Introduction. Course Outline. Perinatal Mental Health. NURS 2035 Study Period External - Distance Education. Welcome. Course Teaching Staff

Transcription

1 Course Outline Perinatal Mental Health NURS 2035 Study Period External - Distance Education Introduction Welcome A very warm welcome to Perinatal Mental Health. This course will focus on mental health and mental well-being within the context of midwifery practice. It is important for midwives to have a foundational understanding of mental health and illness in order to confidently support and care for women who face these challenges. Importantly, this course seeks to develop midwives who are able to provide an empathetic and individualised approach to their practice, encouraging qualities such as being open-minded, self-aware, responsive and reflective. I hope you enjoy this course and gain a great deal of insight into perinatal mental health for your midwifery practice. Kind Regards, Jane Warland Course Teaching Staff Administrator: Location: Ms Dianne Stubbings School of Nursing and Midwifery C6-54 Telephone: Fax: Staff Home Page: Dianne.Stubbings@unisa.edu.au people.unisa.edu.au/dianne.stubbings * Please refer to your Course homepage for the most up to date list of course teaching staff. School Contact Details School of Nursing and Midwifery Physical Address: Postal Address: GPO Box 2471 Adelaide 5001 School Phone: School Fax: Level 6, Room 54, Centenary Building (C) North Terrace City East Adelaide

2 School School Website: Additional Contact Details For all general enquiries regarding your midwifery program, please contact 2

3 Course Overview Prerequisite(s) There are no prerequisite courses to be completed before this course can be undertaken. Corequisite(s) There are no corequisite courses to be completed in conjunction with this course. Course Aim The aim of this course is to develop a foundational understanding of mental health and mental illness in order to respond appropriately to the needs of women and their families during pregnancy, birth and the postnatal period. Course Objectives On completion of this course, students should be able to: CO1. Apply knowledge of community/mental health in the context of contemporary Australian society. CO2. Explain the relevance of lifespan development and attachment theories to midwifery practice in the perinatal period. CO3. Describe common mental illness and psychological disorders occurring during pregnancy, birth and the postnatal period. CO4. Recognise perinatal and mental health issues including appropriate response and referral pathways. CO5. Display appropriate responses to the psychological needs of women and their families during pregnancy, birth and the postnatal period. CO6. Discuss ethical and legal practices as they relate to caring for women with a mental illness during pregnancy, birth and the postnatal period. CO7. Demonstrate a beginning understanding of the counselling role of the midwife following traumatic birth. Upon completion of this course, students will have achieved the following combination of Graduate Qualities and Course Objectives: Graduate Qualities being assessed through the course GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 CO1 CO2 CO3 CO4 CO5 CO6 CO7 3

4 Graduate Qualities A graduate of UniSA: GQ1. operates effectively with and upon a body of knowledge of sufficient depth to begin professional practice GQ2. is prepared for life-long learning in pursuit of personal development and excellence in professional practice GQ3. is an effective problem solver, capable of applying logical, critical, and creative thinking to a range of problems GQ4. can work both autonomously and collaboratively as a professional GQ5. is committed to ethical action and social responsibility as a professional and citizen GQ6. communicates effectively in professional practice and as a member of the community GQ7. demonstrates international perspectives as a professional and as a citizen Course Content Understanding mental health and specific mental illness (mood and anxiety) including their management, ie. psychotherapy, psycho-pharmacology, attachment and lifespan developmental theories; introduction to psychological disorders in pregnancy and childbirth; psychological trauma and childbirth; postnatal distress; postnatal depression; postnatal psychosis; grief and loss; psychosocial aspects of perinatal heath; impact of abuse on the childbirth experience; drug addiction and childbirth; domestic violence; psychosocial aspects of teenage pregnancy; pre-existing mental illness and childbirth. Teaching and Learning Arrangements Workshop External (Online) 8 hours x 4 days 8 weeks Unit Value 9 units Additional assessment requirements There are no additional assessment requirements identified for this course. Further Course Information Pre-tutorial preparation It is an expectation that students will undertake all pre-tutorial preparation prior to attending the tutorial. This may include completing identified readings, online videos, activities or group work. Students who have not completed the pre-tutorial preparation may be asked to leave the tutorial and complete the preparation before continuing with the class. Communication with Students The University s primary method of communication with students is electronic, through the UniSA student account and the student portal. Your course coordinator is the first point of contact for any questions you may have. Please use the General Forum on your course learn online site to seek clarification and ask course specific questions. For further information refer to Guidelines on Electronic Communications with Students at the following website: Student Workload 9.0 unit workload. The assumed student workload for a 9.0 unit course is 35 hours per unit which is 315 hours for a 15 week study period. This equates to approximately 20 hours/week of contact and non-contact hours and includes approximately: 15 hours/week for activities such as attendance at lectures, tutorials, workshops, participation in online activities, self-directed and independent course related reading and reflection to enable deep engagement with the course materials. 4

