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Background <p>For universities, the full academization of the midwifery profession implies that the generic qualification description for bachelor’s degree programmes and the legally defined (international) competence profile of midwives must be concretized and translated into profession-specific competence objectives.</p> Objective <p>This study aimed to document the theoretical and conceptual foundations of competence-oriented curriculum development for German bachelor’s degree programs in midwifery science.</p> Methods <p>A&#xa0;cross-sectional survey of bachelor’s degree programs in midwifery sciences was conducted using an online questionnaire (eight items) on the theoretical and conceptual foundations of the competence-oriented curriculum. The descriptive data analysis includes data from <i>N</i> = 20&#xa0;study programs.</p> Results <p>Most bachelor’s degree programmes use theory-based concepts to specify the normative qualification profile of academic midwives. Besides cognitive theory (competence profile according to Pehlke–Milde = 55%, CanMEDS = 30%) and action theory (competence model according to Roth = 10%) models, some degree programmes develop their own competence models (35%).</p> Conclusion <p>The results provide an initial overview of basic competence concepts of direct-entry bachelor’s degree programs. In combination with occupational field analyses and data on the empirical testing of midwifery-specific competence models, the results provide a basis for the specialist discourse on cross-university harmonization.</p>

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Kompetenzorientierung in den Curricula primärqualifizierender Bachelorstudiengänge der Hebammenwissenschaft in Deutschland

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年7月28日

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  • Anja Alexandra Schulz,
  • Claudia Plappert,
  • Angela Kranz,
  • Joachim Graf,
  • Harald Abele,
  • Julia Berger,
  • Markus Antonius Wirtz

摘要

Background

For universities, the full academization of the midwifery profession implies that the generic qualification description for bachelor’s degree programmes and the legally defined (international) competence profile of midwives must be concretized and translated into profession-specific competence objectives.

Objective

This study aimed to document the theoretical and conceptual foundations of competence-oriented curriculum development for German bachelor’s degree programs in midwifery science.

Methods

A cross-sectional survey of bachelor’s degree programs in midwifery sciences was conducted using an online questionnaire (eight items) on the theoretical and conceptual foundations of the competence-oriented curriculum. The descriptive data analysis includes data from N = 20 study programs.

Results

Most bachelor’s degree programmes use theory-based concepts to specify the normative qualification profile of academic midwives. Besides cognitive theory (competence profile according to Pehlke–Milde = 55%, CanMEDS = 30%) and action theory (competence model according to Roth = 10%) models, some degree programmes develop their own competence models (35%).

Conclusion

The results provide an initial overview of basic competence concepts of direct-entry bachelor’s degree programs. In combination with occupational field analyses and data on the empirical testing of midwifery-specific competence models, the results provide a basis for the specialist discourse on cross-university harmonization.