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Jurgen Kasper - One of the best experts on this subject based on the ideXlab platform.
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ready for shared decision making pretesting a Training Module for health professionals on sharing decisions with their patients
Journal of Evaluation in Clinical Practice, 2020Co-Authors: Simone Maria Kienlin, Kari Nytroen, Dawn Stacey, Jurgen KasperAbstract:INTRODUCTION While shared decision-making (SDM) Training programmes for health professionals have been developed in several countries, few have been evaluated. In Norway, a comprehensive curriculum, "klar for samvalg" (ready for SDM), for interprofessional health-care teams was created using generic didactic methods and guidance to tailor Training to various contexts. The programmes adapted didactic methods from an evidence-based German Training programmes (doktormitSDM). The overall aim was to evaluate two particular SDM Modules on facilitating SDM implementation into clinical practice. METHOD A descriptive mixed methods study using questionnaires and a focus group guided by the Medical Research Council Complex Interventions Framework. The Training was provided as two different applications (Module AB [introduction and SDM-basics] and Module ABC [introduction, SDM-basics and interactive Training]) with differing learning objectives, extent of interactivity, and duration (1 vs 2 hours). Groups of participants were recruited consecutively based on requests for health professional SDM Training in university/college- and hospital-settings. By a focus group and a self-administered questionnaire comprehensibility, relevance and acceptance were assessed and qualitative feedback collected after the Training. Data passed descriptive and content analysis, respectively. Knowledge was assessed twice using five multiple-choice items and analysed using paired t-tests. RESULTS In 11 (six AB and five ABC) Training sessions, 357/429 (296 AB and 133 ABC) eligible nurses, physicians and health professional students with varying clinical backgrounds and previous levels of SDM-knowledge participated. SDM-knowledge increased from 25-78% (range pretest) to 85-95% (range post-test) (P ≤ .001). The Training was rated easy to understand, acceptable and relevant for practice. Findings to improve the education suggest higher emphasis on interprofessional teaching methods. CONCLUSIONS The two SDM Training Modules met the basic requirements for use in a broader SDM implementation strategy and can even improve knowledge.
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efficacy of the doktormitsdm Training Module in supporting shared decision making results from a multicenter double blind randomized controlled trial
Patient Education and Counseling, 2017Co-Authors: Friedemann Geiger, Katrin Liethmann, Daniela Reitz, R Galalae, Jurgen KasperAbstract:Abstract Objective Training to improve physicians’ shared decision making (SDM) competencies with proven effectiveness and efficiency is rare. This study evaluated the brief in situ Training Module ‘doktormitSDM’. Methods In a multicenter RCT, each physician recorded four consultations, each of which included a diagnostic or treatment decision (N = 152 consultations from seven medical specialties). The doktormitSDM Training Module included two video-based individual coaching sessions (15 min) at the physicians’ workplaces, supplemented by a manual and a video tutorial. Primary endpoint was the compound measure SDMmass (based on the MAPPIN’SDM system) which incorporates patient and observer perceptions of involvement and doctor-patient concordance on perceived involvement. Results SDMmass increased significantly in the intervention group compared to the controls (effect size 0.58; p= 0.05; t -test). This effect tended to persist at follow-up (effect size 0.63; p=0.06). Patients’ perceived involvement increased accordingly (effect sizes 0.9/.58; p=0.01/.07). Conclusion The doktormitSDM Training Module is effective and efficient at improving SDM competencies. This is the first SDM Training to be evaluated with a compound measure simultaneously considering doctor, patient and observer ratings. Practice implications Owing to its very brief form and its reference to the doctors’ own consultation videos, the doktormitSDM Training Module meets clinicians’ needs and time constraints.
