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CONFERENCE PROCEEDING
The process of academisation of midwifery training in Germany: An analysis of the institutional-structural and personnel framework conditions
1
DHBW Heidenheim, Studienbereich Gesundheit, Heidenheim, Germany
Eur J Midwifery 2026;10(Supplement 1):A775
ABSTRACT
BACKGROUND:
Midwives in Germany are authorised and qualified by midwifery law and professional regulations to provide primary care for women and couples and their newborns and infants during pregnancy, birth and the first year of life. The demands on the profession and the role of the midwife have changed due to a complex and changing range of tasks and require extended qualifications (cf. DHV 2011, DGHWI 2018). This need was met by the legislator in Germany with the amendment of the Midwifery Act and the Study and Examination Ordinance for Midwives at the end of 2019 and beginning of 2020.
OBJECTIVES:
The study is dedicated to the overarching question of how teaching in midwifery degree programmes in Germany is designed at the institutional-structural and personnel level.
METHODS:
This question is addressed within the framework of a qualitative-reconstructive study. Two synopses of structural features of degree programmes (2019, 2021), a document analysis of module handbooks (2019), expert interviews with programme directors (2019) and professional biographical-narrative interviews with lecturers (2019/2020) were conducted. The project received a favourable ethics vote from the German Society for Educational Science (DGfE). There is no conflict of interest.
RESULTS:
On an institutional-structural level, the results show a study landscape in Germany that is in a process of development with regard to various structural features. Based on the professional biographical narrative interviews with lecturers three teaching types can be reconstructed, which differ in terms of their habitual patterns.
CONCLUSIONS:
This study makes a significant contribution to the professionalisation of those involved in university-based midwifery education and provides relevant impetus for the further development of degree programmes in Germany.
KEY MESSAGE:
The results emphasise the relevance of human and time resources for the implementation of competence-based, science-based and practice-integrated initial university education. Poster session 3 (Group B)
Midwives in Germany are authorised and qualified by midwifery law and professional regulations to provide primary care for women and couples and their newborns and infants during pregnancy, birth and the first year of life. The demands on the profession and the role of the midwife have changed due to a complex and changing range of tasks and require extended qualifications (cf. DHV 2011, DGHWI 2018). This need was met by the legislator in Germany with the amendment of the Midwifery Act and the Study and Examination Ordinance for Midwives at the end of 2019 and beginning of 2020.
OBJECTIVES:
The study is dedicated to the overarching question of how teaching in midwifery degree programmes in Germany is designed at the institutional-structural and personnel level.
METHODS:
This question is addressed within the framework of a qualitative-reconstructive study. Two synopses of structural features of degree programmes (2019, 2021), a document analysis of module handbooks (2019), expert interviews with programme directors (2019) and professional biographical-narrative interviews with lecturers (2019/2020) were conducted. The project received a favourable ethics vote from the German Society for Educational Science (DGfE). There is no conflict of interest.
RESULTS:
On an institutional-structural level, the results show a study landscape in Germany that is in a process of development with regard to various structural features. Based on the professional biographical narrative interviews with lecturers three teaching types can be reconstructed, which differ in terms of their habitual patterns.
CONCLUSIONS:
This study makes a significant contribution to the professionalisation of those involved in university-based midwifery education and provides relevant impetus for the further development of degree programmes in Germany.
KEY MESSAGE:
The results emphasise the relevance of human and time resources for the implementation of competence-based, science-based and practice-integrated initial university education. Poster session 3 (Group B)
| eISSN: | 2585-2906 |
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