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Manual Vacuum Aspiration (Mva) For Treatment of Incomplete Abortion
Manual Vacuum Aspiration (Mva) For Treatment of Incomplete Abortion
MODULE 11:
MANUAL VACUUM
ASPIRATION (MVA)
FOR TREATMENT OF
INCOMPLETE ABORTION
Pathfinder International
September 2000
© 2000 Pathfinder International. Any part of this document may be reproduced or
adapted to meet local needs without prior permission from Pathfinder International
provided Pathfinder International is acknowledged, and the material is made
available free of charge or at cost. Please send a copy of all adaptations from this
manual to:
Funds for this Comprehensive Reproductive Health and Family Planning Training
Curriculum were provided in part by the Agency for International Development (USAID).
The views expressed are those of Pathfinder International and do not necessarily
reflect those of USAID.
ACKNOWLEDGEMENTS
The development of the Comprehensive Reproductive Health and Family Planning
Training Curriculum, including this module, is an ongoing process and the result of
collaboration between many individuals and organizations. The development process of this
curriculum began with the privately funded Reproductive Health Program (RHP) in Viet Nam.
This module is a new module based on Miguel Gutierrez’s experience with postabortion
care service delivery in Peru. The module’s design is based on the Family Planning
Course Modules, produced by the Indian Medical Association in collaboration with Devel-
opment Associates, Inc. Parts of this curriculum are adapted from the work of: Ipas and
WHO for Manual Vacuum Aspiration; JHPIEGO for Infection Prevention; Family Health
International (FHI) for Postpartum/Postabortion Contraception; Georgetown University and
the
Academy for Educational Development (AED) for Lactational Amenorrhea Method; and
AVSC International for Client’s Rights, Counseling, and Voluntary Surgical Contraception.
The entire comprehensive training curriculum was used to train service providers in 1995
under this cooperative project which included Pathfinder International, Ipas, AVSC
International, and the Vietnamese Ministry of Health. Individual modules were used to
train service providers in: Bolivia, Ethiopia, Nigeria (DMPA); Azerbaijan, Bolivia, Ethiopia,
Haiti, Kenya, Peru, Tanzania, and Uganda (Infection Prevention); Azerbaijan, Bolivia,
Kazakstan, and Peru (Counseling); Jordan (IUD); Bolivia, Kazakstan, and Peru (Training
of Trainers); Ecuador, Kenya, and Peru (ECP); Ethiopia and Jordan (POPs & COCs); and
Haiti (Introduction/Overview). Feedback from these training’s has been incorporated into
the training curriculum to improve its content, training methodologies, and ease of use.
With the help of colleagues at Pathfinder International, this curriculum has been improved,
expanded and updated to its present form. Many thanks to: Danielle Hassoun and Ellen
Israel who assisted in the pre-test of this module; Caroline Crosbie for arranging the pre-
test in Haiti; Val Montanus who formatted, edited, and managed the production process of
the pre-test module; Gwyn Hainsworth who designed, edited, formatted, and managed the
production process of the final module; Anne Read, who designed the cover; Rachel
Morgan and Jacqueline Gambarini for copy edit; and Michele Wigham-Brown for all her
assistance.
Colleagues in the field of reproductive health reviewed this training material and provided
invaluable comments and suggestions. These reviewers included:
Special thanks to Jean Ahlborg for the considerable time and energy she devoted to her
review; Dr. Türkiz Gökgöl who was instrumental in the design and development of the
original project in Viet Nam; and IPAS for the graphics included in this module.
TRAINING GUIDE
• Overview ........................................................................................................... 1
• Introduction ........................................................................................................ 7
• The impact of unsafe abortion on maternal mortality and morbidity ................. 13
• Unwanted pregnancy as a major cause of unsafe abortion ............................. 15
• Sensitivity throughout the postabortion care process....................................... 17
• Counseling procedures, skills, and attitudes appropriate for MVA services ..... 22
• Assessment of the condition of a woman presenting with symptoms of an
incomplete abortion ...................................................................................... 35
• Complications of incomplete or septic abortion................................................ 44
• Methods of uterine evacuation following incomplete abortion .......................... 66
• The preparation of MVA equipment ................................................................. 70
• Infection prevention procedures ....................................................................... 73
• Processing the MVA instruments for reuse ...................................................... 88
• Pain control procedures ................................................................................. 100
• The PAC MVA procedure .............................................................................. 109
• Management of complications related to the MVA procedure ....................... 124
• Key issues related to postabortion contraception .......................................... 133
• Planning for the introduction of postabortion care services ............................ 141
• Clinical Practice (Practicum) in Comprehensive Postabortion Care ............... 147
APPENDIX
This training manual is part of the Comprehensive Reproductive Health and Family
Planning Training Curriculum for service providers. It is designed to prepare participants
to provide quality postabortion care to women who come to a health facility for treatment of
incomplete or septic abortion. It is to be used to train physicians, nurses, and midwives.
Parts of the module may be adapted for use with community-based workers or auxiliary
workers.
This manual is designed to actively involve participants in the learning process. Sessions
include simulation skills practice, discussions, case studies, role plays, and clinical
practice, using objective knowledge, attitude, and skills checklists.
DESIGN
1. Introduction/Overview
2. Infection Prevention
3. Counseling
4. Combined Oral Contraceptives and Progestin-only Pills
5. Emergency Contraceptive Pills
6. DMPA Injectable Contraceptives
7. Intrauterine Devices
8. Breastfeeding and Lactational Amenorrhea Method
9. Condoms and Spermicides
10. Voluntary Surgical Contraception
11. MVA for Treatment of Incomplete Abortion
12. Reproductive Tract Infections
13. Postpartum/Postabortion Contraception
14. Training of Trainers
15. Quality of Care
16. Adolescent Reproductive Health
PARTICIPANT SELECTION
The modules are meant for mid-level providers of family planning services who already
have some skills and training in women’s reproductive health: nurses, nurse midwives,
nurse assistants, physicians, and others. Clinic and program managers also need to have
a clear idea of the goals, challenges, and resource requirements of an integrated program,
so that they will be supportive and appreciative of provider efforts. For this reason,
inclusion of a member of management staff, either in the training itself or in a separate
sensitization, is highly desirable. All clinic staff, including the receptionist and other
auxiliary personnel, should be sensitized to caring for women who come to the facility for
postabortion care. This can be accomplished by giving a short course to these staff using
Specific Objectives 1, 2, and 3.
