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CONFERENCE PROCEEDING
Evaluation of a midwifery student employment model in Aotearoa New Zealand: Experiences of students and registered midwives
1
University of Auckland, Liggins Institute, Auckland, New Zealand
2
Te Whatu Ora Te Toka Tumai Auckland, National Women’s Health, Auckland, New Zealand
3
University of Auckland, School of Medical & Health Sciences - Obstetrics & Gynaecology, Auckland, New Zealand
4
Te Whatu Ora Counties Manukau, Division of Women’s Health, Auckland, New Zealand
Eur J Midwifery 2026;10(Supplement 1):A129
ABSTRACT
BACKGROUND:
Midwifery staffing shortages in Aotearoa New Zealand prompted the introduction of the Maternity Care Assistant (MCA) role in 2020, providing casual paid employment to Bachelor of Midwifery students to support the workforce. While similar models exist internationally, research on their impact is limited. The MCA role is still evolving, and its effects on student development and the broader workforce remains unclear.
OBJECTIVES:
This study explored the impact of the MCA role on the transition to practice, focusing on Māori (Indigenous people of New Zealand) and Pacific students, who are underrepresented in midwifery.
METHODS:
A national cross-sectional survey was distributed through midwifery networks over two months using Qualtrics®. Final-year student midwives, early-career midwives, and senior midwives were invited to participate. MCA and non-MCA students were included to enable comparison between groups. Questions were informed by Te Mauri o Rongo (the 2023 New Zealand Health Charter which sets shared values for equitable, culturally grounded care). Data were analysed using descriptive statistics and Mann-Whitney U tests. Qualitative responses underwent thematic analysis.
RESULTS:
Of 150 responses, current MCA students (n=42) reported significantly greater belonging (p<.001), preparedness for relationships (p<.001), and comfort seeking support (p=.008) than non-MCA peers (n=21). Early-career midwives with prior MCA experience (n=25/37) reported stronger belonging (p=.006), feeling valued (p=.004), and greater confidence (p=.042). Senior midwives (n=50) supported the role but noted unclear MCA scope limited student contribution and development. Māori and Pacific participants reflected overall findings, emphasising the value of whanaungatanga (relationship building) from the MCA role.
CONCLUSIONS:
The MCA role enhances student readiness for practice and supports culturally responsive training. Findings may inform similar international strategies to strengthen and diversify midwifery education through paid student roles.
KEY MESSAGE:
Innovative roles like the MCA can prepare students for practice while addressing workforce needs. Education - student experience 1 (including three-minute presentation competition)
Midwifery staffing shortages in Aotearoa New Zealand prompted the introduction of the Maternity Care Assistant (MCA) role in 2020, providing casual paid employment to Bachelor of Midwifery students to support the workforce. While similar models exist internationally, research on their impact is limited. The MCA role is still evolving, and its effects on student development and the broader workforce remains unclear.
OBJECTIVES:
This study explored the impact of the MCA role on the transition to practice, focusing on Māori (Indigenous people of New Zealand) and Pacific students, who are underrepresented in midwifery.
METHODS:
A national cross-sectional survey was distributed through midwifery networks over two months using Qualtrics®. Final-year student midwives, early-career midwives, and senior midwives were invited to participate. MCA and non-MCA students were included to enable comparison between groups. Questions were informed by Te Mauri o Rongo (the 2023 New Zealand Health Charter which sets shared values for equitable, culturally grounded care). Data were analysed using descriptive statistics and Mann-Whitney U tests. Qualitative responses underwent thematic analysis.
RESULTS:
Of 150 responses, current MCA students (n=42) reported significantly greater belonging (p<.001), preparedness for relationships (p<.001), and comfort seeking support (p=.008) than non-MCA peers (n=21). Early-career midwives with prior MCA experience (n=25/37) reported stronger belonging (p=.006), feeling valued (p=.004), and greater confidence (p=.042). Senior midwives (n=50) supported the role but noted unclear MCA scope limited student contribution and development. Māori and Pacific participants reflected overall findings, emphasising the value of whanaungatanga (relationship building) from the MCA role.
CONCLUSIONS:
The MCA role enhances student readiness for practice and supports culturally responsive training. Findings may inform similar international strategies to strengthen and diversify midwifery education through paid student roles.
KEY MESSAGE:
Innovative roles like the MCA can prepare students for practice while addressing workforce needs. Education - student experience 1 (including three-minute presentation competition)
| eISSN: | 2585-2906 |
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