Facilitators
Introduction - Training of Birth Attendants
GoalPrepare birth attendants so that they can successfully resuscitate babies who are not breathing at birth and better care for healthy babies.
Qualifications
- Experienced in teaching learners in small groups
- Experienced in care of newborns
- Demonstrated understanding of course content
- Aptitude for teaching
- Plan courses and select participants and facilitators
- Direct courses
- Present the Facilitator Flip Chart material
- Demonstrate and practice skills with small groups of learners
- Evaluate learners
- Manage needs of learners who may be having difficulties.
- Skills demonstration within the allotted time
- Data keeping and reporting
- Prepare your work plan for course preparation.
- Assemble the teaching materials.
- Select the course format, participants, and additional facilitators (if needed).
Assemble the teaching materials well in advance of the course.
The format of a course for Helping Babies Breathe should be tailored to the local circumstances. The entire course can be completed in as little as 6-8 hours. Consider presenting the course over 2 days if learners are traveling on the same day as the course or if learners are unfamiliar with the material. Introduce the course material on the first day and allow free time to practice skills and case scenarios. After additional practice and answering questions, complete the evaluations on the second day.
Conducting the Course
- Distribute Learner Workbooks in advance (when possible).
- Prepare content and teaching methods for the audience.
- Engage the learners.
- Evaluate the learners and the course.
Self Preparation
- Review local statistics on neonatal mortality and causes of death.
- Review the Learner Workbook and Facilitator Flip Chart before a course.
- Review the practice exercises.
- Prepare case scenarios for practice with integrating skills and decision-making.
- Prepare any supplemental content.
- Assemble for presentation: the Action Plan, the Facilitator Flip Chart and a demonstration using the neonatal mannequin or simulator. Each group of 6 learners should work with one facilitator, one Action Plan and one Facilitator Flip Chart. The course leader may choose to do the verbal presentation of the Facilitator Flip Chart for the entire class, but the small group facilitators can answer questions and assist with practice.
- For each pair of learners, prepare an area for practice with the neonatal mannequin or simulator and a complete set of equipment and supplies.
- When teaching in larger groups with multiple facilitators, one facilitator may present the flipchart materials while the other facilitators assist with practice and answer questions for their small group.
- Learners will complete the discussion questions in their small group after each exercise. Decide how to seat the learners so that there is maximum participation.
Most of the time in the classroom should be spent on practice.
- Encourage learners to explore equipment and practice techniques as they are introduced.
- Invite learners to point out steps on the Action Plan and make notes in the Learner Workbook.
- Ask the learners to summarize the key learning points, then reinforce or correct their responses as necessary.
- Invite learners to ask questions and share their experiences during group discussions.
- Help draw out the important lessons from experiences. Learning from one another can create a pattern for continued learning outside the classroom.
The evaluation of learners is described under preparation of facilitators. Evaluation of the course can take the form of a written evaluation or a feedback session. Facilitators should note points which worked well and parts that need improvement.
Continuation of learning in the workplace
- Use of video
- Observation
- Supervised experience - debriefing
- Peer learning/teaching
- Continued use of neonatal simulator/mannequin
- Building quality improvement around neonatal resuscitation
- Experience log - reflective learning
- Case audit
- Record-keeping and vital statistics
- Link back to policy level and community level
- Training in advanced resuscitation - district hospitals and above
- Development of communication and transportation systems
- Deciding on criteria for referral of pregnant women and newborns
- Extending advocacy into the community
- Health worker visits to homes/community gatherings
- Community groups - women, fathers, adolescents
- Community officials - mayors, councilpersons, committee members
- Traditional birth attendants - linking to the health system
