92674 Perinatal Mental Health
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Subject handbook information prior to 2025 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 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 centered referral to and collaboration with psychiatric, psychological, community and other relevant services |
| C. | 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 mental illness upon childbearing and early parenting |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the following graduate attributes:
- Demonstrate woman centred care acknowledging the physiological, psychological, cultural and spiritual needs of women, their babies and family members (1.1)
- Appreciate the centrality of the relationship with each woman to the practice of midwifery (1.2)
- Work in partnership with women (1.5)
- Demonstrates a comprehensive understanding of the woman and her clinical needs and works in partnership to implement a treatment plan (1.7)
- 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)
- Practise and meet the full scope of the midwife as per the International Confederation of Midwifery definition (2.6)
- Performs a comprehensive medicine assessment and identifies options that can be incorporated into the treatment of the woman and her newborn and reviews the response to treatment (2.7)
- Considers non-pharmacological treatment options (2.8)
- Demonstrate respectful and collegial collaboration with women, professional peers and other stakeholders (3.2)
- Participate effectively as a member of an interdisciplinary healthcare team (3.3)
- Evaluate and apply effective and creative solutions to the improvement of midwifery practice and the care of the woman and her newborn (4.1)
- Supporting women to make informed decisions (4.2)
- Practise midwifery within a primary health care philosophy (5.1)
- Demonstrate knowledge of the broader health system and advocate for midwifery as a local and global public health strategy (5.2)
- Practise with the knowledge that midwifery can make the biggest difference to the least advantaged women and families (5.3)
- Communicate and provide effective care for women from diverse backgrounds and needs (5.4)
- Interpret and value the evidence to underpin practice and influence change (6.1)
- Comply with intellectual academic writing practices and use information ethically, legally and respectfully (6.3)
- Demonstrate respect and value for world view differences and in particular Australian Indigenous ways of knowing, being and doing (7.1)
- Critically reflect upon the impact of ongoing colonisation and its pervasive discourse on Indigenous Australians and their health and wellbeing (7.2)
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.
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.
An aim of this subject is to help you develop academic and professional language and communication skills to succeed at university and in the workplace. During the course of this subject, you will complete a milestone assessment task that will, in addition to assessing your subject-specific learning objectives, assess your English language proficiency.
Content (topics)
Mental health during the perinatal period – wellbeing and illness
- Review of normal challenges of the transition to parenthood
- Concepts of protective factors and psychosocial risk
- Prevention and early intervention
- Common mental health disorders - depression and anxiety
- Postnatal psychosis and serious mental illness
- The mental health of partners
Psychosocial Assessment and ongoing monitoring in the perinatal period
- Screening and assessing for mental health and psychosocial risk
- Interventions for women and/or their partners at risk of depression, anxiety and other serious mental illness
- Psychosocial support during the perinatal period
- Exploration of community resources
Managing ‘at risk’ situations for women and infants
- Identifying, supporting and referring women requiring immediate intervention
- Recognizing and identifying child protection risk
The impact of mental health/ill health upon the parent-infant relationship
- The impact of maternal mental health/ill health on infant brain development
- Maternal-infant attachment and importance for infant social and emotional development
Communication skills
- Active listening
- Strengths-based approaches to working with women and families
- Asking difficult questions and listening to difficult answers
Role of the Midwife
- The importance of continuity of midwifery care in addressing social and emotional wellbeing
- Working in partnership and collaboration 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
- Self care
Assessment
Assessment task 1: Referral flow chart
| 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): 1.1, 1.7, 2.8, 3.3, 5.1, 5.2, 5.3, 5.4, 7.1 and 7.2 |
|---|---|
| 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, C and D This assessment task contributes to the development of graduate attribute(s): 1.1, 1.2, 1.5, 1.7, 2.2, 2.3, 2.5, 2.6, 2.7, 2.8, 3.2, 3.3, 4.1, 4.2, 5.1, 6.1 and 6.3 |
|---|---|
| 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 and B This assessment task contributes to the development of graduate attribute(s): 1.2, 1.5, 1.7, 2.2, 2.3, 2.6, 2.7, 2.8, 3.3, 4.2 and 5.1 |
|---|---|
| Type: | Report |
| Groupwork: | Individual |
| Weight: | 30% |
| Length: | 300 words |
Recommended texts
Recommended readings are available in UTSOnline from eReadings.
References
Anderson, M. (2022). Midwifery Essentials: Perinatal Mental Health. Elsevier.
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).
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.
Cummins, A. et al (2023). Stories in midwifery: reflection, inquiry, action, Elsevier, Sydney.
NSW Department of Health (2009). NSW Health/Families NSW Supporting Families Early Package. NSW Department of Health, Sydney. https://www1.health.nsw.gov.au/pds/ActivePDSDocuments/PD2010_016.pdf
NSW Ministry of Health (2019). The First 2000 days. Conception to Age 5 Framework. North Sydney: NSW Ministry of Healthhttps://www1.health.nsw.gov.au/pds/ActivePDSDocuments/PD2019_008.pdf
Other resources
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Improve your academic and English language skills
Marks for all assessment tasks such as assignments and examinations are given not only for what you write but also for how you write. If you would like the opportunity to improve your academic and English language skills, make an appointment with the HELPS (Higher Education Language & Presentation Support) Service in Student Services.
HELPS (Higher Education Language & Presentation Support)
HELPS provides assistance with English language proficiency and academic language. Students who need to develop their written and/or spoken English should make use of the free services offered by HELPS, including academic language workshops, vacation intensive courses, drop-in consultations, individual appointments and Conversations@UTS (www.ssu.uts.edu.au/helps). HELPS staff are also available for drop-in consultations at the UTS Library. Phone (02) 9514 9733.
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