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However, several challenges such as the dispersion of internships across departments, large student-to-instructor ratios, limited instructor accessibility, poor coordination between theoretical and clinical education, and stressful clinical conditions can reduce its effectiveness. Since educators\u2019 personal well-being may influence their teaching performance, this study aimed to examine the relationship between the quality of life of midwifery educators and the quality of clinical education of midwifery students in Fars Province, Iran.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Materials and methods<\/jats:title>\n                    <jats:p>Before conducting this cross-sectional descriptive\u2013analytical study, a brief search of domestic and international databases (SID, Magiran, Google Scholar, Scopus, PubMed, and Web of Science) was performed using the keywords \u201cquality of life of educators\u201d, \u201cquality of clinical education\u201d, and \u201cmidwifery\u201d, which revealed no previous research directly addressing this relationship. The study was therefore designed to fill this gap. Participants included 94 midwifery educators and 181 final-year midwifery students from seven universities in Fars Province. Data were collected using three instruments: a demographic questionnaire, the SF-36 Quality of Life Questionnaire (completed by educators), and the Clinical Education Status Questionnaire (completed by students). Data were analyzed with SPSS version 24 using descriptive statistics and Spearman\u2019s correlation test due to non-normal data distribution.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>\n                      The mean total quality-of-life score of educators was 70.03\u2009\u00b1\u200913.4, and the mean clinical education quality score of students was 96.98\u2009\u00b1\u200910.2. A significant positive correlation was found between educators\u2019 quality of life and students\u2019 clinical education quality at the institutional level (\n                      <jats:italic>r<\/jats:italic>\n                      \u2009=\u20090.219,\n                      <jats:italic>p<\/jats:italic>\n                      \u2009=\u20090.042), indicating an association between educator well-being and students\u2019 perceptions of clinical education within the same universities, indicating that better educator well-being was associated with higher perceived educational quality. Additionally, students\u2019 age was inversely correlated with their perception of clinical education quality (\n                      <jats:italic>r<\/jats:italic>\n                      = \u2212\u20090.259,\n                      <jats:italic>p<\/jats:italic>\n                      \u2009=\u20090.001). Among the eight dimensions of quality of life, physical performance was the strongest predictor of clinical education quality (\u03b2\u2009=\u20090.807,\n                      <jats:italic>p<\/jats:italic>\n                      \u2009&lt;\u20090.01).\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusion<\/jats:title>\n                    <jats:p>The findings indicate that midwifery educators\u2019 quality of life is positively associated with the quality of clinical education perceived by students within the same institutional settings. Enhancing the physical and psychological well-being of educators may therefore improve the overall effectiveness of midwifery training programs and lead to higher-quality clinical education.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1186\/s12909-026-09637-2","type":"journal-article","created":{"date-parts":[[2026,6,4]],"date-time":"2026-06-04T12:05:10Z","timestamp":1780574710000},"update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":4,"title":["Relationship between midwifery educators\u2019 quality of life and students\u2019 clinical training quality"],"prefix":"10.1186","volume":"26","author":[{"given":"Ebrahim","family":"Abbasi","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Mahboubeh","family":"Abbasifar","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Lila","family":"Bazrafkan","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"297","published-online":{"date-parts":[[2026,6,4]]},"reference":[{"issue":"1","key":"9637_CR1","first-page":"61","volume":"3","author":"M Khatiban","year":"2014","unstructured":"Khatiban M, Sangestani G, Oshvandi K. 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This study was conducted in full compliance with the ethical principles of the Declaration of Helsinki. Ethical approval was obtained from the Ethics Committee of Shiraz University of Medical Sciences, Iran (Ethics ID: IR.SUMS.NUMIMG.REC.1402.012). Before data collection, official permission to conduct the study was secured from the Vice President of Research and the heads of the participating universities. All participants both educators and students were informed about the objectives, procedures, potential benefits, and voluntary nature of the study. Written informed consent was obtained from each participant prior to participation. Respondents were assured that their information would remain strictly confidential and would be used solely for research purposes. To protect privacy, all questionnaires were coded anonymously without identifying personal information. Participants were also informed that they had the right to withdraw from the study or decline to complete the questionnaires at any time without any consequences. The researchers ensured that participation posed no physical or psychological harm to the respondents and that all data were stored securely and accessed only by the research team.","order":1,"name":"Ethics","label":"Ethics approval and consent to participate","group":{"name":"EthicsHeading","label":"Declarations"}},{"value":"Not Applicable.","order":2,"name":"Ethics","label":"Consent for publication","group":{"name":"EthicsHeading","label":"Declarations"}},{"value":"The authors declare no competing interests.","order":3,"name":"Ethics","label":"Competing interests","group":{"name":"EthicsHeading","label":"Declarations"}}],"article-number":"1278"}}