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Session: 2022/23

Last modified: 12/08/2022 12:27:50

Title of Module: Critical Concepts of Perinatal Mental Health

Code: MIDW11034 SCQF Level: 11
(Scottish Credit and Qualifications Framework)
Credit Points: 20 ECTS: 10
(European Credit Transfer Scheme)
School:School of Health and Life Sciences
Module Co-ordinator:Susanne  Morrison

Summary of Module

Module Aim:  To enhance knowledge and skills that will enable the student to promote positive mental health for women, newborn infants, partners and families and recognise and respond promptly to signs of compromise or deterioration.

Module Content: This module will enable the student to assess, plan and provide care that promotes the psychological, sociological, emotional, cultural and spiritual wellbeing of women, newborn infants, partners and their families, whilst recognising the need for interdisciplinary and multiagency team working. Utilising evidence-based best practice approaches, the module will incorporate a critical review of the current service provision, Government and professional reports, national guidance and contemporary treatment and management strategies around perinatal mental health issues.  Teaching input into the module is delivered by interdisciplinary / multiagency teams, including; the midwifery team, mental health team, perinatal mental health team, psychologist, domestic abuse advocacy / development workers, bereavement specialist midwife, infertility specialist, woman’s support project worker and service users. The module will include the following theory:

  • mental health overview
  • maternal perinatal health and wellbeing
  • anxiety, stress and emotion in pregnancy
  • depression and psychosis
  • bereavement
  • post-traumatic stress disorder
  • maternal suicide
  • gender based violence
  • modern day slavery
  • adverse childhood experiences
  • infant mental health
  • breastfeeding
  • infertility 
  • promotion of positive parent and newborn mental health and wellbeing
  • promotion of mother-newborn infant relationship (attachment, contact, interaction, and relationship building)



  • The holistic promotion, support and maintenance of breastfeeding will be reviewed and assessed in relation to an overall, comprehensive and detailed knowledge and understanding of UNICEF UK Baby Friendly Initiative University Standards (UNICEF, 2019) – Theme 1: Understand breastfeeding; Theme 3: Support close and loving relationships; Theme 4: Manage the challenges; Theme 5: Promote positive communication

  • This module will support students to develop characteristics which can contribute to the UWS graduate attributes which are Universal (critical thinking, emotionally intelligent and collaborative); Work ready (knowledgeable, effective communicator, motivated) and Successful (resilient) (I am UWS, 2018).

  • Module content maps to MSc Midwifery with Registration Programme Educational Framework (adapted from Framework for Quality Maternal and Newborn Care, Renfrew et al., 2014) to levels: • Educational Content - Professional and Personal Development; Health and Wellbeing; Midwifery Knowledge & Practice; Complex Care; Additional Needs • Teaching and Learning Strategies • Student Values • Programme Philosophy • Students NMC (2019) Proficiencies: 1.3, 1.6, 1.8, 1.9, 1.10, 1.11, 1.12, 1.13, 1.16, 1.20, 1.21, 1.23, 1.26, 2.1, 2.3, 2.6, 2.8, 2.9, 3.1, 3.5, 3.6, 3.7, 3.9, 3.15, 3.16.1, 3.16.2, 3.17.1, 3.17.2, 3.17.3, 3.18, 3.21, 3.24, 3.36, 4.1, 4.2, 4.3, 4.6, 4.7, 4.8, 4.9, 4.10, 4.11, 5.8, 5.14, 5.15.

Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-based Learning
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Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.

A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations

Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.

Online with mandatory face-to-face learning on Campus

Online with optional face-to-face learning on Campus

Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.

Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance/Online Learning: (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Lanarkshire:London:Distance/Online Learning:Other:




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Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1


Term 2check markTerm 3check mark

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Learning Outcomes: (maximum of 5 statements)

On successful completion of this module the student will be able to:

L1. Critically explore strategies that enable the promotion of positive mental health and discuss how to recognise and respond to signs of compromise or deterioration.

L2. Examine the prevalence, predisposing factors, aetiology and related pathophysiology of poor mental health on woman throughout the continuum of care, recognising the diversity of individual circumstances.

L3. Critically analyse the psychological, sociological, emotional, cultural and spiritual impact of poor mental health on the woman, partner and her family, including exploration of the concepts of infant mental health.

