Background The application of critical thinking to midwifery practice is essential in the provision of evidence based, safe, high quality woman centred care. Yet, critical thinking in midwifery is rarely explicitly articulated, taught, or measured in undergraduate midwifery programs.

Aim To develop, test, embed, and scaffold resources and processes to promote critical thinking within an undergraduate midwifery program.

Methods The multi-method approach involved (1) development and testing of two tools that measure critical thinking in undergraduate midwifery students; (2) a systematic review of the literature to inform a conceptual model of critical thinking in midwifery practice to guide decision making in teaching and midwifery practice; (3) a Delphi study with 32 international midwifery experts to develop a consensus definition of critical thinking.

Key Findings The two tools measured critical thinking in midwifery practice through self-assessment and preceptor rating annually. The scales demonstrated good internal reliability and validity. Within the Delphi study 14 habits of mind and 12 skills that are at the core of critical thinking in midwifery practice were identified. The tools, consensus definition and conceptual model were then embedded within a Bachelor of Midwifery curriculum. A scaffolded approach was applied to the articulation, teaching, measurement and facilitation of the development of critical thinking in undergraduate midwifery students.

Conclusion The use of well-developed critical thinking skills to inform midwifery decision making is vital in the provision of midwifery care that is evidence based, woman centred and of high quality. The scaffolding of an evidence-based definition of critical thinking, sophisticated tools and models throughout a Bachelor of Midwifery curriculum will develop these skills and ensure graduates can navigate the complex decision making in midwifery practice.