• The modules provide flexibility in planning, conducting, and evaluating the training
course.
• The curriculum allows trainers to formulate their own training schedule, based on
results from the training needs assessments.
• The modules can also be lengthened or shortened depending on the level of training
and expertise of the participants.
• Training references and resource materials for trainers and participants are identified.
• This module is divided into two volumes, the Trainer’s Manual and the Participant’s
Manual.
• The Trainer’s Manual contains the “Training Guide” and the “Appendix.”
♦ “Participant Handouts” for group exercises, case studies, pre- and post-tests,
Competency Based Training (CBT) skills checklists, and a participant evaluation
form. Any handouts that are to be used in class are found in this section.
♦ “Content” drawn from the Trainer’s Manual that can be used as reference material
by the participant. The material should be photocopied and available by the time
training begins. The materials may be given out at the end of each specific learning
objective or all together at the end of the course.
References to participant handouts, transparencies, and trainer’s tools occur as both text
and symbols in the “training/learning methods” section. The symbols have number
designations that refer to specific objectives and the sequence within the specific objectives.
GUIDE TO SYMBOLS
INFORMED CHOICE
Informed choice is allowing a client to freely make a thought-out decision about family
planning, based on accurate, useful information. Counseling provides information to help
the client make informed choices.
• Clients understand their own needs. They have thought about their own situation
and with the help of service providers, they decide on appropriate treatment,
procedures, or methods of family planning according to their own needs.
• Clients make their own decisions. Clients always select from the available
procedures and methods for which they are medically eligible.
Adapted from: Hatcher, RA, W. Rinehart, R. Blackburn, and J.S. Geller. 1997. The essentials of
contraceptive technology. Baltimore: Johns Hopkins School of Public Health, Population Information
Program.
In order to present a consistent philosophy of client rights, the following information should
be shared with participants in preparation for their clinical practicum experiences.
The rights of the client to privacy and confidentiality should be considered at all times
during a clinical training course. When a client is undergoing a physical examination, it
should be carried out in an environment in which her/his right to bodily privacy is
respected. When receiving counseling, undergoing a physical examination, or receiving
surgical contraceptive services, the client should be informed about the role of each
individual inside the room (e.g. service provider, individuals undergoing training,
supervisors, instructors, researchers, etc.).
Clinical trainers must be careful about how coaching and feedback are given during
training with clients. Corrective feedback in a client situation should be limited to errors
that could harm or cause discomfort to the client. Excessive negative feedback can create
anxiety for both the client and clinician-in-training/participant.
It can be difficult to maintain strict client confidentiality in a training situation when specific
cases are used in learning exercises such as case studies and clinical conferences. Such
discussions always should take place in a private area, out of hearing of other staff and
clients, and be conducted without reference to the client by name.
Source: Sullivan, R., R. Magarick, G. Bergthold, A. Blouse, and N. McIntosh. 1995. Clinical training skills for
reproductive health professionals. Baltimore: JHPIEGO Corporation.
CLINICAL PRACTICUM
Clinical practicum sessions are an important part of this training because they ensure that
material learned in the classroom setting will be appropriately applied to clinical practice.
During the clinical practicum, trainees will demonstrate the following:
• Counseling.
• History taking.
• Physical examination, including general physical examination, bimanual and pelvic
examination.
• Paracervical block (where used) and pain management techniques.
• Manual Vacuum Aspiration (MVA) procedure.
• Examination of aspirated tissue for evidence of completed procedure.
• Proper infection prevention procedures.
It is suggested that the clinical practicum begin midway through the first week. If it is
feasible, the trainer should divide the class into morning and afternoon sessions, with one
session being clinical and the other being theoretical. Ideally, the same material will be
covered twice in one day, allowing the participants to practice what they have learned
during the clinical session. However, the schedule for the clinical practicum should be
flexible in order to accommodate the clinic schedule and patient caseload. The ideal
clinical practicum site will be a high volume setting that offers participants frequent
repetition of skills.
QUALIFICATION
The number of procedures each trainee will need to perform will depend on his/her
previous training and experience. There is no ideal number of procedures. Both the trainee
and the clinical trainer determine when the participant is proficient enough to perform
clinical skills without supervision. The satisfactory performance of clinical skills should be
evaluated by the clinical trainer using the Competency Based Training (CBT) skills
checklists. In order to determine competency, the trainer will observe and rate each step of
the skill or activity. The participant must attain a satisfactory rating on each skill or activity
to be evaluated as competent.
DEMONSTRATION TECHNIQUE
1. Overall Picture: Provide participants with an overall picture of the skill you are
helping them develop and a skills checklist. The overall picture should include why the
skill is necessary, who needs to develop the skill, how the skill is to be performed, etc.
Explain to the participants that these necessary skills are to be performed according to
the steps in the skills checklist, on models in the classroom and practiced until
participants become proficient in each skill and before they perform them in a clinical
situation.
2. Trainer Demonstration: The trainer should demonstrate the skill while giving verbal
instructions. If an anatomical model is used, a participant or co-trainer should sit at
the head of the model and play the role of the client. The trainer should explain the
procedure and talk to the role playing participant as s/he would to a real client.
Note: The trainer does not demonstrate the wrong procedure at any time. The
remaining participants observe the learning participant and ask questions.
5. Guided Practice: In this final step, participants are asked to form pairs. Each
participant practices the demonstration with his or her partner. One partner performs
the demonstration and talks through the procedure while the other partner observes
and critiques using the skills checklist. The partners should exchange roles until both
feel competent. When both partners feel competent, they should perform the
procedure and talk-through for the trainer, who will assess their performance using the
skills checklist.
