24h-payday

Archive

Posts Tagged ‘tips for the childbirth educator’

Lamaze Toolkit for Childbirth Educators: A Valuable New Resource For Any Childbirth Educator

October 25th, 2012 by avatar

This is a big weekend for Lamaze International for many reasons.  The 2012 Innovative Learning Forum is happening starting tomorrow in Nashville, TN, and right now, childbirth professionals and those interested in improving maternity care for childbearing women are making their way to Nashville via plane, train and automobile to network, listen to a fantastic line up of keynote speakers, participate in interactive learning sessions taught by creative and dynamic presenters, shop and meet sponsors and exhibitors, enjoy good food, Nashville hospitality and socialize with men and women who share the belief that birth is normal.

If you are not able to join the party in Nashville, you do have the option of participating in the four general sessions presented by the keynote speakers through the virtual conference option.  Either way, there is an opportunity for expanding your knowledge and getting important new information about teaching pregnancy, birth, parenting and breastfeeding topics to expectant families.

New Resource for Educators

There is another exciting event happening at this weekend’s gathering.  Lamaze International unveils a brand new resource for childbirth educators; The Lamaze Toolkit for Childbirth Educators. If you are at the conference this weekend, you can preview this toolkit at the Lamaze booth and participate in a contest to be entered in a drawing for the Lamaze Six Healthy Birth Practices PowerPoint Presentation with Videos, a valuable part of the new toolkit.  (More info on the how to enter later in this post.)

The Lamaze Toolkit for Childbirth Educators (Toolkit) is a brand new 317 page workbook created by Debby Amis, RN, BSN, CD(DONA), LCCE, FACCE and Jeanne Green, CD(DONA), LCCE, FACCE.  Debby and Jeanne have both held leadership roles in Lamaze International for many years, as well as contribute to other birth related organizations.  Together, Debby and Jeanne are the owners and directors of The Family Way Publications and Childbirth Educator Programs.

I wanted to review this Toolkit and let you know some of the highlights, so that you can be sure to allow time to check it out yourself at the Lamaze booth at the Forum or online, and consider adding the Toolkit to your own personal teaching resources.  After purchasing, I was easily able to download an electronic version of the Toolkit to my laptop.  For the purpose of this review, I chose to print out the Toolkit for easy access using my substantial Lamaze/FedEx discount that I receive as a benefit of being a Lamaze member.  An educator could easily chose to keep the electronic version handy and just choose to print out any handouts that will be utilized in class.

What’s Inside

The Toolkit is divided into 8 sections, starting off with “Dynamic Childbirth Education.”  Immediately, ideas are jumping off the pages on different methods of curriculum development, the components of a great class and preparations you might want to consider even before your class begins. There is something for everyone, no matter if you are a right brained creative thinker or a left brained in-depth organizer.  I found several new ideas for opening my childbirth classes and was excited to give some new things a try the next time I teach.

The Toolkit follows along with The Lamaze Fundamentals for Pregnancy, Birth, and Parenting with a section devoted to each one.  In each section, I found a list of selected materials and teaching aids that you might want to consider, along with information on where or how to acquire different items.  Teaching ideas, interactive learning methods, and active learning activities are so abundant throughout the book that it could be very easy to quickly choose a few favorites and immediately have a handful of ways to teach each topic you cover.  Another feature that I very much appreciated was the Lamaze web resources for each topic as well as other web links to useful pages, outstanding online videos and resources to share with class students.  In every section, the Lamaze principles that pregnancy and birth is normal, natural and healthy are apparent and the activities and teaching suggestions reinforce those principals while giving students confidence-building tools and ideas for pregnancy, birth and parenting.

Section V provides class outlines for all kinds of classes, including early pregnancy classes, series classes, and weekend classes, with a lesson plan for whatever your needs might be. Section VI: Resources provides suggestions for dozens of teaching aids and where to locate them for purchase if necessary. Sample presentation slides are outlined slide by slide, should you wish to supplement your class activities.  Lists of websites useful to childbirth educators are included, where no doubt you could get lost for days, mining the different sites for more useful and relevant information for you and your students.

