92358 Perinatal Mental Health
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Subject handbook information prior to 2024 is available in the Archives.
Credit points: 6 cp
Subject level:
Undergraduate
Result type: Grade and marksThere are course requisites for this subject. See access conditions.
Description
This subject is based on a population health approach to enable mental health promotion activities. This includes the early recognition of protective and risk factors that impact on women and their families’ mental health during pregnancy and the first year after birth. Students explore best practice approaches for the management of perinatal mental health and illness. Importantly, students gain the skills to critically discuss community perceptions about perinatal mental health.
Subject learning objectives (SLOs)
| A. | Discuss the relevance of a population health model (promotion, prevention, and early intervention) for perinatal mental health |
|---|---|
| B. | Explore the pathophysiology of mental health, and the key variables that increase the risk of perinatal mental health illness |
| C. | Develop a comprehensive care plan, including community resources, for mentally ill women to ensure maternal wellness |
| D. | Critically explore and discuss depression and related mental illnesses during the perinatal period |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the following graduate attributes:
- Practice woman-centred care (1.0)
- Are professionally competent midwives who provide safe and effective midwifery care using intelligent kindness (2.0)
- Demonstrate critical thinking and sound clinical judgment that is based on evidence and reflects appropriate reasoning within the relevant professional codes and guidelines (2.2)
- Communicate effectively using spoken, written and non-verbal language across a range of contexts and to diverse audiences (2.3)
- Demonstrate competence in all clinical skills at the level of a new graduate midwife and be eligible to apply to the Nursing and Midwifery Board of Australia for registration as a midwife (2.5)
- Participate effectively as a member of an interdisciplinary healthcare team (3.3)
- Practise midwifery within a primary health care philosophy (5.1)
- Communicate and provide effective care for women from diverse backgrounds and needs (5.4)
Teaching and learning strategies
In this subject, students participate in a range of teaching and learning strategies.
ONLINE LEARNING ACTIVITIES
Students access online learning resources including evidence based websites, podcasts, videos, professional and grey literature prior to attending face-to-face sessions. These include the Centre of Perinatal Excellence (COPE) and beyondblue websites. Online resources are reviewed and discussed in class to share and receive feedback on learning, experiences and reflections.
STORIES AND SCENARIOS
This subject uses stories and scenarios to help students explore health and wellbeing-related scenarios. Cases depict women/consumers and their families experiencing challenges in relation to mental health especially depression and anxiety. Students use these scenarios to learn concepts, interpret information, support families and develop creative solutions. The subject takes a strengths-based approach with women experiencing perinatal mental health challenges. Students use empathy as they develop their critical thinking skills through analysis, interpretation of and reflection on issues or situations.
LECTURES
Face-to-face lectures are interactive, enabling students to receive feedback on their growing understanding of key subject concepts. Invited guests who are experts in the field share their experiences and expertise and invite discussion. Students are also introduced to skills in mindfulness and encouraged to start using these in their day to day life.
COLLABORATIVE LEARNING ACTIVITIES
A significant portion of the face-to-face time in this subject involves collaborative group activities. Students are supported to engage in content prior to attending class, and class time focuses on group learning activities that support skills in how to apply learning in clinical practice. These collaborative learning activities build effective communication skills when working with sensitive issues through role play and peer feedback.
PERSONAL, PROFESSIONAL AND EXPERT NARRATIVES
Guest lecturers provide students with personal and professional stories in relation to the subject content. Hearing stories from both a professional and personal perspective supports students to relate learning to real world situations.
ACADEMIC WRITING
Demonstrating information literacy and technology skills, students search and synthesise the professional literature to answer an essay question. Students comply with academic writing practices and use information ethically, legally and respectfully. Assessment plans are workshopped in class so that students may receive formative peer and tutor feedback. Feedback on assignments will be given from the subject coordinator/teaching staff within three weeks of submission.
