Midwifery participatory curriculum development: Transformation through active partnership.

摘要: Evolving knowledge and professional practice combined with advances in pedagogy learning technology create challenges for accredited programs. Internationally a sparsity of literature exists around curriculum development programs responsive to regulatory societal drivers. This paper evaluates participatory framework, adapted from the community sector, determine its applicability promote engagement ownership during Bachelor Midwifery at an Australian University. The structures, processes resulting framework are described. A representative sample key team members were interviewed relation their participation. Qualitative analysis transcribed interviews occurred through inductive, essentialist thematic analysis. Two main themes emerged: (1) ‘it is transformative journey’ (2) focused ‘partnership action’. Results confirmed process provides symbiotic benefits participants leading individual organisational growth perception shared curriculum. final operational model using guide health emerged. appropriate structure meaningful collaboration multiple stakeholders produce that contemporary, underpinned by evidence reflective ‘real world’ practice.