This study examined the mental health literacy of perinatal healthcare professionals in the United Arab Emirates (UAE) and analysed how their knowledge, attitudes and confidence impact their clinical practices in addressing perinatal mental health disorders.

A qualitative study with a descriptive phenomenological design. Data were collected via semi-structured individual interviews and focus group discussions. The data were analysed inductively using Braun and Clarke’s six-step thematic analysis.

The study was conducted in Abu Dhabi, Dubai and Al Ain in the UAE. Participants were recruited from various healthcare facilities and professional educational events.

The participants consisted of perinatal healthcare professionals from seven disciplines, including lactation consultants, midwives, nurses, obstetricians, paediatricians, family medicine practitioners and psychiatrists/psychologists. All participants were required to be actively involved in providing care to perinatal patients and to have a minimum of one year of clinical experience. The study included three focus group discussions and 28 semistructured individual interviews, culminating in a sample of 43 participants for analysis.

Three key themes emerged: (1) Knowledge and awareness, highlighting variable understanding of perinatal mental health and reliance on instinct over formal screening; (2) Navigating professional roles and realities, showing empathy and willingness to support patients, yet role ambiguity, low confidence and societal stigma influence perinatal healthcare professionals’ responses and care practices and (3) Strengthening support systems and resources, where participants called for improved training, clear policies and psychosocial resources to overcome institutional and educational gaps and to enhance perinatal mental healthcare and patient outcomes.

The study reveals gaps in mental health literacy and institutional support that hinder the delivery of effective perinatal mental healthcare. Strengthening provider training, implementing standardised screening and referral pathways, and promoting culturally sensitive, multidisciplinary approaches are essential. Such interventions can enhance early detection and improve outcomes for mothers and infants. Further research should focus on developing and evaluating the efficacy of such interventions to enhance early detection and improve outcomes for mothers and infants.

Undergraduate nursing education is essential in preparing competent and compassionate healthcare professionals capable of addressing the complex challenges in today’s healthcare landscape. This protocol proposes a systematic review of the educational outcomes of virtual/augmented reality, flipped classrooms, team-based learning and gamification compared with traditional or didactic methods in undergraduate nursing education.

A systematic review protocol based on Preferred Reporting Items for Systematic Reviews and Meta-Analysis Protocol guidelines will be conducted. Experimental and observational studies published from 2014 through 2024 will be identified by searching the electronic databases PubMed, Scopus, Embase, Web of Science and CINAHL that compare emerging with traditional or didactic teaching methods among undergraduate nursing students. Two reviewers will independently assess titles and abstracts to identify relevant studies based on eligibility criteria. Two additional reviewers will extract data from full-text articles that meet these criteria, evaluate the risk of bias and assess the quality of the selected studies. The meta-analysis will include effect size, heterogeneity, subgroup analyses and publication bias tests.

Ethics approval is not required. The publication will be in peer-reviewed journals and presented at national and international conferences.

CRD42024618288.