5 5 hours/week for researching, further reading and completing course assessments for submission. For further information refer to time/workload management at the following website: counsellingservices/balance/workload.asp Student Access Plans Student should contact the course coordinator before the start of each course if they have a current student access plan and believe they may need any adjustments to the course. This includes extending timelines for assessment tasks, predicted absence from course activities or accommodations in the HHHS. The Student Access Plan and course requirements will be reviewed with a course specific plan developed before the student commences the course. Horizon Hospital and Health Service, Workshop and Symposium Attendance Attendance at all Horizon Hospital and Health Service (HHHS) sessions, the infant mental health workshop and the three-day symposium is compulsory. Attendance will be recorded at all sessions for both internal and external mode students. Failure to attend the scheduled workshop or symposium may result in a student being unable to complete the course or a Fail grade for the course. In this case you may need to speak with the program director for a new study plan and can expect the program completion date to be altered which will extend the time in the program. Where there are extenuating circumstances a written request can be sent to the course coordinator to consider the reason for non-attendance. It is an expectation of the course that you come prepared to engage in the workshops having undertaken all necessary preparation and readings. Students who attend and have not undertaken the necessary preparation will be asked to attend on a different day. Uniforms Student uniforms for all HHHS sessions are compulsory. The uniform consists of: A blue buttoned shirt with university logo from Valerie Travers. Dark blue or navy skirt, culottes or trousers Students who require a head covering or ¾ length sleeves need to submit a request to the course coordinator Black, non-porous enclosed shoes (tops of the feet and the heels must be fully covered) Hair is required to be tied up and away from the face Minimal or no jewellery is to be worn Long sleeve tops are not allowed. Students who need to wear a long sleeved top for religious or allergy reasons must have permission Hooded and sleeveless tops, cardigans or other garments are not to be worn over the uniform Refer to the following website for pictures of appropriate uniform: id=372996&chapterid=75161 Students who have any questions regarding the uniform requirements are asked to speak with the clinical midwife or the course coordinator. Any variation on the uniform including trouser colour is not acceptable. Students not attired correctly will be asked to leave the HHHS. Lost time must be made up by the student in consultation with the HHHS clinical midwife. Academic staff illness Academic staff and visiting speakers may be unable to attend their scheduled teaching session due to illness or unanticipated life events. When this occurs the course coordinator will make every effort to ensure that the teaching session takes place supported by an appropriate member of staff. In the event that cancellation of the session becomes necessary, students will be notified by and alternative arrangements made. To avoid an unnecessary journey as a result of cancellation, students need to routinely check their student s PRIOR to lectures, tutorials and workshops. 5

