Postgraduate Diploma in Midwifery

HISTORY

This curriculum was originally conceived in 1984 as a guideline entitled “Graduate Midwifery Program”. After being field-tested, it was revised in 1986. Further modifications were done in the light of more information, with the incorporation of trends in midwifery in 1997. The curriculum was then implemented in 1998 and 2000, and it evolved to its present form after many years of discussion, writing, and revision. The last revision was done in 2015 as the Graduate Diploma of Midwifery in order to meet the changes in the Diploma of Nursing program. The present revision in 2024 continues as the “ Post-graduate Diploma of Midwifery”. In response to the current health needs of Vanuatu, the review upgrades the curriculum to be able to provide quality, evidence-based, expert care by integrating knowledge, skills, and attitudes into safe, effective midwifery practices. The focus of this program is to strengthen the quality of midwifery care, especially in rural areas 

INTRODUCTION

A curriculum is defined as a systematic and intended packaging of competencies (i.e. knowledge, skills and attitudes that are underpinned by values) that learners should acquire through organized learning experiences both in formal and non-formal settings. A quality curriculum is important in encouraging life-long learning and in developing social skills and attitudes. In addition to learning the required professional knowledge, skills, attitudes, and behaviors, the professional curriculum also plays a role in developing personal attributes and society changes. However, systemic barriers exist to the design, development, and implementation of quality curricula. Barriers can include poor governance, insufficient stakeholder engagement, poorly prepared educators, under-resourced facilities, and lack of funding and policy support. Midwives can make a significant contribution to improving sexual, reproductive, and maternal health and reducing maternal and newborn mortality, but only if they are adequately educated, regulated, and supported by a professional association. Enablers of high-quality midwifery curricula include strong regulatory support, a well-resourced and supported system for education, and a recognized and respected professional association. The provision of quality midwifery education and care has been shown to have a positive impact on a range of maternal and newborn health outcomes, including:

 • Reduced mortality and morbidity. 

• Reduced potentially harmful interventions such as unnecessary caesarean section and routine episiotomy. 

• Improved public health gains such as increased rates of breastfeeding and immunisation. 

The Lancet Series on Midwifery shows that quality midwifery education and care improve for over 50 outcomes for women and babies. 

Despite the international evidence, in many countries, there has been limited investment in midwifery education and training. Recently, the WHO and partner organisations highlighted the deficit in midwifery education investment and progress in the Strengthening Quality Midwifery Education for Universal Health Coverage 2030: Framework for Action. This framework for action sets out a seven-point action plan to support strengthening the quality of midwifery education. 

The seven steps are: 1. Strengthen leadership and policy. 2. Gather data and evidence. 3. Build public engagement and advocacy. 4. Prepare educational institutions, practice settings, and clinical mentors. 5. Strengthen Faculty, standards, and curricula. 6. Educate students. 7. Monitor, evaluate, review, and adjust.