A systematic review of key principles relating to decolonising interventions in midwifery education

Abstract

Problem

Midwifery education is predominantly influenced by Eurocentric models, contributing to systemic health inequalities for marginalised groups.

Background

The health disparities for ethnically diverse maternity service users are well documented. There are various decolonising interventions such as cultural safety education, being implemented to address these disparities by challenging colonial legacies and power imbalances that perpetuate health inequity.

Research Question: What are the key principles of decolonising interventions in midwifery education, that can be applied to midwifery education on a global scale?

Methods

This study follows a systematic literature review based on the PRISMA guidelines. Data were sourced from six databases, evaluating peer-reviewed articles between February 2014 and February 2024. The PICO framework guided the research. A thematic synthesis approach was used for data analysis.

Findings

Four major themes emerged: (1) centring Indigenous knowledge, (2) cultural safety, (3) transformative learning, and (4) systemic institutional support. Workshops, yarning circles, and experiential placements were identified as effective mechanisms for promoting cultural safety and addressing discomfort. However, educators often lacked the skills and confidence to implement these changes.

Discussion

Decolonising midwifery education requires ongoing reflexivity, institutional support, and curricula co-design with Indigenous communities. Barriers such as discomfort from participants and inadequate institutional structures must be addressed to ensure long-term impact.

Conclusion

Decolonising interventions in midwifery education fosters culturally safe care. However, further research is needed to assess the long-term outcomes on health equity and the impact of such interventions on marginalised communities.