Midwifery Students’ Career Choice and Attitudes Toward Professional Role Models: A Grounded Theory Study

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However, the reasons why midwifery students choose to study midwifery have yet to be explored in midwifery practice, relate to the recent availability of undergraduate midwifery education in the Kingdom of Saudi Arabia and there is a dearth of research on this topic. To explore the motivations of midwifery students to choose midwifery as a career, with the goal of attracting more students to the profession. Methods A qualitative study was conducted using grounded theory. Data were collected between July 1, 2024, and September 1, 2024, at a governmental university. Twenty midwifery students participated in semi-structured interviews. Data were analyzed using the constant comparative method, incorporating three types of coding: open, selective, and theoretical. Results The core category emerging from the data was “Nurturing the Next Generation of Midwives,” which encompassed six key contributing categories explaining why midwifery students choose this field: Internal Influences, External Influences, Supporting and Helping Women and Newborns, Serving the Community, Raising the Midwifery Profession, and the Influence of Midwifery Education. Conclusions This study presents a model for understanding the motivations behind students’ decision to pursue midwifery, aiding efforts to attract more students to the profession. To enhance midwifery program visibility and improve student recruitment efforts which will improve the women’s health. midwifery women’s health grounded theory education qualitative research Figures Figure 1 Figure 2 Background The World Health Organization (WHO) Global Strategy on Human Resources for Health. 1 The World Health Organization (WHO) further estimates that by 2030, an additional 9 million nurses and midwives will be required worldwide to meet healthcare demands. 1 At the global level, the International Confederation of Midwives (ICM) plays a critical role in promoting midwifery by advocating for the autonomy of midwives as the most suitable caregivers for childbearing women. 2 In the Kingdom of Saudi Arabia, the Ministry of Health (MOH) reported a total of 1,689 midwives in 2023, comprising 1,206 Saudi and 483 non-Saudi midwives. 3 Additionally, the birth rate in Saudi Arabia in 2024 was reported as 15.268 births per 1,000 people. 3 The primary objective of midwifery programs in Saudi universities is to address the shortage of national midwives and enhance the quality of maternal healthcare services. 4 The ongoing shortage of midwives significantly impacts service delivery and contributes to challenging working conditions for midwifery professionals. 5 Altaweli et al. 4 highlighted several challenges faced by midwives in Saudi Arabia, including a shortage of qualified midwives, a limited scope of practice, and the absence of standardized training and education programs. Globally, Midwifery education programs are facing a significant challenge in preparing future midwifery leaders who are not only dedicated experts but also capable of adapting to change in an evolving healthcare landscape. 6 The United Nations Population Fund, in collaboration with the World Health Organization, 7 has emphasized the urgent need to train midwives capable of ensuring continuity of care, recognizing this as a critical step in achieving global health security. Nove et al. 8 highlight that midwifery education extends beyond technical training, as it plays a crucial role in improving the quality of care and, consequently, reducing maternal and neonatal morbidity and mortality rates. Nieuwenhuijze et al. 6 emphasize that preparing students for a professional environment requires balancing the management of physiological childbirth with the demands of interprofessional collaboration and evolving technological settings, which presents significant challenges. Bradshaw et al. 9 report that in developed countries, midwifery students must meet key academic standards during their clinical placements, which typically account for up to 50 percent of the total program hours. This underscores the importance of ensuring that students receive high-quality clinical education, as it is just as essential as theoretical learning. According to Amsrud et al., 10 midwives should receive continuous training and supervision, and every midwife who works with students serves as a role model. Kemper defines role models as individuals who possess essential skills and expertise that students lack, allowing students to learn through observation and comparison of professional practices. 11 The Midwifery Department at the Ministry of Health has launched multiple initiatives and programs aimed at transforming maternal and child healthcare. 12 One of the most significant initiatives is the development of policies and standards to strengthen the midwifery profession and enhance its contributions to maternal and child health. Additionally, it has recently introduced a Bachelor’s degree in Midwifery at several universities across Saudi Arabia. 12 Consequently, the reasons midwifery students choose to pursue midwifery remain underexplored, particularly in relation to midwifery practice and the recent introduction of undergraduate midwifery education in the Kingdom of Saudi Arabia. Additionally, research on this topic remains scarce. Therefore, this study aimed to examine the motivations behind students’ decision to study midwifery, with the goal of attracting more students to the profession. The aim of this study was to examine the motivations behind midwifery students’ decision to pursue midwifery, with the goal of attracting more students to the profession. The central research question guiding this study was: Why do midwifery students choose to study midwifery? Methods Research Design The Glaserian grounded theory methodology was selected for this study. 13 Grounded theory (GT) aims to identify and explain phenomena, particularly when little is known about a specific field of study. 14 According to Roberts, 15 GT follows an inductive approach to developing theories that can later be generalized and applied. 16 GT was chosen for this study because it is objective and nonprescriptive, making it an appropriate approach for addressing the research question. In this study, we applied grounded theory to develop a model explaining the motivations behind midwifery students’ decision to pursue midwifery, with the aim of increasing interest in the profession. The study is reported in accordance with the Consolidated Criteria for Reporting Qualitative Research (COREQ) checklist. 17 This study received approval from King Saud University's institutional review board (Reference #KSU-HE-24-571). Participants were informed that participation was voluntary, confidential, and could be withdrawn at any time. They were assigned unique codes to protect their identity, and their informed consent included agreement to audio recording. All data and transcripts were securely destroyed after the study. Participants and Procedure This study involved midwifery students from a government university in Saudi Arabia. Recruitment began after receiving ethical approval, with invitations sent via email and social media through student representatives. Interested students received detailed information and gave written consent, with assurances of confidentiality and voluntary participation. Out of 22 students initially interested, two withdrew or became uncontactable. Eligible participants were enrolled students, aged 18 or older, from various year levels in the program. Data Collection Twenty students participated in face-to-face, audio-recorded interviews between July 1 and September 1, 2024, lasting 45 to 90 minutes each. A pilot study helped refine the interview questions for clarity and validity. Interviews were conducted privately within the college with only the researcher and participants present. Data were collected by the primary researcher, an assistant professor with expertise in qualitative research methods. The interviews were conducted using open-ended questions, and the interview guide was developed based on previous literature to ensure a structured and logical flow throughout the interview process. The interviews were conducted in English, as it is the official language of midwifery education at the university. (see Table 1 ). Table 1 Interview Guide. 1. Could you share with me the personal reasons that led you to choose the midwifery profession? 2. Can you please tell me what profits you as a midwifery student? 3. What is your own definition of midwifery? 4. What do you think are the factors that influence your decision to choose the midwifery profession? 5. Is there anything else you would like to tell us? 6. Please describe a person who has been a role model for you. What makes her a role model for you? 7. What impact did these role models have on your education? 8. Please tell me the benefits of becoming a midwife in your community. Data Analysis The interview transcripts were analyzed using the constant comparative method of analysis, 19 which involved three levels of coding: (1) Open coding, (2) Selective coding, and (3) Theoretical coding. In accordance with GT methodology, 13 data analysis was conducted simultaneously with data collection using the constant comparison approach. After transcription, each interview was analyzed through three coding levels: open coding (line-by-line with keywords), selective coding (grouping similar codes into categories), and theoretical coding (aligning codes with theoretical concepts). All interviews were analyzed within 24 hours, and the process continued until no new information appeared, which was after 16 interviews. The study reached theoretical saturation after 20 interviews, ensuring heterogeneity and strengthening the emerging theory. Theoretical sampling was employed to expand data categories and develop a substantive theory explaining why midwifery students chose this profession, contributing to efforts to attract more students to midwifery. Trustworthiness An experienced grounded theorist supervised each phase of the study to ensure methodological rigor. The study adhered to the criteria of credibility, reliability, confirmability, and transferability to maintain research quality. 20 Before data collection, a bracketing exercise was conducted to mitigate bias by ensuring that the researchers set aside prior knowledge and assumptions. 