An Evaluation of Midwifery Education System in Armenia

Abstract

Background Competencies, knowledge and skills of health care professionals largely depend upon their education. Well-educated and competent midwives can improve women’s and infants’ health related outcomes. The current study evaluated the compliance of the current midwifery education system in Armenia with the global International Confederation of Midwives (ICM) standards. Methods The research team used a qualitative cross-sectional study design with deductive content analysis. Through purposeful sampling we recruited five nursing colleges providing midwifery education in Armenia; two in the capital city and three in different regions. The study population included midwifery students, faculty and administrative representatives of the selected colleges (n = 56). During fall 2018, we conducted observations of midwifery education textbooks and equipment and in-depth interviews and focus group discussions with participants. Results Despite widely used interactive teaching methodology and more than 60% of teaching time allocated for practical learning, students graduated from the program without obtaining essential competencies. Lack of teaching resources, especially in the regional colleges, and lack of quality clinical learning opportunities in hospitals were barriers for students to develop essential practical skills. Conclusions The study recommends the governmental bodies to ensure provision of equity-based distribution of finances and tangible resources between the capital city and regional nursing colleges. The practical component of midwifery education programs need substantial enhancement. Key messages The lack of teaching resources and access to hospital sites were barriers to obtaining essential competencies for midwifery students. In order to develop a sufficient professional skillset, midwifery education programs should arrange comprehensive and structured practical experience for students.

Midwifery Qualification in Selected Countries: A Rapid Review

“…These 64 documents described the qualifications to practice midwifery from 35 countries ( Table 1 ). The majority of the included information was from midwifery governing body web pages ( n = 11) [ 27 , 28 , 29 , 30 , 31 , 32 , 33 , 34 , 35 , 36 , 37 ] and law documents ( n = 11) [ 38 , 39 , 40 , 41 , 42 , 43 , 44 , 45 , 46 , 47 , 48 ] followed by midwifery assessment reports ( n = 10) [ 49 , 50 , 51 , 52 , 53 , 54 , 55 , 56 , 57 , 58 ] and midwifery association web pages ( n = 8) [ 59 , 60 , 61 , 62 , 63 , 64 , 65 , 66 ]. The rest of the documents were from published articles ( n = 7) [ 67 , 68 , 69 , 70 , 71 , 72 , 73 ], government web pages ( n = 7) [ 74 , ...…”

“…Among the included countries with complete information on study duration ( n = 21), it was observed that most direct-entry degrees ( n = 10) [ 31 , 33 , 53 , 54 , 60 , 61 , 67 , 69 , 70 , 75 , 84 , 87 , 91 ] or diplomas ( n = 3) [ 41 , 44 , 56 ] in midwifery were three- or four-year-long courses, whereas post-nursing ( n = 3) [ 39 , 50 , 51 , 52 , 57 , 59 ] or postgraduate ( n = 2) [ 49 , 68 ] midwifery qualifications required between seven months to two years of study ( Figure 2 ).…”