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Training doctors briefly and in situ to involve their patients in making medical decisions preliminary testing of a newly developed Module
Health Expectations, 2017Co-Authors: Jurgen Kasper, Katrin Liethmann, Christoph Heesen, Daniel R Reissmann, Friedemann GeigerAbstract:Objective To carry out preliminary evaluation of a Training Module for doctors to enhance their ability to involve their patients in medical decision making. The Training refers to the shared decision-making (SDM) communication concept. Methods The Training Module includes a comprehensive manual, a corresponding video tutorial with communication examples and a 15-minute face-to-face feedback session based on an SDM analysis of a consultation recording provided by the trainee. Ten trainees (four neurologists, three dentists, and three general practitioners) participating in the pretest each recorded four clinical consultations (total sample: N=40) and received three Training components. After the Training, doctors provided feedback on the Module's feasibility in a questionnaire. Communication performance of doctors, patients and doctor–patient dyads was assessed by trained observers and self-assessed by doctors and patients using the MAPPIN’SDM approach. Training effects were determined using Wilcoxon signed-rank tests comparing baseline values with post-intervention performance as assessed in the fourth consultations. Results The face-to-face Training sessions were short and feasible with regard to clinical reality. Participants considered the Training supportive for acquiring SDM skills and recommended more emphasis on the face-to-face feedback. Communication improved according to observers rating doctors (P=.05) and doctor–patient dyads (P=.07) and to doctors’ own judgements (P=.02). No improvement was observed in patients’ SDM behaviour (P=.11); accordingly, patients’ judgements did not indicate improvement (P=.14). Conclusions The Training is designed to meet clinicians’ needs. Improvement of risk communication after Training encourages optimization according to doctors’ feedback. Following this study, the efficacy of the Training is now being examined in a randomized controlled trial.
Friedemann Geiger - One of the best experts on this subject based on the ideXlab platform.
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efficacy of the doktormitsdm Training Module in supporting shared decision making results from a multicenter double blind randomized controlled trial
Patient Education and Counseling, 2017Co-Authors: Friedemann Geiger, Katrin Liethmann, Daniela Reitz, R Galalae, Jurgen KasperAbstract:Abstract Objective Training to improve physicians’ shared decision making (SDM) competencies with proven effectiveness and efficiency is rare. This study evaluated the brief in situ Training Module ‘doktormitSDM’. Methods In a multicenter RCT, each physician recorded four consultations, each of which included a diagnostic or treatment decision (N = 152 consultations from seven medical specialties). The doktormitSDM Training Module included two video-based individual coaching sessions (15 min) at the physicians’ workplaces, supplemented by a manual and a video tutorial. Primary endpoint was the compound measure SDMmass (based on the MAPPIN’SDM system) which incorporates patient and observer perceptions of involvement and doctor-patient concordance on perceived involvement. Results SDMmass increased significantly in the intervention group compared to the controls (effect size 0.58; p= 0.05; t -test). This effect tended to persist at follow-up (effect size 0.63; p=0.06). Patients’ perceived involvement increased accordingly (effect sizes 0.9/.58; p=0.01/.07). Conclusion The doktormitSDM Training Module is effective and efficient at improving SDM competencies. This is the first SDM Training to be evaluated with a compound measure simultaneously considering doctor, patient and observer ratings. Practice implications Owing to its very brief form and its reference to the doctors’ own consultation videos, the doktormitSDM Training Module meets clinicians’ needs and time constraints.
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Training doctors briefly and in situ to involve their patients in making medical decisions preliminary testing of a newly developed Module
Health Expectations, 2017Co-Authors: Jurgen Kasper, Katrin Liethmann, Christoph Heesen, Daniel R Reissmann, Friedemann GeigerAbstract:Objective To carry out preliminary evaluation of a Training Module for doctors to enhance their ability to involve their patients in medical decision making. The Training refers to the shared decision-making (SDM) communication concept. Methods The Training Module includes a comprehensive manual, a corresponding video tutorial with communication examples and a 15-minute face-to-face feedback session based on an SDM analysis of a consultation recording provided by the trainee. Ten trainees (four neurologists, three dentists, and three general practitioners) participating in the pretest each recorded four clinical consultations (total sample: N=40) and received three Training components. After the Training, doctors provided feedback on the Module's feasibility in a questionnaire. Communication performance of doctors, patients and doctor–patient dyads was assessed by trained observers and self-assessed by doctors and patients using the MAPPIN’SDM approach. Training effects were determined using Wilcoxon signed-rank tests comparing baseline values with post-intervention performance as assessed in the fourth consultations. Results The face-to-face Training sessions were short and feasible with regard to clinical reality. Participants considered the Training supportive for acquiring SDM skills and recommended more emphasis on the face-to-face feedback. Communication improved according to observers rating doctors (P=.05) and doctor–patient dyads (P=.07) and to doctors’ own judgements (P=.02). No improvement was observed in patients’ SDM behaviour (P=.11); accordingly, patients’ judgements did not indicate improvement (P=.14). Conclusions The Training is designed to meet clinicians’ needs. Improvement of risk communication after Training encourages optimization according to doctors’ feedback. Following this study, the efficacy of the Training is now being examined in a randomized controlled trial.
Carma L Bylund - One of the best experts on this subject based on the ideXlab platform.