21 As required by GT methodology, 13 memos and field notes were taken during and after each interview, creating an audit trail throughout the data analysis process. After each interview, the audio recording was reviewed, and the first author documented their thoughts and reflections through field notes. To prevent recall bias, additions to the field notes were made within 24 hours, as recommended by Kvale. 22 This ensured that details were accurately captured and that interviews were not misinterpreted at a later stage. To enhance reliability, the primary researcher was engaged in a qualitative study. To enhance confirmability, participants were contacted for member checking, verifying that their perspectives were accurately interpreted. 23 A formal face-to-face member -checking group was also convened, consisting of research team members and midwives from various practice environments who had not participated in the study. This group was presented with the data analysis and emerging categories and provided feedback on the credibility, authenticity, and representativeness of the findings. They unanimously agreed that the findings and the final theory were credible and representative of midwifery students’ motivations for choosing the profession. Finally, the researcher ensured transferability by providing a detailed description of all research processes, including participant selection criteria, data collection methods, data analysis procedures, and study limitations. Results A total of 20 participants took part in this study. At the time of their interviews: seven students were in their first year, five were in their second year, four were in their third year, and four in their fourth year. Throughout the interviews, participants emphasized the importance of providing continuous care, with a single midwife supporting each pregnant woman throughout her entire pregnancy, labor, birth, and postnatal period. They highlighted how this model empowers women by fostering knowledge, confidence, and comfort. The core category identified from the data was labeled “Nurturing the Next Generation of Midwives,” which comprised six key contributory categories explaining why midwifery students choose this profession: 1. Internal Influences, 2. External Influences, 3. Supporting and Helping Women and Newborns, 4. Serving the Community, 5. Raising the Midwifery Profession, 6. Influence of Midwifery Education. These categories are illustrated in Fig. 1 . Participant Characteristics Among the 20 participants: six were 18 years old, six were 19 years old, three were 20 years old, two were 21 years old, one was 22 years old, one was 23 years old, and one was 24 years old. At the time of their interviews, seven students were in their first year, five were in their second year, four were in their third year, and four in the fourth year (see Table 2 ). Table 2 Participant demographics Variable Category n Academic year First -year Second year Third year Fourth -year 7 5 4 4 Age (years) 18–19 20–24 12 8 Gender Female Male 20 0 First Category: Internal Influences (Innate) The participants identified internal motivations as key factors influencing their decision to pursue midwifery. Many expressed a strong desire to care for women, a deep affection for newborns, and an aspiration to provide compassionate care. Desire for Care for Women Participants expressed a strong commitment to continuity of care, emphasizing their desire to support women throughout all stages of life, from puberty to menopause: “ Midwives provide care and love to women and their newborns at all stages of their lives, especially during pregnancy and childbirth. Their care is inspired by love and care.” (P8) “I am very happy, and I love the field of midwifery very much to give the care for women and their newborn.” (P12) “I was so happy when they started the midwifery program in Saudi Arabia when I was in my first year in college, and I chose it as my first option to provide care for the women in Saudi Arabia.” (P14) Love for Newborns When discussing their interest in midwifery, several students cited the opportunity to work with newborns as a primary motivation for pursuing the profession: “I would describe midwifery as the beginning, as it is the beginning of a new life for the mother and the beginning of the newborn’s life, I love to work with newborns.” (P4) “I would describe midwifery as ‘love’ because the midwife must give the love to the newborn.” (P12) Provide Human Care Midwifery is a humanitarian profession, and for some students, this was a key motivation in their decision to pursue the field: “ Midwifery is a humanitarian field, and this was the motivation for me to choose midwifery as a major .” (P13) “ Midwifery is a humanitarian profession that takes care of the mother and child; this is why I chose to study midwifery as a major .” (P6) Second Dimension: External Influences The participants discussed the external influences that shaped their decision to pursue midwifery. Many were influenced by various factors, including media portrayals and stories shared by their grandmothers. Influence of Media Some midwifery students reported that social media played a significant role in motivating them to pursue midwifery. They described how media portrayals highlight the profession’s compassionate nature, emphasizing the midwife’s role in bringing life from an existing life, offering maternal support to mothers in labor, and providing mercy and tenderness throughout pregnancy and childbirth as evidenced by: “ Social media describes midwifery as ‘compassion’ because the midwife must be merciful and kind towards the mother in her time of weakness and need. ” (P13) Another participant mentioned that Twitter posts always describe midwifery as a mother to the mother who is about to give birth: “ Twitter always describes midwifery as the mother, because the midwife is a mother to the mother who is about to give birth ” (P13). Moreover, others mentioned that Facebook portrays midwifery as an act of mercy, emphasizing how midwives provide compassion and care to mothers throughout pregnancy and childbirth: “ Facebook describes midwifery as mercy, because midwives show mercy on mothers in pregnancy and childbirth and help mothers overcome the pain of childbirth .” (P9) Grandmother Stories Some students were motivated to pursue midwifery after being directly exposed to personal stories and experiences related to the profession: “ My grandmother is my role model in the profession, as she used to assist mothers during pregnancy and childbirth. The personality of my grandmother is characterized by helping without compensation, as she helps mothers only out of love for helping and she has a great love for the good of the community .” (P9) Third Dimension: Supporting and Helping Women and Newborn The participants shared that their motivation for studying midwifery was to support mothers and promote their well-being during challenging times: “ I feel proud to be among the first batch in midwifery because we will strive to raise the level of health of mothers and newborns .” (P4) “ Through my experience in training at hospitals, I have encountered situations where mothers are happy with our presence and ask for our help, despite us being students, so I’m so proud .” (P3) Fourth Dimension: Serving Community Participants expressed a sense of pride in supporting mothers within their communities to maintain their health: “ I feel proud to be one of the first batch of midwifery students in Saudi Arabia, and we will certainly give the community a positive impression by supporting women in all stages of their lives .” (P13) Fifth Dimension: Raise Midwifery Profession Participants stated that they chose to pursue midwifery to elevate the profession in Saudi Arabia. They recognized midwifery as an essential practice in providing care during pregnancy, childbirth, and the postpartum period: “ My feelings as one of the first batch of midwives in the Kingdom of Saudi Arabia are pride and happiness, because I will serve my country and raise the status of the midwifery profession in the field of work .” (P8) The participants unanimously expressed feeling happy regarding the midwifery profession as they are responsible for improving the midwifery profession: “ I feel a sense of gratitude for being part of the first batch of the midwifery profession, as it is a new specialty that serves the health of women in all stages of their lives .” (P16) “ I have a sense of responsibility and happiness in being among the first graduates of the midwifery profession with a bachelor’s degree in Saudi Arabia .” (P2) Sixth Dimension: Influence of Midwifery Education Midwifery education plays a crucial role in shaping students’ success throughout their academic and professional journey. The presence of a positive role model someone who supports, inspires, and motivates students with dedication and passion—significantly enhances their learning experience. Importance of Role Model The participants emphasized that having a positive role model is essential in midwifery education, as it helps students develop a deeper understanding of the field, improves the learning process, and demonstrates real-world applications of midwifery in professional practice. The participants stated: “ The presence of a positive role model is important so that we can learn from a passionate person, just as a child learns by imitation. There must be a positive role model that we can emulate and learn from in our academic and professional lives .” (P7) “ The presence of a positive role model in every profession is important. A role model can facilitate teaching the major courses and showcasing their applications in professional life .” (P17) Characteristics of Role Model A role model is a leader who maintains a balance between firmness and empathy. Participants emphasized that Having a positive role model who supports students in their studies and inspires them they stated: “ A positive role model in the academic field is the person who has both tenderness and creativity in them. Their level of giving is limitless and endless .” (P3) “ A positive role model has to have love, compassion, and leadership qualities and can be a guide for students .” (P6) “ The presence of a role model makes the educational journey easier because the positive role model will be a passionate person who influences others to do their best.” (P14) Discussion This study identified six key contributory categories that explain why midwifery students choose to pursue midwifery: Internal Influences, External Influences, Supporting and Helping Women and Newborns, Serving the Community, Raising the Midwifery Profession, and Influence of Midwifery Education. Although the findings of this qualitative study cannot be generalized, the Glaserian GT methodology proved to be a powerful tool for understanding behavior in a specific field. This approach is particularly relevant in nursing and midwifery research, as it offers deep insights into students’ experiences and motivations. Understanding why midwifery students choose this profession is crucial in meeting workforce demands, both in the Kingdom of Saudi Arabia and globally. Insights from this study can help attract more students to midwifery, ensuring a sustainable and well-trained workforce. The main finding of the study is the theme of “Nurturing the Next Generation of Midwives," which encompasses six contributory categories: Internal Influences, External Influences, Supporting and Helping Women and Newborns, Serving the Community, Raising the Midwifery Profession, and Influence of Midwifery Education. Midwifery is a profession deeply rooted in human connection, where midwives share in parents’ joy during childbirth as well as their pain, trauma, and loss. The role of a midwife extends beyond clinical care to ensuring the physical and psychological well-being of both the mother and the newborn. 