Section VII: Handouts has an extensive collection of share-able handouts and worksheets loaded with fun activities, as well as examples of practical forms, such as sign in sheets, class evaluations, and review material for class participants.  Even items that you might email in advance of class or send as a follow-up to reinforce the material or facilitate discussions.  The 317 page Toolkit wraps up with Section VIII: References with the websites and research articles that support the preceding sections, should you wish to reference the original sources or seek more information.

There is an accompanying Lamaze Six Healthy Birth Practices PowerPoint Presentation with Videos included with the Toolkit.  This presentation is modifiable and includes over 80 colorful slides and embedded videos.  Or you may choose to purchase the PowerPoint Presentation alone for a reduced price.  The Lamaze Toolkit for Childbirth Educators (including PowerPoint and Videos) is $175 for Lamaze members and $350 for non-members.  Lamaze Six Healthy Birth Practices PowerPoint Presentation with Videos alone is $65/$140. These items are one-time purchases, and you do not need to purchase additional license for continued use.

No matter if you are a new educator, or one who has been teaching for years, I think you will be amazed at the sheer number of practical ideas, creative teaching methods, effective activities and course outlines that will be new to you and create excitement for you to mix things up with some of the Toolkit ideas.  I have just about 10 years of teaching childbirth classes under my belt and I found myself taking notes of new things I can’t wait to try!  You can teach an old dog new tricks.  I can only imagine how valuable a tool like this would have been when I was just starting out!  The days and days of work it would have saved me in preparing to teach my classes. Even now, I feel like it is fun for both students and myself, to mix things up, it keeps me on my toes and enjoying my work, and lets me offer fun and effective learning opportunities to the families I work with.  This Toolkit is a wonderful and fresh way to share the all the new messages, such as “Push For Your Baby” and others that Lamaze worked so hard to make just right!

I Am Lamaze Photo Contest- Win a Healthy Birth Practice Power Point presentation with videos

Lamaze Forum Attendees: show your pride! Share a photo of yourself at the conference via social media and you’ll have a chance to win a Healthy Birth Practice Power Point presentation with videos, just one of the resources in the brand new Lamaze Toolkit for Childbirth Educators. The full toolkit is a comprehensive online toolkit (312 pages), which offers interactive teaching strategies, ready-to-use handouts, class outlines, and an 88 slide complete PowerPoint presentation on the Lamaze Six Healthy Birth Practices with teaching notes, and a full range of teaching resources. The Lamaze Toolkit also includes access to the easy-to-use resources and an online community with a discussion forum for sharing tips with other educators. Be sure to stop by Lamaze booth #104/106 to take a “test drive!”! Retail value of the Power Point Presentation is $65 for members and $140 for non-members.

There are three ways you can be eligible to enter:
1. Twitter: tweet a photo of yourself at the Forum and tag @lamazeadvocates and #lamaze12 to be eligible
2. Facebook: Post a photo of yourself at the Forum and tag LamazeEducators or post your photo to our wall:
htttp://www.facebook.com/lamazeeducators.
3. Email a photo of yourself at the Forum to info@lamaze.org and we’ll post it to our Facebook album.

A winner will be chosen at random and announced on Sunday, October 28!

 

Added Bonus: Toolkit Forum
 There is an added bonus for anyone who purchases the Lamaze Toolkit for Childbirth Educators; Full access to a specialized forum on the Lamaze website, where you can interact with other community members who have also purchased this resource.  Have discussions, share ideas, successes and improvements you made, ask questions and learn how others are using this valuable tool.  Reach out and collaborate virtually with others who are also using the Toolkit in their classrooms.
If you are at the Innovative Learning Forum, stop by the Lamaze Booth and “test-drive” this new resource.  Remember to enter the drawing for the Lamaze Six Healthy Birth Practices PowerPoint Presentation with Videos during your stay in Nashville, to be awarded on Sunday, October 28th.  Or you can purchase the Toolkit here on the Lamaze site.  Once you have had a chance to take a peek, either at the booth or once you return home, let us know what you think and how your classes have changed using the resources available to you.

