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This series of six articles is inspired by themes arising from the Royal College of Midwives' state of midwifery education report. The series explores the current landscape and challenges in educating the future midwifery workforce, particularly those that relate to the higher education workforce. This penultimate article examines the interplay between the practice and academic environments and the impact this has on both students and staff alike, particularly in the wake of changing standards for student supervision. The article explores whether the nature of being an educator in a health field such as midwifery is unique because of the need to support students through placement challenges when there are limitations on what higher education institutions can realistically influence. It also examines the 'extra' responsibilities put on midwifery education staff to support students by way of 'academic assessor' roles. [ABSTRACT FROM AUTHOR]

This series of six articles is inspired by themes arising from the Royal College of Midwives' state of midwifery education report. The series explores the current landscape and challenges in educating the future midwifery workforce, particularly those that relate to the higher education workforce. This fourth article looks at what it is like to work in midwifery education compared to in practice as a midwife. The challenges associated with transition, remuneration, workload, casual working and the breadth of the midwifery education role are examined, particularly in comparison to other disciplines in higher education. The article explores how educators can be better supported in their training of the future midwifery workforce, while assuring their own progression and equal treatment in an increasingly competitive and tightly regulated sector. [ABSTRACT FROM AUTHOR]

This series of six articles is inspired by themes arising from the Royal College of Midwives State of Midwifery Education report. The series explores the current landscape and challenges in educating the future midwifery workforce, particularly those that pertain to the higher education workforce. This third article highlights the lack of global majority midwifery academics, and charts the decisions and experiences of global majority applicants and students in midwifery higher education. The barriers these students face include systemic and individual racism. These experiences likely impact global majority midwives choosing academic careers, yet greater diversity and representation is needed in the education workforce. This article explores how this might be achieved by examining sources of systemic racism and how to decolonise midwifery curricula in order to tackle inequality not just for educators and professionals, but for women in midwifery care. [ABSTRACT FROM AUTHOR]