92381 Perinatal Mental Health
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Subject handbook information prior to 2024 is available in the Archives.
Credit points: 6 cp
Subject level:
Postgraduate
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 and 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 women with mental illness 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:
- Practise woman-centred care (1.0)
- Demonstrate woman-centred care, acknowledging the physiological, psychological, cultural and spiritual needs of women, their babies and family members (1.1)
- 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)
- 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)
- Work collaboratively in order to provide excellence in maternity care (3.0)
- Are socially responsible citizens who value the diversity of people (5.0)
- 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
Prior to attending the face to face classes, students will complete a module of the evidence-based online course, 'Basic Skills in Perinatal Health' presented by the Centre of Perinatal Excellence (COPE). Understanding of course content is assessed via online quizzes and feedback will be received during class discussion.
STORIES AND SCENARIOS
This subject uses stories and case studies 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 sessions 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 encourage 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 class time in this subject involves collaborative group 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, and confidence using screening and assessment tools, through role-play and peer feedback.
PERSONAL, PROFESSIONAL AND EXPERT NARRATIVES
Students will be provided 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 complete a case study assignment. 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. Summative 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 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
| Intent: | This assessment piece provides an opportunity for students to gain knowledge of the perinatal mental health services available within the health service and surrounding community. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): C This assessment task contributes to the development of graduate attribute(s): 1.0, 3.0 and 5.1 |
| Type: | Design/drawing/plan/sketch |
| Groupwork: | Individual |
| Weight: | 20% |
| Length: | Description: 300 words. Pathway: one A4 page. |
Assessment task 2: Completion of COPE Basic Skills in Perinatal Mental Health online course
| Intent: | This assessment task provides students the opportunity to complete an accredited online course (Centre of Perinatal Excellence 2017), acquiring basic skills in caring for women and families in the context of perinatal mental health in the Australian context. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): C This assessment task contributes to the development of graduate attribute(s): 1.0 |
| Type: | Quiz/test |
| Groupwork: | Individual |
| Weight: | 10% |
Assessment task 3: Objective Structured Clinical Examination (OSCE)
| Intent: | This assessment will explore the midwives role in early intervention and prevention by providing students a practical experience of screening a woman for risk factors for perinatal mental illness and psychosocial vulnerabilities. The student must also demonstrate the capacity to identify strengths and protective factors for women and families. |
|---|---|
| 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, 3.0 and 5.0 |
| Type: | Laboratory/practical |
| Groupwork: | Individual |
| Weight: | 50% |
Assessment task 4: OSCE: Written Progress Notes
| Intent: | This assessment will demonstrate the students capacity to write a comprehensive progress note that provides an overall formulation of current situation/presentation of the woman they interview in the OSCE and any resources/referrals provided based on their assessment. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A, B and D This assessment task contributes to the development of graduate attribute(s): 1.1, 2.0, 2.5 and 5.4 |
| Type: | Report |
| Groupwork: | Individual |
| Weight: | 20% |
| Length: | 300 words |
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).
Byrom, S., and Downe, S. (eds.) (2015). The roar behind the silence: Why kindness, compassion and respect matter in maternity care. Pinter and Martin.
Catling, C., Cummins, A., and Hogan, R. (eds.) (2016). Stories in midwifery: reflection, inquiry, action. Elsevier.
Knox, C., O’Reilly, B., Smith, S. (2014). Beyond the Baby Blues; The complete handbook for emotional wellbeing during pregnancy and early parenthood. Jane Curry Publishing.
NSW Department of Health. (2010). The Safe Start Guidelines, NSW Department of Health. Accessed 12 December 2016 from: SAFE START Guidelines: Improving Mental Health Outcomes for Parents & Infants.
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