Undergraduate Midwifery Students Research Articles

The effect of midwifery students’ changing life conditions and e-learning experiences on the state of their anxiety and hopelessness during the Covid-19 pandemic

Background: Giving the existing formal education through the internet without a planned transition to distance educationnegatively affected the learning processes of the students.
 Objectives: The study aims to identify the midwifery students’ changing life conditions and e- learning experiences on the stateof their anxiety and hopelessness during the Covid-19 pandemic.
 Methods: Designed as cross-sectional research, the study was performed with the participation of 1,296 midwifery undergraduatestudents. The survey form comprised of questions that explored the students’ demographic characteristics, life conditionschanging during the Covid-19 pandemic and distance education experiences, the Generalized Anxiety Disorder Scale-7, and theBeck Hopelessness Scale were used in the data collection.
 Findings: It was discerned that, of the participant midwifery students, 55.2% spent the period of the pandemic in the provincecenter, 51.7% used smartphones to have access to the distance education, 50.3% had trouble in following up the coursesdue to the limited computer and internet access, 63.5% failed to follow up the courses because of the infrastructure problemsrelated to the distance education. It was found that, of the participant midwifery students, 54.6% exhibited anxiety symptomsand 26.3% had hopelessness symptoms. It was identified that having trouble in following up the courses increased anxiety by1.438 times (CI:1.103-1.875) and hopelessness by 1.980 times (CI:1.459-2.687), having tensions in the family relations increasedanxiety by 2.362 times (CI:1.780-3.134) and hopelessness by 1.789 times (CI:1.235-2.594), and having psychological support foranxiety and worry increased anxiety by 2.914 times (CI:2.208-3.8477) and hopelessness by 1.875 times (CI:1.083-3.247). It wasascertained that hopelessness increased anxiety by 2.878 times (CI:2.075-3.991) whilst anxiety increased hopelessness by 2.755times (CI:1.985-3.823) (p<0.05).
 Conclusion: As well as the Covid-19 pandemic, health, social life, and economic changes; the digital separation that accompaniesdistance education also affects the students’ mental health. Solving the technical problems experienced in distance education,facilitating the follow-up of the courses, and equipping the midwifery students with problem-solving and coping skills willbe useful for reducing the midwifery students’ hopelessness and anxiety levels.
 Keywords: Midwife; anxiety; pandemics.

Use and Effectiveness of Innovative Virtual Reality Application in Teaching Fetal Development: A Randomized Controlled Trial.

Virtual reality-based training is effective. It is increasingly used by multiple disciplines to develop observation and critical skills, including engineering, education, arts, and health. This study was conducted to determine the effectiveness of the application created with Fetal Development Application Created by Virtual Reality Technology, which was developed to teach fetal development. The study was conducted in a single-blind, randomized fashion. Undergraduate midwifery students who took normal pregnancy lessons and learned fetal development were included. Eighty-four students were included in the experimental (n = 42) and control (n = 42) groups. Before the training, a personal information form and a pretest were applied to both groups. After the pretest, the experimental group received Fetal Development Application Created by Virtual Reality Technology, and the control group received 2 hours of theory training. Posttest was applied to both groups 6 weeks after the application. Preintervention scores were similar for the two groups. The posttest score of the experimental group was statistically significant compared with that of the control group (P < .05). The mean cognitive load score of the experimental group was 1.09 ± 0.29, and the application did not create a cognitive load. The innovative application of Fetal Development Application Created by Virtual Reality Technology is an effective and applicable method in teaching fetal development in midwifery education.

The relationship between nursing and midwifery undergraduate students’ health beliefs and breast cancer knowledge levels and their breast self-examination behavior

