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Midwifery Dissertation Topics

Published by Owen Ingram at January 3rd, 2023 , Revised On August 16, 2023

There have been midwives around for decades now. The role of midwives has not changed much with the advent of modern medicine, but their core function remains the same – to provide care and comfort to pregnant women during childbirth.

It is possible to be a midwife in the healthcare industry, but it is not always a rewarding or challenging career. Here are five things you didn’t know about midwifery nursing to help you decide if it could be the right career choice for you.

The profession of midwifery involves caring for women and newborns during pregnancy, childbirth, and the first few days following birth. Registered nurses are trained with four additional years of education along with major research on methods involve in midwifery and writing on midwifery dissertation topics, while midwives provide natural health care for mothers and children.

As a midwife, your role is to promote healthy pregnancies and births while respecting women’s rights and dignity. Midwives provide care to patients at every stage of life, from preconception to postpartum, family planning to home delivery to breastfeeding support.

Important Links: Child Health Nursing Dissertation Topics , Adult Nursing Topics , Critical Care Nursing Dissertation Topics . These links will help you to get a broad experience or knowledge about the latest trends and practices in academics.

Midwifery Is A Good Fit for the Following:

● Those who want to work with women, especially those at risk of giving birth in a                    hospital setting. ● Those who enjoy helping people and solving problems. ● Those who like to be creative and solve complex problems. ● Those who want to help others and make a difference in their lives.

Midwifery is a career with many benefits for both the midwife and the baby. They are well-trained and experienced in caring for pregnant women and newborns and often have access to the exceptional care that other nurses may not have.

Related Links:

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• Critical Care Nursing Dissertation Topics
• Dementia Nursing Dissertation Topics
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Midwifery Dissertation Topics With Research Aim

Topic:1 adolescence care.

Research Aim: Focus on comprehensive medical, psychological, physical, and mental health assessments to provide a better quality of care to patients.

Topic:2 Alcohol Abuse

Reseasrch Aim: Closely studying different addictions and their treatments to break the habit of drug consumption among individuals.

Topic:3 Birth Planning

Research Aim: Comprehensive birth planning between parents discussing the possible consequences of before, between, and after labour.

Topic:4 Community midwifery

Research Aim: Studying different characters in community midwifery and the midwife’s role in providing care for the infant during the early days of the child’s birth.

Topic:5 Contraception

Research Aim: Understand the simplicity of contraception to prevent pregnancy by stopping egg production that results in the fertilization of egg and sperm in the later stages.

Topic:6 Electronic fetal monitoring

Research Aim: In-depth study of electronic fetal monitoring to track the health of your baby during the womb, record construction per minute, and make a count of your baby’s heart rate.

Topic:7 Family planning

Research Aim: Importance to follow the basic rhythm methods for the couple to prevent pregnancy and use protection during the vaginal sex to plan a family without fertility treatments.

Topic:8 Foetal and newborn care

Research Aim: Expansion of the maternal-fetal and newborn care services to improve the nutritional quality of infants after delivery during their postnatal care time.

Topic:9 Foetal well being

Carefully tracking indications for the rise in heart rate of the fetal by weekly checkups to assess the overall well-being of the fetal.

Topic:10 Gender-based violence

Research Aim: Studying the consequences of male desire for a child that results in gender-based violence, harming the child’s physical and mental health.

Topic:11 Health promotion

Research Aim: Working on practices that help in controlling the amount of pollution of people, taking care of their overall health, and improving quality of life through adapting best health practices.

Topic:12 High-risk pregnancy

Research Aim: Calculating the ordinary risks of a high-risk pregnancy and how it affects a pregnant body resulting in a baby with poor health or any by-birth diseases, increasing the chance for complications.

Topic:13 HIV infection

Research Aim: Common causes of HIV infection and their long-term consequences on the body’s immune system. An in-depth study into the acquired immunodeficiency and the results leading to this.

Topic:14 Human Rights

Creating reports on human rights and their link with the freedom of thought, conscience, religion, belief, and other factors.

Topic:15 Infection prevention and control

Research Aim: Practices for infection prevention and control using efficient approaches for patients and health workers to avoid harmful substances in the environment.

Topic:16 Infertility and pregnancy

Research Aim: Evaluating the percentage of infertility and pregnancy, especially those facing no prior births, and who have high chances of infertility and pregnancy complications.

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Midwives are nurses who provide continuous support to the mother before, during, and after labour. Midwives also help with newborn care and educate parents on how to care for their children.

How Much Do Midwives Make?

The salary of a midwife varies depending on the type of work, location, and experience of the midwife. Midwives generally earn $132,950 per year. The average annual salary for entry-level midwives is $102,390.

The minimum requirement for becoming a midwifery nurse is a bachelor’s degree in nursing, with the option of pursuing a master’s degree.

An accredited educational exam can also lead to certification as a nurse-midwife (CNM). The American College of Nurse-Midwives (ACNM) enables you to practice independently as a midwife.

There are many pros and cons to working as a midwife. As a midwife, you have the following pros and cons:

• Midwives have the opportunity to help women during one of the most memorable moments in their lives.
• Midwives can positively impact the health of mothers and their children.
• Midwives can work in many hospitals, clinics, and homes.
• In midwifery, there are many opportunities for continuing education and professional development.
• You will often have to work nights and weekends, which can be mentally draining.
• You will have to travel a lot since most births occur in hospitals or centres in different areas.
• You will have to deal with stressors such as complex patients and uncooperative families.
• You will be dealing with a lot of pain, so you need to be able to handle it without medication or other treatment methods.

A career in midwifery is a great fit for those with a passion for health and wellness, an interest in helping people, and a desire to work in a supportive environment.

It is important to become involved in your local midwifery community if you are contemplating a career in midwifery – the best source of learning is your major research work, along with writing a lengthy thesis document on midwifery dissertation topics that will submit to your university to progress your midwifery career.

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How to find midwifery dissertation topics.

To find midwifery dissertation topics:

• Explore childbirth challenges or trends.
• Investigate maternal and infant health.
• Consider cultural or ethical aspects.
• Review recent research in midwifery.
• Focus on gaps in knowledge.
• Choose a topic that resonates with your passion and career goals.

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Doctoral Thesis Collection

This midwifery PhD thesis collection is an exciting new initiative for the RCM.

The aim of the collection is to provide a platform for midwives to showcase their academic work, and to inspire and support midwives who are considering or who are currently undertaking further academic study. Additionally, the collection will provide a source of open access midwifery generated evidence for everyone to use.

The opportunity for midwives to include details of the resultant publications and their social media details and institutional link, if appropriate will hopefully also support the creation of professional networks related to their academic interests. Authors may have also published articles from their thesis, so please use an author’s contact details to ask about this.

If you are a midwife and have a completed a PhD and would like to include your thesis in this collection, please complete the online form below.

If you would like to search the Thesis Collection, "Control+F" (or "Command+F" on a Mac) is the keyboard shortcut for the Find command. Pressing the Ctrl/Command key + the F key will bring up a search box in the top right corner of your screen. You can then use this to search the Collection for keywords.

Submit details of your doctoral thesis to be included in the RCM collection

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Department : Health Sciences Module co-ordinator : Ms. Helen Recchia Credit value : 40 credits Credit level : H Academic year of delivery : 2021-22 See module specification for other years: 2022-23 2023-24

Module will run

Module aims.

To provide the student with the opportunity to study an area of midwifery practice in depth, demonstrate critical reasoning and application of theory to practice.

Module learning outcomes

This module will enable the student to:

• Critically review in depth the research literature related to their chosen topic of study.
• Critically evaluate a range of theoretical and philosophical dimensions in order to contextualise their study.
• Integrate relevant theoretical concepts with reflections on experience.
• Critically reflect on the application of evidence based guidelines to practice in their chosen area of study.
• Present a major study, which demonstrates critical thought and the ability to synthesise knowledge from a range of appraised sources.

Special assessment rules

Non-compensatable

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Written feedback for summative assessment is provided on the standard proforma, within the timescale specified in the programme handbook.

Indicative reading

• Aveyard, H. & Sharp, P. (2017) A beginners guide to evidence based practice  (3rd ed). Maidenhead: Open University Press
• Aveyard, H., Sharp, P. & Woolliams, M (2015) A beginners guide to critical thinking and writing in health and social care  (2nd ed). Maidenhead: Open University Press
• Becker, L. (2015) Writing successful reports and dissertations . London: SAGE Publications Ltd
• Cottrell, S. (2014) Dissertations and project reports. Basingstoke: Palgrave Macmillan
• Cottrell, S. (2017) Critical thinking skills. (3rd ed) . Basingstoke: Palgrave Macmillan
• Wickham, S. (2015) 101 Tips for planning, writing and surviving your dissertatio n. www.sarawickham.com
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Studying for Your Midwifery Degree

• Siobhan Scanlan - Oxford Brookes University, UK
• Hilary Walker
• Description

This essential handbook helps midwifery students to make the most from their time studying. It clearly explains the core learning skills you will need right from the start of the course, such as academic writing, placement learning and understanding theoretical concepts. It also introduces more advanced skills, such as reflection, research, evidence-based practice, writing a dissertation and complex decision making. It shows why these important skills are essential for you both to succeed at university and when you are a registered midwife.

Key features

- An accessible student-friendly guide specifically written for midwifery students - Three midwifery students are followed throughout the book to show real issues that you may face during your studies - Activities throughout help you test and develop your own learning skills - Each chapter is linked to relevant NMC and QAA standards, so that you can see what you are expected to know in order to pass your programme. Series Editor The Transforming Midwifery Practice series editor is Judith Jackson, Canterbury College.  

See what’s new to this edition by selecting the Features tab on this page. Should you need additional information or have questions regarding the HEOA information provided for this title, including what is new to this edition, please email [email protected] . Please include your name, contact information, and the name of the title for which you would like more information. For information on the HEOA, please go to http://ed.gov/policy/highered/leg/hea08/index.html .

For assistance with your order: Please email us at [email protected] or connect with your SAGE representative.