24 The first category, Internal Influences, emerged from the data and includes three core dimensions: Desire to Care for Women, Love for Newborns, and Providing Human-Centered Care. Participants expressed a strong commitment to continuity of care, emphasizing the importance of supporting women throughout all stages of life, from puberty to menopause. Similarly, Janke et al. 25 identified the midwife as a key contact person within the continuity of care model. Moreover, Fahlbeck et al. 26 found that continuous midwifery care enhances women’s sense of security during pregnancy, birth, and the postpartum period. Previous studies have also highlighted the importance of continuity of care during pregnancy. 27 , 28 Our study findings highlighted that the opportunity to work with newborns was a major motivation for students pursuing midwifery. A previous study conducted by Cullen et al. 29 found that most participants were highly motivated to become midwives. Additionally, our findings revealed that midwifery is a humanitarian profession, which was a driving factor for some students choosing this career path. Abdullahi et al. 30 noted that limited research exists on the experiences of early-career midwives working in humanitarian settings, where they must navigate complex and demanding environments often characterized by pervasive insecurity. External factors shaping participants’ decision to study midwifery were influenced by media portrayals and family storytelling, particularly from grandmothers. Our study found that media plays a crucial role in shaping students’ perceptions of midwifery. Social media often depicts midwives as compassionate and nurturing professionals, emphasizing their role in supporting mothers throughout pregnancy, labor, and childbirth. Midwives are frequently portrayed as tender caregivers who provide both physical and emotional support to expectant mothers. Contreras et al. 31 highlighted the positive role of social media in healthcare, enabling professionals to interact, share information, and educate others. A study by Roberts et al. 32 explored how students’ perceptions were influenced by watching films and television series. It found that medicalized depictions of pregnancy and childbirth often lead students to view childbirth as frightening and dangerous. However, our study found the opposite effect, with positive portrayals of childbirth fostering fascination with the process and an appreciation for the midwife’s role. Similarly, Dejoy found that students’ beliefs about midwifery were strongly shaped by television, films, and the internet. 33 Given this impact, it is essential for the midwifery profession to acknowledge the role of media in shaping public perceptions. Participants also identified family storytelling particularly from grandmothers as a key influence on their decision to study midwifery. Stories about birth experiences shared within families had a significant impact on students’ perceptions of childbirth and midwifery as a profession. According to Carolan, 34 storytelling serves as a powerful tool for self-understanding, helping individuals make sense of life experiences while shaping their values and beliefs. Additionally, storytelling reinforces cultural norms and traditions, making it an important mechanism for knowledge transmission. Savage emphasized that storytelling has long been a central means for childbearing women to form personal connections and expand their understanding of pregnancy and birth. 35 It is, therefore, unsurprising that many midwifery students developed an early fascination with childbirth through their grandmothers’ narratives. Participants shared that their motivation for studying midwifery stemmed from their desire to support mothers and promote their well-being during challenging times. They expressed pride in their achievements as midwifery students and future professionals. Similarly, Lloyd et al. 36 found that midwifery students experienced a strong sense of accomplishment, while Tickle et al. 37 confirmed that students took pride in their progress within the midwifery field. Our participants emphasized that having a positive role model is essential in midwifery education. They highlighted the importance of role models in helping students understand core concepts, facilitating the learning of major courses, and demonstrating the practical applications of midwifery in professional practice. Positive role models play a crucial role in students’ educational journeys, providing guidance, mentorship, and support. Nieuwenhuijze et al. 6 noted that midwifery students identify individuals whose attitudes and behaviors inspire them and, in turn, assimilate these qualities to shape their own professional identity. A positive role model thus serves as a guide and reference point, inspiring students with their passion and ambition. Similarly, Kuliukas et al. 38 conducted a study in which 19 student midwives reflected on their understanding of the concept of being “with woman” a key principle in midwifery. The study found that positive role models played an essential role in helping students internalize and apply this concept in practice. Conversely, Mbakaya et al. 39 found that midwifery students often face significant challenges in their learning environments. Currently, this study is one of the first GT studies to analyze why students choose to pursue midwifery in Saudi Arabia. Understanding their motivations and career aspirations can help midwifery educators and program managers design student-centered, engaging midwifery programs that attract more students to the profession. Model Overview to Understand Why Midwifery Students Choose to Study Midwifery to Attract Students to This Profession Midwifery students choose the profession driven by internal motivations—caring for women, working with newborns, and providing compassionate care—and external influences like media and family stories. The profession offers personal fulfillment, societal contribution, and an opportunity to support maternal and family health. Education and role models play crucial roles in shaping their commitment, with mentorship fostering professional growth and elevating midwifery’s status, especially in Saudi Arabia. Overall, their decision is rooted in nurturing care, community service, and a desire to advance the field. The model explaining why midwifery students choose this profession is illustrated in Fig. 2 . Strengths and Limitations of the Works Our research is a pioneering qualitative study that explores the motivations of midwifery students. It examines why they choose to pursue midwifery a profession where they will eventually serve as role models and explores their attitudes toward role models in the field. While the findings of this study may not be universally generalizable due to its single-university focus, they offer valuable insights. Conclusions This study presents a model for understanding why midwifery students choose to pursue midwifery, contributing to efforts to attract more students to the profession. The commitment to “Nurturing the Next Generation of Midwives” is rooted in both internal motivations and external influences. Aspiring midwives are driven by a genuine desire to care for women and newborns, offering compassionate support throughout life’s stages. External influences, such as media portrayals and familial narratives, reinforce the profession’s empathetic nature and societal significance. Furthermore, education and mentorship play a critical role in fostering a supportive learning environment and encouraging students to excel in midwifery. Collectively, these factors position midwifery not only as a personal vocation but as an essential contribution to community health. This underscores the importance of holistic maternal and reproductive healthcare, particularly in regions like Saudi Arabia. Declarations Acknowledgments The authors extend their appreciation to the Deanship of Scientific Research through the Research Center at College of Nursing, King Saud University, for logistically supporting this study. Authors’ Contributions Conceptualization, A.N.A and A.G.A and; methodology, J.L, M.F.A and G.B; validation, J.L, G.B; formal analysis, A.N.A, A.G.A and J.L; investigation, A.N.A.; data curation, A.N.A, A.G.A and J.L; writing—original draft preparation, A.N.A, A.G.A and J.L.; review and editing, J.L, G.B and M.F.A.; supervision, J.L. All authors have read and guarantee the integrity of the content and the study. Authors have read and agreed to the published version of the manuscript. Funding The authors received no financial support for the research, authorship, and/or publication of this article. Data availability The datasets used and/or analyzed during the current study are available from the corresponding author on reasonable request. Ethics approval statement This study was approved by the institutional review board of King Saud University (Reference #KSU-HE-24-571). Participants were informed that their participation was voluntary and that they could withdraw at any time. They were assured that their responses would remain confidential and that only members of the research team would have access to their data. To maintain confidentiality, participants were assigned unique codes. Before providing informed consent, they were fully briefed on the study procedures. Additionally, participants agreed to audio recording, and they were informed that all transcripts and responses would be securely destroyed upon completion of the study. Consent for publication Not applicable Clinical Trial Number Not applicable Competing interests The authors declare no conflicts of interest. Data Availability Statement The authors have nothing to report. References World Health Organization. World Health Statistics 2024: Monitoring Health for the SDGs, Sustainable Development Goals. World Health Organization; 2024. Clark EV, LaNoue M, Clouse K, Zuber A, Neal J. 