Author Identifier (ORCID)
Abstract
Aim: To examine:(1) study-related demands faced by first-year midwifery students; and (2) support provided to help them cope with demands.
Background: The recent national transition from vocational training into tertiary midwifery education in Germany resulted in a new teaching environment and adjusted clinical placement settings. Capacity building at tertiary level enabled innovative services to foster supportive learning environments for midwifery students, including processes for onboarding. However, little is known about students’ perceived challenges during this time.
Design: Convergent mixed-methods study.
Methods: An online survey of 304 first-year direct-entry midwifery students from 31 German higher-education institutions and semi-structured interviews with lecturers (n = 10) and clinical mentor midwives (n = 7) were conducted. Quantitative data were subjected to descriptive statistical analysis, while qualitative interview data were analysed using a structuring and summarising content analysis approach.
Results: First-year midwifery students face academic demands (e.g., self-regulated learning and performance pressure) alongside challenges associated with dual study programmes, including clinical placement stressors and theory–practice gaps, while balancing study and personal life. Students, lecturers and mentor midwives in Germany identified helpful support measures, including university-based skills labs, practice supervision, practical instruction and personal guidance from faculty and clinical staff.
Conclusions: Existing support was perceived as valuable in addressing study demands; however, participants identified a need to further formalise and enhance support measures to better address organisational, personal, social and content-related demands. Close coordination between higher-education institutions and cooperating hospitals is required to align expectations, ensure continuity of support and clarify roles and responsibilities.
Keywords
competency-based education, dual study programme, Germany, midwifery direct-entry education, transition to higher education
Document Type
Journal Article
Date of Publication
10-1-2026
Article Number
104974
E-ISSN
18735223
ISSN
14715953
Volume
96
PubMed ID
42748494
Publication Title
Nurse Education in Practice
Publisher
Elsevier
School
School of Nursing and Midwifery
Funding Information
The KoHeb project is funded by the Lower Saxony Ministry of Science and Culture.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Soyka, C., Berger, J., Herrmann, D., Martis, R., Plappert, C., Schaper, N., Schlüter-Cruse, M., Tegethoff, D., Weckend, M., & Gross, M. M. (2026). Navigating study demands in first-year midwifery education: Mixed-methods insights from students, university lecturers and clinical mentor midwives. Nurse Education in Practice, 96, Article 104974. https://doi.org/10.1016/j.nepr.2026.104974