A value-based philosophy debate on academic midwifery education in Europe

Background Worldwide midwifery educators are passionate about educating the next generation of midwives and prepare them to contribute to public health and the midwifery profession. A redesign and transformation of midwifery education may be needed, focusing on the longterm impact on mothers, families and communities. To meet these challenges, midwifery students are expected to acquire competences in all fields of midwifery according to both national and European legislation and the International Confederation of Midwives (ICM) Global Standards for midwifery education1. The landscape of Higher Education initiated a transparent and easily comparable system of academic degrees in Europe. In 1999, an educational system in three cycles was established (Bachelor’s, Master’s and Doctorate level), by the so called Bologna process2. In recent years, midwifery educational reforms shifted from vocational training to academic education in Europe, which enhanced opportunities for mobility, employability and research. A recent study (2019) confirmed that, in most European countries, midwifery education took place at university (19 at Bachelor’s and in seven at Master’s level). Only four countries still offered vocational diploma level programs3. Nevertheless, midwives from different countries have uneven levels of proficiency, scope of practice, and education. While variation exists, some countries face challenges operating in a European context where midwifery is regulated, measured and documented in a similar way enabling comparison and impact4.