DO’S
DON’TS
MODULE 11:
MANUAL VACUUM ASPIRATION (MVA)
FOR THE TREATMENT OF INCOMPLETE ABORTION
Health workers play a crucial role in preventing death and serious injury from complications
of incomplete and septic abortion. The purpose of this training module is to prepare health
workers to counsel women who come to a facility for treatment of an incomplete or septic
abortion and to assess and manage the complications of incomplete and septic abortions.
4. Explain counseling procedures, skills, and attitudes appropriate for MVA services.
5. Explain the steps needed to assess the condition of a woman presenting with
symptoms of a septic or incomplete abortion.
7. Evaluate the methods of uterine evacuation following incomplete abortion in the first
trimester.
Using the Five-Step Method of Demonstration and Return Demonstration, Px will demonstrate
the following:
• History taking.
• Physical examination, including general physical examination, bimanual, and pelvic
examination.
• Manual vacuum aspiration (MVA).
• Paracervical block.
• Proper infection prevention procedures.
• Counseling.
TRAINING/LEARNING METHODOLOGY:
• Participant handouts
• Discussion
• Brainstorming
• Role play
• Demonstration/return demonstration
• Trainer presentation/short lecture
• Case studies
• Group exercises
• Simulation practice
• Clinical practicum
• Baird, T., R. Gringle, and F. Greenslade. 1995. MVA in the treatment of incomplete
abortion: clinical and programmatic experience. Carrboro, North Carolina: Ipas.
• Benson, J., A.H. Leonard, J. Winkler, M. Wolf, and K.E. McLaurin. 1992. Meeting
women’s needs for postabortion family planning: Framing the questions. Issues in
Abortion Care 2. Carrboro, North Carolina: Ipas.
• Ghosh, A., E. Lu, N. McIntosh. 1999. Establishing postabortion care services in low-
resource settings. JHPIEGO Strategy Paper #7. Baltimore: JHPIEGO Corporation.
• Ipas. Clinical guidelines for the use of manual vacuum aspiration in managing
incomplete abortion. Carrboro, North Carolina: IPAS.
• JHPIEGO and AVSC International. 1994. Infection Prevention for Family Planning
Service Providers. Videocassette. Baltimore: JHPIEGO Corporation.
• Johns Hopkins University Center for Communication Programs and Program for
Appropriate Technology in Health (PATH). 1997. Put Yourself in Her Shoes.
Videocassette. Baltimore: Johns Hopkins University.
• Leonard, A.H., and L. Yordy. 1992. Protocol for reusing Ipas manual vacuum aspiration
instruments. Advances in Abortion Care 2 (1): 1-12 Ipas.
• Margolis, A., A.H. Leonard, and L. Yordy. 1993. Pain control for treatment of
incomplete abortion with MVA. Advances in Abortion Care. 3 (1): 1-8 Ipas.
• McLaurin, K., C. Hord, and M. Wolf. 1991. Health systems’ role in abortion care: the
need for a pro-active approach. Carrboro, North Carolina: Ipas.
• Population Action International. 1993. Expanding access to safe abortion: key policy
issues. (Population Policy Information Kit No. 8) Washington, DC: Population Action
International.
• Rogo, K.O., V.M. Lema, and G.O. Rae, 1999. Postabortion care: policies and standards
for delivering services in sub-Saharan Africa. Chapel Hill, North Carolina: Ipas.
• Salter, C., H.B. Johnson, and N. Hengen. 1997. Care for postabortion complications:
Saving women’s lives. Population Reports, Series L, No. 10. Baltimore: Johns Hopkins
University, Population Information Program.
• Tietjen, L., W. Cronin, and N. McIntosh. 1992. Infection prevention for family planning
service programs. Durant, Oklahoma: Essential Medical Information Systems, Inc.
• Winkler, J., E. Oliveras, and N. McIntosh. 1995. Postabortion care: a reference manual
for improving quality of care. Postabortion Care Consortium.
• World Health Organization. 1993. The prevention and management of unsafe abortion.
Report of a Technical Working Group, 12-15 April, 1992. Geneva: WHO.
• WHO. Abortion: a tabulation of available data on the frequency and mortality of unsafe
abortion. Report of a Technical Working Group, 12-15 April, 1992. Geneva: WHO.
• Yordy, L., A. Leonard, and J. Winkler. 1993. Manual vacuum aspiration guide for
clinicians. Carrboro, North Carolina: Ipas.
RESOURCE REQUIREMENTS:
• Video: Put Yourself in Her Shoes, Johns Hopkins University Center for Communication
Programs
• Video: Infection Prevention for Family Planning Service Programs, JHPIEGO, AVSC
• VCR and television
• Whiteboard or newsprint
• Marking pens
• Masking tape
• Pelvic model
• 1 set of MVA instruments
• 1 set of D&C instruments
• 1 container of water (colored water or tea optional)
• 22 gauge spinal needle and syringe for paracervical block demonstration
• A small paper cup for each participant
• 100 ml alcohol 60-90%, 2 ml glycerin
• Supplies and equipment for decontamination, cleaning, and high level disinfection or
sterilization: plastic bucket, chlorine, a pan for cleaning instruments, a cup for
measuring, detergent, brushes for cleaning instruments, glutaraldehyde (Cidex), and a
container for disinfection
EVALUATION METHODS:
TIME REQUIRED:
Clinical practicum: Depends on the facility, client load, number of participants, and
level of experience of participants.
1. Tailor the training according to the participants’ needs and skills, and revise
training schedule if needed.
2. Prepare transparencies.
6. Collect all equipment and supplies needed for decontamination, cleaning, and
high level disinfection or sterilization. (See Resource Requirements.)
9. Objective #5: Have available pelvic models (ensure that uterus is in place in
each model), specula, ring forceps, and a container for inspecting evacuated
tissue. The more pelvic models you have, the shorter the practice time will be.
