Navigating study demands in first-year midwifery education: Mixed-methods insights from students, university...

To examine:(1) study-related demands faced by first-year midwifery students; and (2) support provided to help them cope with demands.

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.

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.

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.

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.