BACKGROUND:
Midwifery education is increasingly embracing digital tools and international collaboration to enhance clinical competence and promote global health awareness. However, high clinical workloads and limited supervision can restrict learning opportunities. This project examines structured, student-centred learning during international mobility placements, utilising the International Confederation of Midwives (ICM) digital solution in both pre-service and in-service training. Featuring over 50 peer-led practice sessions across maternity care, the app provides standardised scenarios and real-time feedback to support reflective learning with peers.

OBJECTIVES:
This study aims to explore how structured, student-centred learning activities—supported by digital tools and international peer collaboration—enhance clinical competence, reflective practices, and cultural adaptability among midwifery students during international mobility placements.

METHODS:
The study examines the experiences of Norwegian student midwives participating in co-created learning activities with their Tanzanian peers. A qualitative design will be employed, using focus group interviews and reflective journals from Norwegian students participating in a mobility program in Tanzania in September 2025. Data will be analysed using Braun and Clarke's thematic analysis to identify patterns in students' experiences.

RESULTS:
Tentative results from this study are expected to reveal how digital tools and peer-led simulation activities enhance midwifery students’ learning during international mobility placements. Norwegian students are likely to report increased clinical confidence, improved practical skills, and a deeper understanding of respectful, woman-centred care. Collaborative learning with Tanzanian peers is anticipated to foster cultural competence, reflective practice, and adaptability in diverse healthcare environments.

CONCLUSIONS:
The study will generate recommendations for integrating digital tools and structured, student-centred learning activities with midwifery curricula aligned with international standards.

KEY MESSAGE:
The tentative study highlights that structured, peer-led learning activities—supported by the ICM digital app—significantly enhance midwifery students’ clinical competence, cultural awareness, and ability to provide respectful, woman-centered care during international mobility placements. Poster session 3 (Group B)