10. Objective #6: At the end of the day prior to SO #6, divide the Px into 4 groups.
Assign each group one complication of incomplete or septic abortion: shock,
severe vaginal bleeding, sepsis, or intra-abdominal injury. Give each Px a copy
of the handout which covers her/his assigned complication (Participant
Handouts 6.1A-D). For homework, ask each group to prepare a presentation of
their assigned complication to present the following day in class.
11. Objective #7: Purchase paper cups for the learning exercise.
12. Objective #8: Obtain 6 sets of MVA equipment for each group.
13. Objective #9: Preview the video Infection Prevention for Family Planning Service
Programs.
15. Objective #16: Make arrangements for the clinical practicum well in advance,
and check the arrangements again during the course (several days before the
practicum).
Introduction
4. While you attend the training, what • Ask each pair to spend 10 minutes
will you be missing at work? (For interviewing each other like a
Introduction
example, there is no one to cover journalist. Have the pair ask each
your position or certain work will not other the five questions found in the
be completed) content section.
5. How do you think this training will • Have each person present her/his
help you at work? partner’s expectations to the group.
• Be skeptical—don’t automatically
accept everything you hear.
Introduction
DON’T:
• Interrupt.
Introduction
Starting each day with “Where are We?” The trainer should:
is our opportunity to review the previous
days’ material, especially the key points • Explain that “Where Are We?” requires
of each session. the active cooperation of the Px, so be
certain to make their role clear.
Each day one participant will be assigned
to conduct the exercise. This person • Explain that the exercise “Where Are
should take some time to write down the We?” will be a regular feature at the
key points from the day before. The beginning of each day during the
participant who is assigned should briefly training session.
present these key points and then ask
– This activity should be used to
participants for any additions.
review the previous day’s material,
especially the key points of each
session.
– Problems identified during the
“Where Are We?” session should
be resolved before continuing with
the day’s work (whenever
possible), since unresolved issues
may hinder the learning process
for the Px.
• Distribute Px Handout 0.4 to each Px.
0.4
Introduction
Introduction
0.5 0.1
Specific Objective #1
Specific Objective #2
• Economic difficulties.
• Family conflict.
Specific Objective #3
3.1
Specific Objective #3
Specific Objective #3
Specific Objective #3
Attitudes of caregivers can impact the – A woman wearing very old, worn
woman experiencing incomplete abortion clothes?
and the quality of care provided to her by: – A sex worker?
• Bringing her through this experience
? Are your own feelings different for
safely and with her self-esteem intact.
these different cases and why?
• Counseling her on contraceptive
The trainer should:
options so that she will be less likely to
ever need an unsafe abortion again.
• Using the content found in the left-
hand column, discuss how the
Our behavior often reflects our attitudes,
attitudes of care providers affect
feelings, and values, even when we don’t
women coming to a health care
realize it. Becoming aware of our own
facility for postabortion care.
attitudes often helps us alter our
behavior. The goal of this unit is to help
us modify our behavior to maintain a
respectful, non-judgmental, and
supportive relationship with the patient
for maximum benefit and best possible
outcome for the patient.
Specific Objective #4
4.1
4.1
4.2
Specific Objective #4
4.3
Specific Objective #4
Specific Objective #4
Specific Objective #4
Specific Objective #4
Specific Objective #4
Specific Objective #4
Information on postabortion
contraception
Specific Objective #4
• Keep silent long enough to give the • Divide Px into 4 groups. Assign each
woman a chance to ask questions, group one of the 4 skills listed above.
and respect the patient’s silences. Ask each group to discuss and be
prepared to present the following:
• Don’t rush the patient; move at her
speed. 1. A definition of the skill.
• Give the patient your full attention. 2. Why the skill is important.
Demonstrating Paraphrasing
Specific Objective #4
Specific Objective #4
Specific Objective #4
CLARIFYING
Demonstrating Clarifying
Specific Objective #5: Explain the steps needed to assess the condition
of a woman presenting with symptoms of a septic or incomplete abortion
Specific Objective #5
Specific Objective #5
– Does she have fever, chills, or • After the participants have discussed
malaise? all of the steps used to assess the
condition, brainstorm with the
– Cramping: How long? How
participants what the various findings
severe? Both sides or one side of
mean.
the pelvis?
– Other pain? Abdominal pain? • Distribute the flowchart on initial
Shoulder pain? (May be signs of assessment (Participant Handout
intra-abdominal injury or ectopic 5.1).
pregnancy).
– Tetanus vaccination status or 5.1
possibility of exposure to tetanus?
– Allergies to drugs (antibiotics or
anesthetics)?
DEMONSTRATION/RETURN
– Has she taken any drugs or DEMONSTRATION (2 HOURS)
herbs?
– Does she have any medical NOTE: Refer to the instructions for
conditions such as a bleeding conducting a demonstration found at the
disorder or a (RTI) Reproductive beginning of the module in the “Notes to
Tract Infection? the Trainer.” Make sure you allocate a
minimum of 1/2 hour for each Px
While taking the patient’s history, speak demonstration. Those with experience in
to her kindly and try to help her D&C, may need less time, while those
remember what has happened to her. without experience, may need more time.
This will help you to assess her
emotional state. The trainer should:
Specific Objective #5
Pelvic Examination
Specific Objective #5
Speculum Exam
Specific Objective #5
Bimanual Exam
Specific Objective #5
Specific Objective #5
Specific Objective #5
Specific Objective #6
dilation of blood vessels from sepsis. SMALL GROUP EXERCISE (30 MIN.)
Immediate treatment is required to save
the patient’s life. The trainer should:
• Awake, aware, and anxious • At the end of the exercise, discuss any
questions or discrepancies; and
• Lungs clear correct any misunderstandings. Give
Px the flowcharts on each complication
• Hemoglobin of 8 g/100 ml or above, (Participant Handouts 6.4A-D) and the
or hematocrit of 26% or above table on signs, symptoms, and
treatment of complications (Participant
• Urine output of at least 30 cc/hour Handout 6.5).