L4. Utilise a critical approach to evidence-based practice, differentiating between available treatment methods and critically review the management strategies collaborating with, consulting and referring to, the interdisciplinary and multiagency teams as appropriate. This should include a critical discussion of maternity service provision.

Employability Skills and Personal Development Planning (PDP) Skills
SCQF Headings During completion of this module, there will be an opportunity to achieve core skills in:
Knowledge and Understanding (K and U) SCQF Level 11.

Demonstrating extensive and detailed knowledge of core theories, concepts and principles of mental health issues related to the childbirth continuum.

Demonstrating a critical awareness of current issues relating to perinatal mental health and infant mental health issues through utilising the current evidence base.

Practice: Applied Knowledge and Understanding SCQF Level 11.

Adopting a range of strategies and application of knowledge of mental health issues to the care of women and their families including those at risk.

Using a range of specialised skills, techniques, practices that are at the forefront of the management of perinatal and infant mental health.

Applying a range of standard and specialised research and techniques of enquiry.

Practising with a critical understanding of UNICEF Breastfeeding Initiative Learning Outcomes to enable mothers to develop a close and loving relationship with their babies and successfully breastfeed their babies.

Generic Cognitive skills SCQF Level 11.

Applying critical analysis, evaluation and synthesis to forefront issues or issues that are informed by developments in perinatal and infant mental health.

Developing original and creative responses to problems and challenges.

Critically appraising evidence-based practice pertaining to psychological, sociological, emotional, cultural and spiritual concepts in relation to perinatal mental health.

Communication, ICT and Numeracy Skills SCQF Level 11.

Communicating using appropriate methods to a range of audiences with different levels of knowledge and expertise.

Effectively communicating with peers, senior colleagues and specialists within the interdisciplinary / multiagency teams.

Utilising I.T. facilities, library, databases and Moodle to locate, evaluate and incorporate evidence into practice.

Autonomy, Accountability and Working with others SCQF Level 11.

Exercising substantial autonomy and initiative in professional and equivalent activities.

Taking responsibility for own work and/or significant responsibility for the work of others.

Working in a peer relationship with specialist practitioners.
Demonstrating leadership and /or initiative and make an identifiable contribution to change and development and/or new thinking.

Practice in ways which draw on critical reflection on own or others roles and responsibilities.

Managing complex ethical and professional issues and make informed judgements on issues not addressed by current professional and / or ethical codes or practices.

Utilising appropriate systems of referral of clients to other members of the interdisciplinary / multiagency teams within own level of competence.

Systematically identifying and addressing own learning needs. Recognise the importance of maintaining good physical and mental health for self and others.

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Other:As per Programme Specification criteria for progression to SCQF Level 11.
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

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Learning and Teaching
A range of teaching and learning strategies will be utilised in this module to enable the identification of perinatal mental health issues that students can investigate through enquiry. Shared teaching and input will be provided by psychologists and subject specialist where relevant. Modified lectures and seminars will also be used. Guest speakers and service users will be utilised to share their experiences to inform students on topic specific areas.
This module is 5 weeks duration and long thin delivery over two Terms.
Learning Activities
During completion of this module, the learning activities undertaken to achieve the module learning outcomes are stated below:
Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities)
Lecture/Core Content Delivery24
Tutorial/Synchronous Support Activity12
Asynchronous Class Activity40
Independent Study124
200 Hours Total

**Indicative Resources: (eg. Core text, journals, internet access)

The following materials form essential underpinning for the module content and ultimately for the learning outcomes:

Core Text:
Marshall, J. and Raynor, M. (2020) Myles Textbook for Midwives. 17th edn. Edinburgh: Churchill Livingstone. Available: (Accessed: 07 October 2020).
McDonald, S. and Johnson, G. (2017) Mayes' Midwifery. 15th edn. Edinburgh: Bailliere Tindall.

Core Text:
Pollard, M. (2017) Evidence-based Care for Breastfeeding Mothers. A resource for midwives and allied health professionals. 2nd edn. London: Routledge.

Recommended Reading:
Deery, R., Denny, G. and Letherby, G. (eds) (2015) Sociology for Midwives. Cambridge: Polity Press.