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responding empathically to patients a communication skills Training Module to reduce lung cancer stigma
Translational behavioral medicine, 2021Co-Authors: Smita C Banerjee, Megan Johnson Shen, Carma L Bylund, Noshin Haque, Maureen Rigney, Heidi A Hamann, Patricia A Parker, Jamie S OstroffAbstract:Most lung cancer patients report perceiving stigma surrounding their diagnosis, and routine clinical interactions with their health care providers (HCPs) are reported as a common source. The adverse effects of lung cancer stigma are associated with several adverse psychosocial and behavioral outcomes. One potential clinician-level intervention target is empathic communication because of its association with higher rates of patients' satisfaction, treatment adherence, and lower levels of psychological distress. This study describes the conceptual model and evaluation of clinician-targeted empathic communication skills Training to reduce lung cancer patients' experience of stigma. The goal of the Training Module is to enhance clinician recognition and responsiveness to lung cancer patients' empathic opportunities by communicating understanding, reducing stigma and distress, and providing support. Thirty multidisciplinary HCPs working in thoracic oncology, thoracic surgery, or pulmonary medicine participated in 2.25 hr of didactic and experiential Training on responding empathically to patients with lung cancer. Overall, participants reported highly favorable evaluations of the Training, with at least 90% of participants agreeing or strongly agreeing to 11 of the 12 items assessing clinical relevance, novelty, clarity, and facilitator effectiveness. Participants' self-efficacy to communicate empathically with lung cancer patients increased significantly from preTraining to postTraining, t(29) = -4.58, p < .001. The empathic communication skills Training Module was feasible and well received by thoracic and pulmonary medicine HCPs and demonstrated improvements in self-efficacy in empathic communication from preTraining to postTraining. The examination of patient outcomes is warranted.
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responding empathically to patients development implementation and evaluation of a communication skills Training Module for oncology nurses
Patient Education and Counseling, 2016Co-Authors: Cassandra Pehrson, Nessa Coyle, Ruth Manna, Megan Johnson Shen, Smita C Banerjee, Carol A Krueger, Erin K Maloney, Talia Zaider, Stacey Hammonds, Carma L BylundAbstract:Objective The purpose of this paper is to report on the development, implementation, and evaluation of a Communication Skills Training (CST) Module for inpatient oncology nurses on how to respond empathically to patients.
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Responding to challenging interactions with families: A Training Module for inpatient oncology nurses.
Families systems & health : the journal of collaborative family healthcare, 2016Co-Authors: Talia Zaider, Nessa Coyle, Ruth Manna, Smita C Banerjee, Cassandra Pehrson, Carol A Krueger, Stacey Hammonds, Carma L BylundAbstract:Introduction Sustaining the well-being of the caregiving family is a critical agenda in cancer care. In the multidisciplinary team, nurses often serve as a bridge between the family and oncology team. Evidence suggests that dealing with difficult family dynamics is a common source of stress for oncology nurses, yet nurses typically receive very little guidance on how to achieve an effective partnership with families under these circumstances. We report on the application and preliminary evaluation of a new Training Module for improving nurses' skills in responding collaborative to challenging family situations. Method Training was delivered to 282 inpatient oncology nurses at a comprehensive cancer center over 2 years. PostTraining surveys measured perceived changes in confidence working with families, as well as the utility and relevance of this Training. A 6-month follow-up survey measured continued use of skills. Results Of the nurses, 75%-90% reported that the skills learned were useful and relevant to their setting. Retrospective pre-post ratings suggested increased confidence in managing stressful encounters with families. Discussion Further investigation is needed to observe how nurses transport these skills into their practice settings and to understand the role of the nurse-as-family champion within the larger multidisciplinary team. (PsycINFO Database Record
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discussing death dying and end of life goals of care a communication skills Training Module for oncology nurses