Specific Objective #6
• Confused or unconscious
6.2A-D
6.6A-D
• Hemoglobin (Hb) below 8 g/100 ml or
hematocrit (HCT) below 26% (if
taken)
• After 15-20 minutes, have each team
present the cases and their
• Urine output less than 30 cc/hour
conclusions for class discussion.
(not always able to determine in
emergency situations)
Note: Case studies may be used as an
additional exercise to reinforce case
management principles, or may be
Initial Treatment for Shock
reserved for times when patients are
unavailable for clinical practice. The
Remember that shock is a life-
trainer may use the case studies supplied
threatening symptom of other
with this module, or may create additional
complications. Treat shock first and then
case studies relevant to local caseloads
treat the source of the shock.
and Px experience.
Universal Measures
Specific Objective #6
Oxygen
Fluids
Medications
Specific Objective #6
Labs
• Respirations decrease
Specific Objective #6
Specific Objective #6
Universal Measures
Specific Objective #6
Oxygen
Fluids
Medications
Specific Objective #6
spectrum antibiotics by IV or IM
ONLY (IV preferred). Do not give
medications by mouth.
Labs
Specific Objective #6
Oxygen
Specific Objective #6
Fluids
Medications
Specific Objective #6
• Abdominal pain
• Distended abdomen
• Rebound tenderness
Assessment of Sepsis
Specific Objective #6
Universal Measures
Specific Objective #6
Oxygen
Fluids
Medications
Specific Objective #6
Labs
Additional Measures
Specific Objective #6
Universal Measures
Oxygen
Specific Objective #6
Fluids
Specific Objective #6
Universal Measures
Oxygen
Fluids
Specific Objective #6
Medications
Labs
Specific Objective #6
Additional Measures
Universal Measures
Specific Objective #6
Oxygen
Fluids
Specific Objective #6
During Transport
The decision on which method should be • Show Px the tools used for D&C and
used to empty the uterus should be the MVA syringe and cannula.
based on:
• The duration of gestation.
LEARNING EXERCISE (10 MIN.)
• Availability of equipment and
supplies. The trainer should:
• Training and skill level of staff and
• Pass out a paper cup to each Px.
facility.
Explain that Px should use a pen and
pretend to perform a D&C, using the
D&C, also called sharp curettage, uses
paper cup as the uterus. This must be
metal surgical instruments to empty the
uterus. The use of D&C may entail done without looking inside the cup.
operating theatre facilities and staff When everyone has finished, have
trained in surgical techniques and them look inside their own cup. The
general anesthesia. ink in the cup shows what area the
D&C “scraped.” Explain that
VA uses a vacuum of at least 55 mm Hg aspiration is likely to be more efficient
with a cannula made of flexible plastic, at removing uterine contents.
rigid plastic, or metal to evacuate the
uterus. This technique has low • Show and discuss Transparencies
complication rates and involves very 7.1, 7.2, and 7.3 comparing VA and
little trauma. It can often be performed D&C.
in a clinic or outpatient setting that
requires less resources and fewer staff.
Specific Objective #7
Specific Objective #7
Advantages of MVA
Specific Objective #7
Specific Objective #8
Specific Objective #8
In this section, participants will be • Use the content section on the left
introduced to infection prevention hand side of the page to describe how
procedures, including protective barriers, infections may be transmitted to
the use of sterile gloves, antiseptics, safe clients, staff, and the community. You
waste disposal, and the correct may use a flip chart and the “Mind
processing of equipment. Mapping Technique” found in the
Trainer’s Tool 9.1.
Who is at risk of acquiring an infection in
a health care facility?
9.1
Specific Objective #9
Specific Objective #9
4. Housekeeping.
Specific Objective #9
1. HANDWASHING DISCUSSION/DEMONSTRATION
(30 MIN.)
(See Specific Objectives #5 and #6 in
Module 2 for more information and The trainer should:
details.)
• Discuss handwashing.
Handwashing is the single most
important step in preventing infection ? Ask why it is important and who
because we touch surfaces with our needs to do it.
hands and then touch our face—eyes,
nose, and mouth—carrying ? Ask how staff can be encouraged
microorganisms into the body. to wash their hands at appropriate
times in a busy clinic.
When to Wash
? Ask how hands can be dried in a
busy clinic or between each
• Before putting on gloves
procedure (air drying, alcohol
swabs, personal towels).
• Immediately after removing gloves
• Ask one Px who feels very competent
• After any possible contamination
to demonstrate proper handwashing
technique following the steps under
“How to Wash” in the content column
How to Wash
on the left-hand side of the page.
Providers should not wear nail polish and
• Demonstrate how to prepare a
should remove all jewelry. Jewelry and
glycerin and alcohol solution.
nail polish offer protection to
microorganisms and can even carry
• Discuss the difference between
microorganisms.
surgical scrub and routine
handwashing.
• Turn on the water from the tap.
Avoid splashes.
Specific Objective #9
• Use a soft brush or thick stick to clean ? How long should a surgical hand
nails at the beginning and end of the scrub take?
clinic session, and any time that they
become dirty during the session.
? Is running water available in your
facility? Can you do proper
• Point hands down when rinsing them
handwashing if there is no running
with running water so that water does
water? How?
not go on the arms.
• Air dry hands or dry them with an ? Do you reuse gloves in your
unused, dry portion of a clean cotton facility? How do you process
towel. This towel should not be used them? How many times can you
by others. reuse them?
Specific Objective #9
Surgical Handscrub
Specific Objective #9
Specific Objective #9
Vaginal Preps
Specific Objective #9
Specific Objective #9
• Ask Px:
Cleaning Between Each Client or
Procedure ? Who does this cleaning in your
facility?
• Always wear heavy utility gloves
when cleaning the operating room or ? Are they trained in the proper
procedure room. cleaning techniques?
Specific Objective #9
Specific Objective #9
Specific Objective #9
Contaminated waste is waste that could • Discuss containers that can be used
injure or infect staff. It may be medical for needle disposal.
waste generated from the clinical
procedures done in the facility. It may ? Ask Px if they know where the waste
include blood, pus, urine, feces, or other generated in the hospital or clinic
body fluids. It may be on objects such as goes after it leaves the facility or how
needles, bandages, laboratory supplies, it is disposed of.
or supplies used during surgery or to do
procedures in a patient’s room.