 

 

Book Reviews, Breastfeeding, Childbirth Education, Continuing Education, Evidence Based Medicine, Films about Childbirth, Films about Pregnancy, Healthy Birth Practices, Healthy Care Practices, informed Consent, Lamaze 2012 Annual Conference, Lamaze Method, Push for Your Baby, Uncategorized , , , , , , , , , ,

Location, Location, Location! Choosing a Teaching Space for Maximum Learner Value and Retention

October 16th, 2012 by avatar

Lamaze Childbirth Educators work hard to be innovative and creative when designing their childbirth classes.  Today’s post is another in an occasional series highlighting different methods for teaching birth classes.  Kim James, CD(DONA), CD(PALS), ICCE, LCCE, BDT(DONA), who demonstrates that with some planning and thinking “outside the box,” childbirth educators can enhance the learning experience and confidence of the families that are going through their childbirth classes. Kim shares her techniques for using her local hospital’s “Easy Street® Rehabilitation simulation environment” for her Lamaze classes in Seattle, WA.  

Here is the first post in the series. Do you teach in an unusual location, an uncommon way or a unique population.  Please contact me, Sharon Muza, S&S Community Manager if you are interested in being profiled and sharing your individuality!- SM

When you train for a marathon, practicing on the actual race course helps you familiarize with what to expect, uncover potential challenges and pitfalls and increase your confidence that you’ll know what to do when the time comes.  Route familiarity equals increased confidence about one’s ability to navigate the course by removing uncertainty and results in more satisfaction with the race event.

Easy Street View

Couldn’t the same be true for teaching Lamaze classes?  What if we taught our classes in the actual places where women have their babies?  We know the birth environment critically influences the laboring woman’s behavior, often by increasing or decreasing her fear, tension and pain. (Nolan and Foster, 2005 and Hodnett, et al, 2009)  What if women felt like they owned their childbirth space, free to move, sing, and manipulate the environment to her advantage and comfort?

By choosing to teach in the very rooms where women will give birth, we as Lamaze childbirth educators can help women and their families:
1) Increase their control over their responses and reactions to their labors

2) Create realistic expectations about what is possible

3) Become confident and challenging consumers of maternity care services

4) Increase the value and relevance of our classes to the families we serve

Very few of the families who take our classes plan to have their babies in the conference rooms, lecture halls and lobbies where classes are often scheduled.  Let’s expand our vision of where classes need to be located for maximum relevance and skill retention.

The idea is not new.  In “Birth and Parenting Skills:  New Directions in Antenatal Education” (2005), Mary Nolan and Julie Foster describe the “Birth Ideas Workshops” at Birmingham Women’s Hospital (United Kingdom) where sessions are held in a labor and delivery rooms.  The genesis of birthing room childbirth preparation classes come from this idea:

“Women need to know that they aren’t merely visitors to the labor and delivery floor.  They have the right to negotiate and to adapt the environment where possible to fit with their needs.”

Car and Home available for practice

When I first heard about the Birth Ideas Workshops, teaching Lamaze classes in an actual labor and delivery room captured my imagination.  In 2012, I finally had the opportunity to try it.

Teaching Lamaze classes outside the classroom wouldn’t have been possible without the incredible team at Northwest Hospital and Medical Centerin Seattle, Washington.  The encouragement by Cheryl Cummings BSN,RN,CDE, Clinical Coordinator, Diabetes Services and Community Education leader to use all available resources within the hospital was particularly valuable.

The importance of team-wide support cannot be overstated.  In Nolan and Foster’s experience of setting up the Birth Ideas Workshops at Birmingham Women’s Hospital, the biggest challenge were the attitudes of staff whose practice over the years had become entrenched in the medical model and routine ways of conducting childbirth classes and labor and delivery tours.  The gracious,  collaborative and can-do attitude of the clinical and support staff at Northwest Hospital and Medical Center meant my requests for trying something new were always met with “How can we help?”

