Curricular reform alone does not change practice. Our recent mixed-methods work in Rwanda found that nursing and midwifery faculty hold a strong commitment to comprehensive abortion care, but their willingness to teach it is shaped by a layered sense of self-efficacy.
Faculty asked for more than slides. They asked for safe spaces to practice difficult conversations, mentorship from experienced clinicians, and institutional support that signals that this content is central, not optional.
The implication for faculty development is clear: invest in repeatable, peer-led workshops, pair them with curricular guidance, and make space for the emotional and ethical dimensions of the work.