? Ask Px to discuss the current
Contaminated waste also includes items
procedures used in sorting, handling,
that might cause injury, such as used
and disposing of trash.
needles or scalpel blades. It may be
chemical waste that is poisonous or
• If possible, go with Px to see areas in
potentially toxic such as cleaning
and around the facility where waste is
products, drugs, or radioactive material.
disposed of.
Disposing of Sharp Objects (Needles,
• Discuss the proper disposal of sharp
Razors, and Scalpel Blades)
objects, liquid contaminated waste,
solid waste, and used chemical
• Dispose of all sharps in a puncture-
containers.
resistant container such as a heavy
plastic or glass container.
Specific Objective #9
Specific Objective #9
This section of the module will outline the The trainer should:
procedures for reuse of MVA
instruments. These procedures need to • Discuss the purpose of safe
be followed closely to protect health instrument processing, including
workers and their patients from the definitions of the 4 steps in
spread of infection. processing instruments.
Many microorganisms (such as the HBV • Show the remaining portions of the
virus) can live in dry blood. Local or JHPIEGO video, Infection Prevention
general infections can be caused by for Family Planning Programs. Focus
bacteria, fungi, or parasites. HIV and on the training demonstration
hepatitis are caused by viruses. Tetanus segments (TDSs) 4, 5, 6, 7, 8, 9,
and gangrene are caused by bacterial and 12.
endospore.
• If there is no video available,
If instruments are not properly cleaned demonstrate the 4 steps in instrument
and disinfected, blood in the crevices of processing.
syringes, tenacula, etc. can dry and flake
off on a patient or onto a health worker • If time permits, show all segments
the next time the instruments are used. and include some of the discussion
questions found in the booklet that
Instruments must be processed safely in accompanies the video.
order to protect doctors, nurses,
housekeeping staff, and patients from • Demonstrate decontamination,
infection. cleaning, and if possible, high level
disinfection and chemical sterilization.
Safe processing of instruments does not Ask Px to return the demonstration.
require expensive, high-tech equipment.
• Discuss some of the problems
frequently encountered in processing
MVA equipment, such as:
STEP 1: DECONTAMINATION
• Process this specific objective by
exploring with Px which procedures
Decontamination is the first step in
are feasible and appropriate in the
handling used (soiled) instruments and
Px’s site.
gloves. Instruments contaminated with
body fluids, especially blood, from a • Answer any questions Px may have.
client must be decontaminated before
being cleaned and high-level disinfected • Review with Px the objectives and
or sterilized. These include uterine content of the session.
sounds, tenacula, specula, etc.
Decontamination is done to protect
personnel who must handle the
instruments.
STEP 2: CLEANING
Washing Equipment
STEP 3: HLD/STERILIZATION
• Low-level disinfectants or
antiseptics such as Phenol,
Savlon, or Hibitane, will not kill
microbes on cannulae and
syringes and must not be used for
disinfection.
Reassembling Equipment
Using 8% Formaldehyde
2. Oral Analgesia
• Ibuprofen 400-800 mg
• Paracetamol 500-1000 mg
3. Local Anesthesia
• Ask the patient about any drug allergies. The trainer should:
• Wait 2-4 minutes for it to take effect. • Ask a Px to verbally repeat the step-by-
step procedure while you perform the
steps. (Do not demonstrate the wrong
THE SUGGESTED DRUG way to do the procedure at any time.)
COMBINATIONS FOR MVA
• Ask one Px to demonstrate the
When using analgesia plus anxiolytic procedure while you observe and
plus a paracervical block, the suggested make corrections if necessary.
drug combinations are as follows:
• Ask Px to form pairs and use the
• Oral: Tramadol 50 mg, plus diazepam Competency Based Training Skills
10 mg, plus paracervical block. Checklist to evaluate each other’s
performance.
• IM: meperidine 50-100 mg.
The MVA procedure is a relatively easy The trainer should briefly review
one; however, like all technical skills, it assessment and pre-procedure
requires practice to perform well. Careful counseling.
infection prevention techniques, a
thorough pre-procedure assessment,
management of pre-existing DEMONSTRATION/RETURN
complications, good patient provider DEMONSTRATION (1 HOUR)
communication, and gentle, slow,
procedural maneuvers are necessary for Note: For a review of the Demonstration/
a safe MVA. Return Demonstration, refer to the
“Trainer’s Notes” at the beginning of the
Remind the participants that “cutting module.
corners” in the assessment may lead to
more difficult procedures and higher The trainer should:
complication rates. Refer the Px to
“Specific Objective # 5” for the proper • Prepare the anatomical model for
steps needed to assess the woman’s practice of MVA procedure.
condition prior to the MVA.
• Slowly review the steps to the
It is crucial to use a “no touch” technique procedure and demonstrate them
throughout the MVA procedure. The “no using the no-touch technique on the
touch” technique requires that the pelvic model.
provider not touch any instrument or part
of equipment related to the MVA • Allow each Px to practice as much as
procedure (cannulae, dilators) that enter needed to demonstrate some mastery
the uterus. For example, dilators are held of skills with the instruments and the
by their mid-portions, and the physician model. The Competency Based Skills
does not touch the tips of the dilators or Checklist for MVA procedure should
cannulae. It also means that these items be used to assess the practice.
do not touch any other object that might be
contaminated. If it is necessary to touch
one of the items that enters the uterus, it
should be done with a sterile instrument. 16.6 16.7
Metal Phase
Plastic Phase
If syringe is full:
Cannula Clogged
• Air embolism.
UTERINE OR CERVICAL
PERFORATION
PELVIC INFECTION
HEMORRHAGE
ACUTE HEMATOMETRA
(POSTABORTAL SYNDROME)
ANESTHESIA TOXICITY
ALLERGY TO ANESTHESIA
• Providers providing postabortion care • Allow 15 min. for the actual debate. At
may not see contraception as their the end of the debate, the panel of
responsibility. judges will choose the winners. If
possible, award prizes to the winners.