Besides the fantastic staff, Northwest Hospital and Medical Center has another element that made this the right place for teaching Lamaze classes outside the classroom:  The Easy Street® Rehabilitation simulation environment.  This life-size replica of a city street, including a grocery store, restaurant, bank, laundromat, bus stop, movie theater and home with a kitchen, dining room, bedroom and car allows class members to practice physical coping skills and comfort measures in a real-world setting.  It’s enough to make any childbirth educator drool.  See all the amenities of Easy Street at the virtual tour here.

When Do I Get Out of the Classroom? 

I teach an eight-week Lamaze series of two-hour-long classes.  In the first five weeks, we spend 30% of our class time practicing physical and mental coping skills.  In classes 1-3, we are mostly in our classroom, learning and practicing basic coping skills.  By class 4 and 5, we’re ready to apply our skills in real-world settings.

Here’s our typical physical coping skill practice schedule:Class 1(classroom):  Body awareness, relaxation and conditioning exercises (30 mins)

Class 2(classroom, Easy Street):  Positions, movement and touch relaxation techniques (30 mins).  We visit Easy Street to talk about how to manage early labor at home.  The simulation area provides real life opportunities to practice and imagine using coping skills while in a restaurant, movie theatre and grocery store.  Parents can visualize going about their day and how they’d plan their reactions if they had a few contractions in public places.

Class 3(classroom):  Positioning, strategies and techniques for pushing in the second stage (30 minutes)

Class 4(Easy Street):  Coping skills and positioning techniques for long, slow labors and labors complicated by back pain.  (45 mins).  By holding class in the Easy Street simulation, we have access to:

• Curbs to practice curb walking for asymmetric pelvic positioning

• Kitchen counters where partners and pregnant parents can practice dangle squatting.

• A dining room table for forward-leaning positions.

• Stairs to practice lunges.

• A plush, full size bed for getting into open-knee chest and exaggerated sims positions.

• A full size car for strategizing how to cope with contractions on the ride to the birth place while in labor.

• Chairs, both straight-back and upholstered for practicing knee presses.

• A freezer and microwave for hot and cold back pain comfort measures.

• Comfortable, clean carpeting and rugs for getting on the floor to practice the double hip squeeze

 Class 5(labor and delivery room):  All coping skills, positioning and relaxation techniques learned in the previous four classes.  (45 minutes)  On our final night we apply everything we’ve learned in an actual labor and delivery room using a labor rehearsal game.  Class members a play Cranium-style game where they act out a variety of labor scenarios.  During the labor rehearsal, class members get to:

• Configure the bed for a variety of pushing positions

• Set up the squat bar

• Locate and use the birth balls

• Strategize on a variety of positions and coping techniques for the bath and shower.

• Practice lunging, squatting and dangling using the counters, chairs tray tables, stools and benches in the labor and delivery room.

• Retrieve ice and water from the nutrition area

• Locate where towels and wash cloths are kept.

• Figure out how to manipulate the room’s ambience (lights, temperature, fresh air) to suit their needs.

By the end of class five, class members by and large feel they “own” their labor and delivery space.  Comments from class members in July, 2012:

“I’m feeling a lot more confident about being here.  My anxiety and fear are so much lower. ”  “I know what to ask for”.  “I could really see myself just staying in the bathroom with the door closed for most of the time”.  “Could I just have my baby in that little house?  Will the nurses come down there?”

Bedroom, dining room and kitchen (not visible) available for practice)

To conclude, I urge my fellow Lamaze educators to think about the location where you teach.  Does your location add value and relevance to your content?  Are you able to easily practice physical and mental coping skills?  What would it take to teach all or part of your Lamaze classes outside the classroom for increased value and relevance to your class members?

References

Hodnett, E. D., Stemler, R., Weton, J. A. McKeever, P., Re-Conceptualizing the Hospital Labor Room:  The PLACE (Pregnant and Laboring in an Ambient Clinical Environment) Pilot Trial, May 2009.

Nolan, M. L., and Foster, J., Birth and Parenting Skills:  New Directions in Antenatal Education  (Elsevier, 2005) 85.