Content (topics)
Mental health during the perinatal period – wellness and illness
- Prevention and early intervention
- Cultural understandings of mental illness
- Concepts of resilience, risk and protective factors
- The importance of continuity of care in addressing social and emotional wellbeing
- Common challenges – depression and anxiety
Assessing the need for monitoring or further assessment
- Psychosocial assessment (risk) and Edinburgh Depression Scale
- Psychosocial support during the perinatal period
- Why partners are important - the perinatal mental health of fathers/partners
- Understanding of previous trauma experiences and the impact on women during pregnancy
Management of perinatal emotional distress/mental illness
- Interventions for women and/or their partners at risk of depression, anxiety and related disorders
- Interventions for parents experiencing a mental illness
Managing ‘at risk’ situations requiring immediate intervention
- Assessment of ‘at risk’ situations for mother, child and others
- Use of the NSW Mental Health Act and the guardianship regulations
- Partnership with public and private mental health services including liaison psychiatry, acute community teams, case managers and private therapists to promote early intervention and ensure continuity of care
Strengthening the parent-infant relationship when a parent is mentally ill
- Exploration of community resources
Communication skills
- Active listening
- Strengths-based approaches to working with women and families
- Asking difficult questions and listening to difficult answers
- Looking after yourself – being mindful and asking for support when needed
Assessment
Assessment task 1: Referral flow chart
| Objective(s): | This assessment task addresses subject learning objective(s): C This assessment task contributes to the development of graduate attribute(s): 2.0, 2.2, 3.3, 5.1 and 5.4 |
|---|---|
| Type: | Design/drawing/plan/sketch |
| Groupwork: | Individual |
| Weight: | 20% |
| Length: | Description: 300 words Flow chart: one A4 page |
Assessment task 2: Case study based Objective Structured Clinical Examination (OSCE)
| Objective(s): | This assessment task addresses subject learning objective(s): A, B and C This assessment task contributes to the development of graduate attribute(s): 1.0, 2.2, 2.3, 2.5, 3.3 and 5.4 |
|---|---|
| Type: | Laboratory/practical |
| Groupwork: | Individual |
| Weight: | 50% |
Assessment task 3: OSCE: Written progress notes
| Objective(s): | This assessment task addresses subject learning objective(s): A, B, C and D This assessment task contributes to the development of graduate attribute(s): 2.0, 2.2, 5.1 and 5.4 |
|---|---|
| Type: | Report |
| Groupwork: | Individual |
| Weight: | 30% |
| Length: | 300 words |
Recommended texts
Recommended readings are available in UTSOnline from eReadings.
References
Austin, M-P., Highet, N. and the Expert Working Group (2017). Mental Health Care in the Perinatal Period: Australian Clinical Practice Guideline, Centre of Perinatal Excellence (COPE), Melbourne.
Beyondblue (2018). Working in Perinatal Mental Health, accessed 19 February 2019 from:
https://www.beyondblue.org.au/health-professionals/perinatal-mental-health
Byrom, S. and Downe, S. (eds.) (2015). The roar behind the silence: Why kindness, compassion and respect matter in maternity care, Pinter and Martin, London.
Catling, C., Cummins, A. and Hogan, R. (2016). Stories in midwifery: reflection, inquiry, action, Elsevier, Sydney.
Kabat-Zinn, J. (2013). Full catastrophe living: How to cope with stress, pain and illness using mindfulness meditation, revised edition. Little Brown Book Group, London.
NSW Department of Health (2010). NSW Health/Families NSW Supporting Families Early Package. NSW Department of Health, Sydney.
Poole, N. & Greaves, L. (eds.) (2012). Becoming trauma informed. Centre for Addiction and Mental Health,Toronto.
NSW Department of Health (2019). Safe Start 2019, accessed 19 February 2019 from: http://www.keepthemsafe.nsw.gov.au/initiatives/prevention_and_early_intervention/safe_start
Simpson, M. & Catling, C. (2015). Understanding psychological traumatic birth experiences: A literature review. Women and Birth, 29(3), 203-207.
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