Australian nursing and midwifery curriculum design blind spots: a qualitative study through the prism of unplanned pregnancy

Abstract

Background

There is rising concern about the work readiness of nursing and midwifery graduates. Using the prism of unplanned pregnancy to understand Australian academics' perspectives of teaching this topic may highlight challenges associated with the current national education accreditation model and contribute to the dearth of international research on nursing and midwifery education accreditation.

Aim

This study aimed to explore Australian academics' perspectives on teaching unplanned pregnancy prevention and care to undergraduate nursing and midwifery students.

Methods

A constructivist qualitative study of undergraduate nursing and midwifery academics in Australia.

Findings

We constructed three major themes from the thematic analysis: accreditation barriers and conflicting agendas, important but not important enough and protecting against the "unmentionable".

Conclusions

These findings highlight participants' misunderstanding of curriculum development and the lack of safeguards to protect against curriculum blind spots allows important healthcare topics to slip through the cracks. The official curriculum appears to be at the discretion of individuals and groups who, rightly or wrongly, have their own opinions of what knowledge and skills are essential. We also found prevailing abortion stigma remains a barrier to education.