Correlation Analysis Between Midwifery Students' Perceived Professional Prospects and Affective Domain Competence

Background Midwifery students’ professional prospects and affective competencies are critical for improving maternal care quality. However, limited studies have explored their correlation. This study aimed to assess midwifery students perceived professional prospects, affective domain competence, and their interrelationship,to offering a basis for formulating student training programs tailored to midwifery educators, thereby facilitating evidence - informed decision - making in the educational domain of midwifery. Methods A cross-sectional survey was conducted among 321 midwifery students from junior college and undergraduate programs in China (January–June 2024). Validated tools included the General Information Questionnaire, Revised Affective Domain Competence Scale, and Professional Prospect Perception Questionnaire. Data were analyzed using descriptive statistics, Pearson correlation, and multiple linear regression. Results The total score of students' perception of professional outlook was (136.533 ± 24.607). The difference in scores regarding midwifery students' perception of professional outlook was statistically significant (p < 0.05) when considering factors such as whether they chose midwifery as their first choice, participated in the career planning process, the location of their birthplace, whether they were a member of the class committee, and their academic standing in school. The total score of affective domain competence for midwifery students was (92.455 ± 17.714). There was a positive correlation between students perceived professional outlook and affective domain competence (r = 0.583, P < 0.01). Conclusions Midwifery students’ professional prospects and affective competence are moderately positive but require targeted educational interventions. Enhancing career guidance, integrating affective training into curricula, and Increasing the number of school-enterprise cooperation projects to provide more opportunities for enhancing students' affective domain competence and improving their perception of professional prospects.