About Kim James

Kim James is an ICEA and Lamaze International certified childbirth educator teaching at Parent Trust for Washington Children/Great Starts where she sits on the Education Committee. She owns and operates www.DoulaMatch.net and is a DONA International and PALS Doulas certified birth doula as well as a DONA-approved birth doula trainer working at the Simkin Center/Bastyr University. Kim also volunteers her time on the Lamaze International membership committee and serves as Washington State DONA SPAR. Her daughters are 7 and 14 years old.  Kim and her family live in Seattle, Washington.

Childbirth Education, Guest Posts, Healthy Birth Practices, Healthy Care Practices , , , , , ,

“Instructor Has A Clear Bias Toward Breastfeeding!”

August 3rd, 2012 by avatar

This post is part of a blog carnival in honor of World Breastfeeding Week.  Honored to participate- SM

As it is World Breastfeeding Week and National Breastfeeding Month, my Google alerts, Facebook feeds and favorite blogs have been swirling with statistics, information, celebratory tidbits and fascinating facts about breastfeeding, locally, nationally and internationally.

In recognition of those people who support women who breastfeed, organizations are offering free access to journals and other resources during International Breastfeeding Week, including the International Lactation Consultant Association’s free offer to download the quarterly, peer-reviewed Journal of Human Lactation,  the US Department of Health and Human Services Office of Women’s Health offering a free Breastfeeding Action Kit and the American College of Nurse Midwives’ Journal of Midwifery and Women’s Health offering free access to a past journal edition chock full of breastfeeding information.

Creative Commons Photo by ODHD

I think back to the breastfeeding relationship with my own two children, recalling my personal difficulties, struggles, trials, pain and tribulations that I slogged through while establishing a positive breastfeeding relationship with my first born and proving my own personal theory that we should always have our second children first!  Remembering and appreciating the people who helped me to not give up, despite many setbacks, including many, many lactation consultants, my childbirth educator, my pediatrician, my local La Leche League support group, my partner, friends and family.

There has been a lot of press lately about expectations for women around breastfeeding.  Several months ago, Time Magazine had an article entitled “Mothers’ Milk” with a cover picture chosen specifically for its provocative nature.  Recently, the American Academy of Pediatrics passed a resolution advising pediatricians not to provide formula company gift bags, coupons, and industry-authored handouts to the parents of newborns and infants in office and clinic settings.  Nationwide, hospitals and two states (Rhode Island and just last month, Massachusetts) have banned the distribution of formula samples and bags, an action proven to increase breastfeeding rates. Even the Mayor of New York City, Mayor Bloomberg was getting in on the act recently, with his city’s “Latch On NYC” campaign that limits access to formula by hospital staff among other things.

Most recently, I read a piece by Jane E. Brody, in the Personal Health section of The New York Times,  titled “The Ideal and the Real of Breastfeeding,” where Brody referenced a Scottish study, “A serial qualitative interview study of infant feeding experiences: idealism meets realism.” (Hoddinott, Craig, Britten, 2012) published in the BMJ Open online journal.  The researchers stated in their results and conclusions that;

Unanimously families would prefer the balance to shift away from antenatal theory towards more help immediately after birth and at 3–4 months when solids are being considered. Family-orientated interactive discussions are valued above breastfeeding-centred checklist style encounters.

Adopting idealistic global policy goals like exclusive breast feeding until 6 months as individual goals for women is unhelpful. More achievable incremental goals are recommended. Using a proactive family-centred narrative approach to feeding care might enable pivotal points to be anticipated and resolved. More attention to the diverse values, meanings and emotions around infant feeding within families could help to reconcile health ideals with reality.

Clearly, from the results of this study, and the recently released “Breastfeeding Report Card- United States, 2012,” there is still a long way to go toward reaching the World Health Organization’s recommendations that mothers worldwide ”exclusively breastfeed infants for the child’s first six months to achieve optimal growth, development and health. Thereafter, they should be given nutritious complementary foods and continue breastfeeding up to the age of two years or beyond.”