Abstract Purpose This study was conducted to investigate the relationship between nursing and midwifery undergraduate students’ health beliefs and breast cancer knowledge levels and breast self-examination (BSE) behavior. Materials and method This study was based on a cross-sectional research design and conducted in a Web environment. Four hundred and forty-eight female students were included who study in the 3rd or 4th years of the nursing and midwifery departments. Research data were collected between December 2020 and January 2021 by utilizing the Introductory Information Form, the Champion’s Health Belief Model Scale, and the Comprehensive Breast Cancer Knowledge Test. Results It was revealed that 52.7% of the students performed BSE on a regular basis. Based on the practice of BSE, it was found that there was a statistically significant difference between the mean scores of benefits, obstacle perception, confidence/self-efficacy, and motivation subscales of CHBMS (p &lt; 0.05). In terms of the risk of not performing BSE among students, having an extended family increased the risk by 3.29 times, not applying a clinical breast examination by 6.53 times, and a 1-unit increase in weighted GPA by 2.18 times; a 1-unit increase in the obstacle perception score related to BSE practice increased risk by 1.11 times. Conclusion and recommendations Nurses’ and midwives’ health beliefs, attitudes, and behaviors should be improved with regard to the importance of breast cancer and BSE throughout their education, so that they can be role models for preventive healthcare practices in society.

Evaluating Nursing Students' Venipuncture and Peripheral Intravenous Cannulation Knowledge, Attitude, and Performance: A Two-Phase Evaluation Study.

Peripheral intravenous cannulation and venipuncture are among the most common invasive procedures in health care and are not without risks or complications. The aim of this study was to evaluate the current training provided to nursing and midwifery undergraduate students. Student knowledge, attitude, practice, and performance regarding these procedural skills were assessed. A knowledge, attitude, and practices survey was disseminated to final year nursing and midwifery students as the first phase of this study. For the second phase of the study, nursing students were video recorded and then observed performing the skill of peripheral intravenous cannulation in a simulated environment. Thirty-eight nursing and midwifery students completed the survey, and 66 nursing students participated in the observation study. Descriptive statistics were performed. The mean knowledge score was 7.2 out of 15.0, (standard deviation [SD] = 2.4), and the mean attitude score was 10.20 out of 18.00 (SD = 4.79). Qualitative data from the survey were categorized to demonstrate specific areas of focus for improving the training. The mean performance score was 16.20 out of 28.00 (SD = 2.98). This study provides valuable input to developing and enhancing evidence-based curricula. It can help educators and supervisors, in both academic and clinical settings, identify areas where clinical performance and education could be enhanced.

THE EFFECT OF ASYNCHRONOUS BLENDED PROBLEM-BASED LEARNING ON THE CRITICAL THINKING ABILITIES OF UNDERGRADUATE MIDWIFERY STUDY PROGRAM STUDENTS

Asynchronous blended problem-based learning (ABLE-PBL) is a problem-based learning (PBL) learning innovation that can be used in midwifery educational institutions that have a limited number of teaching staff but still want to optimize the learning process and produce competent quality graduates by community needs. The research aims to determine the relationship between asynchronous blended problem-based learning and the critical thinking abilities of undergraduate Midwifery students at Muhammadiyah University of Sidoarjo. Quantitative research method using a cross-sectional approach. The research population was undergraduate midwifery students at Muhammadiyah University of Sidoarjo with a sample size of 37 students. The sampling technique used total sampling and data was analyzed using the Person Chi Square technique. The results of the research show that the implementation of asynchronous blended problem-based learning is categorized as good at 70.3%. Students' critical thinking abilities are in the high category, namely 67.7% and based on the Person Chi-Square test p-value &lt;0.05. The research concludes that there is a relationship between asynchronous blended problem-based learning and the critical thinking abilities of undergraduate Midwifery study program students.

The Identification of the Perceptions of Final-Year Midwifery Students on The Profession of Midwifery

Background: Thoughts and perceptions of midwifery students, who are the midwives of the future, about&#x0D; the profession of midwifery are quite important.&#x0D; &#x0D; Objective: This study aims to identify the perceptions of final-year midwifery students on the profession of&#x0D; midwifery.&#x0D; &#x0D; Methods: This analytical cross-sectional study was conducted from December 2021 to January 2022 The&#x0D; population was final-year undergraduate midwifery students enrolled in 11 public universities selected by lot in Turkey, whilst the sample comprised final-year midwifery students selected from this population (n=330). The data were collected online using a Personal Information Form and the Midwifery Vocational Perception Scale. In the analysis of the data, descriptive statistics, the Mann-Whitney U test, and the Kruskal-Wallis H test were used.&#x0D; &#x0D; Results: The participants had a mean age of 22.06±2.02 years. Of all participants, 93.3% stated that they&#x0D; viewed the profession of midwifery positively. Moreover, the mean Midwifery Vocational Perception Scale&#x0D; score of the participants was 75.58±5.14, and the Cronbach’s alpha coefficient of the scale was calculated as .89. There was no statistically significant difference in the mean Midwifery Vocational Perception Scale scores of the participants based on their age, marital status, family type, economic status, employment status, maternal education level and employment status, paternal education level and employment status (p&gt;.05), Midwifery Vocational Perception Scale scores of those who viewed the profession positively (76.03±4.58) were statistically higher than those who thought negatively (69.18±7.85) (p

Vaccine hesitancy among nursing and midwifery undergraduate students in Switzerland: protocol for an online national study.