Clinical Journal of Oncology Nursing, 2015Co-Authors: Nessa Coyle, Ruth Manna, Megan Johnson Shen, Smita C Banerjee, Stacey Penn, Cassandra Pehrson, Carol A Krueger, Erin K Maloney, Talia Zaider, Carma L BylundAbstract:Despite nurses’ centrality in the process of the healthcare team communicating with patients, few receive formal education specific to communication, particularly related to end-of-life care (Chant, Jenkinson, Randle, & Russell, 2002; Kruijver, Kerkstra, Bensing, & van de Wiel, 2000; Vydelingum, 2006). However, nurses rank communication as one of the most important competencies to their practice (McCabe, 2004; McGilton, Irwin-Robinson, Boscart, & Spanjevic, 2006). Although nurses generally feel confident in providing care for the physical needs of patients with cancer, they find addressing the patients’ emotional concerns to be more difficult (Rask, Jensen, Andersen, & Zachariae, 2009). These reported difficulties in communication exist among hospice nurses as well (Ellington et al., 2008; Ellington, Reblin, Clayton, Berry, & Mooney, 2012). Nurses’ communication skills are crucial to patient care because they provide much of the care and support to patients and their families throughout the disease trajectory. Nurses are also more likely to be present at the time of death than any other healthcare professional (Wiegand & Russo, 2013). In acknowledgment of this reality, the Institute of Medicine (2010) reported that, although physicians have traditionally been responsible for these difficult end-of-life conversations, nurses are taking the lead with the advancement of nursing practice. Key to improving nurses’ involvement in patients’ end-of-life care is Training them how to communicate these issues to patients and their families. According to the American Nurses Association (2010), nurses have several responsibilities in caring for dying patients, including discussing life preferences and communicating relevant information. Because communication has been shown to be a cornerstone of improving patients’ quality of care and quality of life (Wittenberg-Lyles, Goldsmith, Ferrell, & Ragan, 2013), the National Consensus Project for Quality Palliative Care (2013) has emphasized the need for effective, compassionate communication in palliative care. Nurses have reported that merely learning communication skills on the job is not enough (Humphris, 2002), suggesting the need for formalized Training. To address this need, a variety of interventions to improve nurses’ communication skills and efficacy has been developed. The majority of communication skills Training (CST) has been effective at increasing nurses’ abilities to provide psychosocial support to patients, their confidence in handling conflicts and criticism, and communication-related self-efficacy (Langewitz et al., 2010; Sheldon, 2011; van Weert, Jansen, Spreeuwenberg, van Dulmen, & Bensing, 2011; Wilkinson, Linsell, Perry, & Blanchard, 2008). Most CST developed for nurses has focused on general communication, with participants focusing on how to have difficult conversations and break bad news (Baer & Weinstein, 2013). Because of the prevalence of nurses present at the end of life (Wiegand & Russo, 2013) and their increased involvement in end-of-life care discussions (Institute of Medicine, 2010), developing CST Modules for nurses that specifically target end-of-life care discussions is critical. To address this key need, the researchers adapted and modified a physician end-of-life care Module for oncology nurses that already had been developed and evaluated by the researchers’ institution. In this adapted CST Module, the researchers were able to incorporate the communication differences inherent in the nurse–patient relationship and the communication skills necessary to that relationship. The primary aim of this article is to discuss the content and adaptation of the CST Module. The secondary aim of this article is to evaluate the Module by reporting the results on pilot self-report data on nurses’ confidence in discussing death and dying, their intention to use the skills they learned in Training, and their overall satisfaction with the Module.
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discussing prognosis in an oncology setting initial evaluation of a communication skills Training Module
Psycho-oncology, 2010Co-Authors: Richard F Brown, Carma L Bylund, Julia Eddington, Jennifer A Gueguen, David W KissaneAbstract:Objective: Although cancer patients from Western countries have high needs for prognostic information, the frequency of such discussions in oncology consultations is variable. Prognosis is a difficult discussion area for both physicians and patients. Physician focused Communication Skills Training (CST) has been suggested as a means to aid these discussions. We developed and tested a CST Module about discussing prognosis. Training consisted of didactic teaching, exemplary video and role-play sessions. The study aim was to develop the Module and evaluate the effectiveness of the Training. Method: One hundred and forty-two clinicians from Memorial Sloan-Kettering Cancer Center and the New York City area voluntarily participated in the Training Module over a two-year period. The Module was based on current literature and followed the Comskil model previously utilized for other doctor–patient CSTs. Participants completed pre and post surveys to evaluate their own confidence as well as the helpfulness of the Module. Results: Based on a retrospective pre–post measure, participants reported an increase in their confidence about discussing prognosis (t141=−9.331, p<0.001). At least 92% of participants reported their satisfaction with components of the Module by either agreeing or strongly agreeing with 5/6 different statements included in their evaluation forms. Conclusions: This short Training program demonstrated success in improving physician confidence to discuss prognosis and self-efficacy. This result, coupled with the participant's intent to utilize new skills in clinical encounters, suggests that this is a useful Module. Future research will target changes in patient outcomes as a result of the physician Training. Copyright © 2009 John Wiley & Sons, Ltd.
Smita C Banerjee - One of the best experts on this subject based on the ideXlab platform.