SAGE 2455 Teller Road Thousand Oaks, CA 91320 www.sagepub.com

Super relevant for our students

Good basis for 1st year students

This clear and accessible book will be very helpful for midwifery students embarking on their course of study. The skills needed are fully described and examples are given throughout, to highlight the importance of continuous skill development both academically and whilst on placement. A very useful resource for all midwifery students.

This book is good as a supplementary read for midwifery students. Those that would find it most useful are students new or returning to university level study. The book is divided into logical sections and chapters, progressing to more in depth study skills as the reader progresses thorough the book.

This text contains so much information that will help students to develop and progress through the course. Advised for precourse reading and essential reading on commencing course

A thought provoking and interactive book.

A truly great book for popel wishing to tudy midwifery. I used his book with a lady thinking of studying midwifery. this book gacve her a great overview of subject areas she would need to look at and what would be involved that could not be found in teh course material prived by unversity in advacne..

A good useful book providing ideas and thoughts for future students

The title does not truly reflect the contents of this as hidden inside are a range of gems of advice to suit the evolving midwifery student as they make the step by step transition through the midwifery programme.The case studies and activities engage the reader while allowing further exploration of topics. I will be recommending this to my personal tutees as a companion guide .

An excellent companion for the journey from novice to expert. I have asked students to purchase.

Preview this book

For instructors, select a purchasing option, related products.

This title is also available on SAGE Knowledge , the ultimate social sciences online library. If your library doesn’t have access, ask your librarian to start a trial .

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What is a literature review?

Choosing a topic, developing your search strategy, carrying out your search, saving and documenting your search, formulating a research question, critical appraisal tools.

• Go to LibrarySearch This link opens in a new window

So you have been asked to complete a literature review, but what is a literature review?

A literature review is a piece of research which aims to address a specific research question. It is a comprehensive summary and analysis of existing literature. The literature itself should be the main topic of discussion in your review. You want the results and themes to speak for themselves to avoid any bias.

The first step is to decide on a topic. Here are some elements to consider when deciding upon a topic:

• Choose a topic which you are interested in, you will be looking at a lot of research surrounding that area so you want to ensure it is something that interests you. 
• Draw on your own experiences, think about your placement or your workplace.
• Think about why the topic is worth investigating.  

Once you have decided on a topic, it is a good practice to carry out an initial scoping search.

This requires you to do a quick search using  LibrarySearch  or  Google Scholar  to ensure that there is research on your topic. This is a preliminary step to your search to check what literature is available before deciding on your question. 

The research question framework elements can also be used as keywords.

• Think about who the population/ sample group. Are you looking for a particular age group, ethnicity, cultural background, gender, health issue etc.
• What is the intervention/issue you want to know more about? This could be a particular type of medication, education, therapeutic technique etc. 
• Do you have a particular context in mind? This could relate to a community setting, hospital, ward etc. 

It is important to remember that databases will only ever search for the exact term you put in, so don't panic if you are not getting the results you hoped for. Think about alternative words that could be used for each keyword to build upon your search. 

Build your search by thinking about about synonyms, specialist language, spellings, acronyms, abbreviations for each keyword that you have.

Inclusion & Exclusion Criteria

Your inclusion and exclusion criteria is also an important step in the literature review process. It allows you to be transparent in how you have  ended up with your final articles. 

Your inclusion/exclusion criteria is completely dependent on your chosen topic. Use your inclusion and exclusion criteria to select your articles, it is important not to cherry pick but to have a reason as to why you have selected that particular article. 

• Search Planning Template Use this template to plan your search strategy.

Once you have thought about your keywords and alternative keywords, it is time to think about how to combine them to form your search strategy. Boolean operators instruct the database how your terms should interact with one another. 

Boolean Operators

• OR can be used to combine your keywords and alternative terms. For example "Social Media OR Twitter". When using OR we are informing the database to bring articles continuing either of those terms as they are both relevant so we don't mind which appears in our article. 
• AND can be used to combine two or more concepts. For example "Social Media AND Anxiety". When using AND we are informing the database that we need both of the terms in our article in order for it to be relevant.
• Truncation can be used when there are multiple possible word endings. For example Nurs* will find Nurse, Nurses and Nursing. 
• Double quotation marks can be used to allow for phrase searching. This means that if you have two or more words that belong together as a phrase the database will search for that exact phrase rather than words separately.  For example "Social Media"

Don't forget the more ORs you use the broader your search becomes, the more ANDs you use the narrower your search becomes. 

One of the databases you will be using is EBSCOHost Research Databases. This is a platform which searches through multiple databases so allows for a comprehensive search. The short video below covers how to access and use EBSCO. 

A reference management software will save you a lot of time especially when you are looking at lots of different articles. 

We provide support for EndNote and Mendeley. The video below covers how to install and use Mendeley. 

Consider using a research question framework. A framework will ensure that your question is specific and answerable.

There are different frameworks available depending on what type of research you are interested in.

Population - Who is the question focussed on? This could relate to staff, patients, an age group, an ethnicity etc.

Intervention - What is the question focussed on? This could be a certain type of medication, therapeutic technique etc. 

Comparison/Context - This may be with our without the intervention or it may be concerned with the context for example where is the setting of your question? The hospital, ward, community etc?

Outcome - What do you hope to accomplish or improve etc.

Sample - as this is qualitative research sample is preferred over patient so that it is not generalised. 

Phenomenon of Interest - reasons for behaviour, attitudes, beliefs and decisions.

Design - the form of research used. 

Evaluation - the outcomes.

Research type -qualitative, quantitative or mixed methods.  

All frameworks help you to be specific, but don't worry if your question doesn't fit exactly into a framework. 

There are many critical appraisal tools or books you can use to assess the credibility of a research paper but these are a few we would recommend in the library. Your tutor may be able to advise you of others or some that are more suitable for your topic.

Critical Appraisal Skills Programme (CASP)

CASP is a well-known critical appraisal website that has checklists for a wide variety of study types. You will see it frequently used by practitioners.

Understanding Health Research

This is a brand-new, interactive resource that guides you through appraising a research paper, highlighting key areas you should consider when appraising evidence.

Greenhalgh, T. (2014) How to read a paper: The basics of evidence-based medicine . 5 th edn. Chichester: Wiley

Greenhalgh’s book is a classic in critical appraisal. Whilst you don’t need to read this book cover-to-cover, it can be useful to refer to its specific chapters on how to assess different types of research papers. We have copies available in the library!

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This programme is a research-based programme. The rationale is to prepare graduates to be leaders in their field, capable of addressing National and African health priorities, building on their prior knowledge acquired in the underpinning nursing programme.

The MSc(Nursing) programme aims to prepare graduates who will be able to demonstrate competence in the research process, and an understanding of the main approaches and paradigms – both qualitative and qualitative – in health sciences research. The programme aims to facilitate the development of reflective practice, the utilisation of appropriate theoretical foundation for nursing practice,identify researchable nursing or midwifery problems and conduct research, the findings of which will contribute to the advancement of the nursing/ midwifery knowledge and/or practice.

Selection criteria

• have a four-year Bachelor’s degree in Nursing and have achieved a minimum aggregate of 65% in the final year of the Bachelor’s degree; or have a qualification recognised by Senate as equivalent to the above
• be registered with the South African Nursing Council (SANC) as a nurse and/or midwife if the dissertation has a clinical component
• International applicants who wish to conduct research in South Africa that has a clinical component must register with the South African Nursing Council as a nurse and/or midwife
• submit evidence of successful study in an approved postgraduate-level course in research methodology (or the equivalent) within the past three years. (Applicants who do not meet this requirement will be required to successfully complete a postgraduate-level course in research methodology before submission of the proposal for review)
• submit, with the application, a concept paper of the proposed research project which should be related to the research focus areas 
• have an approved level of basic computer literacy
• show evidence of English literacy 

Programme structure

The programme is by full dissertation of 180 credits (maximum of 50 000 word dissertation). Students register for a single course. Research should be undertaken in one of the research focus areas of the Division of Nursing and Midwifery Students will be assigned a research supervisor.

A minimum of two years full time registration or a maximum of four years.

Research focus areas

Research setting

• Research may be undertaken in South Africa or in the country of an international candidate.
• If an international candidate wishes to conduct clinical research in South Africa, they will need to be registered as a nurse and/or midwife (as appropriate) with the South African Nursing Council.

Research approval

• Research studies may not commence until the Faculty of Health Sciences Human Research Ethics Committee approval is granted, and the necessary permissions from research settings/institutions.

In the case of international students, in addition to UCT research ethics approval, they will need to get research ethics approval from a local (in-country) higher education or research institution, as required by the country concerned

If you’re a practising midwife our MSc in Midwifery puts you at the cutting-edge of thinking, research and practice to benefit your career. It’ll also help you meet new challenges and opportunities as a practitioner, partner and leader delivering and shaping future maternity services.

Why study with us

• Depending on the modules you select, you may be able to study this course entirely online.
• Modules within this course can be studied as standalone CPD courses, and built upon to gain either a PGCert, PGDip or full master's degree.
• You’ll focus on key areas like advancing midwifery practice, leadership, research and education. You’ll also look at service development and change, including legal, ethical, cultural and societal issues.

What you'll do

• There are options to be taught in class and via e-learning, using multimedia teaching materials, live interactive sessions, email contact with tutors and peer groups, message boarding and scheduled live personal tutorials.
• Reflections and peer study, including with those from around the world, is a valuable part of the course which is delivered in English.
• There are stepping off points at postgraduate certificate, postgraduate diploma, and master’s degree levels.

Module information

You will study at least three core modules and build the rest of your course by choosing from the list of optional modules. The modules are also available as standalone courses which can be studied alone or built upon to gain the MSc award.

Compulsory modules

For compulsory modules, everyone will study:

• Introduction to postgraduate research (NU4025)

Select minimum two modules from:

• Spontaneous labour and birth: evidence and debate (MW4057)
• Maternal and child health: culture and society (MW4035)
• Psycho-social influences and impact on maternal, child and family health (MW4033)

Select one module from:

• Dissertation (NU4008)
• Dissertation: project (NU4053)

Optional modules

You will then build the rest of the course from the list of optional modules.