Vaccine hesitancy is a persistent challenge in public health, exacerbated by the proliferation of anti-vaccine sentiments facilitated by social networks. The COVID-19 pandemic has underscored the importance of addressing vaccine hesitancy, designated by the WHO as a top global health threat. This study explores vaccine hesitancy among nursing and midwifery undergraduate students in Switzerland-a cohort crucial to public health given their future roles as healthcare professionals-with a particular emphasis on the HPV vaccine, which exhibits lower confidence levels compared to other vaccines. This study will employ an online questionnaire distributed to nursing and midwifery undergraduate students from various healthcare universities. The questionnaire will collect data on vaccine hesitancy (general confidence in vaccines and specifically in the HPV vaccine), HPV vaccine coverage, socio-demographics, likelihood to recommend vaccines to patients, perception of vaccination education and interest in complementary medicine. The study's findings will contribute to our understanding of vaccine hesitancy among nursing and midwifery undergraduate students, providing insights that can inform targeted interventions and education strategies to bolster vaccine confidence among future healthcare professionals, thereby enhancing public health efforts.

Status and influencing factors of undergraduate midwifery students' core competencies: A cross sectional study

IntroductionMidwifery undergraduate students' core competencies directly affect the quality of midwifery services and overall quality of midwifery teams. However, limited research has explored the core competencies of undergraduate midwifery students in China. ObjectivesThis study aimed to describe the level of core competencies among undergraduate midwifery students in China and investigated possible associated factors. DesignThis was a cross-sectional descriptive study. Settings and participantsThe study population comprised third- and fourth-year undergraduate midwifery students at Zunyi Medical University in Guizhou Province in southwest China (n = 207, response rate 94.1 %). MethodsData were collected using an online survey that included a general information questionnaire, a general self-efficacy scale, and a core competencies self-assessment questionnaire for midwifery undergraduates. Data were statistically analyzed using SPSS 18.0. Pearson's correlation analysis was used to explore the relationship between self-efficacy and the core competencies. Stepwise multiple linear regression was used to explore influencing factors. ResultsThe total score for the core competencies among midwifery undergraduates was 118.46 (8.97). The highest mean score was for professional attitude, 4.21 (0.43), and the lowest was for professional skills, 3.70 (0.30). We found a positive association between self-efficacy and core competencies (r = 0.251, P < 0.01). Grade (β = 0.261, P < 0.01), scholarship (β = −0.231, P < 0.01), work intention (β = −0.135, P < 0.05), and self-efficacy (β = 0.207, P < 0.01) significantly influenced undergraduate midwifery students' core competencies (R2 = 0.189, adjusted R2 = 0.173, F = 11.775, P < 0.001). ConclusionsUndergraduate midwifery students showed moderate core competencies, indicating room for improvement. Fourth-grade midwifery students had higher core competencies than third-grade students. Additionally, scholarship, work intention, and self-efficacy were significant influencing factors. Midwifery educators should examine students' core competencies and explore targeted interventions, particularly for those with low self-efficacy and core competencies.

