Peer-reviewed article
Barriers and enablers in implementing strategies to maintain clinical competence of midwife educators: a scoping review.
Ferguson A, Calvert B, Homer CSE, Smith R, Bar-Zeev S ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This scoping review examines how midwifery educators maintain clinical competence and identifies barriers and enablers to this process. The review found three main strategies: incorporating clinical practice into educator roles, workshops and training programs, and hands-on clinical practice at hospitals. Key barriers include high workload and insufficient employer support, while enablers include regular clinical practice time and ongoing professional development. The review notes that evidence linking educator competence to student or clinical outcomes is limited.
Key points
- Three main strategies for maintaining clinical competence: incorporating clinical practice into roles, workshops/training, and hands-on hospital practice
- Barriers include high workload, insufficient institutional support, and limited time for clinical practice
- Enablers include regular opportunities for clinical practice and ongoing professional development workshops
- Low- and middle-income settings face additional barriers related to workforce and resource constraints
- Limited evidence exists evaluating the direct impact of educator clinical competence on student or clinical outcomes
Limitations
This is a scoping review of published research rather than a study evaluating an intervention with measurable outcomes for children. The document does not provide direct evidence of impact on child health outcomes, maternal health, or neonatal outcomes.
Abstract
Background Well-educated and prepared midwife educators are crucial in the provision of high-quality midwifery education, ensuring that midwifery students are equipped with the essential competencies to improve maternal and neonatal health outcomes. The International Confederation of Midwives (ICM) Global Standards for Midwifery Education set out an expectation for midwife educators to remain clinically competent. However, little is known about strategies used by midwives to achieve this, and the factors that influence their ability to maintain clinical competence. Aim To identify how midwifery educators maintain clinical competence, and the barriers and enablers that influence this process. Methods A scoping review was conducted following Joanna Briggs Institute guidance. Six databases were searched for peer-reviewed articles, published from 2004 to 2024, to explore how midwifery educators maintain clinical competence. Grey literature was also included. Titles and abstracts were reviewed, data was extracted, and key concepts were mapped. Content analysis was used to report findings. Results Twenty-one articles were included in the final review. Three main strategies used by midwifery educators to maintain clinical competence were identified: (1) incorporating clinical practice into educator's roles at education institutes; (2) workshops and training programs; and (3) midwifery educators engaging in hands-on clinical practice at hospitals. Barriers to maintaining clinical competence among educators included high workload and insufficient support from employers. Conversely, enablers included opportunities for regular time in clinical practice, and ongoing workshops and trainings. Conclusions and significance Midwifery educators face a range of barriers to maintaining clinical competence, including limited time, insufficient institutional support, and challenges engaging in clinical practice environments. Several studies from low- and middle-income settings described additional barriers related to workforce and resource constraints. Educators who engaged in clinical practice or ongoing professional development reported perceived benefits including improved confidence, updated clinical knowledge, and strengthened links between theory and practice. However, evidence evaluating the direct impact of educator clinical competence on student or clinical outcomes was limited. Further research is needed to identify effective and sustainable approaches to supporting midwifery educators to maintain clinical competence across different settings.