Strengthening midwifery education: An Assessment of Bachelor’s degree midwifery curricula in the West Bank, occupied Palestinian territory (oPt)
| dc.contributor.author | Sahar Hassan | |
| dc.contributor.author | Aidah Alkaissi | |
| dc.contributor.author | Ibtesam Dwekat | |
| dc.contributor.author | Fatima Hammad Madany | |
| dc.contributor.author | Maha Nahal | |
| dc.contributor.author | Raheeghi Awni | |
| dc.contributor.author | Hana Abu Lail | |
| dc.contributor.author | Wafa Alamleh | |
| dc.contributor.author | Eman Alshawish | |
| dc.contributor.author | Jennifer Dabis | |
| dc.contributor.author | Rihab Sandouka | |
| dc.date.accessioned | 2026-01-31T20:52:22Z | |
| dc.date.available | 2026-01-31T20:52:22Z | |
| dc.date.issued | 2025-11 | |
| dc.description | Midwives play a crucial role in bringing the worldwide Maternal Mortality Ratio (MMR) down to less than 70 maternal deaths per 100,000 live births by 2030 by filling important gaps in maternal and newborn care [1]. According to World Health Organization (WHO), by 2035, the efficient use of midwives might save 4.3 million lives a year, preventing more than 60 % of all maternal and neonatal deaths [2,3]. Globally, midwives face significant shortages, particularly in low- and middle-income countries (LMICs), accounting for only 10 % of the global sexual, reproductive, maternal, newborn, and the adolescents’ health (SRMNAH) workforce. They encounter substantial obstacles, including restricted educational access, practice limitations, and insufficient prioritization within vulnerable healthcare systems, which are exacerbated by crises such as pandemic and conflicts [4–6]. Moreover, significant global and regional variations have been documented in midwifery practices, scope of practice, education and training, policies, regulations and support [4,7,8]. Midwifery education worldwide faces challenges such as curriculum gaps, insufficient clinical training settings, a shortage of qualified preceptors, and a lack of empowered role models in clinical practice. Additional issues include limited number of highly educated faculty, resource constrains, financial difficulties for students, and challenges in attracting sufficient student numbers | |
| dc.description.abstract | Problem: In 1997, the first four-year direct-entry bachelor’s midwifery program was launched in the West Bank, oPt, followed by four similar programs at other local universities. Since then, no comprehensive evaluation has been conducted to assess the quality or content of these programs. Aim: To assess four-year direct-entry bachelor’s midwifery programs against the International Confederation of Midwives (ICM) essential competencies for midwifery practice. Methods: A cross-sectional rapid assessment of all five direct-entry bachelor’s midwifery programs in the West Bank was conducted using a self-assessment tool comprising 92 ICM essential competencies. Data were collected by midwifery faculty members and analyzed using frequencies and percentages for each competency category based on the total number of assessed competencies. Findings: Across the five midwifery programs, total competency scores ranged from 54.3 % to 68.5 %. Scores were observed in ongoing care of women and newborns (77.8–88.9 %) and antenatal (70.6–84.4 %). Competencies related to care during labor and birth ranged from 61.5 % to 69.2 %, while the lowest scores were in sexual and reproductive health and rights (16.7–41.7 %). Discussion: Findings indicate that, although midwifery programs share similar core concepts, variations and gaps exist, particularly in competency coverage, with some deficiencies linked to limited clinical training opportunities and services. Conclusion: The assessment results should guide midwifery programs in revising curricula to integrate ICM competencies, while faculty need training in pedagogy, evidence-based updates, and research skills; mentorship and capacity-building are also essential for faculty, clinical instructors, and students. | |
| dc.description.sponsorship | no sponser | |
| dc.identifier.citation | Hassan, S., Alkaissi, A., Dwekat, I., Madany, F. H., Nahal, M., Awni, R., ... & Sandouka, R. (2025). Strengthening midwifery education: An Assessment of Bachelor’s degree midwifery curricula in the West Bank, occupied Palestinian territory (oPt). Women and Birth, 38(6), 102114. | |
| dc.identifier.issn | E-ISSN (online) 1873-4332 | |
| dc.identifier.uri | https://dspace.alquds.edu/handle/20.500.12213/10521 | |
| dc.language.iso | en | |
| dc.publisher | Elsevier Ltd. | |
| dc.relation.ispartofseries | 10.1016/j.wombi.2025.102114; 102114 | |
| dc.title | Strengthening midwifery education: An Assessment of Bachelor’s degree midwifery curricula in the West Bank, occupied Palestinian territory (oPt) | |
| dc.type | Article |