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Lead Maternity Care Midwives’ Perspectives on the Effect of Severe Perineal Trauma on Their Relationship with Women (Doctoral dissertation, Open Access Te Herenga Waka-Victoria University of Wellington). Janke TM, Makarova N, Schmittinger J, et al. Women’s needs and expectations in midwifery care–Results from the qualitative MiCa (midwifery care) study. Part 1: Preconception and pregnancy. Heliyon. 2024;10(4):e25862. 10.1016/j.heliyon.2024.e25862 . Fahlbeck H, Johansson M, Hildingsson I, Larsson B. A longing for a sense of security’–Women’s experiences of continuity of midwifery care in rural Sweden: A qualitative study. Sex Reprod Healthc. 2022;33:100759. 10.1016/j.srhc.2022.100759 . Bagheri A, Simbar M, Samimi M, Nahidi F, Majd HA. Exploring the concept of continuous midwifery-led care and its dimensions in the prenatal, perinatal, and postnatal periods in Iran (Kashan). Midwifery. 2017;51:44–52. 10.1016/j.midw.2017.05.003 . Poggianella S, Ambrosi E, Mortari L. Women’s experience of continuity of midwifery care in North-Eastern Italy: A qualitative study. Eur J Midwifery. 2023;7:4. 10.18332/ejm/159358 . Cullen D, Sidebotham M, Gamble J, Fenwick J. Young student’s motivations to choose an undergraduate midwifery program. Women Birth. 2016;29(3):234–9. 10.1016/j.wombi.2015.10.012 . Abdullahi H, Mohamud AM, Ahmed MA, et al. Experiences of midwifery students and graduates in Somalia: evidence from qualitative data. Front Glob Womens Health. 2024;5:1480914. 10.3389/fgwh.2024.1480914 . Contreras D, González L, Láscar S, López V. Negative teacher-student and student–student relationships are associated with school dropout: evidence from a large-scale longitudinal study in Chile. Int J Educ Dev. 2022;91:102576. 10.1016/j.ijedudev.2022.102576 . Roberts J, Bennett B, Slack H, et al. Midwifery students’ views and experiences of birth on mainstream factual television. Midwifery. 2021;92:102859. 10.1016/j.midw.2020.102859 . DeJoy SB. ‘Midwives Are Nice, But … perceptions of midwifery and childbirth in an undergraduate class. J Midwifery Womens Health . 2010;55(2):117–123. doi:10.1016/j.jmwh.2009.05.009. Carolan M. Doing it properly’: the experience of first mothering over 35 years. Health Care Women Int. 2005;26(9):764–87. 10.1080/07399330500230987 . Savage M, Bagnall G, Longhurst B. Ordinary, ambivalent and defensive: class identities in the Northwest of England. Sociology. 2001;35(4):875–92. 10.1177/0038038501035004005 . Lloyd B, Bradshaw C, McCarthy J, Tighe SM, Noonan M, Atkinson S. Midwifery students’ experiences of their clinical internship placement during the COVID-19 pandemic in Ireland: A qualitative descriptive study. Midwifery. 2023;127:103861. 10.1016/j.midw.2023.103861 . Tickle N, Creedy DK, Carter AG, Bass J, Gamble J. Impact of women’s feedback on midwifery student learning: A thematic analysis of students’ reflections. Women Birth. 2023;36(6):e591–7. 10.1016/j.wombi.2023.05.005 . Kuliukas L, Bradfield Z, Costins P, et al. Midwifery students’: developing an understanding of being with woman – A qualitative study. Midwifery. 2020;84:102658. 10.1016/j.midw.2020.102658 . Mbakaya BC, Kalembo FW, Zgambo M, et al. Nursing and midwifery students’ experiences and perception of their clinical learning environment in Malawi: a mixed-method study. BMC Nurs. 2020;19:87. 10.1186/s12912-020-00480-4 . Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6838501","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":485807254,"identity":"9ad1a17b-57ca-4ec6-a89a-273d37d64698","order_by":0,"name":"Anwar Nader AlKhunaizi","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA+UlEQVRIiWNgGAWjYFAC5mZmEMXGwNj4sAEskkBICyNcS7MhaVpAuiSJ0sLffrDZuLDtjjwf/+G2yhl/DjPws+cYMP6owa1F4kxic/LMtmeGbQwH225ubDvMINnzxoCZ5xgeaw4kNh/mbTvM2MbY2HbzYcNhBoMbOQbMQK/hBPLnH4K12LcxM7YVPgA6zP4GyGH/cGsxuAF0GFBLYhsb0KINbEBbJHIMGHjbcGsxvPGw2Zjn3OHkNh7GZsmZbek8EmeeFRzm7cOtRe588mFpnrLDtvP7jz/82PPHWo6/PXnjwx/f8HgfHfCAiAMkaBgFo2AUjIJRgAUAANsBVHjZ7TKjAAAAAElFTkSuQmCC","orcid":"","institution":"King Saud University","correspondingAuthor":true,"prefix":"","firstName":"Anwar","middleName":"Nader","lastName":"AlKhunaizi","suffix":""},{"id":485807255,"identity":"22d4d702-966a-4d52-84d8-d7af4306beb1","order_by":1,"name":"Areej Ghalib Al-Otaibi","email":"","orcid":"","institution":"Imam Abdulrahman Bin Faisal University","correspondingAuthor":false,"prefix":"","firstName":"Areej","middleName":"Ghalib","lastName":"Al-Otaibi","suffix":""},{"id":485807256,"identity":"8f7edfe8-5674-47b5-8377-e06afd939ecd","order_by":2,"name":"Juliana Linnette D’Sa","email":"","orcid":"","institution":"King Saud University","correspondingAuthor":false,"prefix":"","firstName":"Juliana","middleName":"Linnette","lastName":"D’Sa","suffix":""},{"id":485807257,"identity":"7efdc0c3-d9bc-4085-a60e-0d7814358af9","order_by":3,"name":"Ghareeb Bahari","email":"","orcid":"","institution":"King Saud University","correspondingAuthor":false,"prefix":"","firstName":"Ghareeb","middleName":"","lastName":"Bahari","suffix":""},{"id":485807258,"identity":"6e721888-fabc-4b9b-bdfa-53c562b637c7","order_by":4,"name":"Manal F. Alharbi","email":"","orcid":"","institution":"King Saud University","correspondingAuthor":false,"prefix":"","firstName":"Manal","middleName":"F.","lastName":"Alharbi","suffix":""}],"badges":[],"createdAt":"2025-06-06 16:23:14","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-6838501/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6838501/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":86845767,"identity":"8aadb915-d420-45a3-b2c6-14edc5e07ae0","added_by":"auto","created_at":"2025-07-16 08:43:37","extension":"jpeg","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":546070,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003eThe core category and its six contributory categories representing the reasons midwifery students choose to pursue midwifery.\u003c/strong\u003e\u003c/p\u003e","description":"","filename":"floatimage1.jpeg","url":"https://assets-eu.researchsquare.com/files/rs-6838501/v1/2d27cfff62ff03e346202841.jpeg"},{"id":86844622,"identity":"9d3ab8bd-0a02-4c3a-98ae-da58105d21b4","added_by":"auto","created_at":"2025-07-16 08:35:37","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":149353,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003eA model for understanding why midwifery students choose to pursue midwifery and how it attracts more students to the profession.\u003c/strong\u003e\u003c/p\u003e","description":"","filename":"floatimage2.png","url":"https://assets-eu.researchsquare.com/files/rs-6838501/v1/f88a7732c06b914de2595f3d.png"},{"id":97248662,"identity":"c5dc334b-3843-408f-a04b-086882c43236","added_by":"auto","created_at":"2025-12-02 13:05:02","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":2967742,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6838501/v1/d60b0f59-0bfd-4dd5-98b8-da0b98522275.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Midwifery Students’ Career Choice and Attitudes Toward Professional Role Models: A Grounded Theory Study","fulltext":[{"header":"Background","content":"\u003cp\u003eThe World Health Organization (WHO) Global Strategy on Human Resources for Health.\u003csup\u003e\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e\u003c/sup\u003e The World Health Organization (WHO) further estimates that by 2030, an additional 9\u0026nbsp;million nurses and midwives will be required worldwide to meet healthcare demands.\u003csup\u003e\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e\u003c/sup\u003e At the global level, the International Confederation of Midwives (ICM) plays a critical role in promoting midwifery by advocating for the autonomy of midwives as the most suitable caregivers for childbearing women.\u003csup\u003e\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e\u003c/sup\u003e In the Kingdom of Saudi Arabia, the Ministry of Health (MOH) reported a total of 1,689 midwives in 2023, comprising 1,206 Saudi and 483 non-Saudi midwives.\u003csup\u003e\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e\u003c/sup\u003e Additionally, the birth rate in Saudi Arabia in 2024 was reported as 15.268 births per 1,000 people.\u003csup\u003e\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e\u003c/sup\u003e\u003c/p\u003e\u003cp\u003eThe primary objective of midwifery programs in Saudi universities is to address the shortage of national midwives and enhance the quality of maternal healthcare services.\u003csup\u003e\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e\u003c/sup\u003e The ongoing shortage of midwives significantly impacts service delivery and contributes to challenging working conditions for midwifery professionals.\u003csup\u003e\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e\u003c/sup\u003e Altaweli et al.\u003csup\u003e\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e\u003c/sup\u003e highlighted several challenges faced by midwives in Saudi Arabia, including a shortage of qualified midwives, a limited scope of practice, and the absence of standardized training and education programs.\u003c/p\u003e\u003cp\u003eGlobally, Midwifery education programs are facing a significant challenge in preparing future midwifery leaders who are not only dedicated experts but also capable of adapting to change in an evolving healthcare landscape.\u003csup\u003e\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e\u003c/sup\u003e\u003c/p\u003e\u003cp\u003eThe United Nations Population Fund, in collaboration with the World Health Organization,\u003csup\u003e\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e\u003c/sup\u003e has emphasized the urgent need to train midwives capable of ensuring continuity of care, recognizing this as a critical step in achieving global health security. Nove et al.\u003csup\u003e\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e\u003c/sup\u003e highlight that midwifery education extends beyond technical training, as it plays a crucial role in improving the quality of care and, consequently, reducing maternal and neonatal morbidity and mortality rates. Nieuwenhuijze et al.