92390 Perinatal Mental Health
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Credit points: 6 cp
Result type: Grade and marks
Requisite(s): 92383 Translating Research into Midwifery Practice AND 92388 Midwifery Practice 1 AND 92389 Aboriginal and Torres Strait Islander Health: Women and Babies
There are course requisites for this subject. See access conditions.
Description
This subject is based on a population health approach to perinatal mental health promotion. The role of the midwife in early recognition of protective and risk factors that impact on women’s mental health and the development of their infants is explored. Students build the clinical midwifery skills required to work both in primary healthcare and within multidisciplinary contexts to support women’s emotional and psychological health and wellbeing during pregnancy, birth and the postnatal year.
Subject learning objectives (SLOs)
| A. | Demonstrate the role and scope of practice of the midwife in supporting women’s emotional health and well-being during the perinatal period, including a comprehensive understanding of community resources to support maternal wellness. |
|---|---|
| B. | Undertake universal evidence based screening and appropriate woman centred referral to and collaboration with psychiatric, psychological, community and other relevant services. |
| C. | Reflect and discuss the relevance of a strengths-based approach to perinatal mental health care. |
| D. | Critically explore and discuss depression, anxiety and related conditions that may occur during the perinatal period and understand the implications of pre-existing mental illness upon childbearing and early parenting. |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the following graduate attributes:
- Practice woman centred care (1.0)
- 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.
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
- Normal challenges of the transition to parenthood
- Prevention and early intervention
- Cultural understandings of mental illness
- Concepts of protective factors and psychosocial risk
- The importance of continuity of midwifery care in addressing social and emotional wellbeing
- Common challenges – depression and anxiety
Assessing the need for monitoring or further assessment
- Screening and assessing psychosocial risk and symptoms of depression and anxiety
- Psychosocial support during the perinatal period
- The perinatal mental health of partners and family members
- interventions for women and/or their partners at risk of depression, anxiety and related disorders
- interventions for parentrs experiencing a mental illness
- Understanding of previous trauma experiences and the impact on women during pregnancy
Managing ‘at risk’ situations requiring immediate intervention
- Identifying, supporting and referring women requiring immediate intervention
- 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
The impact of mental health/ill health upon the parent infant relationship
- The impact of maternal mental ill health on the social, emotional and brain development of the infant maternal-infant attachment frameworks
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 their 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): 5.1 |
| Type: | Design/drawing/plan/sketch |
| Groupwork: | Individual |
| Weight: | 20% |
| Length: | Description: 300 words |
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): D This assessment task contributes to the development of graduate attribute(s): 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 the current situation/presentation of the woman they interview in the OSCE and any referrals/resources provided based on their assessment. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): D This assessment task contributes to the development of graduate attribute(s): 5.4 |
| Type: | Report |
| Groupwork: | Individual |
| Weight: | 20% |
| Length: | 300 words |
References
Andersen ,M. (2022). Midwifery Essentials. Perinatal Mental Health. Elsevier
Byrom, S., and Downe, S. (eds.) (2015). The roar behind the silence: Why kindness, compassion and respect matter in maternity care. Pinter and Martin.
Cummins, A. et al (2023). Stories in midwifery: reflection, inquiry, action. Elsevier, Sydney.
Highet, N.J. and the Expert Working Group and Expert Subcommitees (2023). Mental Health Care in the Perinatal Period: Australian Clinical Practice Guideline, Centre of Perinatal Excellence (COPE).
NSW Department of Health. (2010). The Safe Start Guidelines, NSW Department of Health. http://www.sfe.nswiop.nsw.edu.au/file.php/1/SafeStartPolicy.pdf
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