Modules studied

These modules are set and you have to study these as part of your course.

Psycho-social Influences and Impact on Maternal, Child and Family Health

This module aims to provide you with the opportunity to reflect upon your experiences and advance your knowledge and skills in three key areas. First how psychosocial factors interact and influence access, perceptions and experiences of midwifery and wider perinatal care. Second, the specific interventions and support in place to address psychosocial wellbeing, and finally the wider implications of psychosocial wellbeing on maternal, child and family health.

Maternal and Child Health: Culture and Society

You'll advance your knowledge base and skills to engage with contemporary social issues. Importantly, the consequences for maternal and child health. You'll also explore the impact of social processes and cultural norms on maternal and child health practices.

Spontaneous Labour and Birth; evidence and debate

The aim of this module is to enable you to critically apply theoretical insights and practical knowledge to midwifery practice for women and their partners to optimise physiological childbirth. It demands significant theoretical and reflective engagement with a range of concepts, and it aims to develop the capacity to apply these reflections to practical, empathic, rights-based solutions in the UK and globally.

• Dissertation

In this dissertation you will draw to a conclusion the themes that you have explored throughout your learning experience. You will demonstrate your knowledge and ability to produce a piece of work that will have a potential impact on your own area of healthcare practice.

Introduction to Postgraduate Research

This module aims to develop your understanding of research within health and social care. You will be presented with a broad overview of the principles of research beginning with ethical, epistemological and theoretical perspectives, and moving through qualitative and quantitative research designs, and synthesis.

You'll channel your prior knowledge and clinical experience in the creation of a dissertation project. Your research project will centre around professional and clinical contexts and academic needs. You'll independently work with guidance from a chosen supervisor.

Depending on how many compulsory modules you take, you may be able to choose optional modules to make up your course.

Organisational Leadership and Management

On this module, you will develop to be a practitioner as a leaders and/or a manager who can think critically, strategically and be able to facilitate change and influence policy.

Enhancing Critical Care in Pregnancy and Childbirth

As a midwife, you'll enhance existing knowledge and increase confidence, knowledge, and skills while focusing on caring for women and families receiving critical care in the maternity setting. You'll explore evidence-based practice and reflect on the identification and treatment of the critically ill woman together with exploring the role of the midwife within this multidisciplinary setting.

Substance use: impact on the childbearing woman, baby and family

This module aims to highlight the need for holistic care of childbearing women, babies and families through an in-depth exploration of both maternal and neonatal issues, whilst also recognising the diversity of the cultural and societal frameworks in which we live.

Advocating and Educating for Quality Improvement (AEQUIP) through effective leadership

This module will develop your understanding of the A-EQUIP model and acquire the knowledge and skills required to undertake the role of a professional advocate in a safe and competent manner.

Maternal and Infant Nutrition and Nurture: Bio-cultural Perspectives

This module aims to advance knowledge and skills to enable critical engagement with complex issues of maternal, fetal and infant nutrition and nurture within diverse cultural and societal frameworks. It explores and critiques: the nutritional needs of pregnant women and their babies: the biology of human milk; the socio-cultural influences on maternal nutrition and infant, feeding practices; the protection, promotion and support of breastfeeding and breast milk feeding; practices to enhance optimal nutrition and nurture for all mothers and babies; and the influence of nurturing, relational and responsive care on early childhood development. The module will draw on local, national and wider global contexts.

Innovative approaches to midwifery education

This module aims to develop and prepare confident, creative and innovative midwifery educators who will transform midwifery care and practice improving outcomes for childbearing women, babies and families.

Non-medical Prescribing

This Level 7 module prepares healthcare professionals such as nurses, midwives, pharmacists and allied health professionals to practice as independent prescribers as well as supplementary prescribers. You will use the relevant professional standards set by the relevant council for each profession.

To study this module, you must be an appropriately trained and qualified health professional with at least three years’ experience and be currently working in the relevant specialist field as you require patient access for assessments.

Advanced Research Methods

In this module you will be provided with the research skills that are needed to design and conduct a piece of research within your chosen set of ideas. You will choose between sessions from either or both of the quantitative and qualitative sections to suit your research topic.

Applying Methods in Health Research

The module enables you to focus on methods used in health and health service research. The module examines the practical application of research methods. You will also develop independent qualitative and quantitative research skills.

Safeguarding

You'll critically appraise the issues, policies, and theory relating to issues of safeguarding. You'll produce findings to consider appropriate strategies. You'll put procedures in place to work in the arena of safeguarding children and adults.

Examination of the Newborn (2)

This module aims to develop your knowledge and skills for a career in the neonatal profession. You will be prepared as a health professional to undertake an examination of newborn babies to screen for abnormalities.

Every effort has been made to ensure the accuracy of our published course information. However, our programmes are subject to ongoing review and development. Changing circumstances may cause alteration to, or the cancellation of, courses. Changes may be necessary to comply with the requirements of accrediting bodies or revisions to subject benchmarks statements. As well as to keep courses updated and contemporary, or as a result of student feedback. We reserve the right to make variations if we consider such action to be necessary or in the best interests of students.

Join us on campus

Explore our fantastic campuses and discover what life is like here at the University of Central Lancashire.

View the course facilities

Future careers

Following successful completion of the MSc Midwifery course you can progress your career as an educator, leader, or advanced practitioner. You could also pursue further study with a professional doctorate or a PhD.

Successful completion of the course means you’ll meet new requirements of midwives including having a master’s qualification. 

Academic expertise

Kerry has worked as a Lecturer in Midwifery since April 2015. She has BSc (Hons) degree in Adult Nursing with a clinical background working in the Emergency department and Urgent care centres. Kerry also has a BSc (Hons) degree in Midwifery and her previous clinical role was as t…

Soo is a midwife with a particular research focus on the nature of, and cultures around, normal birth. Soo has undertaken research using a wide range of qualitative and quantitative methods, from phenomenology and ethnography to surveys, RCTs, and epidemiological analysis of lar…

Gill Thomson is a Professor in Perinatal Health within the Maternal and Infant Nutrition and Nurture Unit (MAINN) in the University of Central Lancashire. Gill has a psychology academic background and a PhD in midwifery. Gill has been led/been involved in a number of research/eva…

Rebekah joined UCLan as a Midwifery Lecturer is 2018.

Kenny works in the midwifery research team and holds a particular interest in qualitative research. Much of his work is focused on the inter-relational aspects of maternity care and the adoption of a salutogenic approach to care provision. Methodologically, Kenny is interested in…

Leah is a Senior Midwifery Lecturer within the School.

Sarah joined us in 2020. She has varied experience in midwifery care with a previous role as an infant feeding specialist. Sarah is also a nurse with a clinical background working in cardiothoracic intensive care.

Fees and funding

Additional costs.

As part of your course there may be additional costs to consider that are not included in your tuition fees. Most of these will be optional, but some courses have essential additional costs. Find out more about additional costs .

Scholarships and bursaries

We have a wide range of bursaries, scholarships and funds available to help support you whilst studying with us.

Select your country to see eligibility information and how to apply by selecting more info on the cards below.

NHS Learning Support Fund

If you are thinking of studying for a health-related undergraduate or postgraduate degree, take a look at what financial support is available.

Dependants Bursary

Students with financially dependent children may be eligible for our Dependants Bursary as part of our financial support package. 

Carers Bursary

If you need extra support because you have unpaid caring responsibilities alongside your studies.

Sports scholarships

We offer student athletes support and opportunities for their playing careers whilst they study a high-quality degree.

Learning and assessment

We use a range of assessment strategies which include:

• Written assignments,
• Reflective tasks
• Case presentations
• Peer observation
• Viva’s
• Clinical assessments
• Project/grant applications

You’ll need to complete each module for which you are registered, and to deadline unless we agree an extension. For CPD you’ll need to demonstrate working in leadership roles.

Further information

All tutors are qualified to teach and many of the academic staff teaching on this course are qualified nurses and or midwives; some contribute to the pre and post registration midwifery curriculum. The course team have a wide range of expertise and skills within midwifery, sexual health and neonatal practice. The team keep up-to-date with evidence-based practice and utilise research based evidence to inform teaching. 

As part of the course you will have the opportunity to hear about the experiences of service users, carers, patients and public members via our community engagement and service user support groups ( Comensus ).

This course is based in the School of Nursing and Midwifery

For information on possible changes to course information, see our essential and important course information

You can find regulations and policies relating to student life at the University of Central Lancashire on our student contract page

This website is intended for healthcare professionals

• { $refs.search.focus(); })" aria-controls="searchpanel" :aria-expanded="open" class="hidden lg:inline-flex justify-end text-gray-800 hover:text-primary py-2 px-4 lg:px-0 items-center text-base font-medium"> Search

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Literature review.

The role of egg consumption in the first 1001 days of life: a narrative review

For this narrative review, PubMed was searched to identify key articles published between 2019 and 2024 investigating egg consumption during pregnancy, breastfeeding and/or infancy. The following...

Autistic women's experiences of the antenatal, intrapartum and early postnatal periods

The PICO mnemonic (Stern et al, 2014) was used to identify key words and develop the research question: what can midwives in England learn from studies exploring the experiences of autistic women in...

Perinatal outcomes in persistent occiput posterior fetal position: a systematic review and meta-analysis

Meta-analysis is a quantitative, formal, epidemiological study design used to systematically assess the results of previous research to derive conclusions about that body of research (Haidich, 2010)....

Carbetocin vs oxytocin in third stage labour: a quantitative review of low- and middle-income countries

This review was carried out to determine if the use of carbetocin in low- and middle-income countries would reduce the risk of postpartum haemorrhage, and associated morbidity and mortality, in...

mHealth interventions to improve self efficacy and exclusive breastfeeding: a scoping review

The electronic search was carried out in September 2022, using the population/problem/patient, intervention, comparison, outcome and study design strategy. The primary source of literature was online...

The use of gender-neutral language in maternity settings: a narrative literature review

A preliminary search of the Cochrane Library, CINAHL, and MEDLINE databases was undertaken to identify articles relating to the topic. Search terms or text words contained in titles, abstracts and...