\u003csup\u003e\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e\u003c/sup\u003e emphasize that preparing students for a professional environment requires balancing the management of physiological childbirth with the demands of interprofessional collaboration and evolving technological settings, which presents significant challenges. Bradshaw et al.\u003csup\u003e\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e\u003c/sup\u003e report that in developed countries, midwifery students must meet key academic standards during their clinical placements, which typically account for up to 50 percent of the total program hours. This underscores the importance of ensuring that students receive high-quality clinical education, as it is just as essential as theoretical learning. According to Amsrud et al.,\u003csup\u003e\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e\u003c/sup\u003e midwives should receive continuous training and supervision, and every midwife who works with students serves as a role model. Kemper defines role models as individuals who possess essential skills and expertise that students lack, allowing students to learn through observation and comparison of professional practices.\u003csup\u003e\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e\u003c/sup\u003e\u003c/p\u003e\u003cp\u003eThe Midwifery Department at the Ministry of Health has launched multiple initiatives and programs aimed at transforming maternal and child healthcare.\u003csup\u003e\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e\u003c/sup\u003e One of the most significant initiatives is the development of policies and standards to strengthen the midwifery profession and enhance its contributions to maternal and child health. Additionally, it has recently introduced a Bachelor\u0026rsquo;s degree in Midwifery at several universities across Saudi Arabia.\u003csup\u003e\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e\u003c/sup\u003e\u003c/p\u003e\u003cp\u003eConsequently, the reasons midwifery students choose to pursue midwifery remain underexplored, particularly in relation to midwifery practice and the recent introduction of undergraduate midwifery education in the Kingdom of Saudi Arabia. Additionally, research on this topic remains scarce. Therefore, this study aimed to examine the motivations behind students\u0026rsquo; decision to study midwifery, with the goal of attracting more students to the profession. The aim of this study was to examine the motivations behind midwifery students\u0026rsquo; decision to pursue midwifery, with the goal of attracting more students to the profession. The central research question guiding this study was: Why do midwifery students choose to study midwifery?\u003c/p\u003e"},{"header":"Methods","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e\u003ch2\u003eResearch Design\u003c/h2\u003e\u003cp\u003eThe Glaserian grounded theory methodology was selected for this study.\u003csup\u003e\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e\u003c/sup\u003e Grounded theory (GT) aims to identify and explain phenomena, particularly when little is known about a specific field of study.\u003csup\u003e\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e\u003c/sup\u003e According to Roberts,\u003csup\u003e\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e\u003c/sup\u003e GT follows an inductive approach to developing theories that can later be generalized and applied. \u003csup\u003e\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e\u003c/sup\u003e GT was chosen for this study because it is objective and nonprescriptive, making it an appropriate approach for addressing the research question. In this study, we applied grounded theory to develop a model explaining the motivations behind midwifery students\u0026rsquo; decision to pursue midwifery, with the aim of increasing interest in the profession. The study is reported in accordance with the Consolidated Criteria for Reporting Qualitative Research (COREQ) checklist.\u003csup\u003e\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e\u003c/sup\u003e\u003c/p\u003e\u003cp\u003e This study received approval from King Saud University's institutional review board (Reference #KSU-HE-24-571). Participants were informed that participation was voluntary, confidential, and could be withdrawn at any time. They were assigned unique codes to protect their identity, and their informed consent included agreement to audio recording. All data and transcripts were securely destroyed after the study.\u003c/p\u003e\u003c/div\u003e\n\u003ch3\u003eParticipants and Procedure\u003c/h3\u003e\n\u003cp\u003eThis study involved midwifery students from a government university in Saudi Arabia. Recruitment began after receiving ethical approval, with invitations sent via email and social media through student representatives. Interested students received detailed information and gave written consent, with assurances of confidentiality and voluntary participation. Out of 22 students initially interested, two withdrew or became uncontactable. Eligible participants were enrolled students, aged 18 or older, from various year levels in the program.\u003c/p\u003e\n\u003ch3\u003eData Collection\u003c/h3\u003e\n\u003cp\u003e Twenty students participated in face-to-face, audio-recorded interviews between July 1 and September 1, 2024, lasting 45 to 90 minutes each. A pilot study helped refine the interview questions for clarity and validity. Interviews were conducted privately within the college with only the researcher and participants present. Data were collected by the primary researcher, an assistant professor with expertise in qualitative research methods. The interviews were conducted using open-ended questions, and the interview guide was developed based on previous literature to ensure a structured and logical flow throughout the interview process. The interviews were conducted in English, as it is the official language of midwifery education at the university. (see Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e).\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eInterview Guide.\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"1\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003e1. Could you share with me the personal reasons that led you to choose the midwifery profession?\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e2. Can you please tell me what profits you as a midwifery student?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e3. What is your own definition of midwifery?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e4. What do you think are the factors that influence your decision to choose the midwifery profession?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e5. Is there anything else you would like to tell us?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e6. Please describe a person who has been a role model for you. What makes her a role model for you?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e7. What impact did these role models have on your education?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e8. Please tell me the benefits of becoming a midwife in your community.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cdiv id=\"Sec6\" class=\"Section2\"\u003e\u003ch2\u003eData Analysis\u003c/h2\u003e\u003cp\u003eThe interview transcripts were analyzed using the constant comparative method of analysis,\u003csup\u003e\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e\u003c/sup\u003e which involved three levels of coding: (1) Open coding, (2) Selective coding, and (3) Theoretical coding. In accordance with GT methodology,\u003csup\u003e\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e\u003c/sup\u003e data analysis was conducted simultaneously with data collection using the constant comparison approach.\u003c/p\u003e\u003cp\u003eAfter transcription, each interview was analyzed through three coding levels: open coding (line-by-line with keywords), selective coding (grouping similar codes into categories), and theoretical coding (aligning codes with theoretical concepts). All interviews were analyzed within 24 hours, and the process continued until no new information appeared, which was after 16 interviews.\u003c/p\u003e\u003cp\u003eThe study reached theoretical saturation after 20 interviews, ensuring heterogeneity and strengthening the emerging theory. Theoretical sampling was employed to expand data categories and develop a substantive theory explaining why midwifery students chose this profession, contributing to efforts to attract more students to midwifery.\u003c/p\u003e\u003c/div\u003e\n\u003ch3\u003eTrustworthiness\u003c/h3\u003e\n\u003cp\u003eAn experienced grounded theorist supervised each phase of the study to ensure methodological rigor. The study adhered to the criteria of credibility, reliability, confirmability, and transferability to maintain research quality.\u003csup\u003e\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e\u003c/sup\u003e Before data collection, a bracketing exercise was conducted to mitigate bias by ensuring that the researchers set aside prior knowledge and assumptions.\u003csup\u003e\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e\u003c/sup\u003e As required by GT methodology,\u003csup\u003e\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e\u003c/sup\u003e memos and field notes were taken during and after each interview, creating an audit trail throughout the data analysis process. After each interview, the audio recording was reviewed, and the first author documented their thoughts and reflections through field notes. To prevent recall bias, additions to the field notes were made within 24 hours, as recommended by Kvale.\u003csup\u003e\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e\u003c/sup\u003e This ensured that details were accurately captured and that interviews were not misinterpreted at a later stage. To enhance reliability, the primary researcher was engaged in a qualitative study.\u003c/p\u003e\u003cp\u003eTo enhance confirmability, participants were contacted for member checking, verifying that their perspectives were accurately interpreted.