Reading the Brody article and the referenced study brought me right back to when I worked for a major medical center in my community, as a childbirth educator, (I now teach independent classes) and my responsibilities included teaching a 2 1/2 hour breastfeeding class.  This class, offered as part of a group package with other classes or available as a stand alone class, was well attended by both expectant mothers and usually their partners too.

I covered the usual topics, that I suspect pretty much any other breastfeeding instructor might hit upon, cramming a ton of information into the time allotted in the most interactive way possible.  We talked about breast anatomy, how the breast makes milk, latch, positioning, feeding cues and needs of the newborn, potential problems, benefits, fears, when to reach out for additional support and specific resources in our community and so much more.  Pumping, returning to work strategies and introducing a bottle were also covered.  I recall sharing the preferred food for a newborn is its own mother’s milk at the breast, pumped mother’s milk, donor human milk and then artificial milk (formula) in that order.  I explained that there are lots of ways to feed a newborn and I trust that each mother will find the way that works best for her and her baby.

Class evaluations were handed out at the end, and for years, I enjoyed the positive feedback and enthusiasm from the attendees, who stated time and time again that the class was fun, engaging and helpful, they felt more confident and should things be difficult, they knew they had resources for help.  And then it happened.  After years of teaching and hundreds and hundreds of students, I received an evaluation that struck me to the core.  One that I still think about every time I teach breastfeeding classes or work with a birth doula client helping her and her newborn to get breastfeeding off to the right start. In blue pen, exclamation point included…“Instructor has a clear bias toward breastfeeding!”

I felt like the air had been sucked out of the room.  Left on the back table, in a pile of other evaluations, with no name or contact information.  No way to follow up with someone who I clearly failed to connect with.  Did I have a bias towards breastfeeding?  It *was* a breastfeeding class.  The objectives, as provided by the medical center had been met, but clearly, that night, I had not met a student’s personal expectations. I felt horrible. And I still do, to this day.

What were the expectations of this expectant mother from the breastfeeding class she signed up for?  What pressures was she facing, from me, from others, that maybe I did not address, what fears or concerns did she (or her partner) have that I was not able to assuage? Did I “overpromote” breastfeeding? Breastfeeding is the biological norm for all mammals.  It was a class to learn about breastfeeding her newborn.  I went over every word I spoke that night in my mind, wondering if I crossed a line, even an invisible one that only she was aware of. Upon reflection, yes, I suppose I do have a bias towards breastfeeding.  How could I not?

When I read all these articles, I feel like that line in the sand is being drawn all over again.  How can birth professionals support the biologic norm while meeting new mothers where they are at?  Providing support but not creating additional pressure. Set families up for success, but be ready to help them when the road is bumpy and even at times unsuccessful.  How can we leave women feeling stronger after their breastfeeding experience, no matter how it goes down?  How can we stand together with these new mothers, acknowledging what is best for babies, recognizing that all mothers inherently want to do their best and for reasons, sometimes within the mother’s control and sometimes outside their control, things do not go as planned.  Just like birth.

We must not leave mothers less than whole.  For if we do, we do not create women who are well equipped to parent.  We should stand united, supporting each other, teaching each other, letting children and young adults observe breastfeeding, talking about it to our peers, and co-workers and community.  If I remember correctly, I never saw a baby breastfeeding, where I could observe closely, before I had my own children.  I do not recall conversations with breastfeeding mothers, before I became an expectant parent, and we discussed breastfeeding in my childbirth class.  We should not tolerate the sensationalistic articles published by attention grabbing media or be sucked in to their “feeding” frenzy, (pun intended) pitting one woman against another, forcing everyone to take sides.

I want to own that I do have a clear bias toward breastfeeding, but I want to support all women.  Those that choose to breastfeed and those that don’t.  Or can’t.  I want to offer classes that are open and unbiased, provide accurate information and make myself accessible to all new mothers, who seek support, resources or just a listening ear and strong shoulder.  I want a re-do with that mother in my class, so many years ago.  I carry this unknown student’s comment with me in every breastfeeding interaction I have.  I also remember the wise words of my friend, colleague, mentor and hero, Penny Simkin; ““She has good reason for feeling this way, behaving this way, believing these things, and saying these things.”  I just may not know what those reasons are.