6 Learning Resources Textbook(s) You will need continual access to the following text(s) to complete this course. The library does not hold multiple copies of the nominated text books. It is strongly recommended that you purchase the book(s). An ebook version may be available but please check with the library as availability is limited and dependent on licence arrangements. Austin M-P, et al 2011, Clinical practice guidelines for depression and related discorders, Beyond Blue; the national depression initiative, Melbourne. Steen M & Thomas M 2016, Mental Health Across the Lifespan: A Handbook, Routledge, Oxon. Materials dispatch N/A Materials to be accessed online learnonline course site All other course related materials can be accessed through your learnonline course site which you will be able to access from the my Courses section in myunisa. myunisa All study related materials can be accessed through: 6

7 Assessment Assessment Details Details of assessment submission and return are listed under each assessment task. Assessment tasks will be returned to you within two to three weeks of submission. If the Course Coordinator allows submissions in hard copy format, you will be required to attach an Assignment Cover Sheet which is available on the learnonline student help and in myunisa. Use of recorded material This course will involve the production of audio and/or video recordings of UniSA students. To protect student privacy, you must not at any time disclose, reproduce or publish these recordings, or related material, in the public domain including online, unless the videoed students give consent for reproduction, disclosure or publication. This requirement is consistent with University statutes, by-laws, policies, rules and guidelines which you agreed to abide by when you signed the Student Enrolment Declaration. Assessment Summary # Form of assessment Length Duration Weighting Due date (Adelaide Time) 1 Group presentation - 20 minutes 20% Week beginning the 30th of Jan 2 Case study 2000 words - 20% 24 Feb 2017, 5:00 PM Submit via In person, Virtual Classroom learnonline Objectives being assessed CO1, CO2, CO4 CO3, CO4, CO5, CO6, CO7 3 Participation - Ongoing 10% weekly learnonline CO1, CO3 4 Examination - 2 hours 50% TBA Exam site CO1, CO2, CO3, CO4, CO5, CO6, CO7 Feedback proformas The feedback proforma is available on your learnonline course site. It can be accessed via the Feedback Form link in the Course Essentials block. Assessments Group presentation (Graded) In pairs you will be required to visit a service in the community that offers psychosocial support to women and their families. We will be brainstorming ideas for potential services to visit in class and on the discussion board on the learnonline website. The service that you choose to visit with your fellow student must be screened by your tutor for appropriateness and also to avoid repetition. Isolated rural students may complete this assignment on their own. After your visit, work in pairs to prepare a short PowerPoint (10 minutes) to be presented via a virtual classroom on the week beginning 1st February. Details of the virtual classroom are to be advised. The presentation should not exceed 10 minutes (5 minutes per student) (the 20 mins time slot is to allow time for questions and discussion and change over). Your presentation will need to include: 1. The purpose and aims of the service A mission statement where available 2. The role of the service in the community Services provided 7