\u003csup\u003e\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e\u003c/sup\u003e A formal face-to-face member -checking group was also convened, consisting of research team members and midwives from various practice environments who had not participated in the study. This group was presented with the data analysis and emerging categories and provided feedback on the credibility, authenticity, and representativeness of the findings. They unanimously agreed that the findings and the final theory were credible and representative of midwifery students\u0026rsquo; motivations for choosing the profession. Finally, the researcher ensured transferability by providing a detailed description of all research processes, including participant selection criteria, data collection methods, data analysis procedures, and study limitations.\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003eA total of 20 participants took part in this study. At the time of their interviews: seven students were in their first year, five were in their second year, four were in their third year, and four in their fourth year.\u003c/p\u003e\u003cp\u003eThroughout the interviews, participants emphasized the importance of providing continuous care, with a single midwife supporting each pregnant woman throughout her entire pregnancy, labor, birth, and postnatal period. They highlighted how this model empowers women by fostering knowledge, confidence, and comfort. The core category identified from the data was labeled \u0026ldquo;Nurturing the Next Generation of Midwives,\u0026rdquo; which comprised six key contributory categories explaining why midwifery students choose this profession: 1. Internal Influences, 2. External Influences, 3. Supporting and Helping Women and Newborns, 4. Serving the Community, 5. Raising the Midwifery Profession, 6. Influence of Midwifery Education. These categories are illustrated in Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e.\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\n\u003ch3\u003eParticipant Characteristics\u003c/h3\u003e\n\u003cp\u003eAmong the 20 participants: six were 18 years old, six were 19 years old, three were 20 years old, two were 21 years old, one was 22 years old, one was 23 years old, and one was 24 years old. At the time of their interviews, seven students were in their first year, five were in their second year, four were in their third year, and four in the fourth year (see Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e).\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eParticipant demographics\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"3\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eVariable\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eCategory\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003en\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eAcademic year\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eFirst -year\u003c/p\u003e\u003cp\u003eSecond year\u003c/p\u003e\u003cp\u003eThird year\u003c/p\u003e\u003cp\u003eFourth -year\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e7\u003c/p\u003e\u003cp\u003e5\u003c/p\u003e\u003cp\u003e4\u003c/p\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eAge (years)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e18\u0026ndash;19\u003c/p\u003e\u003cp\u003e20\u0026ndash;24\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e12\u003c/p\u003e\u003cp\u003e8\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eGender\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eFemale\u003c/p\u003e\u003cp\u003eMale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e20\u003c/p\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\n\u003ch3\u003eFirst Category: Internal Influences (Innate)\u003c/h3\u003e\n\u003cp\u003eThe participants identified internal motivations as key factors influencing their decision to pursue midwifery. Many expressed a strong desire to care for women, a deep affection for newborns, and an aspiration to provide compassionate care.\u003c/p\u003e\u003cdiv id=\"Sec11\" class=\"Section2\"\u003e\u003ch2\u003eDesire for Care for Women\u003c/h2\u003e\u003cp\u003eParticipants expressed a strong commitment to continuity of care, emphasizing their desire to support women throughout all stages of life, from puberty to menopause:\u003c/p\u003e\u003cp\u003e\u0026ldquo;\u003cb\u003eMidwives provide care and love to women and their newborns at all stages of their lives, especially during pregnancy and childbirth. Their care is inspired by love and care.\u0026rdquo; (P8)\u003c/b\u003e\u003c/p\u003e\u003cp\u003e\u003cb\u003e\u0026ldquo;I am very happy, and I love the field of midwifery very much to give the care for women and their newborn.\u0026rdquo;\u003c/b\u003e (P12)\u003c/p\u003e\u003cp\u003e\u003cb\u003e\u0026ldquo;I was so happy when they started the midwifery program in Saudi Arabia when I was in my first year in college, and I chose it as my first option to provide care for the women in Saudi Arabia.\u0026rdquo;\u003c/b\u003e (P14)\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec12\" class=\"Section2\"\u003e\u003ch2\u003eLove for Newborns\u003c/h2\u003e\u003cp\u003eWhen discussing their interest in midwifery, several students cited the opportunity to work with newborns as a primary motivation for pursuing the profession:\u003c/p\u003e\u003cp\u003e\u003cb\u003e\u0026ldquo;I would describe midwifery as the beginning, as it is the beginning of a new life for the mother and the beginning of the newborn\u0026rsquo;s life, I love to work with newborns.\u0026rdquo;\u003c/b\u003e (P4)\u003c/p\u003e\u003cp\u003e\u003cb\u003e\u0026ldquo;I would describe midwifery as \u0026lsquo;love\u0026rsquo; because the midwife must give the love to the newborn.\u0026rdquo;\u003c/b\u003e (P12)\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec13\" class=\"Section2\"\u003e\u003ch2\u003eProvide Human Care\u003c/h2\u003e\u003cp\u003eMidwifery is a humanitarian profession, and for some students, this was a key motivation in their decision to pursue the field:\u003c/p\u003e\u003cp\u003e\u0026ldquo;\u003cb\u003eMidwifery is a humanitarian field, and this was the motivation for me to choose midwifery as a major\u003c/b\u003e.\u0026rdquo; (P13)\u003c/p\u003e\u003cp\u003e\u0026ldquo;\u003cb\u003eMidwifery is a humanitarian profession that takes care of the mother and child; this is why I chose to study midwifery as a major\u003c/b\u003e.\u0026rdquo; (P6)\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec14\" class=\"Section2\"\u003e\u003ch2\u003eSecond Dimension: External Influences\u003c/h2\u003e\u003cp\u003eThe participants discussed the external influences that shaped their decision to pursue midwifery. Many were influenced by various factors, including media portrayals and stories shared by their grandmothers.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec15\" class=\"Section2\"\u003e\u003ch2\u003eInfluence of Media\u003c/h2\u003e\u003cp\u003eSome midwifery students reported that social media played a significant role in motivating them to pursue midwifery. They described how media portrayals highlight the profession\u0026rsquo;s compassionate nature, emphasizing the midwife\u0026rsquo;s role in bringing life from an existing life, offering maternal support to mothers in labor, and providing mercy and tenderness throughout pregnancy and childbirth as evidenced by:\u003c/p\u003e\u003cp\u003e\u0026ldquo;\u003cb\u003eSocial media describes midwifery as \u0026lsquo;compassion\u0026rsquo; because the midwife must be merciful and kind towards the mother in her time of weakness and need.\u003c/b\u003e\u0026rdquo; (P13)\u003c/p\u003e\u003cp\u003eAnother participant mentioned that Twitter posts always describe midwifery as a mother to the mother who is about to give birth: \u0026ldquo;\u003cb\u003eTwitter always describes midwifery as the mother, because the midwife is a mother to the mother who is about to give birth\u003c/b\u003e\u0026rdquo; (P13).\u003c/p\u003e\u003cp\u003eMoreover, others mentioned that Facebook portrays midwifery as an act of mercy, emphasizing how midwives provide compassion and care to mothers throughout pregnancy and childbirth:\u003c/p\u003e\u003cp\u003e\u0026ldquo;\u003cb\u003eFacebook describes midwifery as mercy, because midwives show mercy on mothers in pregnancy and childbirth and help mothers overcome the pain of childbirth\u003c/b\u003e.\u0026rdquo; (P9)\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec16\" class=\"Section2\"\u003e\u003ch2\u003eGrandmother Stories\u003c/h2\u003e\u003cp\u003eSome students were motivated to pursue midwifery after being directly exposed to personal stories and experiences related to the profession:\u003c/p\u003e\u003cp\u003e\u0026ldquo;\u003cb\u003eMy grandmother is my role model in the profession, as she used to assist mothers during pregnancy and childbirth. The personality of my grandmother is characterized by helping without compensation, as she helps mothers only out of love for helping and she has a great love for the good of the community\u003c/b\u003e.\u0026rdquo; (P9)\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec17\" class=\"Section2\"\u003e\u003ch2\u003eThird Dimension: Supporting and Helping Women and Newborn\u003c/h2\u003e\u003cp\u003eThe participants shared that their motivation for studying midwifery was to support mothers and promote their well-being during challenging times:\u003c/p\u003e\u003cp\u003e\u0026ldquo;\u003cb\u003eI feel proud to be among the first batch in midwifery because we will strive to raise the level of health of mothers and newborns\u003c/b\u003e.\u0026rdquo; (P4)\u003c/p\u003e\u003cp\u003e\u0026ldquo;\u003cb\u003eThrough my experience in training at hospitals, I have encountered situations where mothers are happy with our presence and ask for our help, despite us being students, so I\u0026rsquo;m so proud\u003c/b\u003e.\u0026rdquo; (P3)\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec18\" class=\"Section2\"\u003e\u003ch2\u003eFourth Dimension: Serving Community\u003c/h2\u003e\u003cp\u003eParticipants expressed a sense of pride in supporting mothers within their communities to maintain their health:\u003c/p\u003e\u003cp\u003e\u0026ldquo;\u003cb\u003eI feel proud to be one of the first batch of midwifery students in Saudi Arabia, and we will certainly give the community a positive impression by supporting women in all stages of their lives\u003c/b\u003e.\u0026rdquo; (P13)\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec19\" class=\"Section2\"\u003e\u003ch2\u003eFifth Dimension: Raise Midwifery Profession\u003c/h2\u003e\u003cp\u003eParticipants stated that they chose to pursue midwifery to elevate the profession in Saudi Arabia. They recognized midwifery as an essential practice in providing care during pregnancy, childbirth, and the postpartum period:\u003c/p\u003e\u003cp\u003e\u0026ldquo;\u003cb\u003eMy feelings as one of the first batch of midwives in the Kingdom of Saudi Arabia are pride and happiness, because I will serve my country and raise the status of the midwifery profession in the field of work\u003c/b\u003e.