Uterine evacuation with manual vacuum aspiration ... - CommonHealth

❑ If the learners will be divided into groups or will practice at different sites, arrange for additional trainers,
because each learner must be directly supervised by a trainer.
❑ Employ principles of adult learning and maintain a positive learning environment.
Before the Practicum
❑ Identify when caseload at the practicum site is highest. To build caseload, consider asking local facilities to refer
women coming for abortion services to the practicum site during the training period. Alternatively, schedule women
for endometrial biopsy during the practicum and allow learners to perform the procedure, as the skill is similar to
uterine evacuation.
❑ Ensure that practicum-site protocols, equipment and supplies are consistent with skills to be taught; decide how
to handle any noted discrepancies.
• If necessary, adapt training activities to more closely reflect practicum-site practices, or create additional
activities.
❑ Determine where review and debrief discussions can take place before and after practice. This may be a private
room on- or off-site.
❑ Determine how to keep track of learners who have successfully achieved competency and those who need more
practice, as well as how the latter will receive that additional practice.
During the Practicum
❑ Refer to the Reference Manual frequently during review, debriefing and other discussions with learners.
❑ Assign learners to practice procedures according to their skill level.
❑ Assign a few learners and a trainer to work together in ―practice groups.‖ Pair strong learners with weaker ones
and ask them to help each other. Once some learners have reached competency, they can help those who have not.
Ensure learners understand what their roles are, what the other learners’ roles are and how to assist other learners.
❑ Limit the number of learners and observers for each procedure.
❑ Obtain the client’s permission for learners to perform the procedure, ensuring she understands that the trainer will
be present and that she has the right to refuse without being denied care.
❑ Always respect the woman’s right to confidentiality and privacy, not only in direct care but also when discussing
her care with learners.
❑ Only give corrective feedback to learners in the presence of a client when the mistake could endanger her or
cause her discomfort, in order to limit the anxiety of the client as well as the learner.
❑ Carefully monitor the practicum to ensure that other trainers are following agreed-upon protocols and using the
checklists; to problem-solve issues that arise; to ensure that practice groups are working well; and to make certain
that every learner is getting opportunities to participate.
❑ In addition to leading a debrief discussion, consider seeking feedback from learners after each session.
❑ Use the Clinical Skills Evaluation form in this module for evaluating learners to determine if they can be
considered competent in abortion-care skills.
After the Practicum
❑ Provide the evaluation for learners to complete
❑ Debrief with site staff and other trainers about what worked well and how the clinical practicum could be
improved, and thank everyone for their participation.
❑ Provide each learner with specific recommendations for implementing and improving their skills when they
return to their sites.
❑ Provide feedback on each learner’s skills to their site supervisor, if appropriate.
❑ Provide opportunities for refresher courses and site-visit exchanges between learners.
❑ Ask the learners what they see as their most important next steps and how you might assist them.
UTERINE EVACUATION WITH MVA: A TRAINING MANUAL FOR CONDUCTING SHORT COURSES Page 32