8 Resources available Professionals available How the service meets the psychosocial needs of women 3. How women and their families can access the service 4. How the service is funded (if applicable) 5. In conclusion comment on how effective this service is in the community, especially in regards to meeting the psychosocial needs of women and their families You will be required to provide a signed attendance sheet confirming your visit to the community service. Grading will be by lecturer assessment with marks allocated to both the individual s contribution and the overall quality of the group presentation (see feedback form available on the course homepage under the assessment link). Case study (Graded) For this assignment you need to choose one (1) of the following scenarios: Case study A Fatima is 30 year old Iranian primipara living in a stable relationship. At the booking visit she stated via an interpreter that she had a previous history of bipolar illness with a number of inpatient admissions for mania. She was last seen by her psychiatrist shortly before the beginning of her pregnancy. She says she has stopped her mood stabiliser medication at this time because she didn t want to possibly affect the baby. Fatima remained well throughout the pregnancy and had a healthy 3.5kg baby boy at term. Shortly after birth she said she felt a bit bluesy and the midwives arranged an assessment by a psychiatrist whilst she was in hospital. She saw her General Practitioner (GP) for depression three weeks after delivery, but he did not feel that she was mentally ill. Relatives have now contacted you a week later because they are concerned about Fatima, she isn t sleeping and seems to be taking on a lot saying she wants to write a book about her life. or Case study B Abby is a 17 year old single woman living in a hostel having recently fled from an abusive partner. She has been estranged from her family for many years and was fostered out at the age of nine due to her mother's alcoholism and safety concerns regarding the violent nature of her mother's partner. She has a history of past sexual abuse. Abby has been previously treated as an inpatient by Child and Adolescent Mental Health Services (CAMHS) for deliberate self harm and an attempted suicide at the age of 16. At that time she was also treated for depression, but has had little follow up with CAMHS since then as she has been couch surfing across the city and missing appointments as a result. She only attended 4 antenatal appointments, and two of these were at another hospital. Six days ago she gave birth preterm to baby Ronnie at 33 weeks. Ronnie is in the neonatal unit and is doing well. Abby is attempting to breastfeed but isn't bringing in much expressed breast milk (EBM). When she does feed Ronnie, she is careful to cover up with a long wrap as she says that she is too shy to breastfeed in the open. Abby always wears jeans and long-sleeved shirts to visit Ronnie, even though it is 40 degrees outside. or Case study C Liling is a 23 year old international pharmacy student who lives in a group house with other Chinese-speaking students. She is 12 weeks pregnant and presents to your hospital for a booking visit. The pregnancy is unplanned and she has not yet disclosed to her parents that she is pregnant as she fears their reaction, however she wants to proceed with the pregnancy. During the visit she discloses that she has had trouble studying this semester because she fears that there are secret police on campus who are trying to steal her thoughts. She has switched from being an internal to external student to avoid attending the university campus for this reason. For the last three weeks she has rarely left her bedroom as she believes that her housemates may have been co-opted to assist the secret police with thought infiltration by placing bugging equipment in her room. She asks if the secret police will be informed that she is pregnant. Her closest friend in Australia is Hong, who has brought her to the appointment today. When Liling leaves the room to provide a urine sample, Hong expresses her concerns about Liling s strange behaviour over these past few weeks. Use the scenario you have chosen as the basis for this assessment in which you will provide a case study focusing on the midwifery management, support and referral pathways for the woman you choose. Your paper should include: 8

9 An introduction An overview of the case in which you outline the key issues you have identified in the scenario A discussion in which you detail appropriate and evidence-based midwifery management, support and referral pathways you would offer to this woman. Your discussion must also consider the woman's care in the context of practice that maintains woman-centred care and is evidence based. A conclusion Feedback proformas The feedback proforma is available on your learnonline course site. It can be accessed via the Feedback Form link in the Course Essentials block Academic Writing Requirements Please refer to information on your learnonline course site. It can be accessed via the Learning and Teaching Resources block. Participation (Graded) Participation in tutorials/online discussion and Horizon Hospital and Health Service (HHHS) sessions This assessment item will encourage you to think critically and discuss issues relating to the role of the midwife in caring for women who have perinatal mental health concerns. In order to fulfil the requirement of this assessment 80% attendance in tutorials/online groups and HHHS sessions is required. Specifically, you are required to: Demonstrate preparation for all tutorials/discussion forums and HHHS Actively participate in group discussions in tutorials and/or online. You contributions should be a mix of original contributions (approximately 50%) and responses (approximately 50%) to the contributions of others, peers or tutor. Contributions must demonstrate accurate and relevant knowledge through discussion activity. Demonstrate professional behaviour in the group environment. Acknowledge and respect the opinions of others. You are also expected to actively participate in the HHHS sessions and workshops. When your contribution is assessed the quality of your discussion rather than the quantity is important. This will be assessed with regard to the demonstration of the following behaviours: Questioning (thoughtful query) Defining problems clearly Collecting, examining or presenting evidence Appropriately critiquing or supporting peer contributions, i.e. ditto and I agree without any further comment will not be counted as a contribution. critical thinking and logical reasoning You will be encouraged to complete a participation self-assessment weekly. There is a link to this form available by clicking on the assessment button on the course homepage. You are required to submit a completed form as a formative (not graded) assessment to see if you are on the right track with your self assessment and then you will be required to complete the form for a final summative grade which will be moderated by your tutor (if necessary) at the end of the study period. Feedback proformas The feedback proforma is available on your learnonline course site. It can be accessed via the Feedback Form link in the Course Essentials block Academic Writing Requirements Please refer to information on your learnonline course site. It can be accessed via the Learning and Teaching Resources block. 9