\u0026rdquo; (P8) The participants unanimously expressed feeling happy regarding the midwifery profession as they are responsible for improving the midwifery profession:\u003c/p\u003e\u003cp\u003e\u0026ldquo;\u003cb\u003eI feel a sense of gratitude for being part of the first batch of the midwifery profession, as it is a new specialty that serves the health of women in all stages of their lives\u003c/b\u003e.\u0026rdquo; (P16)\u003c/p\u003e\u003cp\u003e\u0026ldquo;\u003cb\u003eI have a sense of responsibility and happiness in being among the first graduates of the midwifery profession with a bachelor\u0026rsquo;s degree in Saudi Arabia\u003c/b\u003e.\u0026rdquo; (P2)\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec20\" class=\"Section2\"\u003e\u003ch2\u003eSixth Dimension: Influence of Midwifery Education\u003c/h2\u003e\u003cp\u003eMidwifery education plays a crucial role in shaping students\u0026rsquo; success throughout their academic and professional journey. The presence of a positive role model someone who supports, inspires, and motivates students with dedication and passion\u0026mdash;significantly enhances their learning experience.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec21\" class=\"Section2\"\u003e\u003ch2\u003eImportance of Role Model\u003c/h2\u003e\u003cp\u003eThe participants emphasized that having a positive role model is essential in midwifery education, as it helps students develop a deeper understanding of the field, improves the learning process, and demonstrates real-world applications of midwifery in professional practice. The participants stated:\u003c/p\u003e\u003cp\u003e\u0026ldquo;\u003cb\u003eThe presence of a positive role model is important so that we can learn from a passionate person, just as a child learns by imitation. There must be a positive role model that we can emulate and learn from in our academic and professional lives\u003c/b\u003e.\u0026rdquo; (P7)\u003c/p\u003e\u003cp\u003e\u0026ldquo;\u003cb\u003eThe presence of a positive role model in every profession is important. A role model can facilitate teaching the major courses and showcasing their applications in professional life\u003c/b\u003e.\u0026rdquo; (P17)\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec22\" class=\"Section2\"\u003e\u003ch2\u003eCharacteristics of Role Model\u003c/h2\u003e\u003cp\u003eA role model is a leader who maintains a balance between firmness and empathy. Participants emphasized that Having a positive role model who supports students in their studies and inspires them they stated:\u003c/p\u003e\u003cp\u003e\u0026ldquo;\u003cb\u003eA positive role model in the academic field is the person who has both tenderness and creativity in them. Their level of giving is limitless and endless\u003c/b\u003e.\u0026rdquo; (P3)\u003c/p\u003e\u003cp\u003e\u0026ldquo;\u003cb\u003eA positive role model has to have love, compassion, and leadership qualities and can be a guide for students\u003c/b\u003e.\u0026rdquo; (P6)\u003c/p\u003e\u003cp\u003e\u0026ldquo;\u003cb\u003eThe presence of a role model makes the educational journey easier because the positive role model will be a passionate person who influences others to do their best.\u0026rdquo;\u003c/b\u003e (P14)\u003c/p\u003e\u003c/div\u003e"},{"header":"Discussion","content":"\u003cp\u003eThis study identified six key contributory categories that explain why midwifery students choose to pursue midwifery: Internal Influences, External Influences, Supporting and Helping Women and Newborns, Serving the Community, Raising the Midwifery Profession, and Influence of Midwifery Education.\u003c/p\u003e\u003cp\u003eAlthough the findings of this qualitative study cannot be generalized, the Glaserian GT methodology proved to be a powerful tool for understanding behavior in a specific field. This approach is particularly relevant in nursing and midwifery research, as it offers deep insights into students\u0026rsquo; experiences and motivations. Understanding why midwifery students choose this profession is crucial in meeting workforce demands, both in the Kingdom of Saudi Arabia and globally. Insights from this study can help attract more students to midwifery, ensuring a sustainable and well-trained workforce.\u003c/p\u003e\u003cp\u003eThe main finding of the study is the theme of \u0026ldquo;Nurturing the Next Generation of Midwives,\" which encompasses six contributory categories: Internal Influences, External Influences, Supporting and Helping Women and Newborns, Serving the Community, Raising the Midwifery Profession, and Influence of Midwifery Education.\u003c/p\u003e\u003cp\u003eMidwifery is a profession deeply rooted in human connection, where midwives share in parents\u0026rsquo; joy during childbirth as well as their pain, trauma, and loss. The role of a midwife extends beyond clinical care to ensuring the physical and psychological well-being of both the mother and the newborn.\u003csup\u003e\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e\u003c/sup\u003e\u003c/p\u003e\u003cp\u003eThe first category, Internal Influences, emerged from the data and includes three core dimensions: Desire to Care for Women, Love for Newborns, and Providing Human-Centered Care. Participants expressed a strong commitment to continuity of care, emphasizing the importance of supporting women throughout all stages of life, from puberty to menopause. Similarly, Janke et al.\u003csup\u003e\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e\u003c/sup\u003e identified the midwife as a key contact person within the continuity of care model. Moreover, Fahlbeck et al.\u003csup\u003e\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e\u003c/sup\u003e found that continuous midwifery care enhances women\u0026rsquo;s sense of security during pregnancy, birth, and the postpartum period. Previous studies have also highlighted the importance of continuity of care during pregnancy.\u003csup\u003e\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e,\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e\u003c/sup\u003e\u003c/p\u003e\u003cp\u003eOur study findings highlighted that the opportunity to work with newborns was a major motivation for students pursuing midwifery. A previous study conducted by Cullen et al.\u003csup\u003e\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e\u003c/sup\u003e found that most participants were highly motivated to become midwives. Additionally, our findings revealed that midwifery is a humanitarian profession, which was a driving factor for some students choosing this career path. Abdullahi et al.\u003csup\u003e\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e\u003c/sup\u003e noted that limited research exists on the experiences of early-career midwives working in humanitarian settings, where they must navigate complex and demanding environments often characterized by pervasive insecurity.\u003c/p\u003e\u003cp\u003eExternal factors shaping participants\u0026rsquo; decision to study midwifery were influenced by media portrayals and family storytelling, particularly from grandmothers. Our study found that media plays a crucial role in shaping students\u0026rsquo; perceptions of midwifery. Social media often depicts midwives as compassionate and nurturing professionals, emphasizing their role in supporting mothers throughout pregnancy, labor, and childbirth. Midwives are frequently portrayed as tender caregivers who provide both physical and emotional support to expectant mothers. Contreras et al.\u003csup\u003e\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e\u003c/sup\u003e highlighted the positive role of social media in healthcare, enabling professionals to interact, share information, and educate others. A study by Roberts et al.\u003csup\u003e\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e\u003c/sup\u003e explored how students\u0026rsquo; perceptions were influenced by watching films and television series. It found that medicalized depictions of pregnancy and childbirth often lead students to view childbirth as frightening and dangerous. However, our study found the opposite effect, with positive portrayals of childbirth fostering fascination with the process and an appreciation for the midwife\u0026rsquo;s role. Similarly, Dejoy found that students\u0026rsquo; beliefs about midwifery were strongly shaped by television, films, and the internet.\u003csup\u003e\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e\u003c/sup\u003e Given this impact, it is essential for the midwifery profession to acknowledge the role of media in shaping public perceptions. Participants also identified family storytelling particularly from grandmothers as a key influence on their decision to study midwifery. Stories about birth experiences shared within families had a significant impact on students\u0026rsquo; perceptions of childbirth and midwifery as a profession. According to Carolan,\u003csup\u003e\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e\u003c/sup\u003e storytelling serves as a powerful tool for self-understanding, helping individuals make sense of life experiences while shaping their values and beliefs. Additionally, storytelling reinforces cultural norms and traditions, making it an important mechanism for knowledge transmission. Savage emphasized that storytelling has long been a central means for childbearing women to form personal connections and expand their understanding of pregnancy and birth.\u003csup\u003e\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e\u003c/sup\u003e It is, therefore, unsurprising that many midwifery students developed an early fascination with childbirth through their grandmothers\u0026rsquo; narratives. Participants shared that their motivation for studying midwifery stemmed from their desire to support mothers and promote their well-being during challenging times. They expressed pride in their achievements as midwifery students and future professionals. Similarly, Lloyd et al.\u003csup\u003e\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e\u003c/sup\u003e found that midwifery students experienced a strong sense of accomplishment, while Tickle et al.\u003csup\u003e\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e\u003c/sup\u003e confirmed that students took pride in their progress within the midwifery field.