Effect of WebQuest-based education on critical thinking and academic self-efficacy of midwifery students: Study protocol of a randomized, controlled crossover trial

BACKGROUND AND AIM: Critical thinking fills the gap between theoretical and clinical teaching and increases the power of clinical decision-making. WebQuest is an innovative, learner-centered, and effort-driven learning approach that uses computer technology to engage and motivate learners. In WebQuest, learners are compelled to use the latest information available on the web as a tool to promote higher levels of thinking. However, we did not find a study that used WebQuest to improve students' critical thinking and academic self-efficacy. The aim of this study will be to investigate the effect of WebQuest-based education on the critical thinking of midwifery students. MATERIALS AND METHODS: This superiority randomized, controlled crossover trial will be carried out among fifth-semester undergraduate midwifery students. Participants will be allocated to one of two event groups (A and B) using block randomization. In the first sequence (FS) (four weeks) of study, both groups will simultaneously attend two different education groups (WebQuest and traditional). During the FS, WebQuest will be used to teach group A participants, while group B participants will be treated as the control group (CG) and be taught using a traditional presentation. In the second sequence (SS), the interventions will be crossed over. Participants in both groups will complete the sociodemographic questionnaire, the California Critical Thinking Skills Test (CCTST), the California Critical Thinking Disposition Inventory (CCTDI), and the Academic Self-Efficacy Beliefs Questionnaire (ASEBQ) once before the first sequence of the study, during the washout period, and at the end of the second sequence of the study. The teaching satisfaction questionnaire will be completed at the end of the study. DISCUSSION: The results of this study can be used as a basis for teaching midwifery students using WebQuest as a new teaching method.

Midwifery students' opinions about episiotomy training and using virtual reality: A qualitative study

BackgroundThe use of simulations and digital technologies in education in the health field is common. Virtual reality technologies, which offer three-dimensional (immersive) simulation environments, have become easily accessible and cost-effective in recent years and this has this has increased this use of this technology in educating students who will work in the health field. ObjectivesThe aim of the study was to investigate the views of midwifery undergraduate students about the current episiotomy education they received and their expectations when related education is given with virtual reality technology. ParticipantsStudents in their third or fourth year of undergraduate midwifery who have taken prior episiotomy education. DesignThe research was carried out as a phenomenological design for qualitative research. Data were collected between December 2022 and January 2023 at a public university in Türkiye, with institutional ethical approval. MethodsParticipants were asked open-ended questions to collect qualitative data. Data were analysed using content analysis by MaxQDA. ResultsData were analysed, and four main themes were determined. These main themes consisted of 16 sub-themes, and included midwifery department students' positive and negative opinions about the current episiotomy education and their expectations in cases where the education is carried out using virtual education environments. ConclusionsAlthough the current episiotomy education has positive aspects, such as suturing ability, it does not give a sense of reality, is not repetitive, and has many negative aspects, such as cost. It was determined that in virtual reality episiotomy education environments, students' expectations are similar to the real birth environment, and they have expectations of simulating risky situations because they think it will be more useful.

The integration of care according to neurodevelopmental standards for premature infants neonates in the education of undergraduate midwifery students: a contemporary necessity

The integration of care according to neurodevelopmental standards for premature infants neonates in the education of undergraduate midwifery students: a contemporary necessity

Ebelik Bölümü Öğrencilerinde Premenstrüel Sendrom Görülme Sıklığı ve Yaşam Tarzı ile İlişkisi

This study was conducted to determine the prevalence of premenstrual syndrome (PMS) and its relationship with lifestyle among undergraduate midwifery students at Aydin Adnan Menderes University. 288 undergraduate female midwifery students were recruited for the study. While data on the anthropometric, socio-demographic, menstrual and lifestyle characteristics of the participants were collected by using data collection form, the premenstrual syndrome scale was utilised to determine the presence/absence of PMS in each participant. Student’s T test, Mann Whitney U test, Pearson’s Chi-square test, Chi-square test, Fisher's Exact test and multiple logistic regression analysis via Backward LR procedure were employed in comparing the groups with and without PMS and determining the best predicting factors for PMS. The prevalence of PMS among the participants was 51.3%. Additionally, whereas; fast-food consumption, taking vitamin /mineral supplements, poor income and expense balance, generally feeling stressed, irregular sleep and feeling pain during menstruation had a statistically significant positive relationship with PMS, consumption of white meat was found to be negatively related with PMS. A significant proportion of the study’s population suffered from PMS. Therefore, more attention from healthcare providers on the subject, the incorporation of PMS-related topics into educational curricula, social support and lifestyle modifications are recommended.

Perceptions of midwifery students and their lecturers regarding challenges faced by deaf pregnant women in accessing maternity care.

