BACKGROUND:
Perinatal mental health morbidity can negatively affect a woman’s emotional and physical health. Evidence highlights the need for accessible and collaborative mental health care during the perinatal period from skilled healthcare professionals. However, there has been a lack of emphasis on perinatal mental health education and training for healthcare professionals.

OBJECTIVES:
This study explores and evaluates postgraduate student’s experiences of an interprofessional perinatal mental health education programme.

METHODS:
A qualitative descriptive research study with a purposive sample of postgraduate healthcare professionals (n=10) was conducted. The sample included 5 registered midwives and 5 registered mental health nurses. Participants had completed the first year of the MSc in Perinatal Mental Health programme or relevant standalone modules, at a Higher Education Institute in Ireland. Data collection were conducted via four online small-group discussions and thematic analysis was utilised to analyse the narrative data.

RESULTS:
Three themes illustrate participants’ experiences of the perinatal mental health programme: Learning with other professionals, Enhanced confidence for clinical practice and Challenges of the programme.

CONCLUSIONS:
The interprofessional programme offered participants opportunities for developing networking relationships which continued into clinical practice. Participants acknowledged the benefits of the programme in acquiring specialist knowledge and skills regarding the spectrum of perinatal mental health. The blended learning delivery of the programme was welcomed by many participants. However, it is important to consider how best to deliver material of an emotional or sensitive nature, as participants expressed a sense of isolation when this material was provided online.

KEY MESSAGE:
The education of midwives and other healthcare professionals in the specialism of perinatal mental health requires professionals to work collaboratively. Interprofessional collaboration can be optimised through high quality educational programmes that prepare practitioners to be responsive to the diverse and complex needs of women and families. Poster session 3 (Group B)