Background: Education is a transformative process, that promotes both self and professional development, and has rewards and challenges (Griffiths, 2012). For women, choosing a career pathway that gives meaning and purpose is an integral element of their decision making (Elley-Brown, 2015). The themes from our literature review identify midwifery educators as helping to sustain the profession by inspiring others, and promoting self and professional development through higher education. The role of the educator is identified as highly relational and often assumes an advisory and mentoring role (Elly-Brown, 2015). Midwifery educators promote growth and development of the profession (Albarran & Rosser, 2014). When considering recruitment of students into midwifery as a profession and midwives into education, it was clear that this is strongly linked to internal drivers; these include the feeling of making a difference, inspiring educational role models, having particular attributes, and encouragement from others (Albarran, & Rosser, 2014; Crowther, Hunter, McAra-Couper, Warren, Gilkison, Hunter, Fielder, & Kirkam, 2016; Doherty, M, 2010; Elley-Brown, 2015; Gilkison, Pairman, McAra-Couper, Kensington, & James, 2016; Gui, Barriball, & While, 2009). The credibility and impact of midwifery teachers was explored by Fraser, Avis & Mallik (2013) who found that teachers were valued for their unique and crucial role in the support of student’s application of knowledge into practice. Briscoe & Clarke, (2018) also commented that midwifery education needs to be dynamic and responsive to societal changes, showing authenticity within a curriculum that is evidence-based and supports students to reach their full potential as a health professional. Reciprocity of relationship between women and midwives, midwifery colleagues, students and teachers are also valued (Crowther, Hunter, McAra-Couper, Warren, Gilkison, Hunter, Feilder, Kirkham, 2016).

He aha te mea nui? He tāngata, He tāngata, He tāngata!
What is the greatest thing? It is people, it is people, it is people.