• Emergency PAC services may not be
coordinated with FP services.
• The period following the treatment of • Group C should rate B’s answer,
incomplete abortion offers the giving a rating of 1-10 (10 being the
provider and client an opportunity to highest).
explore family planning needs.
• Next, group B gives a question to
• Individual assessment of each woman group C and group A rates the
should include: her personal answer.
characteristics, her clinical condition,
the service delivery capabilities in the • Continue the rounds with different
community where she lives, and groups asking questions, answering,
where the services will be provided. and scoring.
• Immediately following the treatment of • Provide small rewards for the group
incomplete abortion or before with the total highest score.
discharge, the woman’s chosen family
planning method may be provided.
15.2
15.4
15.5 0.1
15.6
Classroom Practice
Specific Objective 16
The client’s rights during clinical training that are outlined below should be reviewed
with participants before clinical training begins.
• The rights of the client to privacy and confidentiality should be considered at all
times during a clinical training course. When a client is undergoing a physical
examination, it should be carried out in an environment in which her/his right to
bodily privacy is respected. When receiving counseling, undergoing a physical
examination, or receiving surgical contraceptive services, the client should be
informed about the role of each individual inside the room (e.g. service provider,
individuals undergoing training, supervisors, instructors, researchers, etc.).
• Clinical trainers must be careful in how coaching and feedback are given during
training with clients. Corrective feedback in a client situation should be limited to
errors that could harm or cause discomfort to the client. Excessive negative
feedback can create anxiety for both the client and clinician-in-training/participant.
Source: Sullivan, R., R. Magarick, G. Bergthold, A. Blouse, and N. McIntosh. 1995. Clinical training skills
for reproductive health professionals. Baltimore: JHPIEGO Corporation.
Specific Objective 16
It is suggested that the clinical practicum begin midway through the first week. If it is
feasible, the trainer should divide the class into morning and afternoon sessions, with
one session being clinical and the other being theoretical. Ideally, the same material
will be covered twice in one day, allowing the participants to practice what they have
learned during the clinical session. However, the schedule for the clinical practicum
should be flexible in order to accommodate the clinic schedule and patient caseload.
The ideal clinical practicum site will be a high volume setting that offers participants
frequent repetition of skills.
The trainer should demonstrate every step of the MVA process from greeting the
patient to counseling and assessment, to the MVA procedure, to the examination of
aspirated tissue and infection prevention steps. Each Px must practice each step as
well. For some steps, such as examination of aspirated tissue and some infection
prevention procedures, more than one Px can practice at the same time.
The trainer will need to observe each Px closely and may need to intervene if the
procedure becomes complicated, if the patient suffers undue discomfort, or if the Px
does not appear able to complete the evacuation without harming the patient.
If the clinical setting is not busy during a practicum visit and if circumstances allow, use
clinical or classroom practice time to review cases, signs, symptoms, and treatment of
complications, or to practice counseling skills with clients coming to the facility for
family planning services.
Specific Objective 16
The Trainer
The clinical trainer should be present in the operating room or procedure room
whenever participants are performing clinical procedures. Ideally, participants should
be observed and evaluated during clinical skills practice by the course trainer, either
during the classroom training period or as soon as possible following training. At the
very least, the trainee should be observed by an experienced provider, or better still, by
a skilled provider who also has been trained as a clinical trainer.
Qualification
The number of procedures each trainee will need to perform will depend on her/his
previous training and experience. There is no ideal number of procedures. Both the
trainee and the clinical trainer determine when the participant is proficient enough to
perform clinical skills without supervision. The satisfactory performance of clinical skills
should be evaluated by the clinical trainer using the Competency Based Training (CBT)
skills checklists (Participant Handouts 16.1-16.7). In order to determine competency,
the trainer will observe and rate each step of the skill or activity. The participant must
attain a satisfactory rating on each skill or activity to be evaluated as competent.
16.1-16.7
16.1-16.7
! For every woman who dies from an unsafe abortion, many more
suffer serious injuries and permanent disabilities.
Uterus tender
Uterus firm
Note: Because the half-life of human chorionic gonadotropin (hCG) is 60 hours, in some
cases the pregnancy test (which is based on the measurement of hCG) may remain
positive for several days after the pregnancy has ended.
Source: Winkler, J., E. Oliveras, and N. McIntosh. 1995. Postabortion care: a reference manual for
improving quality of care. Postabortion Care Consortium.
Module 11/Transparencies
MVA Curriculum
Source: Greenslade, F., et al. 1993. Manual vacuum aspiration: A summary of clinical and programmatic experience worldwide. Carrboro, North
Carolina: IPAS. Quoted in Winkler, J., E. Oliveras, N. McIntosh. 1995. Postabortion care: a reference manual for improving quality of care.
Postabortion Care Consortium.
Module 11/Transparencies
Source: Hart, G., and T. Macharper. 1986. Clinical aspects of induced abortions in South Australia from
1970-1984. Australian and New Zealand Journal of Obstetrics and Gynaecology 26:219-224. Quoted in
Winkler, J., E. Oliveras, N. McIntosh. 1995. Postabortion care: a reference manual for improving quality of
care. Postabortion Care Consortium.
Source: Greenslade, F., et al. 1993. Manual vacuum aspiration: A summary of clinical and programmatic
experience worldwide. Carrboro, North Carolina: IPAS. Quoted in Winkler, J., E. Oliveras, N. McIntosh.
1995. Postabortion care: a reference manual for improving quality of care. Postabortion Care Consortium.
Instructions: Circle all the answers that apply. Some questions have more than one correct
answer.
2. The following aspects must be taken into account to provide information on contraception for
postabortion patients:
a. Reproductive risk.
b. Effectiveness of method.
c. Patient preference for a particular method.
d. Availability of a wide range of contraceptive options.
e. All of the above.