Midwives’ practice of maternal positions throughout active second stage labour: an integrative review

An integrative review was considered suitable for this study, as this methodology allows inclusion of data from all types of literature to fully answer review questions (Whittemore and Knafl, 2005;...

Health-seeking behaviours of pregnant adolescents: a scoping review

This study was developed based on Arskey and O'Malley's (2005) scoping review methodology. According to this framework, there are six stages: (1) identifying the research question, (2) identifying...

Maternal intrapartum fluids and neonatal weight loss in the breastfed infant

Searches of key databases (CINAHL, MEDLINE, EMBASE, EMCARE) were conducted using a search strategy developed in collaboration with the local NHS library service (Table 1). Known researchers in this...

Midwives' and women's understanding of cytomegalovirus infection during pregnancy

The electronic databases CINAHL, Maternity and Infant Care, EMBASE and PubMed were systematically searched using key words and terms, which included: midwife, midwives, woman, women,...

Simulation and midwifery education 2011–2021: a systematic review

The focus of this review was the evaluation of articles describing the use of simulation in midwifery education. A search was carried out using the online database PUBMED for articles published...

How does social media influence expectations, decision making and experiences of childbirth?

This literature review focused on qualitative research, to gather insight from rich data about women's experiences (Aveyard, 2019). Initial searches were undertaken in April 2022 in CINAHL Plus,...

Showing 1 to 12 of 60 results

Why choose British Journal of Midwifery?

BJM supports midwives by sharing expertise and advice to help you build confidence, grow professionally and improve care.

What's included

Evidence-based best practice

Peer-reviewed research

Practical guidance

CPD support

Subscriptions start:

School of Health and Society

September 2024

In a nutshell

International applicants: please check the  international intakes page  for the latest information and application dates. 

This postgraduate masters programme is for qualified midwives only. If you aren't a midwife and you want to qualify as a midwife please look at the below alternative web pages:

• BSc (Hons) Midwifery
• MSc Midwifery (pre-registration) - if you already have a degree in health or a related area. 
• MSc Midwifery Post-RN (pre-registration) - if you are a Registered Adult Nurse. 

On the  MSc/PgDip/PgCert Midwifery course , you will develop a mastery of contemporary midwifery and practice, enhance your professional credibility and develop your personal confidence for career advancement. 

The MSc Midwifery will empower you to take forward your practice in any environment such as clinical, management, leadership and research roles. There is also a dedicated pathway for those with, or planning to have educational responsibilities.

• Examine your practice and develop an evidence-based approach to care and service provision.
• Be taught by a dynamic multidisciplinary team of academics and clinicians who are recognised experts in their disciplines and who have strong practice links across the North West.
• Be encouraged and supported to present and publish your work.

students accepted

This is for you if...

You want to enhance your professional credibility and develop personal confidence for career advancement.

You want to develop a mastery of contemporary midwifery and practice.

You have the ability to act on your own initiative.

All about the course

You will be taught by a dynamic multidisciplinary team of academics and clinicians who are recognised experts in their disciplines and who have strong practice links across the north west. The teaching environments are equipped with state-of-the-art classroom facilities and dedicated midwifery and neonatal clinical skills simulation suites. Creative learning and participation are encouraged through reflection and critical discussion.

Please note that some modules require a clinical placement which must be in place prior to application. In some circumstances, assessment and practice can be undertaken via simulation.

One-to-one support and preparation is provided for assessments which emulate the real-life environment and allow practitioners to develop their skills and confidence. Although this might seem daunting you have the opportunity to learn at an achievable pace with a group of like-minded peers which students find friendly and supportive.

• MSc : 180 credits
• PgDip : 120 credits
• PgCert : 60 credits

Please be aware that if you are an international student you are welcome to apply for the MSc Midwifery but you will not be able to undertake any modules that require assessment of clinical skills. You will not be able to gain any clinical experience in the UK, unless you are registered as a midwife by the UK Nursing & Midwifery Council.

• Year one, trimester one:  Two 30-credit modules.
• Year one, trimester two:  Two 30-credit modules.
• Year one, trimester three:  Dissertation (60 credits).

Part-time (two years):

• Year one:  Three 30-credit modules (one 30-credit module per trimester).
• Year two:  One 30-credit module (trimester 1) and a dissertation (60 credits) in trimesters 2 and 3.

Part-time (three years):

• Year one:  Two 30-credit modules. On completion, this equates to a PgCert. 
• Year two:  Two 30-credit modules. On completion, this equates to a PgDip. 
• Year three:  Dissertation (60 credits). On completion, this equates to the full MSc. 

Critically Exploring Professional Practice

This module focuses on your professional development as a midwife nurse and is designed to support your critical analysis of yourself and professional practice.

Research Methods (Online)

This online module allows you to critically evaluate a range of research techniques and prepares you for the dissertation module. It includes an overview of the research theories, guidance on critically reviewing research, developing a research proposal and the fundamentals of qualitative and quantitative data collection and analysis.

Perinatal Mental Health

This module provides you with a systematic, in-depth understanding of knowledge, evidence and skills in relation to perinatal mental health, identifying, assessing and supporting pregnant and new mothers, their infants and families.

Professional Advocacy Modules

Two single 15 credit modules or taken concurrently for full 30 credits

Professional Midwifery Advocacy and Leadership (15 credits)

This module provides midwives with the knowledge and skills to become a Professional Midwifery Advocate (PMA). It introduces the concepts of the A-EQUIP model focusing on coaching, clinical supervision and restorative practices. Taught by experts in the field and PMAs; leadership, advocacy and the midwifery profession are critically explored. Students will have the opportunity to be taught in the state of the art simulation facilities and examine real-life case studies.

Contemporary Leadership in Midwifery (15 credits)

This module can be studied concurrently with Professional Midwifery Advocacy and Leadership to provide the student with 30 credits at level 7 and learning focused on wider leadership issues. Students will have an opportunity to explore self and others in the context of contemporary leadership and develop their own leadership styles. Social media and the use of technology will be introduced as a learning tool and to improve students’ use of these in their field of practice. This is a self-directed online module.

Newborn and Infant Examination (NIPE)

This module encourages a holistic approach to the care of the neonate by addressing the relevant physiology, pathophysiology, psychological, professional, social and behavioural issues underpinning the routine newborn and infant examinations.

Newborn and Infant Examination (NIPE): Theory only

This module explores theory of examination of newborns using simulated practical workshops. This module is designed for international students who cannot gain experience in a clinical environment in the UK. 

Independent Learning Midwifery

This online module allows you to undertake a comprehensive literature search on a topic of your choice (agreed with your academic supervisor) and to critically evaluate a range of evidence. This will provide you with the opportunity to formulate, negotiate and undertake a project that will enhance or develop skills and knowledge of a midwifery topic of choice.

Third Trimester Ultrasound

The aim of this module is to equip the practitioner with scientific and clinical knowledge, and critical understanding in order to demonstrate skills, competence and safe effective practice in performing Third Trimester Obstetric Ultrasound imaging. 

Students on this module will normally already be employed by a clinical department. 

In order to apply for this module, students must submit a Clinical Verification Form to demonstrate they have support from their manager and a clinical mentor to access the required caseload. 

Non-Medical Prescribing

This module allows midwives to study with other health care professionals to prescribe safely, appropriately and cost-effectively as an independent prescriber. It also allows you to critically evaluate and challenge prescribing practice with reference to evidence-based practice, equality, diversity and clinical governance.

Project Management

Develop project management skills for an individually defined project.

Dissertation

This gives you the opportunity to undertake a research project aligned with your own practice and area of interest. 

Evidence-based Care for Normal Birth

This module aims to support and promote normal birth, challenge the medicalisation of birth and increase your confidence to practice autonomously.

Emergency and Intensive Care of the Newborn

This module will enable you to advance your academic knowledge and clinical skills expertise to meet the needs of the newborn who require intensive/emergency care. You will also develop the skills necessary for decision-making in complex and unpredictable situations. Students will ultimately foster a deeper understanding of the needs of the family within the context of changing health care provision.

Care of the Compromised Baby

This module will enable you to advance your academic knowledge and develop your clinical expertise to meet the needs of the compromised newborn. It will also enable you to develop the skills necessary for decision making in complex and unpredictable circumstance.

This module explores theory of newborn examination using simulated practical workshops. The module is for international students who cannot access clinical experience in the UK. 

Maternal Critical Care

Develop specialist knowledge, skills and expertise to meet the needs of women requiring critical care during the childbirth continuum, and to facilitate a multi-disciplinary team approach.

Please note that it may not be possible to deliver the full list of options every year as this will depend on factors such as how many students choose a particular option. Exact modules may also vary in order to keep content current. When accepting your offer of a place to study on this programme, you should be aware that not all optional modules will be running each year. Your tutor will be able to advise you as to the available options on or before the start of the programme. Whilst the University tries to ensure that you are able to undertake your preferred options, it cannot guarantee this.

What will I be doing?

The MSc Midwifery is underpinned by a student-centred teaching and learning philosophy. A range of teaching strategies is used, including seminars, lectures, action learning, online learning, directed study, practice-based assessments and peer-supported learning.

You will have access to tutorial support via email, phone, facetime, Skype or any other appropriate methods that can be supported depending on student and lecturer preference.

Contemporary midwifery requires a diverse range of skills and the programme is designed to nurture and develop these in you. The MSc Midwifery allows for a variety of assessments related to the real world, depending on the module undertaken, and includes:

• Practical assessments
• Written assignments
• Seminar presentations

“The MSc Midwifery course team at Salford have an openness to recognising and valuing prior learning and clinical experience in the mature student. Salford gave me the encouragement and vision to drive me to achieve my full potential. Completing my dissertation (MSc in Midwifery) was quite a journey, given the extra demands and challenges of maintaining a fulltime job and a busy family life. However, the encouragement, support and facilitation that my supervisor provided was second to none. I would recommend others to grasp the opportunity of studying for their MSc at this excellent and dynamic academic institution”.

