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CONFERENCE PROCEEDING
Designing for impact: An evidence-informed framework for midwifery faculty development in low- and middle-income countries
1
Burnet Institute, Maternal and Child Health, Melbourne, Australia
2
University of Technology Sydney, Centre for Midwifery- Child and Family Health, Sydney, Australia
Eur J Midwifery 2026;10(Supplement 1):A135
ABSTRACT
BACKGROUND:
Midwifery educators in low- and middle-income countries face growing demands to serve as educators, researchers, leaders, and clinicians. Yet, they lack tailored development opportunities. Strengthening midwifery education and care requires investment in faculty development to ensure educators are well-prepared, supported, and equipped for their multifaceted roles.
OBJECTIVES:
This research aimed to develop an evidence-informed framework to guide the design and delivery of midwifery faculty development programs that are responsive to individual, institutional, and national needs.
METHODS:
A multi-phase, mixed-methods doctoral research project was conducted, comprising a scoping review, a regional learning needs assessment survey, qualitative interviews with midwifery faculty, and expert consensus workshops. Data were analyzed and synthesized to inform the framework. A university Human Research Ethics Committee (HREC) approved all aspects of the research (ETH23-8059) and no conflicts of interest are identified.
RESULTS:
The evidence-informed framework integrates four core design principles of standards-based, outcomes-focused, context-specific, and co-design. The framework considers the development needs of faculty, institutions, students, and country contexts. Key findings include the need for support in research, leadership, curriculum design, and maintenance of clinical competence. Situated Learning Theory underpins the framework, prioritizing mentorship, peer support, and workplace-based learning.
CONCLUSIONS:
The framework provides a practical, adaptable tool for institutions and development partners to design midwifery faculty development programs that are equitable, sustainable, and impactful. By aligning with global standards while remaining grounded in local realities, the framework supports the advancement of midwifery education and contributes to improved maternal and newborn health outcomes. This presentation explores the evidence behind the framework’s development and its potential use across all-resource settings.
KEY MESSAGE:
Strengthening midwifery education requires a focus on faculty development. Programs of midwifery faculty development should be co-designed and based on identified need. In addition, programs should be standards-based, outcome-focused, and context-specific. Education faculty development 1
Midwifery educators in low- and middle-income countries face growing demands to serve as educators, researchers, leaders, and clinicians. Yet, they lack tailored development opportunities. Strengthening midwifery education and care requires investment in faculty development to ensure educators are well-prepared, supported, and equipped for their multifaceted roles.
OBJECTIVES:
This research aimed to develop an evidence-informed framework to guide the design and delivery of midwifery faculty development programs that are responsive to individual, institutional, and national needs.
METHODS:
A multi-phase, mixed-methods doctoral research project was conducted, comprising a scoping review, a regional learning needs assessment survey, qualitative interviews with midwifery faculty, and expert consensus workshops. Data were analyzed and synthesized to inform the framework. A university Human Research Ethics Committee (HREC) approved all aspects of the research (ETH23-8059) and no conflicts of interest are identified.
RESULTS:
The evidence-informed framework integrates four core design principles of standards-based, outcomes-focused, context-specific, and co-design. The framework considers the development needs of faculty, institutions, students, and country contexts. Key findings include the need for support in research, leadership, curriculum design, and maintenance of clinical competence. Situated Learning Theory underpins the framework, prioritizing mentorship, peer support, and workplace-based learning.
CONCLUSIONS:
The framework provides a practical, adaptable tool for institutions and development partners to design midwifery faculty development programs that are equitable, sustainable, and impactful. By aligning with global standards while remaining grounded in local realities, the framework supports the advancement of midwifery education and contributes to improved maternal and newborn health outcomes. This presentation explores the evidence behind the framework’s development and its potential use across all-resource settings.
KEY MESSAGE:
Strengthening midwifery education requires a focus on faculty development. Programs of midwifery faculty development should be co-designed and based on identified need. In addition, programs should be standards-based, outcome-focused, and context-specific. Education faculty development 1
| eISSN: | 2585-2906 |
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