Pathways, development needs, and clinical connections for midwifery faculty in low- and middle-income settings of the Asia Pacific region: A qualitative study

Rachel M Smith; Joanne E Gray; Caroline Se Homer

doi:10.1016/j.wombi.2024.101841

Pathways, development needs, and clinical connections for midwifery faculty in low- and middle-income settings of the Asia Pacific region: A qualitative study

Women Birth. 2025 Jan 2;38(1):101841. doi: 10.1016/j.wombi.2024.101841. Online ahead of print.

Authors

Rachel M Smith¹, Joanne E Gray², Caroline Se Homer³

Affiliations

¹ Faculty of Health, University of Technology Sydney, Australia; Burnet Institute, Melbourne, Australia. Electronic address: [email protected].
² Faculty of Health, University of Technology Sydney, Australia.
³ Faculty of Health, University of Technology Sydney, Australia; Burnet Institute, Melbourne, Australia.

PMID: 39752781
DOI: 10.1016/j.wombi.2024.101841

Abstract

Introduction: The development and strengthening of midwifery education requires a focus on midwifery faculty as an important strategy to improve quality of care provision. Despite the need for high-quality midwifery educators in all-countries, preparation and development of faculty is challenging, particularly in low- and middle-income countries.

Aim: The aim was to explore the experiences of midwifery faculty in low- and middle-income countries in the Asia Pacific region regarding their pathway to being a faculty member, programs of development and/or factors that supported their transition to faculty. We also aimed to identify barriers and enablers to continued clinical practice.

Methods: A qualitative exploratory design applying reflexive thematic analysis was used. We undertook 17 semi-structured interviews with midwifery faculty from low- and middle-income countries in the Asia Pacific region.

Findings: Key themes were 1) drawing on professional determination and personal passion, 2) transitioning from clinical to academia is challenging, 3) meeting diverse role expectations, 4) needing orientation, mentorship and training, and 5) maintaining clinical skills.

Conclusion: Identifying supportive pathways for midwifery faculty, including transitional support and ongoing development, is crucial in providing quality midwifery education. Provision of early and sustained development and support is required to ensure professional identity is developed alongside the ability to function in the diverse roles expected of midwifery faculty.