22-5
During their training, students may be able to visit pregnant women in the
community, and help them take care of their needs. The women will feel better
about this if the instructor or local midwife first asks them to help ‘teach’ the
students. They can discuss their experiences of pregnancy and help the students
learn to ask questions and give advice in ways that most women will appreciate.
Before beginning visits to pregnant women, it also helps if students practice with
role plays in class. On page 21-13 there is an example of a role play of a prenatal
check-up. In it, students act out how to examine a woman, and practice filling out
the RECORD OF PRENATAL CARE.
Note: In a mixed group of students, the girls or women may be shy about role plays
involving pregnancy or birth, especially if these involve physical examination. In such
cases, encourage the male students to dress up and play the role. This not only
makes the class more fun, it is also a valuable lesson for the male health workers
to experience—if only in make believe—what a woman goes through during
pregnancy, prenatal exams, and childbicth.
Here a male health worker in Ajoya, Mexico plays the role of a pregnant
woman, complete with mask of pregnancy and swollen ankles. Other
students ask questions and examine ‘her’.
LEARNING ABOUT BIRTH
In a 2-month training course, health workers may not gain enough experience to
be able to attend births alone (except in emergencies). Therefore . . .
Prepare health workers to assist, learn from, and
share ideas with local midwives or birth attendants.
A good way to do this is to invite local birth attendants to take part in the
classes on childbirth. (See the next page.)