Recommended Reading:
MBRRACE-UK Perinatal Mortality Surveillance Report, UK Perinatal Deaths for Births / MBRRACE-UK Saving Lives, Improving Mothers’ Care - Lessons learned to inform maternity care from the UK and Ireland Confidential Enquiries into Maternal Deaths and Morbidity. Available: (Accessed: 09 March 2022).

Recommended Reading:
Perinatal Mental Health Network Scotland (2019) Delivering Effective Services: Needs Assessment and Service Recommendations for Specialist and Universal Perinatal Mental Health Services. Available: (Accessed: 09 March 2022).

Perinatal Mental Health Network (PMHN) (2020) Wellbeing for Wee Ones. Mapping of parent-infant intervention and support services in Scotland. Available: (Accessed: 09 October 2020).

Recommended Reading:
NHS Education Scotland (NES) Perinatal and Infant Mental Health Turas Modules. Available: (Accessed: 09 March 2022).

Recommended Reading:
National Institute for Health and Care Excellence (2020) Antenatal and postnatal mental health: clinical management and service guidance. Available at: (Accessed: 14 December 2020).

Recommended Reading:
National Society for the Prevention of Cruelty to Children (NSPCC) (2020) Looking after infant mental health: our case for change. Available: (Accessed: 07 October 2020).

Recommended Reading:
World Health Organization (WHO) (2020) Maternal Mental Health. Available: (Accessed: 09 October 2020).

Recommended Reading:
National Bereavement Care Pathways (2020) National bereavement care pathways for pregnancy and baby loss. Available: (Accessed: 07 October 2020).

Recommended Reading:
Unicef (2019) Unicef UK Baby Friendly Initiative University Standards. Available at: (Accessed: 14 December 2020).

Recommended Reading:
Royal College of Midwives (RCM) (2015) Caring for Women with Mental Health Problems. Standards and Competency Framework for Specialist Maternal Mental Health Midwives. Available at: (Accessed: 14 December 2020).

(**N.B. Although reading lists should include current publications, students are advised (particularly for material marked with an asterisk*) to wait until the start of session for confirmation of the most up-to-date material)

Engagement Requirements

In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure

Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
Students are academically engaged if they regularly participate in timetabled on-campus and online teaching sessions, asynchronous online learning activities, course-related learning resources and complete assessments which are submitted on time (UWS Academic Engagement Procedure 2021.22; UWS Regulatory Framework 2021.22, section 1.64 Academic Engagement and Attendance).

It is expected that students will attend all scheduled classes or participate with all delivered elements as part of their engagement with their programme of study.
Within this module, students are expected to attend for at least 75% of the synchronous core teaching activities to be assessed. Please refer to UWS Regulatory Framework Attendance Requirements.

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Supplemental Information

Programme BoardMidwifery & Specialist Nursing
Assessment Results (Pass/Fail) No
Subject PanelMidwifery&Specialist Nursing L9-11
ModeratorLiz Miller
External ExaminerL Lawther
Accreditation DetailsNMC
Version Number


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Assessment: (also refer to Assessment Outcomes Grids below)
Summative Assessment (1 component):
Oral presentation on a perinatal mental health topic (100%). The student may choose the medium from either a Poster, PowerPoint, Prezi or a Video Blog.
(N.B. (i) Assessment Outcomes Grids for the module (one for each component) can be found below which clearly demonstrate how the learning outcomes of the module will be assessed.
(ii) An indicative schedule listing approximate times within the academic calendar when assessment is likely to feature will be provided within the Student Handbook.)

Assessment Outcome Grids (Footnote A.)

Component 1
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Presentationcheck markcheck markcheck markcheck mark1000.33
Combined Total For All Components100% 0.33 hours

A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above

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  1. More than one assessment method can be used to assess individual learning outcomes.
  2. Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
    This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.

Equality and Diversity
Module content reflects societal diversity and a rights-based approach to midwifery practice. To promote accessibility, anticipatory adjustments have been made to teaching and learning strategies and assessment. Further reasonable adjustments can be made for students who have been assessed as requiring specific adjustments.
UWS Equality and Diversity Policy.

UWS Equality and Diversity Policy
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)

2014 University of the West of Scotland

University of the West of Scotland is a Registered Scottish Charity.

Charity number SC002520.