Chris Navin

Specialist Midwife Bereavement Support, University Hospital South Manchester

“The choice of modules available on the MSc Midwifery enabled me to develop and integrate knowledge and skills in clinical practice, leadership, management, and research. The support from the lecturers was excellent, with both face to face tutorials and online support, which enabled me to maintain a workable balance between study, work and home life. The modules are well designed and allow students to access areas of study that are relevant to their professional development, interests and aspirations. The MSc Midwifery has provided me with the necessary skills and knowledge, particularly in critical analysis, with which to continue to lead and support ongoing developments in midwifery care, and thereby continue to support the women and their families during the childbirth continuum.”

Anne McGlone

St Mary's Hospital, Manchester

The School of Health and Society

The School of Health and Society is a forward-thinking, dynamic school with a commitment to lifelong learning and real-world impact. 

We live in a rapidly changing world, and we’re keen to leave a productive legacy of helping people at all stages of their lives, improving their physical, psychological and social wellbeing. 

Simulation Suite and Immersive Suite

The University has state-of-the-art simulation facilities for clinical skills and simulation scenarios in a variety of high and low-risk environments. The immersive suite, one of only a handful of its kind in UK universities – will enable students to practice dealing with any kind of incident in a virtual setting. A series of cameras project realistic images onto three walls of the room as well as onto the floor, while sounds can be played into the room by specialist technicians working from a separate control room. 

The room can be transformed into anything from the back of an ambulance transporting women between hospitals or from home to hospital or to a challenging environment such as a houseboat where a woman has chosen to give birth. 

The dedicated counselling suite with therapy and psychotherapy rooms can also be utilised for learning such as debriefing and coaching sessions. 

Birth Simulators

We use a maternal and fetal simulation system called Sim Mom which allows you to appreciate the birthing experience from the onset of labour, through delivery, to treatment of the mother after the birth. 

What about after uni?

Past students have gone on to take up posts as midwifery managers, educationalists and consultant midwives. Others have continued their studies at PhD level, for example undertaking the Professional Doctorate offered at this University.

A taste of what you could become

A Midwifery Manager,

A Consultant Midwife,

PhD Candidate,

and more...

Career Links

This course is mapped against the NHS Knowledge and Skills Framework, which was introduced to provide greater flexibility and benefits for individuals and employers. It provides a single, consistent, comprehensive and explicit framework on which to base the review and development of all staff. By undertaking this programme, you can therefore demonstrate you have the knowledge and skills to deliver a high-quality service for childbearing women.

This course has close links with the maternity and neonatal services and module teaching teams are multidisciplinary. This means your learning will be current and relevant to contemporary midwifery practice.

The MSc Midwifery: Education confers NMC-accredited teacher status for those wishing to move into midwifery education.

What you need to know

Applicant profile.

You will be a practising midwife, normally with at least a year’s clinical experience. You will be keen to explore and analyse the latest developments in midwifery knowledge and practice and develop a leading role in clinical practice.

English language requirements 

If you are an international student and not from a majority English-speaking country, you will need IELTS 6.5 with no element below 5.5. We also accept a range of other English language qualifications . If you do not have the English language requirements, you could take our Pre-Sessional English course . 

International Students - Academic Technology Approval Scheme (ATAS)

International Students are required by the Home Office and/or the Foreign & Commonwealth Office (FCO) to apply for an Academic Technology Approval Scheme (ATAS) Certificate before they begin studying their course. You may need to obtain an ATAS Certificate before you come to the UK in order for you to comply with Home Office regulations. Please refer to your offer conditions. You can find out if your programme requires an ATAS by checking the FCO website  with your JACS code which will be on your offer letter should you choose to make an application. If you cannot find it please contact our Application Services team. If you have any queries relating directly to ATAS please contact the ATAS team. Apply for your ATAS Certificate  through the ATAS website .

All students on a Student Visa must attend a minimum of eight hours of timetabled face-to-face sessions over three days per week. This would only be available to those students taking a full-time route.

NB: Certain elements of the PG Dip Midwifery: Education and MSc Midwifery: Education is subject to accreditation by the Nursing and Midwifery Council and not available to international students.

Undergraduate degree

You need an undergraduate degree in BSc (Hons) Midwifery or related degree at 2:2 or above, equivalent or have evidence of recent Level 6 study. 

International Students

We accept qualifications from all around the world. Find your country to see a full list of entry requirements.

Accreditation of Prior Learning (APL)

We welcome applications from students who may not have formal/traditional entry criteria but who have relevant experience or the ability to pursue the course successfully.

The Accreditation of Prior Learning (APL) process could help you to make your work and life experience count. The APL process can be used for entry onto courses or to give you exemptions from parts of your course.

Two forms of APL may be used for entry: the Accreditation of Prior Certificated Learning (APCL) or the Accreditation of Prior Experiential Learning (APEL).

Additional costs

You should consider additional costs which may include books, stationery, printing, binding and general subsistence on trips and visits.

Scholarships for international students

If you are a high-achieving international student, you may be eligible for one of our scholarships. Explore our International Scholarships .

All Set? Let's Apply

Still have some questions? Register for one of our  Open Days  or contact us:

By email:  [email protected] By phone:  +44 (0)161 295 4545

Enrolment dates

September 2025

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• Open access
• Published: 10 May 2024

Challenges and opportunities of English as the medium of instruction in diploma midwifery programs in Bangladesh: a mixed-methods study

• Anna Williams 1 ,
• Jennifer R. Stevens 2 ,
• Rondi Anderson 3 &
• Malin Bogren 4  

BMC Medical Education volume  24 , Article number:  523 ( 2024 ) Cite this article

139 Accesses

Metrics details

English is generally recognized as the international language of science and most research on evidence-based medicine is produced in English. While Bangla is the dominant language in Bangladesh, public midwifery degree programs use English as the medium of instruction (EMI). This enables faculty and student access to the latest evidence-based midwifery content, which is essential for provision of quality care later. Yet, it also poses a barrier, as limited English mastery among students and faculty limits both teaching and learning.

This mixed-methods study investigates the challenges and opportunities associated with the implementation of EMI in the context of diploma midwifery education in Bangladesh. Surveys were sent to principals at 38 public midwifery education institutions, and 14 English instructors at those schools. Additionally, ten key informant interviews were held with select knowledgeable stakeholders with key themes identified.

Surveys found that English instructors are primarily guest lecturers, trained in general or business English, without a standardized curriculum or functional English language laboratories. Three themes were identified in the key informant interviews. First, in addition to students’ challenges with English, faculty mastery of English presented challenges as well. Second, language labs were poorly maintained, often non-functional, and lacked faculty. Third, an alternative education model, such as the English for Specific Purposes (ESP) curriculum,  has potential to strengthen English competencies within midwifery schools.

Conclusions

ESP, which teaches English for application in a specific discipline, is one option available in Bangladesh for midwifery education. Native language instruction and the middle ground of multilingualism are also useful options. Although a major undertaking, investing in an ESP model and translation of technical midwifery content into relevant mother tongues may provide faster and more complete learning. In addition, a tiered system of requirements for English competencies tied to higher levels of midwifery education could build bridges to students to help them access global evidence-based care resources. Higher levels might emphasize English more heavily, while the diploma level would follow a multilingualism approach, teach using an ESP curriculum, and have complementary emphasis on the mother tongue.

Peer Review reports

Introduction

As the international language of science, English holds an important position in the education of healthcare professionals. Globally, most scientific papers are published in English. In many non-native English-speaking countries, English is used as the language of instruction in higher education [ 1 ]. The dominant status held by the English language in the sciences is largely considered to increase global access to scientific information by unifying the scientific community under a single lingua franca [ 2 ].

In Bangladesh, where the mother tongue is Bangla and midwifery diploma programs are taught in English, knowledge of English facilitates student and instructor access to global, continuously updated evidence-based practice guidance. This includes basic and scientific texts, media-based instructional materials (including on life-saving skills), professional journals, and proceedings of medical conferences. Many of these resources are available for free online, which can be particularly useful in healthcare settings that have not integrated evidence-based practice.

In addition to opportunity though, English instruction also creates several challenges. Weak student and faculty English competency may impede midwifery education quality in Bangladesh. Globally, literature has linked limited instructor competency in the language of instruction with reduced depth, nuance, and accuracy in conveying subject matter content [ 3 ]. This can lead to the perpetuation of patterns of care in misalignment with global evidence. In addition, students’ native language proficiency in their topic of study can decline when instruction is in English, limiting native language communication between colleagues on the job later on [ 4 , 5 ].

In this paper, we examine the current status of English language instruction within public diploma midwifery programs in Bangladesh. Midwifery students are not required to demonstrate a certain skill level in English to enter the program. However, they are provided with English classes in the program. Midwifery course materials are in English, while—for ease and practicality—teaching aids and verbal classroom instruction are provided in Bangla. Following graduation, midwifery students must pass a national licensing exam given in English to practice. Upon passing, some new midwives are deployed as public employees and are posted to sub-district health facilities where English is not used by either providers or clients. Others will seek employment as part of non-governmental organization (NGO) projects where English competency can be of value for interacting with global communities, and for participating in NGO-specific on-the-job learning opportunities. The mix of both challenge and opportunity in this context is complex.

Our analysis examines the reasons for the identified English competency gaps within midwifery programs, and potential solutions. We synthesize the findings and discuss solutions in the context of the global literature. Finally, we present a set of viable options for strengthening English competencies among midwifery faculty and students to enable better quality teaching and greater learning comprehension among students.

Study design

We employed a mixed-methods study design [ 6 ] in order to assess the quality of English instruction within education programs, and options for its improvement. Data collection consisted of two surveys of education institutes, a web-search of available English programs in Bangladesh, and key informant interviews. Both surveys followed a structured questionnaire with a combination of open- and closed-ended questions and were designed by the authors. One survey targeted the 38 institute principals and the other targeted 14 of the institutes’ 38 English instructors (those for whom contact information was shared). The web-search focused on generating a list of available English programs in Bangladesh that had viable models that could be tapped into to strengthen English competencies among midwifery faculty and students. Key informant interviews were unstructured and intended to substantiate and deepen understanding of the survey and web-search findings.