10 Examination The exam will assess entire course content. This will be an examination in which you will be required to respond in written form to a range of questions about perinatal mental health. Half of the exam will consist of multiple choice questions the other half will be short answer written responses for which you may be required to list, outline or briefly explain your response to a range of questions to demonstrate you have: Problem based learning and analytical skills Application of midwifery knowledge and integration of psychosocial science Appropriate midwifery response Exam arrangements If this course includes an exam as part of the assessment you will be allocated to an approved UniSA external exam centre. The examination centre allocation will be made according to your postal address recorded on the student record system six weeks before the scheduled examination period. If a student cannot be allocated to an approved external examination centre, the student will be required to make external invigilation arrangements in accordance with policy. Students will receive advance notice of scheduled examination. All students are required to sit their examination at the scheduled date, time and location irrespective of any conflict with a planned holiday or special event. (APPM 6.1.1) More information about examination arrangements for students studying externally may be found by consulting the relevant policy (Clause 6.5). Supplementary Assessment Supplementary assessment or examination offers students an opportunity to gain a supplementary pass (SP) and is available to all students under the following conditions unless supplementary assessment or examination has not been approved for the course: 1. if the student has achieved a final grade between per cent (F1) in a course 2. if a student who has successfully completed all of the courses within their program, with the exception of two courses in their final study period, a supplementary assessment or examination may be granted where the final grade in either or both of these courses, is less than 45 percent (F1 or F2) More information about supplementary assessment is available in section 7.5 of the Assessment Policy and Procedures Manual. Supplementary assessment will be available for this course. 10

11 Important information about all assessment All students must adhere to the University of South Australia's policies about assessment: Students with disabilities or medical conditions Student with disabilities or medical conditions or students who are carers may be entitled to a variation or modification to standard assessment arrangements. See Section 7 of the Assessment Policy and Procedures Manual (APPM) at: Students can register for an Access Plan with UniSA Disability Service. It is important to make contact early to ensure that appropriate support can be implemented or arranged in a timely manner. See the Disability Hub for more information: Students are advised there is a deadline to finalise Access Plan arrangements for examinations. Further information is available at: Deferred Assessment or Examination Deferred assessment or examination is available for the course Special Consideration Special consideration is available for this course. Note: Special consideration cannot be granted for a deferred assessment or examination, or a supplementary assessment or examination. APPM Variations to assessment tasks Variation to assessment methods, tasks and timelines may be provided in: Unexpected or exceptional circumstances, for example bereavement, unexpected illness (details of unexpected or exceptional circumstances for which variation may be considered are discussed in clauses of the Assessment Policy and Procedures Manual). Variation to assessment in unexpected or exceptional circumstances should be discussed with your course coordinator as soon as possible. Special circumstances, for example religious observance grounds, or community services (details of special circumstances for which variation can be considered are discussed in clause 7.11 of the Assessment Policy and Procedures Manual). Variations to assessment in expected circumstances must be requested within the first two weeks of the course (or equivalent for accelerated or intensive teaching). Extra time in exams (ENTEXT) and the use of a dictionary may be available to some students (for example, Indigenous Australian students and those of non-english speaking background) as follows: extra time for reading or writing. This will be an extra ten minutes per hour for every hour of standard examination time, and the use of an English language or bilingual print dictionary (without annotations). (APPM 7.2.2) More information about variation to assessment is available in section 7.2 of the Assessment Policy and Procedures Manual. (section 7) 11

