Improving ELMSN Student Knowledge, Awareness, and Confidence in Postpartum Depression Recognition and Intervention Through Evidence-Based Education
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Course Name
Clinical Improvement Project II CAPSTONE
Graduation Year
12-2026
Faculty Advisor
Dr. Sarah Lee
Abstract
Abstract
Background: Postpartum depression (PPD) is a common maternal mental health condition that can negatively affect mothers, infants, and families. Nurses play an important role in recognizing symptoms, screening for PPD, providing education, and connecting patients with appropriate resources. However, nursing students may have limited opportunities to develop confidence in recognizing and responding to maternal mental health concerns.
Local Problem: At the University of the Pacific Sacramento Campus, ELMSN students receive education about postpartum care and maternal mental health within the maternal-child nursing curriculum. However, no dedicated educational intervention focuses specifically on recognizing, screening for, intervening in, and referring for PPD. Students may have inconsistent exposure to PPD-related assessment during clinical experiences, which may contribute to gaps in knowledge and confidence.
Methods: This quality improvement project used the Plan-Do-Study-Act (PDSA) framework and included approximately 60 ELMSN students in Cohort 7. Students completed a pre-intervention knowledge assessment and confidence survey before participating in the educational session. Students completed the same knowledge assessment and a post-intervention confidence survey after the intervention.
Intervention: A one-time, 30-45-minute evidence-based educational session was provided during the Fall 2026 maternal-child nursing course. Content included PPD prevalence, risk factors, signs and symptoms, validated screening tools including the Edinburgh Postnatal Depression Scale (EPDS), Patient Health Questionnaire-9 (PHQ-9), and Generalized Anxiety Disorder-7 (GAD-7), evidence-based interventions, referral resources, and the nurse’s role in recognizing and responding to PPD. A case study and group discussion were included to encourage application of the content.
Results: Mean knowledge scores increased from 93.2% before the educational session (n=54) to 95.2% after it (n=44), a 2.0 percentage-point improvement. The greatest gains were in identifying the Edinburgh Postnatal Depression Scale as the gold-standard screening tool (75.9% to 86.4%) and in choosing the priority nursing action after a positive screen (92.6% to 97.7%). Identifying the GAD-7 for co-occurring anxiety remained the lowest-scoring item (70.4% to 72.7%). High baseline scores suggest a ceiling effect.
Conclusions: This quality improvement project addressed a gap in pre-licensure nursing education by providing ELMSN students with focused education on PPD recognition, screening, intervention, and referral. Findings may inform future PPD educational sessions and support continued preparation of nursing students to recognize and respond to maternal health concerns.
Keywords
postpartum depression; nursing education; ELMSN students; pre-licensure nursing education; student learning; maternal mental health; quality improvement; evidence-based education; Edinburgh Postnatal Depression Scale; Patient Health Questionnaire-9; Generalized Anxiety Disorder-7; Plan-Do-Study-Act
Recommended Citation
Mendoza, Britney; Harris, Mary; Ortiz, Elyssa; and Puente, Nayeli, "Improving ELMSN Student Knowledge, Awareness, and Confidence in Postpartum Depression Recognition and Intervention Through Evidence-Based Education" (2026). ELMSN E-Portfolio. A collection of Scholarly and Creative Works. 55.
https://scholarlycommons.pacific.edu/nursing-portfolios/55