Midwives are central to caring for pregnant women in labour, including Deaf women. It is the midwife's responsibility to communicate and establish a relationship with the pregnant woman in labour, despite the accompanying challenges. Explore fourth-year undergraduate Midwifery Students' and their Lecturers' perceptions of the challenges faced by Deaf pregnant women in accessing maternity health care when in labour. A qualitative content analysis approach with purposive sampling allowed for the invitation of Midwifery lecturers (n=2) and Bachelor of Nursing Degree Midwifery students (n=25). Data were collected through four focus group discussions and two individual interviews. Data analysis was guided by Elo and Kyngäs approach and trustworthiness was achieved. Two categories with four subcategories emerged. All pregnant women, inclusive of the often "inaudible" Deaf pregnant woman, are entitled to equitable, accessible, available person-centred maternal health care.

Midwifery professional placement: Undergraduate students' experiences with novice and expert preceptors

BackgroundIn recent decades, increased midwifery university places have been offered to address midwifery workforce shortages. As a result, more graduate midwives entered the workforce, in turn leading to more midwifery students precepted by novice midwives when on professional placement. It is not known whether this more junior midwifery workforce impacts student experience. AimsTo explore undergraduate midwifery students' experiences with novice and expert midwifery preceptors, and to identify the benefits and challenges of working with novice and expert preceptors, from the perspective of undergraduate student midwives. MethodThis study used a qualitative descriptive approach. Nineteen third/fourth-year Bachelor of Nursing/Bachelor of Midwifery (Honours) students attended six focus groups (ranging from 2 to 5 participants). Data were analysed thematically. ResultsThree overarching themes were identified: ‘Building relationships’; ‘Teaching and learning’; and ‘Improvements to professional placement’. Benefits and challenges existed with both novice and expert preceptors. Importantly, feeling welcomed and receiving critical feedback were identified. ConclusionThe student/preceptor relationship is based upon feeling welcomed, and relatability, and is developed more easily with novice preceptors. Expert preceptors provide insightful and valuable feedback and are more able to actively teach. Novice preceptors' consolidation of practice can impact student learning opportunities. Including students in decision-making aids development of critical thinking. Allocation practices which address student learning needs will improve the student professional practice experience.Midwifery students benefit from working with midwifery preceptors of all experience levels. Translating the findings from this project into preceptorship training programs for midwives will improve student satisfaction and outcomes.

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.

Correlation of Nutritional Status and Sleep Quality With Incidence Primary Dysmenorrhoea in Obstetric Students

Women in worldwide had experienced dysmenorrhea, with 10-15% experiencing severe dysmenorrhea. The intensity and pain can affect sleep quality. Out of 51 female undergraduate midwifery students, 20 of them experienced dysmenorrhea. They reported having difficulty sleeping and often slept after 11 PM. During lectures, some of them felt exhausted. This study aimed to identify the correlation between nutritional status and sleep quality with the occurrence of primary dysmenorrhea in midwifery students. This research was a quantitative study with an analytic cross-sectional design. The sample consisted of 107 undergraduate midwifery students selected using a total sampling technique. Data collection involved measuring the weight and height of respondents to categorize their body mass index (BMI), and then the respondents completed the Pittsburgh Sleep Quality Index (PSQI) questionnaire and the Numeric Rating Scale (NRS) questionnaire for primary dysmenorrhea. Data analysis was conducted using the Spearman rank correlation test. The results showed a significant negative correlation between nutritional status and the occurrence of dysmenorrhea, as well as a meaningful correlation between sleep quality and primary dysmenorrhea in midwifery students. Based on this research, we concluded that there was a correlation between nutritional status and sleep quality with the occurrence of primary dysmenorrhea.

The Relationship Integration of Soft Skills in Clinical Skills Courses and The Learning Outcomes of Undergraduate Midwifery Students