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responding empathically to patients a communication skills Training Module to reduce lung cancer stigma
Translational behavioral medicine, 2021Co-Authors: Smita C Banerjee, Megan Johnson Shen, Carma L Bylund, Noshin Haque, Maureen Rigney, Heidi A Hamann, Patricia A Parker, Jamie S OstroffAbstract:Most lung cancer patients report perceiving stigma surrounding their diagnosis, and routine clinical interactions with their health care providers (HCPs) are reported as a common source. The adverse effects of lung cancer stigma are associated with several adverse psychosocial and behavioral outcomes. One potential clinician-level intervention target is empathic communication because of its association with higher rates of patients' satisfaction, treatment adherence, and lower levels of psychological distress. This study describes the conceptual model and evaluation of clinician-targeted empathic communication skills Training to reduce lung cancer patients' experience of stigma. The goal of the Training Module is to enhance clinician recognition and responsiveness to lung cancer patients' empathic opportunities by communicating understanding, reducing stigma and distress, and providing support. Thirty multidisciplinary HCPs working in thoracic oncology, thoracic surgery, or pulmonary medicine participated in 2.25 hr of didactic and experiential Training on responding empathically to patients with lung cancer. Overall, participants reported highly favorable evaluations of the Training, with at least 90% of participants agreeing or strongly agreeing to 11 of the 12 items assessing clinical relevance, novelty, clarity, and facilitator effectiveness. Participants' self-efficacy to communicate empathically with lung cancer patients increased significantly from preTraining to postTraining, t(29) = -4.58, p < .001. The empathic communication skills Training Module was feasible and well received by thoracic and pulmonary medicine HCPs and demonstrated improvements in self-efficacy in empathic communication from preTraining to postTraining. The examination of patient outcomes is warranted.
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addressing the quality of communication with older cancer patients with cognitive deficits development of a communication skills Training Module
Palliative & Supportive Care, 2020Co-Authors: Beatriz Korcgrodzicki, Ruth Manna, Megan Johnson Shen, Patricia A Parker, Yesne Alici, Christian J Nelson, Koshy Alexander, Natalie Gangai, Smita C BanerjeeAbstract:Objective Effective communication is an essential part of patient-centered care. The complexity of cancer care in older adults makes communication challenging, particularly when older patients have cognitive deficits and lose their autonomy. This paper describes the development, implementation, and evaluation of a communication skills Training Module for health care providers (HCPs) who work with older adults with cancer, with or at risk of developing cognitive deficits. Method Using a pre-post single arm study design, 99 HCPs from a comprehensive cancer center in North-East USA, who worked primarily with geriatric patients, participated in the study. Participants included Advance Practice Providers (including Nurse Practitioners and Physician Assistants; n = 24, 24.2%); nurses (n = 23, 23.2%), social workers (n = 14, 14.1%), physicians (n = 13, 13.1%), and “other” HCPs (including occupational therapists, physical therapists, and psychologists; n = 20, 20.2%). The HCPs participated in a one-day geriatric communication skills Training program in groups of 12–15 over a 2-year period. Participants complete pre-post surveys on Module evaluation and perception of self-efficacy as well as pre-post video-recorded Standardized Patient Assessment (SPA) to evaluate communication skill uptake. Results Most participants evaluated the Module positively; over 90% indicated that they agreed or strongly agreed with five of the six Module evaluation items. HCPs’ self-efficacy in communicating with cancer patients with cognitive deficits significantly increased from pre- to post-Module Training. There was a significant increase in the following communication skill use from pre- to post-Training: checking patient preferences, declaring agenda, and inviting agenda. Significance of results Results demonstrated a successful implementation of the program as evidenced through favorable program evaluation, significant gains in self-efficacy, as well as significant improvement in several communication skills.