\u003c/p\u003e\u003cp\u003eOur participants emphasized that having a positive role model is essential in midwifery education. They highlighted the importance of role models in helping students understand core concepts, facilitating the learning of major courses, and demonstrating the practical applications of midwifery in professional practice. Positive role models play a crucial role in students\u0026rsquo; educational journeys, providing guidance, mentorship, and support. Nieuwenhuijze et al.\u003csup\u003e\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e\u003c/sup\u003e noted that midwifery students identify individuals whose attitudes and behaviors inspire them and, in turn, assimilate these qualities to shape their own professional identity. A positive role model thus serves as a guide and reference point, inspiring students with their passion and ambition. Similarly, Kuliukas et al.\u003csup\u003e\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e38\u003c/span\u003e\u003c/sup\u003e conducted a study in which 19 student midwives reflected on their understanding of the concept of being \u0026ldquo;with woman\u0026rdquo; a key principle in midwifery. The study found that positive role models played an essential role in helping students internalize and apply this concept in practice. Conversely, Mbakaya et al.\u003csup\u003e\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e39\u003c/span\u003e\u003c/sup\u003e found that midwifery students often face significant challenges in their learning environments.\u003c/p\u003e\u003cp\u003eCurrently, this study is one of the first GT studies to analyze why students choose to pursue midwifery in Saudi Arabia. Understanding their motivations and career aspirations can help midwifery educators and program managers design student-centered, engaging midwifery programs that attract more students to the profession.\u003c/p\u003e\u003cp\u003e\u003cb\u003eModel Overview to Understand Why Midwifery Students Choose to Study Midwifery to Attract Students to This Profession\u003c/b\u003e\u003c/p\u003e\u003cp\u003eMidwifery students choose the profession driven by internal motivations\u0026mdash;caring for women, working with newborns, and providing compassionate care\u0026mdash;and external influences like media and family stories. The profession offers personal fulfillment, societal contribution, and an opportunity to support maternal and family health. Education and role models play crucial roles in shaping their commitment, with mentorship fostering professional growth and elevating midwifery\u0026rsquo;s status, especially in Saudi Arabia. Overall, their decision is rooted in nurturing care, community service, and a desire to advance the field. The model explaining why midwifery students choose this profession is illustrated in Fig.\u0026nbsp;\u003cspan refid=\"Fig2\" class=\"InternalRef\"\u003e2\u003c/span\u003e.\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cdiv id=\"Sec24\" class=\"Section2\"\u003e\u003ch2\u003eStrengths and Limitations of the Works\u003c/h2\u003e\u003cp\u003eOur research is a pioneering qualitative study that explores the motivations of midwifery students. It examines why they choose to pursue midwifery a profession where they will eventually serve as role models and explores their attitudes toward role models in the field.\u003c/p\u003e\u003cp\u003eWhile the findings of this study may not be universally generalizable due to its single-university focus, they offer valuable insights.\u003c/p\u003e\u003c/div\u003e"},{"header":"Conclusions","content":"\u003cp\u003eThis study presents a model for understanding why midwifery students choose to pursue midwifery, contributing to efforts to attract more students to the profession. The commitment to \u0026ldquo;Nurturing the Next Generation of Midwives\u0026rdquo; is rooted in both internal motivations and external influences. Aspiring midwives are driven by a genuine desire to care for women and newborns, offering compassionate support throughout life\u0026rsquo;s stages. External influences, such as media portrayals and familial narratives, reinforce the profession\u0026rsquo;s empathetic nature and societal significance. Furthermore, education and mentorship play a critical role in fostering a supportive learning environment and encouraging students to excel in midwifery. Collectively, these factors position midwifery not only as a personal vocation but as an essential contribution to community health. This underscores the importance of holistic maternal and reproductive healthcare, particularly in regions like Saudi Arabia.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eAcknowledgments\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors extend their appreciation to the Deanship of Scientific Research through the Research Center at College of Nursing, King Saud University, for logistically supporting this study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthors\u0026rsquo; Contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eConceptualization, A.N.A and A.G.A and; methodology, J.L, M.F.A and G.B; validation, J.L, G.B; formal analysis, A.N.A, A.G.A and J.L; investigation, A.N.A.; data curation, A.N.A, A.G.A and J.L; writing\u0026mdash;original draft preparation, A.N.A, A.G.A and J.L.; review and editing, J.L, G.B and M.F.A.; supervision, J.L. All authors have read and guarantee the integrity of the content and the study. Authors have read and agreed to the published version of the manuscript.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors received no financial support for the research, authorship, and/or publication of this article.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData availability\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe datasets used and/or analyzed during the current study are available from the corresponding author on reasonable request.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthics approval statement\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study was approved by the institutional review board of King Saud University (Reference #KSU-HE-24-571). Participants were informed that their participation was voluntary and that they could withdraw at any time. They were assured that their responses would remain confidential and that only members of the research team would have access to their data. To maintain confidentiality, participants were assigned unique codes. Before providing informed consent, they were fully briefed on the study procedures. Additionally, participants agreed to audio recording, and they were informed that all transcripts and responses would be securely destroyed upon completion of the study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eClinical Trial Number\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare no conflicts of interest. Data Availability Statement The authors have nothing to report.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eWorld Health Organization. World Health Statistics 2024: Monitoring Health for the SDGs, Sustainable Development Goals. World Health Organization; 2024.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eClark EV, LaNoue M, Clouse K, Zuber A, Neal J. Relationship between midwifery density and midwifery regulatory environments in International Confederation of Midwives member countries. medRxiv. 2024;07.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eMinistry of Health. Moh news. 2024. 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Nursing and midwifery students\u0026rsquo; experiences and perception of their clinical learning environment in Malawi: a mixed-method study. BMC Nurs. 2020;19:87. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.1186/s12912-020-00480-4\u003c/span\u003e\u003cspan address=\"10.1186/s12912-020-00480-4\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"midwifery, women’s health, grounded theory, education, qualitative research","lastPublishedDoi":"10.21203/rs.3.rs-6838501/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6838501/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eBackground\u003c/h2\u003e\u003cp\u003eMidwifery education programs worldwide are facing a major challenge to educate future leaders in midwifery, who will be dedicated experts capable of embracing change. However, the reasons why midwifery students choose to study midwifery have yet to be explored in midwifery practice, relate to the recent availability of undergraduate midwifery education in the Kingdom of Saudi Arabia and there is a dearth of research on this topic. To explore the motivations of midwifery students to choose midwifery as a career, with the goal of attracting more students to the profession.\u003c/p\u003e\u003ch2\u003eMethods\u003c/h2\u003e\u003cp\u003eA qualitative study was conducted using grounded theory. Data were collected between July 1, 2024, and September 1, 2024, at a governmental university. Twenty midwifery students participated in semi-structured interviews. Data were analyzed using the constant comparative method, incorporating three types of coding: open, selective, and theoretical.\u003c/p\u003e\u003ch2\u003eResults\u003c/h2\u003e\u003cp\u003eThe core category emerging from the data was \u0026ldquo;Nurturing the Next Generation of Midwives,\u0026rdquo; which encompassed six key contributing categories explaining why midwifery students choose this field: Internal Influences, External Influences, Supporting and Helping Women and Newborns, Serving the Community, Raising the Midwifery Profession, and the Influence of Midwifery Education.\u003c/p\u003e\u003ch2\u003eConclusions\u003c/h2\u003e\u003cp\u003eThis study presents a model for understanding the motivations behind students\u0026rsquo; decision to pursue midwifery, aiding efforts to attract more students to the profession. To enhance midwifery program visibility and improve student recruitment efforts which will improve the women\u0026rsquo;s health.\u003c/p\u003e","manuscriptTitle":"Midwifery Students’ Career Choice and Attitudes Toward Professional Role Models: A Grounded Theory Study","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-07-16 08:35:33","doi":"10.21203/rs.3.rs-6838501/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"ccdbe64d-ec6b-4311-9ceb-7c3e66e7a659","owner":[],"postedDate":"July 16th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-11-28T04:38:49+00:00","versionOfRecord":[],"versionCreatedAt":"2025-07-16 08:35:33","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6838501","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6838501","identity":"rs-6838501","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}