Mastery of skills at the undergraduate level is important, because it will provide provisions for students in forming the basis of professional behavior in providing effective and comprehensive Midwifery Care for pregnant, maternity and postpartum women. Learning methods in tertiary institutions use adult learning methods (adult learning). This method has a different approach, scope, goals and strategies from education in secondary schools. Studying in tertiary institutions, especially medical and health sciences, emphasizes continuous and lifelong education. This study uses a comparative study. Bivariate analysis in the form of categorical correlative using t-test, The research population was all students of the Bachelor of Midwifery Study Program, Faculty of Medicine, Andalas University, semester III. The sample is part or representative of the population studied. Based on the statistical approach, the sample size is determined by the statistical model that will be used to test the hypothesis. In this study the statistical test that will be used is the t-test for paired data. How to take samples using total sampling. Control group students were equipped with clinical skills with knowledge, general skills and special skills. After debriefing and evaluating, the results obtained were 43.5% of students had a score range between 70-74. Attitudes (soft skill roles) that are applied to these clinical skills include intrapersonal soft skills and interpersonal soft skills. Learning outcomes for psychomotor elements with the integration of soft skills, the distribution of final grades is better

ANXIETY AND ATTITUDES OF MIDWIFERY STUDENTS TOWARD SCIENTIFIC RESEARCH

The attitudes of midwifery students, who are being trained to perform the profession of midwifery in the future, toward doing scientific research are determining factors in increasing the quality of midwifery and strengthening evidence-based practices. Undergraduate education is an important stage in which basic research-related perspectives and skills are gained for health professions. This descriptive study aims to determine the anxiety and attitudes of midwifery students toward scientific research and to examine the variables that affect them. It was conducted at a public university in western Türkiye and included 246 undergraduate midwifery students. Midwifery students’ anxiety toward scientific research was found to be low and their attitudes toward scientific research were positive. The attitudes of students who have experience in doing scientific research, participated in scientific congresses/symposia, have the desire to do scientific research under the guidance of a consultant and follow periodicals, were found to be more positive. Anxiety and positive attitude toward scientific research were found to be negatively related. The results of the regression analysis showed that the students’ Research Anxiety affected their Attitude Toward Scientific Research. Students’ experiences of conducting scientific research reduce anxiety and affect attitudes positively. Therefore, undergraduate students should be actively involved in scientific research and activities. Keywords: Health professions education; midwifery student; research anxiety; research attitude

Pendidikan Kesehatan Yang Service Excellent Tentang Pain Relief Pada Saat Persalinan Di Desa Bangun Rejo Kecamatan Morawa Deli Serdang Tahun 2023

Labor pain is a physiological response that occurs due to an increase in catecholamines that interfere with uterine contractions. Labor pain can be overcome with various alternatives. However, the lack of health promotion related to pain relief strategies causes the majority of pregnant women to lack information literacy on how to deal with pain relief during childbirth. This community service activity was carried out in conjunction with the KKN midwifery undergraduate students at STIKes Mitra Husada Medan in Desa Bangun Rejo, Tanjung Morawa District. The main activity program is to provide education to pregnant women who will give birth with counseling about pain relief strategies during childbirth. This community service method adopts action research steps. Evaluating the program using a questionnaire. The results of the community service which was attended by 10 third trimester pregnant women, it turned out that this activity received a good and positive response from pregnant women. Furthermore, the results of the evaluation of this counseling were obtained, 60% of pregnant women could understand and explain the definition of pain relief strategies and the goals of pain relief strategies, 70% of pregnant women could understand and explain the handling of pain relief strategies. It is hoped that village midwives can also provide health education to birth attendants about pain relief strategies that can be implemented. &#x0D;

Stundents Motivation and Orientation to Midwifery

Objective: The purpose of the research was to determine the motivation and orientation of midwifery students towards professional expertise and associated factors. Design: A cross-sectional study. Participants: A total of 241 undergraduate midwifery students in a convenience sample participated in this study at a Faculty of Health Care Studies. Methods: Data were collected through a questionnaire, which was composed of 3 parts: motivation factors, a Midwifery Orientation Tool, and background questions. Results: The most powerful motive for the study of midwifery was “to be useful to others, take care of others”. The motivation factor of completed professional practice decreased statistically significantly after the second year of study (p&lt;0.001). Orientation towards midwifery did not significantly differ statistically over individual years. Students dissatisfied with their studies were significantly less motivated to study midwifery (p&lt;0.001) and had significantly higher average scores on the caring orientation scale (p&lt;0.001) and the midwifery expertise scale (p&lt;0.001) when compared to satisfied and moderately satisfied students. Conclusion: We recommend that educators in midwifery discuss issues relating to the curriculum. Teachers and mentors should pay attention to the individual problems of students during the academic year, both in the classroom and during clinical placements.