12 Academic Integrity Academic integrity is the foundation of university life and is fundamental to the reputation of UniSA and its staff and students. Academic integrity means a commitment by all staff and students to act with honesty, trustworthiness, fairness, respect and responsibility in all academic work. An important part of practising integrity in academic work is showing respect for other people's ideas, and being honest about how they have contributed to your work. This means taking care not to represent the work of others as your own. Using another person's work without proper acknowledgement is considered Academic Misconduct, and the University takes this very seriously. The University of South Australia expects students to demonstrate the highest standards of academic integrity so that its degrees are earned honestly and are trusted and valued by its students and their employers. To ensure this happens, the University has policies and procedures in place to promote academic integrity and manage academic misconduct. For example, work submitted electronically by students for assessment will be examined for copied and un-referenced text using the text comparison software Turnitin More information about academic integrity and what constitutes academic misconduct can be found in Section 9 of the Assessment Policies and Procedures Manual (APPM): default.asp. The Academic Integrity Module explains in more detail how students can work with integrity at the University: Submission and return of assessment tasks Re-submission (you may not offer a resubmission for some assessment items) PLEASE NOTE: Students may request a re-submission for Assessment Eligibility for re-submission will be determined and administered as per Section 5.2 of the Assessment Policy and Procedures Manual, OR Please note: Re-submission is NOT available for this assessment. (Choose one as required) Resubmissions will be considered for assignments that receive an F1 grade Re-marking Re-marking will occur as per section 5.1 of the Assessment Policies and Procedures Manual Extension Request Policy Extensions to assessment task will follow the University of South Australia Assessment Policies and Procedures Manual (APPM) clause Extension to complete an assessment task. All assessment extensions requests must be: submitted via the Learnonline site to the Course Coordinator lodged two (2) working days prior to the time and date that the assessment item is due include a reason for the extension request * All requests must be supported with documentary evidence for example, medical certificate. Requests for an extension greater than 7 days will only be granted under extenuating circumstances and at the discretion of the Course Coordinator and relevant Program Coordinator and/or Program Director. Late applications for an extension will be rejected. Late Submission of Assignments Late submission of assignments will result in a penalty. The penalty for late submissions will be: 1. a deduction of 10 marks per day or part day, for each day that the assignment is late up to a maximum of 5 days. 2. assignments which are more than 5 days late will not be marked and will be assigned a zero grade inclusive of non-graded pass work. Example 1: If you submit a paper one and a half days late you will receive a penalty of 20 marks. Your paper will be marked and the 20 marks will be deducted from the mark which you would have obtained if your paper 12

13 was submitted by the due date. A paper which was given a mark of 70/100 but was submitted 2 days late will receive a final mark of 50. Example 2: A paper due pm on Monday and submitted after pm on Saturday will not be marked and assigned a zero grade Considerations of unexpected or exceptional circumstances are as per Assessment and Policy Procedure Manual Sections Variation to Assessment Students may request a variance to assessment methods, tasks and timelines based on unexpected or exceptional circumstances. For further information refer to section 3.2 of the Assessment Policies and Procedures Manual Action from previous evaluations Students will be able to provide feedback on the course via the online MyCourseExperience evaluation questionnaire. Students will be notified via when the course evaluation is available. Feedback from students in 2015 has led to changes in this offering, so any feedback relating to the course is valued and acted on whenever possible. 13

14 Course Calendar Study Period Weeks Topic Practical Notes Assessment Details (Adelaide Time) January Pre-teaching January Topic 1 - Introduction to mental health Comments Public Holidays January Topic 2 - Mental illness in the general population January 4 30 January - 05 February Topic 3 - Theories Topic 4 - Psychological disorders during pregnancy February No Tutorial this week due to 2 day seminar Group Presentation due (in class) February February 8 27 February - 05 March Topic 4 continued Topic 5 - Psychosocial issues & psychological disorders during the postnatal period Topic 5 continued Case study due 24 Feb 2017, 5:00 PM 14

15 March March Swot-vac March Swot-vac Topic 6 - Looking after yourself. Revision and exam preparation. 15