The training of midwives in Chile faces growing challenges associated with epidemiological transformations, changes in birth and fertility rates, post-pandemic restrictions in clinical training centers, along with new regulatory requirements related to quality and patient safety (6,11,18). In this context, it becomes necessary to reconsider the paradigms of clinical training in order to ensure a coherent academic trajectory aligned with the achievement of the program’s graduate profile.
This essay analyzes a proposal for progressive practical training developed at the Universidad de Las Américas, conceived as a structured response based on advanced clinical education methodologies. The proposal integrates the regulatory framework established by the Chilean Health Code (23), the graduate profile of the Obstetrics and Midwifery program, and available evidence in clinical education. It highlights the role of spiral learning (1), deliberate practice and clinical simulation (4,7,16), interprofessional education (8,17), authentic assessment (3,15), and metacognitive reflection.
In addition, the essay examines the challenges arising from the sustained decline in Chile’s Total Fertility Rate (19) and the consequent reduction in direct obstetric clinical experiences, which requires the implementation of pedagogical strategies that ensure meaningful learning experiences even when the availability of clinical settings is limited.
Keywords: clinical education; midwifery; patient safety; simulation; training progression; sexual and reproductive health.
Citation: Rita Avendaño Gutiérrez et al.,(2026). Innovative Clinical Progression for Midwifery Training : The Clinical Education Model in a New Health Scenario. J Nurs Care Repo; 7(1):1-5.
DOI : https://doi.org/10.47485/3065-7636.1048