No minimum requirements exist for students’ English competencies upon entry into midwifery diploma programs. Students enter directly from higher secondary school (12th standard) and complete the midwifery program over a period of three years. Most students come from modest economic backgrounds having completed their primary and secondary education in Bangla. While English instruction is part of students’ secondary education, skill attainment is low, and assessment standards are not in place to ensure student mastery. To join the program, midwifery students are required to pass a multi-subject entrance exam that includes a component on English competency. However, as no minimum English standard must be met, the exam does not screen out potential midwifery students. Scoring, for instance, is not broken down by subject. This makes it possible to answer zero questions correctly in up to three of the subjects, including English, and pass the exam.

Processes/data collection

Prior to the first survey, principals were contacted by UNFPA with information about the survey and all provided verbal consent to participate. The survey of principals collected general information about the resources available for English instruction at the institutes. It was a nine-item questionnaire with a mix of Yes/No, multiple choice and write-in questions. Specific measures of interest were whether and how many English instructors the institutes had, instructors’ hiring criteria, whether institutes had language labs and if they were in use, and principals’ views on the need for English courses and their ideal mode of delivery (e.g., in-person, online, or a combination). This survey also gathered contact information of institute English instructors. These measures were chosen as they were intended to provide a high-level picture of institutes’ English resources such as faculty availability and qualifications, and use of language labs. To ensure questions were appropriately framed, a pilot test was conducted with two institute principals and small adjustments were subsequently made. Responses were shared via an electronic form sent by email and were used to inform the second survey as well as the key informant interviews. Of the 38 principals, 36 completed the survey.

The second survey, targeting English instructors, gathered information on instructors’ type of employment (e.g., institute faculty or adjunct lecturers); length of employment; student academic focus (e.g., midwifery or nursing); hours of English instruction provided as part of the midwifery diploma program; whether a standard English curriculum was used and if it was tailored toward the healthcare profession; use of digital content in teaching; education and experience in English teaching; and their views on student barriers to learning English. These measures were chosen to provide a basic criterion for assessing quality of English instruction, materials and resources available to students. For instance, instructors’ status as faculty would indicate a stronger degree of integration and belonging to the institute midwifery program than a guest lecturer status which allows for part time instruction with little job security. In addition, use of a standard, professionally developed English curriculum and integration of digital content into classroom learning would be indicative of higher quality than learning materials developed informally by instructors themselves without use of listening content by native speakers in classrooms. The survey was piloted with two English instructors. Based on their feedback, minor adjustments were made to one question, and it was determined that responses were best gathered by phone due to instructors’ limited internet access. Of the 14 instructors contacted, 11 were reached and provided survey responses by phone.

The web-search gathered information on available English language instruction programs for adults in Bangladesh, and the viability of tapping into any of them to improve English competency among midwifery students and faculty. Keywords Bangladesh  +  English courses , English training , English classes , study English and learn English were typed into Google’s search platform. Eleven English language instruction programs were identified. Following this, each program was contacted either by phone or email and further detail about the program’s offerings was collected.

Unstructured key informant interviews were carried out with select knowledgeable individuals to substantiate and enhance the credibility of the survey and web-search findings. Three in-country expert English language instructors and four managers of English language teaching programs were interviewed. In addition, interviews were held with three national-level stakeholders knowledgeable about work to make functional technologically advanced English language laboratories that had been installed at many of the training institutes. Question prompts included queries such as, ‘In your experience, what are the major barriers to Bangla-medium educated students studying in English at the university level?’, ‘What effective methods or curricula are you aware of for improving student English to an appropriate competency level for successful learning in English?’, and, ‘What options do you see for the language lab/s being used, either in their originally intended capacity or otherwise?’

Data analysis

All data were analyzed by the lead researcher. Survey data were entered into a master Excel file and grouped descriptively to highlight trends and outliers, and ultimately enable a clear description of the structure and basic quality attributes (e.g., instructors’ education, hours of English instruction, and curriculum development resources used). Web-search findings were compiled in a second Excel file with columns distinguishing whether they taught general English (often aimed at preparing students for international standard exams), Business English, or English for Specific Purposes (ESP). This enabled separation of standalone English courses taught by individual instructors as part of vocational or academic programs of study in other fields, and programs with an exclusive focus on English language acquisition. Key informant interviews were summarized in a standard notes format using Word. An inductive process of content analysis was carried out, in which content categories were identified and structured to create coherent meaning [ 7 ]. From this, the key overall findings and larger themes that grew from the initial survey and web-search results were drawn out.

The surveys (Tables  1 and 2 ) found that English instructors are primarily long-term male guest lecturers employed at each institute for more than two years. All principal respondents indicated that there is a need for English instruction—18 of the 19 reported that this is best done through a combination of in-person and computer-based instruction. Ten institutes reported that they have an English language lab, but none were used as such. The other institutes did not have language labs. The reported reasons for the labs not being in use were a lack of trained staff to operate them and some components of the technology not being installed or working properly. The findings from the instructors’ survey indicated that English instructors typically develop their own learning materials and teach general English without tailoring content to healthcare contexts. Only two mentioned using a standard textbook to guide their instruction and one described consulting a range of English textbooks to develop learning content. None reported using online or other digital tools for language instruction in their classrooms. Most instructors had an advanced degree (i.e., master’s degree) in English, and seven had received training in teaching English. Interviews with instructors also revealed that they themselves did not have mastery of English, as communication barriers in speaking over the phone appeared consistently across 10 of the 11 instructor respondents.

The web-search and related follow up interviews found that most English instruction programs (10 out of the 11) were designed for teaching general English and/or business English. The majority were offered through private entities aiming to reach individuals intending to study abroad, access employment that required English, or improve their ability to navigate business endeavors in English. One program, developed by the British Council, had flexibility to tailor its structure and some of its content to the needs of midwifery students. However, this was limited in that a significant portion of the content that would be used was developed for global audiences and thus not tailored to a Bangladeshi audience or to any specific discipline. One of the university English programs offered a promising ESP model tailored to midwifery students. It was designed by BRAC University’s Institute of Language for the university’s private midwifery training program.

Three themes emerged from the other key informant interviews (Table  3 ). The first was that, in addition to students’ challenges with English, faculty mastery of English presented challenges as well. Of the 34 faculty members intending to participate in the 2019–2020 cohort for the Dalarna master’s degree, half did not pass the prerequisite English exam. Ultimately, simultaneous English-Bangla translation was necessary for close to half of the faculty to enable their participation in the master’s program. English language limitations also precluded one faculty member from participating in an international PhD program in midwifery.

The second theme highlighted the language labs’ lack of usability. The language labs consisted of computers, an interactive whiteboard, audio-visual equipment, and associated software to allow for individualized direct interactions between teacher and student. However, due to the lack of appropriately trained staff to manage, care for and use the language lab equipment, the investment required to make the labs functional appeared to outweigh the learning advantages doing so would provide. Interviews revealed that work was being done, supported by a donor agency, on just one language lab, to explore whether it could be made functional. The work was described as costly and challenging, and required purchasing a software license from abroad, thus likely being impractical to apply to the other labs and sustain over multiple years.

The third theme was around the ESP curriculum model. The program developers had employed evidence-informed thinking to develop the ESP learning content and consulted student midwives on their learning preferences. Due to the student input, at least 80% of the content was designed to directly relate to the practice of midwifery in Bangladesh, while the remaining 10–20% references globally relevant content. This balance was struck based on students’ expressed interest in having some exposure to English usage outside of Bangladesh for their personal interest. For conversation practice, the modules integrated realistic scenarios of midwives interacting with doctors, nurses and patients. Also built into written activities were exercises where students were prompted to describe relevant health topics they are concurrently studying in their health, science or clinical classes. Given the midwifery students’ educational backgrounds and intended placements in rural parts of Bangladesh, an ESP curriculum model appeared to be the most beneficial existing program to pursue tapping into to strengthen English competencies within midwifery programs. This was because the content would likely be more accessible to students than a general English course by having vocabulary, activities and examples directly relevant to the midwifery profession.

The study findings demonstrate key weaknesses in the current model of English instruction taught in public midwifery programs. Notably, the quantitative findings revealed that some English instructors do not have training in teaching English, and none used standard curricula or online resources to structure and enhance their classroom content. In addition, weak mastery of English among midwifery faculty was identified in the qualitative data, which calls into question faculty’s ability to fully understand and accurately convey content from English learning materials. Global literature indicates that this is not a unique situation. Many healthcare faculty and students in low-resource settings, in fact, are faced with delivering and acquiring knowledge in a language they have not sufficiently mastered [ 8 ]. As a significant barrier to knowledge and skill acquisition for evidence-based care, this requires more attention from global midwifery educators [ 9 ].

Also holding back students’ English development is the finding from both the quantitative and qualitative data that none of the high-tech language labs were being used as intended. This indicates a misalignment with the investment against the reality of the resources at the institutes to use them. While setting up the costly language labs appears to have been a large investment with little to no return, it does demonstrate that strengthening English language instruction in post-secondary public education settings is a priority that the Bangladesh government is willing to invest in. However, scaling up access to an ESP curriculum model tailored to future midwifery practitioners in Bangladesh may be a more worthwhile investment than language labs [ 10 ]. 

The ESP approach teaches English for application in a specific discipline. It does this by using vocabulary, examples, demonstrations, scenarios and practice activities that are directly related to the context and professions those studying English live and work (or are preparing to work) in. One way ESP has been described, attributed to Hutchinson and Waters (1987), is, “ESP should properly be seen not as any particular language product but as an approach to language teaching in which all decisions as to content and method are based on the learner’s reason for learning” [ 11 ]. It is proposed by linguistic education researchers as a viable model for strengthening language mastery and subject matter comprehension in EMI university contexts [ 12 ].

