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CONFERENCE PROCEEDING
Assessing the midwifery education in Nepal with reference to global midwifery education standards and essential competencies
1
Provincial Health Directorate, Health, Pokhara, Nepal
2
Center for International Health, Infectious Diseases and Tropical Medicine- LMU, Munich, Germany
3
Pokhara Academy of Health Sciences, Health, Pokhara, Nepal
4
Provincial Health Training Center, Health, Pokhara, Nepal
5
Institute of Infectious Diseases and Tropical Medicine, Infectious Diseases and Tropical Medicine- LMU, Munich, Germany
Eur J Midwifery 2026;10(Supplement 1):A273
ABSTRACT
BACKGROUND:
Persistently high maternal and neonatal mortality rates in Nepal underscore challenges in care quality, despite the 2016 establishment of formal midwifery education programs. Concerns regarding the alignment of these programs with international standards prompted the current study.
OBJECTIVES:
This study assesses Nepal's pre-service midwifery education against International Confederation of Midwives (ICM) global standards and midwifery essential competencies to identify areas for improvement.
METHODS:
A mixed-methods study was conducted, including a desk review of national standards and curricula against ICM education standards (2021) and competencies (2024), 15 stakeholder interviews, 3 focus group discussions (Jan–Jun 2025), and site visits to 4 hospitals and 1 midwifery school. Quantitative data were mapped using a 4-point alignment scale; qualitative data were thematically analyzed.
RESULTS:
The Nepal Nursing Council (NNC) standards for the Bachelor of Midwifery Sciences (BMS) program covered 72% of ICM education standards, while PCL Midwifery NNC standards and the CTEVT PCL Midwifery curriculum covered 67% and 52%, respectively. Regarding ICM essential competencies, the BMS curriculum met 89%, PCL Midwifery 76%, and PCL Nursing 43%. Qualitative data corroborated these findings and identified critical gaps, including a notable disparity between theory and practice, deficiencies in faculty and resources, inadequate clinical supervision, and the lack of a defined legal identity or clear career pathway for midwives.
CONCLUSIONS:
Despite discernible progress, midwifery education in Nepal remains inadequately aligned with current global standards. The development of a proficient midwifery workforce, essential for improving public health outcomes, necessitates strategic and systemic reforms. Addressing these deficits through mandated curricular updates, investment in educational infrastructure, and the establishment of legal autonomy for the profession is therefore critical to enhancing care quality and reducing mortality.
KEY MESSAGE:
Midwifery education in Nepal is inadequately aligned with international standards, limiting workforce competency. Gaps in curriculum, training, and recognition persist, requiring urgent reforms to improve maternal and newborn health outcomes. Workforce - professional identity
Persistently high maternal and neonatal mortality rates in Nepal underscore challenges in care quality, despite the 2016 establishment of formal midwifery education programs. Concerns regarding the alignment of these programs with international standards prompted the current study.
OBJECTIVES:
This study assesses Nepal's pre-service midwifery education against International Confederation of Midwives (ICM) global standards and midwifery essential competencies to identify areas for improvement.
METHODS:
A mixed-methods study was conducted, including a desk review of national standards and curricula against ICM education standards (2021) and competencies (2024), 15 stakeholder interviews, 3 focus group discussions (Jan–Jun 2025), and site visits to 4 hospitals and 1 midwifery school. Quantitative data were mapped using a 4-point alignment scale; qualitative data were thematically analyzed.
RESULTS:
The Nepal Nursing Council (NNC) standards for the Bachelor of Midwifery Sciences (BMS) program covered 72% of ICM education standards, while PCL Midwifery NNC standards and the CTEVT PCL Midwifery curriculum covered 67% and 52%, respectively. Regarding ICM essential competencies, the BMS curriculum met 89%, PCL Midwifery 76%, and PCL Nursing 43%. Qualitative data corroborated these findings and identified critical gaps, including a notable disparity between theory and practice, deficiencies in faculty and resources, inadequate clinical supervision, and the lack of a defined legal identity or clear career pathway for midwives.
CONCLUSIONS:
Despite discernible progress, midwifery education in Nepal remains inadequately aligned with current global standards. The development of a proficient midwifery workforce, essential for improving public health outcomes, necessitates strategic and systemic reforms. Addressing these deficits through mandated curricular updates, investment in educational infrastructure, and the establishment of legal autonomy for the profession is therefore critical to enhancing care quality and reducing mortality.
KEY MESSAGE:
Midwifery education in Nepal is inadequately aligned with international standards, limiting workforce competency. Gaps in curriculum, training, and recognition persist, requiring urgent reforms to improve maternal and newborn health outcomes. Workforce - professional identity
| eISSN: | 2585-2906 |
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