descriptive characteristics and the ICM competencies subscales was found to be statistically significant (p

Cultural Intelligence and Migration Intentions Among Nursing and Midwifery Students in Southeastern Region of Turkey: A Correlational Study

ABSTRACTAimThis study explores the relationship between cultural intelligence and attitudes towards the intention to migrate among nursing and midwifery students.MethodsUsing a correlational design, data were collected from 804 students through the Student Descriptive Form, The Attitude Scale for Brain Drain in Nursing Students and the Cultural Intelligence Scale. The analysis was conducted using IBM SPSS Statistics and AMOS, employing structural equation modelling and analysis of variance.ResultsThe majority of participants were female (84.8%) and Turkish citizens (89.1%). The findings showed that both cultural intelligence levels and attitudes towards brain drain were above average. A positive correlation was identified between cultural intelligence and attitudes towards the intention to migrate.ConclusionEnhancing cultural intelligence through intercultural education, overseas experiences and multilingual proficiency is essential. The study underscores the critical need for policy reforms aimed at improving working conditions in low‐income countries and addressing the challenges posed by the intention to migrate.Implications for the Profession and/or Patient CareIncorporating cultural intelligence training into nursing and midwifery curricula is essential for preparing students to work in multicultural healthcare settings. Educational reforms are needed to equip future healthcare professionals with the skills required for diverse patient care. Additionally, policy interventions aimed at improving working conditions and offering better incentives in low‐income regions are critical to mitigating brain drain by addressing the root causes of migration among skilled healthcare workers.ImpactThe study underscores the role of cultural intelligence in shaping the migration intentions of nursing and midwifery students. It highlights how higher levels of cultural intelligence correlate with more positive attitudes towards migration, suggesting that culturally adept healthcare professionals may be more inclined to seek international opportunities.Reporting MethodThis study adhered to the STROBE guidelines for reporting observational studies.Patient or Public ContributionNo patient or public contribution.