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CONFERENCE PROCEEDING
Strengthening midwifery education: An assessment of bachelor’s midwifery curricula in the West Bank, occupied Palestinian territories (oPt)
1
Birzeit University, Department of Nursing and Master Program of Women's Health. Faculty of Pharmacy- Nursing and Health Professions, Box 14, Palestine- State of
2
An-Najah National University, Faculty of Nursing, Nablus, Palestine- State of
3
Al-Quds University, Department of Midwifery- Faculty of Health Professions, Jerusalem, Palestine- State of
4
Bethlehem University, Department of Midwifery- Faculty of Nursing & Health Sciences, Bethlehem, Palestine- State of
5
Al-Quds University, Department of Midwifery and Master program of Maternal Child Health- Faculty of Health Professions, Jerusalem, Palestine- State of
6
An-Najah National University, Faculty of Nursing- Pediatric Nursing- Maternity and Midwifery Division, Nablus, Palestine- State of
7
Nablus University for Vocational and Technical Education, Department of Midwifery, Nablus, Palestine- State of
8
Hebron University, Department of Midwifery, Hebron, Palestine- State of
Eur J Midwifery 2026;10(Supplement 1):A766
ABSTRACT
BACKGROUND:
Despite the global initiatives to improve midwifery education, gaps remain in curricula, along with limited access to quality midwifery education programs and training opportunities. Since the establishment of the first four-year direct-entry bachelor’s degree program in midwifery in the West Bank, occupied Palestinian territory (oPt), in 1997, no comprehensive evaluation has been conducted to assess the quality or content of midwifery education programs.
OBJECTIVES:
To assess four-year direct-entry bachelor’s midwifery programs against the International Confederation of Midwives (ICM) essential competencies for midwifery practice.
METHODS:
We conducted a cross-sectional rapid assessment of all five direct-entry bachelor’s midwifery programs in the West Bank in August 2023. Data was collected over two weeks by midwifery faculty members using a self-assessment tool comprising 92 ICM essential competencies. Data was analyzed using frequencies and percentages for each competency category based on the total number of assessed indicators.
RESULTS:
Across the five midwifery programs, total competency scores ranged from 54.3% to 68.5%. Scores for ongoing care of women and newborns ranged from77.8% to 88.9%, while antenatal care competencies ranged between 70.6% to 84.4%. Competencies related to care during labor and birth scored between 61.5% to 69.2%. The lowest competency scores were found in sexual and reproductive health and rights, ranging from 16.7% to 41.7%.
CONCLUSIONS:
While midwifery programs are based on similar core concepts, variations and gaps exist, particularly in competency coverage. Some deficiencies are linked to inadequate clinical training opportunities and limited services in clinical settings.
KEY MESSAGE:
Medical childbirth models can hinder midwifery students’ quality clinical training, particularly in the area of care during labor and birth. Midwifery faculty members require training in pedagogy, evidence-based updates, and research competencies to proficiently update curricula and incorporate new knowledge into teaching and learning. Poster session 3 (Group B)
Despite the global initiatives to improve midwifery education, gaps remain in curricula, along with limited access to quality midwifery education programs and training opportunities. Since the establishment of the first four-year direct-entry bachelor’s degree program in midwifery in the West Bank, occupied Palestinian territory (oPt), in 1997, no comprehensive evaluation has been conducted to assess the quality or content of midwifery education programs.
OBJECTIVES:
To assess four-year direct-entry bachelor’s midwifery programs against the International Confederation of Midwives (ICM) essential competencies for midwifery practice.
METHODS:
We conducted a cross-sectional rapid assessment of all five direct-entry bachelor’s midwifery programs in the West Bank in August 2023. Data was collected over two weeks by midwifery faculty members using a self-assessment tool comprising 92 ICM essential competencies. Data was analyzed using frequencies and percentages for each competency category based on the total number of assessed indicators.
RESULTS:
Across the five midwifery programs, total competency scores ranged from 54.3% to 68.5%. Scores for ongoing care of women and newborns ranged from77.8% to 88.9%, while antenatal care competencies ranged between 70.6% to 84.4%. Competencies related to care during labor and birth scored between 61.5% to 69.2%. The lowest competency scores were found in sexual and reproductive health and rights, ranging from 16.7% to 41.7%.
CONCLUSIONS:
While midwifery programs are based on similar core concepts, variations and gaps exist, particularly in competency coverage. Some deficiencies are linked to inadequate clinical training opportunities and limited services in clinical settings.
KEY MESSAGE:
Medical childbirth models can hinder midwifery students’ quality clinical training, particularly in the area of care during labor and birth. Midwifery faculty members require training in pedagogy, evidence-based updates, and research competencies to proficiently update curricula and incorporate new knowledge into teaching and learning. Poster session 3 (Group B)
| eISSN: | 2585-2906 |
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