Curriculum Topic: Group Activity, Educator Demonstration, Virtual Friendly
Activity Type: Shared Decision-Making, Healthy Birth Practice 4, Medical Interventions
Purpose: By using the BRAIN questions (Benefits, Risks/Realities, Alternatives, Intuition, and Now?When?) while discussing possible medical interventions and medications, emphasizes the importance of Shared Decision Making. It is important that the birthing person feels part of the decision-making process and is given correct information to make informed choices with proper and realistic expectations.
Time Needed: 30-45 minutes to cover all possible medical interventions.
Supplies: Sample BRAIN cards or "Shared Decision-Making Questions"
If you have access to these, samples of actual intervention tools like amniohook, fetal monitor belts, catheter, forceps, vacuum extractor, oxygen mask, internal fetal monitor, etc.
Instructions:
Lecture/Discussion: Information on indications, advantages, disadvantages, and alternatives to procedures and medications is often presented in a lecture/discussion format. By using the BRAIN questions (Benefits, Risks/Realities, Alternatives, Intuition, and Now?Never?) or "Shared Decision Making Questions" (see handouts and other relevant activities). The educator encourages class members to ask questions and to express their thoughts or feelings on the topic of the lecture. Medical intervention situations can be shown using posters from Childbirth Graphics or on video segments such as the Works of Wonder series.
Talking Points:
Because there are differences of opinion regarding many procedures, childbirth educators are sometimes criticized for particular pieces of information that they present. Quoting recommendations of professional organizations such as the American Academy of Pediatrics, the American College of Nurse-Midwives, or the American College of Obstetricians and Gynecologists is often helpful to do. It is essential to be prepared to back up any information you present with sound scientific research or the recommendations of a respected professional organization.
Modifications:
- Rather than lecturing, ask the entire class what they have heard about controversial topics such as epidural anesthesia. Encourage class members to do most of the talking, and only interject when you need to correct misinformation. Class members often bring up almost all the risks and benefits of epidurals. This technique takes the pressure off the teacher by having the students list the “down” side as well as the “up” side of regional anesthesia.
- Popular media today sometimes seems obsessed with pregnancy and birth. If there is a controversial birth in a movie or TV show, that birth is bound to come up for discussion in your childbirth class. Use the birth as a “teachable moment.” Bring in stories from the newspaper or popular magazines to jumpstart discussions about childbirth options such as natural birth, elective inductions, and cesarean surgery.
- Watch a birth film and then practice using the BRAIN or Shared Decision-Making Questions when discussing the film.
Reference: Adapted from the Lamaze Toolkit
Download Handouts
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