Though it did not arise as a finding, reviewing the literature highlighted that Bangla language instruction may be an additional, potentially viable option. Linguistic research has long shown that students learn more thoroughly and efficiently in their mother tongue [ 12 ]. Another perhaps more desirable option may be multilingualism, which entails recognizing native languages as complementary in EMI classrooms, and using them through verbal instruction and supplemental course materials. Kirkpatrick, a leading scholar of EMI in Asia, suggests that multilingualism be formally integrated into EMI university settings [ 13 ]. This approach is supported by evidence showing that the amount of native language support students need for optimal learning is inversely proportional to their degree of English proficiency [ 14 ].

Ultimately, despite the language related learning limitations identified in this study, and the opportunities presented by native language and multilingualism approaches, there remains a fundamental need for members of the midwifery profession in Bangladesh to use up-to-date guidance on evidence-based midwifery care [ 11 ]. Doing that currently requires English language competence. Perhaps a tiered system of requirements for English competencies that are tied to diploma, Bachelor’s, Master’s and PhD midwifery programs could build bridges for more advanced students to access global resources. Higher academic levels might emphasize English more heavily, while the diploma level could follow a multilingualism approach—teaching using an ESP curriculum and integrating Bangla strategically to support optimal knowledge acquisition for future practice in rural facilities. Ideally, scores on a standard English competency exam would be used to assess students’ language competencies prior to entrance in English-based programs and that this would require more stringent English skill development prior to entering a midwifery program.

Methodological considerations

One of the limitations of this study is that it relied on self-reports and observation, rather than tested language and subject matter competencies. Its strengths though are in the relatively large number of education institutes that participated in the study, and the breadth of knowledge about faculty and student subject matter expertise among study co-authors. It was recognized that the lead researcher might be biased toward pre-determined perceptions of English competencies being a barrier to teaching and learning held by the lead institution (UNFPA). It was also recognized that due to the inherent power imbalance between researcher and participants, the manner of gathering data and engaging with stakeholders may contribute to confirmation bias, with respondents primarily sharing what they anticipated the researcher wished to hear (e.g., that English needed strengthening and the lead agency should take action to support the strengthening). The researcher thus engaged with participants independently of UNFPA and employed reflexivity by designing and carrying out the surveys to remotely collect standard data from institutes, as well as casting a wide net across institutes to increase broad representation. In addition, while institutes were informed that the surveys were gathering information about the English instruction within the institutes, no information was shared about potential new support to institutes. Finally, the researcher validated and gathered further details on the relevant information identified in the surveys through key informant interviews, which were held with stakeholders independent of UNFPA.

Adapting and scaling up the existing ESP modules found in this study, and integrating Bangla where it can enhance subject-matter learning, may be a useful way to help midwifery students and faculty improve their knowledge, skills, and critical thinking related to the field of midwifery. Given the educational backgrounds and likely work locations of most midwives in Bangladesh and many other LMICs, practitioners may want to consider investing in more opportunities for local midwives to teach and learn in their mother tongue. This type of investment would ideally be paired with a tiered system in which more advanced English competencies are required at higher-levels of education to ensure integration of global, evidence-based approaches into local standards of care.

Declarations.

Data availability

The datasets used and analyzed during the current study are available from the corresponding author upon reasonable request.

Abbreviations

Bangladesh Rehabilitation Assistance Committee

English medium instruction

English for Specific Purposes

Low- and Middle-Income Countries

Ministry of Health and Family Welfare

United Nations Population Fund

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Acknowledgements

The authors acknowledge Farida Begum, Rabeya Basri, and Pronita Raha for their contributions to data collection for this assessment.

This project under which this study was carried out was funded by funded by the Foreign Commonwealth and Development Office.

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Williams, A., Stevens, J., Anderson, R. et al. Challenges and opportunities of English as the medium of instruction in diploma midwifery programs in Bangladesh: a mixed-methods study. BMC Med Educ 24 , 523 (2024). https://doi.org/10.1186/s12909-024-05499-8

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Home » Blog » Dissertation » Topics » Nursing » Midwifery Nursing » 80 Midwifery Dissertation Topics

80 Midwifery Dissertation Topics

FacebookXEmailWhatsAppRedditPinterestLinkedInAre you a student searching for midwifery dissertation topics for your undergraduate, master’s, or doctoral studies? Look no further! We understand the importance of choosing the perfect research topic for your midwifery dissertation. Our extensive list of midwifery dissertation topics will provide you with many ideas to explore and contribute to the field. Whether you’re […]

Are you a student searching for midwifery dissertation topics for your undergraduate, master’s, or doctoral studies? Look no further! We understand the importance of choosing the perfect research topic for your midwifery dissertation. Our extensive list of midwifery dissertation topics will provide you with many ideas to explore and contribute to the field.

Whether you’re interested in investigating the impact of midwifery practices on maternal and child health, exploring innovative techniques in childbirth, or analyzing the role of midwives in promoting breastfeeding, our diverse range of topics has got you covered. With our comprehensive collection of midwifery dissertation topics, you can embark on a research journey that fulfills your academic requirements and makes a valuable contribution to the healthcare sector. Discover the perfect midwifery research topic today and make a lasting impact on the world of midwifery.

A List Of Potential Dissertation Topics In Midwifery:

• Investigating the impact of COVID-19 on midwifery education and training.
• The effect of midwifery-led care on reducing interventions in birth.
• Understanding the role of midwives in addressing birth disparities among minority women.
• Examining the barriers and facilitators to midwifery-led care in urban settings.
• Assessing the mental health and well-being of midwives in the post-COVID-19 era.
• The impact of midwifery-led water births on maternal and neonatal outcomes.
• The influence of COVID-19 on maternal and neonatal mortality rates: insights for midwifery care.
• Examining the impact of midwifery-led group prenatal education on women’s knowledge and empowerment.
• Exploring the benefits and challenges of midwifery-led care for women with high body mass index (BMI).
• Assessing the knowledge and attitudes of midwives towards perinatal mental health screening and support.
• The impact of COVID-19 on maternal and neonatal health outcomes: an analysis of midwifery practices and interventions.
• How does midwifery-led continuity of care impact maternal satisfaction and birth outcomes compared to traditional fragmented models of care?
• Exploring the experiences of midwives providing care for women with previous traumatic birth experiences.
• Assessing the knowledge and practice of midwives in managing perinatal mental health disorders.
• The experiences of midwives working in high-risk obstetric units.
• Assessing the effectiveness of midwifery-led breastfeeding support in improving exclusive breastfeeding rates.
• The role of midwives in addressing vaccine hesitancy and promoting COVID-19 vaccination among pregnant women.
• How does midwifery care contribute to reducing obstetric interventions and cesarean section rates?
• Assessing the impact of COVID-19 on midwifery-led postnatal care and parenting support.
• Understanding the factors influencing women’s decision to choose midwifery-led care in a hospital setting.
• Assessing the implications of COVID-19 on midwifery-led breastfeeding support and promotion.
• The role of midwives in supporting women with perinatal loss and grief.
• How do midwives support women with complex pregnancies and medical conditions throughout the antenatal, intrapartum, and postnatal periods?
• Assessing the impact of midwifery-led antenatal care on maternal and neonatal outcomes.
• The impact of midwifery-led water births on women’s satisfaction and birth outcomes.
• Exploring midwives’ experiences providing care for women with perinatal substance use disorders.
• The midwives’ experiences caring for women with birth trauma and postnatal depression.
• Exploring the experiences and challenges of midwives providing care during the COVID-19 pandemic.
• Understanding the perceptions of women towards midwifery-led care in multicultural settings.
• Examining the role of midwives in promoting positive birth experiences for women with previous cesarean sections.
• Examining the effectiveness of midwifery-led interventions in reducing postpartum hemorrhage.
• What are the barriers and facilitators to implementing evidence-based practices in midwifery care?
• Examining the impact of midwifery-led care on reducing neonatal mortality rates.
• Understanding the perspectives of midwives on integrating technology into maternal care.
• Exploring the role of midwives in promoting evidence-based practice in maternity care.
• Examining the challenges midwives face in providing culturally sensitive care to immigrant women.
• Investigating the impact of COVID-19 on perinatal mental health and the role of midwives in identifying and addressing psychological distress.
• Investigating the impact of COVID-19 on midwifery-led models of care and birth centers.
• Examining the factors influencing women’s decision to use midwifery-led birth centers.
• Understanding the challenges and strategies for maintaining quality midwifery care during the COVID-19 pandemic in low-resource settings.
• The experiences and challenges of midwives providing care for women with gestational diabetes.
• What are the experiences and perspectives of midwives working in rural or underserved areas, and how does this impact access to maternity care?
• Exploring the long-term effects of COVID-19 infection on maternal and neonatal health.
• Understanding the experiences of pregnant women and midwives in virtual prenatal care during the COVID-19 pandemic.
• Exploring the experiences of women who opt for home births with midwives.
• Assessing the effects of COVID-19 on midwifery workforce and staffing in healthcare settings.
• The impact of midwifery-led continuity of care on maternal satisfaction.
• Examining the effectiveness of midwifery-led antenatal education programs in empowering women.
• Exploring the integration of complementary and alternative medicine in midwifery practice.
• The impact of midwifery-led care on birth outcomes in low-income communities.
• Assessing the knowledge and practices of midwives in recognizing and managing obstetric emergencies.
• Assessing the knowledge and practices of midwives in managing perineal trauma during childbirth.
• The role of midwifery telehealth services in ensuring continuity of care during and after COVID-19.
• Assessing the role of midwives in promoting sexual and reproductive health education among adolescents.
• What challenges do midwives face in providing culturally sensitive care to diverse populations during pregnancy, birth, and postpartum?
• Understanding the role of midwives in facilitating normal birth in an obstetric unit.
• The role of midwives in promoting maternal mental health during pregnancy and postpartum.
• The impact of midwifery-led postpartum care on women’s physical and emotional well-being.
• The impact of midwifery-led care on breastfeeding rates and duration.
• What is the impact of midwifery-led educational programs on empowering women to make informed choices regarding their maternity care?
• The role of midwives in supporting women with disabilities during pregnancy, birth, and postpartum.
• Exploring the benefits and challenges of implementing midwifery-led care in rural communities.
• Exploring the role of midwives in providing mental health support to pregnant women affected by COVID-19.
• Investigating the changes in midwifery practice and policies in response to the COVID-19 pandemic and their long-term implications for maternal and neonatal care.
• The use of technology in remote antenatal monitoring and postpartum care: lessons learned from the COVID-19 pandemic.
• Understanding the factors influencing women’s choice of birth setting: a comparative study.
• Exploring the role of midwives in promoting maternal resilience and coping strategies in the face of the COVID-19 crisis.
• Understanding midwives’ experiences in providing care for women with substance use disorders.
• Exploring the effectiveness of midwifery-led group prenatal care.
• Examining the role of midwives in supporting breastfeeding initiation and duration.
• How do midwives contribute to promoting maternal mental health during the perinatal period?
• What are the factors influencing the choice of birth setting among women and the role of midwives in supporting their decision-making process?
• What is the effectiveness of midwifery-led interventions in promoting breastfeeding initiation and duration?
• The role of midwives in educating women on healthy lifestyle choices during pregnancy.
• Understanding the factors influencing women’s decision to opt for midwifery-led home births.
• Exploring the factors influencing women’s decision to request cesarean section.
• The influence of COVID-19 on women’s decision-making regarding birthing location and home births: insights for midwives.
• Exploring the challenges midwives face in providing culturally competent care to diverse populations.
• Investigating the role of midwives in reducing preterm birth rates.

