BACKGROUND:
The midwifery profession has evolved from empirical transmission to a structured profession thanks to figures such as Madame De Coudray and Madame La Chapelle in the 18th century. The institutionalization of midwifery schools has regulated this sector. Three major players are involved in this supervision: the student, the training institute, and the clinical midwife. The latter must juggle between supporting students and ensuring safe patient care while transmitting the standards of their profession.

OBJECTIVES:
The objective of this study is to analyze the practices of midwives in Tunisia regarding the supervision of students during their internships.

METHODS:
A descriptive cross-sectional study was conducted between December 15, 2023, and March 30, 2024. Data were collected via a 28-question questionnaire administered to 150 midwives in delivery rooms in the regions of Tunis, Sfax, Sousse, and Monastir. Participation was voluntary, and the data were anonymized.

RESULTS:
A total of 150 midwives responded, representing a variety of ages, locations, and experience levels. Ninety percent of respondents reported difficulties with supervision, including a lack of time and a lack of understanding of student expectations. Furthermore, 38% of midwives refused to provide supervision, citing a lack of pedagogical training. These difficulties decreased with experience (98%), and pedagogical training was deemed essential.

CONCLUSIONS:
To improve supervision, it would be useful to strengthen pedagogical training and promote communication between students and midwives. Gathering students' opinions on their supervision appears to be valuable.

KEY MESSAGE:
- Focus on Public Health: Understand the role of midwives within the broader framework of public health. - Developing a learning environment contributes to community health goals and improves health conditions within the population - Encourage Continuing Education -Strengthen Effective Communication Poster session 1 (Group A)