Please share with me, your thoughts on my experience.  About your own “bias toward breastfeeding” and how you handle that with your students, clients and patients.  I welcome respectful discussion and comments as we all celebrate and support women on their breastfeeding journey, whatever that looks like. – SM

References

Centers for Disease Control and Prevention , (2012). Breastfeeding report card—United States, 2012. Retrieved from website: http://www.cdc.gov/breastfeeding/data/reportcard.htm

Hoddinott P, Craig LCA, Britten J, et al. A serial qualitative interview study of infant feeding experiences: idealism meets realism. BMJ Open2012;2:e000504. doi:10.1136/bmjopen-2011-000504

Kramer MS, Kakuma R. Optimal duration of exclusive breastfeeding. Cochrane Database of Systematic Reviews 2002, Issue 1. Art. No.: CD003517. DOI: 10.1002/14651858.CD003517.

Babies, Breastfeeding, Childbirth Education, Doula Care, Evidence Based Medicine, Healthy Birth Practices, Healthy Care Practices, Infant Attachment, informed Consent, Parenting an Infant, Research , , , , , , , , , ,

Register Now For Free Lamaze Webinar: “Moms, Babies, Milk & the Law: Legal & Ethical Issues When Teaching Breastfeeding”

August 1st, 2012 by avatar

Lamaze International is delighted to be offering a convenient and complimentary breastfeeding webinar for birth professionals on Wednesday, August 15, 2012.  This webinar is being presented by Elizabeth C. Brooks, JD, IBCLC, FILCA.  Ms. Brooks brings the unique perspective of being both a certified lactation consultant and an attorney.

Moms, Babies, Milk and the Law: Legal and Ethical Issues When Teaching Breastfeeding
Date: Wednesday, August 15, 2012
Time:1:00 PM – 2:00 PM EDT

Presented by Elizabeth C. Brooks, JD, IBCLC, FILCA

Liz Brooks, JD, IBCLC, FILCA, is a lawyer (since 1983), private practice lactation consultant (since 1997), and leader in her professional association (since 2005).  She brings to life the connection between lactation consultation and the law.  IBCLCs face a maze of ethical, moral and legal requirements in their day-to-day practice, no matter what the work setting. With plain language and humor, Liz explains how lactation helpers can work ethically and legally. She offers pragmatic tips that can immediately be used in daily practice — to successfully navigate that maze!  To read more about Liz, please check out her website.

This presentation will describe the difference between a legal and an ethical responsibility as a health care provider as well as common ethical considerations when teaching breastfeeding in prenatal and postpartum settings.

This activity has been planned for 1 Lamaze Contact Hour, and one Nursing Contact Hour. Attendees may earn contact hours upon purchase and completion of a quiz.

Don’t hesitate! Reserve your Webinar seat now at:
https://www1.gotomeeting.com/register/926390753

Babies, Breastfeeding, Childbirth Education, Continuing Education, Legal Issues, Webinars , , , , , , , , ,

Attention all Childbirth Educators! We Want to Hear from You!

April 4th, 2011 by avatar

Last week, we featured a post that garnered an on-going, dynamic debate over what information childbirth educators should, and should not address during prenatal classes.  Emotions ran high, discussion points were divisive: teach only that which you are an expert in, or be prepared to provide information on whatever expectant parents ask about (pertaining to pregnancy, birth and post-partum baby/parenting life).

And so, the dialog got me thinking.  Along with the issue of childhood vaccinations, many other topics exist out there which we childbirth educators may find ourselves faced with in class–perhaps lacking sufficient information with which to reply to our eagerly awaiting students.

And so, I pass the baton to you:

1. What student questions have you faced in class (or are most apprehensive about facing) that have provided the greatest challenge to you?

2. How did/do you address this question?

*Please forward this post to members of your own birth-related network(s).  The more discussion we can generate here, the greater learning opportunity for us all!

 

 

Posted by:  Kimmelin Hull, PA, LCCE

Childbirth Education, Different Methods for Different Questions , , , , , , , ,