To wrap up, a wide range of midwifery topics are available for dissertation research. This offers an excellent opportunity to explore deeply and contribute to the field. Whether you are an undergraduate, master’s, or doctoral student, the research topics in midwifery present diverse possibilities to delve into. You can explore birth outcomes, maternal mental health, breastfeeding support, cultural competence, standard birth promotion, and more. So, dive into the fascinating world of midwifery research topics, choose a captivating subject, and embark on an exciting journey of discovery and academic growth.

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Program information.

The Curriculum & Instruction area of emphasis is guided by the general framework found in the  Doctoral Program in Education Application Handbook . The manual provides general information about doctoral concentrations offered in the College of Education. This page will provide you with specific information that is unique to the C&I Program.

• Undergraduate and Graduate GPA 3.00 (university requirements)
• Preference for applicants who hold a master's degree from a regionally accredited institution in an area appropriately related to education. High achieving applicants who possess only a Bachelor's degree from a regionally accredited institution will be considered. Emphasis of prior degree area(s) should be appropriately related to education.
• Program application form (included in COEHD doctoral application manual)
• Complete vita/resume
• Sample of scholarly writing
• Essay of intent - should include qualifications for completing a doctoral degree and reasons for pursuing the degree
• International Studies: TOEFL score of 550 (unless you have a college degree from a U.S. institution)
• Three letters of recommendation from professionals qualified to judge potential for success in doctoral work
• Preferred: at least three years teaching or commensurate experience

All questions regarding application and admission may be directed to Dr. Jennifer Mahon, at  [email protected] .

Admissions Deadlines: July 1 for Fall and Oct. 1 for Spring

 All materials are submitted through the University's   application portal . Once you create your account, go back to MyNevada to log in and start your application. 

If you miss the application deadline, but would like to enroll in courses prior to an admission decision, you may still apply to take courses through the Graduate School under Graduate Special student status. However, please note, this does not guarantee you acceptance to the program, and the courses may not count towards the Ph.D. unless you have consulted with a C&I faculty member.

Program Structure

The Doctor of Philosophy (Ph.D.) program requires a minimum of 72 credits beyond the baccalaureate degree, which includes a minimum of 12 credits of dissertation. Of the remaining 72 credits, a maximum of 24 credits (with grades of B or better) may be applied from a master's degree program or previous post-baccalaureate graduate studies program toward the doctoral degree. These credits must be approved by your chair, the College of Education Doctoral Director of Graduate Study, and the Dean of the Graduate School. Credit for completion of a thesis or special project may not be included. There is no limit on the number of units transferred when student earns master’s en route to Ph.D.

At least 30 credits of 700-level courses beyond the bachelor's degree, exclusive of dissertation credits, are required for the Ph.D. degree. Degree requirements must be completed within 8 years of admission to the program.

24 credits: Research and required core

• Doctoral Seminar in Education

Required Research Courses:

• One Quantitative research course
• One Qualitative research course
• Program Development and Evaluation
• Survey Research in Education
• Research Applications in Education
• Mixed Methods Research in Education
• Special topics research course such as Single Subject Design
• Others from outside COE (with approval)
• Lower level courses such as EDRS 640 and EDRS 700 or equivalents are prerequisites
• Course names and requirements are subject to change. Please visit the course catalog for the most current information.

36 credits(dependent upon number of dissertation credits carried): Area of emphasis

Coursework is determined by the Advisory/Examining Committee in close consultation with the student. Credits brought in from Master’s degree may apply to area of emphasis.

Minimum of 12 credits: Dissertation

The dissertation is the culminating experience for the doctoral degree. It represents an independent research project that makes a contribution to the field of study.

Coursework earned as part of a master’s degree can count toward the area of emphasis, as well as toward the research or cognate areas, depending on relevance. Decisions about prior coursework are approved by your chair and your Advisory/Examining Committee.

Our program goal is for all students to complete the doctoral degree within 5-6 years. Research has shown that students who work on this trajectory have the highest chance of ultimately completing their doctoral studies. The best way to meet this objective is full-time studies; however, we have students in our program who are part-time students. You will be advised to work closely with your initial advisor and ultimately your chair to develop a timeline and program of study that meets your career goal and is most likely to result in completion.

Looking for a Graduate Assistantship?

The College of Education & Human Development has a limited number of Graduate Assistantships for full-time students admitted to masters or doctoral programs. 

Program Faculty

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• Current Students
• Thesis, Treatise, and Dissertation

Manuscript Clearance Deadlines

The Manuscript Clearance Portal will automatically calculate a student's deadlines once the " Defense Announcement Form " is submitted. Students in the manuscript clearance process should be familiar with both types of deadlines:  Semester and 60-Day.

Summer 2024 Manuscript Clearance Semester Deadlines

Initial, pre-defense doctoral deadline, june 17, 2024.

Last day for doctoral students to submit doctoral dissertation or treatise for pre-defense format review. 

Initial, Pre-Defense Masters Deadline

June 24, 2024.

Last day for master’s students to submit master's thesis for pre-defense format review. 

Final, Post-Defense Deadline (All degrees)

July 8, 2024.

Last day for the post-defense, final content-approved manuscript (all degrees) and required Manuscript Clearance Portal forms to be submitted. 

Formatting Deadline

july 30, 2024

Last day for students (all degrees) to receive an email from Manuscript Clearance Office confirming final clearance. 

Manuscripts must be submitted by 11:59 pm (Eastern Time) of the listed deadline date. Forms must be completed by the same time on the deadline date.

Explanation of Manuscript Clearance Deadlines

Initial, Pre-Defense Deadline

• The relevant pre-defense (initial) format review deadline is the date by which students must submit their manuscript to the Manuscript Clearance Advisor for a pre-defense (initial) formatting review. Manuscripts will not be reviewed and counted as an initial submission under the following conditions: 1) not submitted via the ProQuest ETD website; 2) poorly formatted based on The Graduate School's guidelines, or 3) otherwise appears incomplete (e.g., multiple sections omitted). While it is understood that content will likely change after the defense, it is expected that manuscripts submitted for the pre-defense (initial) format review are at least 90% complete and have been formatted in full accordance with the criteria in the most recent version of The Graduate School's formatting guidelines.

Final, Post-Defense Deadline

• The post-defense deadline indicates the date by which students must submit the post-defense, final content-approved version of their manuscript to ProQuest ETD and ensure completion/signatures of all required manuscript clearance forms in The Graduate School's Manuscript Clearance Portal by 11:59 p.m. ET (except "Official Final Clearance"). Although students cannot complete all forms in the Manuscript Clearance Portal directly, they are ultimately responsible for ensuring their committee has completed the needed approvals. 
• *If there are no content changes requested by the student's supervisory committee or made to the manuscript after the defense, a resubmission of the final, content-approved manuscript is still required in ProQuest ETD by this deadline. A pre-defense manuscript submission in ProQuest ETD is not sufficient in meeting this deadline. 
• Additional formatting revisions are often required after this date in order for final manuscript clearance to be completed, but content changes are prohibited .
•  The Formatting Deadline is the date by which any post-defense formatting revisions (only those required by the Manuscript Clearance Office) should be completed and "Official Final Manuscript Clearance" should be granted in the Manuscript Clearance Portal. 

Academic units may set their own deadlines in advance of these manuscript clearance deadlines. Students must adhere to their unit's deadlines in addition to those established by The Graduate School. Please consult with your Graduate Program Coordinator, if you are unsure of your academic unit's requirements.

In the absence of additional deadlines set by academic units, we strongly recommend students defend at least 1 week prior to the post-defense deadline . Missing a semester deadline will result in the student automatically becoming ineligible to graduate in the current term. While students may be allowed to defend until the semester's post-defense deadline, they should understand that ALL content changes must be completed AND approved in the Portal by their committee prior to the deadline. The finalized manuscript must be submitted to ProQuest ETD by the deadline as well.  Extensions will not be granted for students who defended late and were unable to complete any content changes in time.

60-Day Deadline  

No later than 60 days after a successful defense :

• Post-defense, final content-approved manuscript must be submitted.
• Required forms (through Final Content Approval) must be completed in the Portal.

No later than 1 week after the 60-day deadline :

• All requested formatting corrections must be complete. (Multiple reviews may be required.)
• Official Final Manuscript Clearance must be achieved in the Portal.

This deadline applies to students who :

• Defend early in their semester of expected graduation.
• Defend in a semester prior to their expected graduation.
• Missed a semester deadline after defending (resulting in delayed graduation).

University closures are not excluded from the 60 days, but deadlines may be adjusted (forward or backward) if they fall on a weekend or a day the university is closed. The deadline will be automatically adjusted in the Portal.

Future Manuscript Clearance Semester Deadlines

Summer 2024.