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addressing communication challenges in older patients with cancer and geriatric syndromes a communication skills Training Module for health care providers
European Geriatric Medicine, 2019Co-Authors: Ruth Manna, Smita C Banerjee, Yesne Alici, Koshy Alexander, Christian D S Nelson, Natalie GangaiAbstract:To describe the development, application and evaluation of a Communication Skills Traning Module for health care providers addressing Ageism, and sensory/physical impairments seen in older cancer patients. Training improved participants' self efficacy to communicate effectively. Participants demonstrated significant uptake of three skills- invite agenda, transition and normalize. Our results show the successful development and application of a Geriatrics focused communication skills Training program for health care providers. Older adults frequently suffer from functional decline and sensory changes which, in turn, may trigger ageism, i.e., stereotyping and discriminating against individuals based on their age. Ageism commonly interferes with medical care. Communication strategies can be used to counteract ageism and to engage in optimal patient-centered care. This study describes the development, application, and evaluation of a communication skills Training (CST) Module (Geriatrics 101) designed to familiarize health care providers (HCPs) with the concept of ageism, and the frequent sensory and physical impairments in older patients with cancer, and to teach practical communication skills to effectively communicate with these patients. Geriatrics 101 is one of three Modules in a 1-day CST program for HCPs, intended to improve the outcome of consultations through utilization of a set of clinically meaningful strategies. Study measures included post-Training Module evaluation, self-efficacy measured pre- and post-Training, and communication skills uptake assessed pre- and post-Training. 97 clinicians participated over 2 years. Over 90% of participants rated the Module favorably. Participants’ self-efficacy to communicate efficiently with older patients with impairments improved significantly from pre- (M = 3.52, SD 0.85) to post-Module Training (M = 4.26, SD 0.50). Participants also demonstrated significant uptake of three skills—invite agenda, transition, and normalize. The successful development and application of our program paves the way for future research that focuses on the evaluation of such geriatric-focused communication Training in clinical settings, assessing patient-reported outcomes.
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responding empathically to patients development implementation and evaluation of a communication skills Training Module for oncology nurses
Patient Education and Counseling, 2016Co-Authors: Cassandra Pehrson, Nessa Coyle, Ruth Manna, Megan Johnson Shen, Smita C Banerjee, Carol A Krueger, Erin K Maloney, Talia Zaider, Stacey Hammonds, Carma L BylundAbstract:Objective The purpose of this paper is to report on the development, implementation, and evaluation of a Communication Skills Training (CST) Module for inpatient oncology nurses on how to respond empathically to patients.
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Responding to challenging interactions with families: A Training Module for inpatient oncology nurses.
Families systems & health : the journal of collaborative family healthcare, 2016Co-Authors: Talia Zaider, Nessa Coyle, Ruth Manna, Smita C Banerjee, Cassandra Pehrson, Carol A Krueger, Stacey Hammonds, Carma L BylundAbstract:Introduction Sustaining the well-being of the caregiving family is a critical agenda in cancer care. In the multidisciplinary team, nurses often serve as a bridge between the family and oncology team. Evidence suggests that dealing with difficult family dynamics is a common source of stress for oncology nurses, yet nurses typically receive very little guidance on how to achieve an effective partnership with families under these circumstances. We report on the application and preliminary evaluation of a new Training Module for improving nurses' skills in responding collaborative to challenging family situations. Method Training was delivered to 282 inpatient oncology nurses at a comprehensive cancer center over 2 years. PostTraining surveys measured perceived changes in confidence working with families, as well as the utility and relevance of this Training. A 6-month follow-up survey measured continued use of skills. Results Of the nurses, 75%-90% reported that the skills learned were useful and relevant to their setting. Retrospective pre-post ratings suggested increased confidence in managing stressful encounters with families. Discussion Further investigation is needed to observe how nurses transport these skills into their practice settings and to understand the role of the nurse-as-family champion within the larger multidisciplinary team. (PsycINFO Database Record
A Prickett - One of the best experts on this subject based on the ideXlab platform.
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youth friendly postabortion care supplemental Training Module trainers manual
2012Co-Authors: C Simon, G Hainsworth, M Nicola, D Mccarraher, S Cooper, A PrickettAbstract:This Training Module is a supplemental Training to be added to a comprehensive PAC Health Provider Training or used as a refresher Training for practicing PAC providers. The goal is to improve providers’ ability to provide high quality PAC services to adolescent clients aged 10-19. The Training Module is organized around the 5 essential elements of PAC: community and service provider partnerships counseling treatment of incomplete and unsafe abortion contraceptive and family planning services and reproductive and other health services.
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youth friendly postabortion care supplemental Training Module appendix 1 trainers tools
2012Co-Authors: C Simon, G Hainsworth, M Nicola, D Mccarraher, S Cooper, A PrickettAbstract:This appendix contains optional pre- and post- tests with answer keys a feedback form and links to additional resources.
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youth friendly postabortion care supplemental Training Module appendix 2 participant s handouts
2012Co-Authors: C Simon, G Hainsworth, M Nicola, D Mccarraher, S Cooper, A PrickettAbstract:The participants handouts in Appendix 2 include a proposed agenda information on the adolescent stages of development technical guidance documents and various other guides and tools.