7. Which of the following strategies is/are applicable for pain management during the MVA:
a. Showing breathing techniques to the patient to help her relax during the procedure.
b. Telling her that the procedure is “simple” and “it won’t hurt.”
c. Explaining that during the procedure she might experience a discomfort similar to a
menstrual cramp.
d. Telling the patient that you want her to ask for additional pain medication if the pain
becomes too strong.
8. Which are some of the ways to reduce anxiety in a patient during the MVA procedure?
a. Good communication and supportive attitude of the service providers
b. Use of sedatives
c. Clear explanation of each step of the procedure
d. Telling her the procedure won’t hurt
9. Which are the elements to be considered in the selection of the diameter of the cannula in the
treatment of incomplete abortion?
a. The age of the patient and the LMP
b. The position of the uterus and the degree of cervical dilation
c. Sign of infection and the size of the uterus
d. The type of anesthesia used and the degree of dilation
e. The size of the uterus by bimanual examination and the degree of cervical dilation
10. What is the best way to determine the size of the uterus before MVA?
a. Examining the cervix
b. History of amenorrhea
c. Bimanual examination
d. Speculum examination
11. Which of the following are contra-indications to the use of MVA for treatment of incomplete
abortion?
a. Uterus over 12 weeks LMP in size
b. Urinary tract infection
c. Acute cervicitis or pelvic infection, without treatment
d. Anemia
12. Which of the following are appropriate High Level Disinfection (HLD) methods for disinfecting
MVA cannula?
a. Autoclave for 10 minutes
b. Soaking in enzymatic soap for 20 minutes
c. Soaking in 2% glutaraldehyde (Cidex) for 20 minutes
d. Soaking in 0.5% chlorine solution for 20 minutes
13. Which of the following is the most appropriate method for sterilizing MVA equipment?
a. Soaking in 2% glutaraldehyde (Cidex) for 10 hours
b. Soaking in Savlon for 1 hour
c. Autoclaving for 1 hour
d. Soaking in alcohol 70% for 20 minutes
14. A woman comes for treatment of incomplete abortion and on vaginal examination, has an
infection. She requests to have an IUD inserted. The service provider should:
a. Tell her an IUD is not the method for her.
b. Insert the IUD and give her an antibiotic.
c. Not insert the IUD, wait for resolution of the infection (3 months), and suggest the use
of another method during those 3 months.
d. Tell her to return for family planning after her next menstrual period.
15. A postabortion patient is experiencing anemia. Which contraceptive method may be the most
appropriate for her?
a. IUD
b. Minilaparatomy
c. Combined oral contraceptives
d. A Norplant implant
16. Which of the following are signs that the MVA procedure is complete?
a. Walls of the uterus feel smooth
b. Walls of the uterus feel gritty
c. Uterus contracts around the cannula
d. The cervix relaxes
17. Which of the following statements are true about the use of a local anesthetic (paracervical
block) when performing a MVA procedure?
a. The paracervical block reduces the pain from dilating the os.
b. Local anesthesia can stop the pain completely.
c. The best local anesthetic to use is 1% lidocaine without epinephrine.
d. The local anesthetic stops the pain caused by uterine contractions related to the emptying of
the uterus.
18. When MVA is used for treatment of incomplete abortion women are likely to feel pain from:
a. Headache.
b. Cervical movement/manipulation.
c. Leg cramps.
d. Uterine cramps.
20. Which of the following are signs of infection following an unsafe abortion?
a. High blood pressure
b. Foul-smelling vaginal discharge
c. Chills, fever, sweats
d. Severe bleeding
Instructions: Read the statements below and place a mark in the true or false space
provided.
21. In the presence of infection, the MVA procedure should be ( ) True ( ) False
done under antibiotic cover.
22. During the MVA procedure, counseling reduces anxiety and ( ) True ( ) False
therefore lessens pain.
23. The following are elements, which should be incorporated ( ) True ( ) False
into each counseling session: privacy, confidentiality, and
technical jargon.
28. If the cervix is open, you do not need to do a paracervical ( ) True ( ) False
block.
Instructions: Select participants to read the first role play. You will need someone to play
the parts of the doctor, the nurse, and the patient. Note that the trainer may choose to take
the role of the doctor for himself if he feels that the participants will not be comfortable
demonstrating behaviors that may be criticized later on. In some situations, the trainer and
volunteers may choose to practice the role play by reading through it together before class.
Introduce the role play: I have asked __________ to help me with a short role play.
While we present the material, everyone in the class should watch carefully. Notice what
the characters in the role play do and say and what attitudes or ideas they are
communicating to the patient. Also, think about how the patient may feel.
Setting: Woman already lying on table. Doctor strolls in, doesn’t look at patient or say
anything to her. Doctor goes immediately to trolley and checks instruments. Nurse is
standing by the trolley, also not talking to or looking at the woman.
Doctor says to nurse, still without looking at woman or saying anything to her,
Doctor: “How many more are out there today? I don’t want to spend much time on these
women.”
Doctor: “When will these women learn to be responsible for their actions?”
Doctor: “All right, I’m done with you now. Don’t ever let me see you here again.
Doctor turns away, takes off his gloves, and says to nurse:
After observing the role play demonstrating poor attitudes and behaviors, the trainer
should make two columns on the board or a flipchart. One column is labeled “Behavior”
and the other “Attitude/Belief.” Ask the class to describe the attitudes reflected by the
doctor and the nurse in the role play, and how they exhibited those attitudes. Answers
might include:
BEHAVIOR ATTITUDE/BELIEF
Saying “Don’t let me see you here again” Judgmental, threatening, lack of
understanding
Talking about the patient in her presence as if Insensitivity towards her feelings
she were an absent person
Point out to the class that behavior often reflects attitudes, even when we do not realize it.
The goal is to maintain a respectful, professional relationship with the patient.
Women seeking abortion care may be experiencing many complex emotions. A number
of factors may influence her emotional state, ranging from her feelings about her
pregnancy and the choice to terminate, to her beliefs about the procedure, to her lack of
familiarity with the clinic or hospital setting and the amount of time she has waited.
Acknowledging the woman’s fears and concerns, responding empathetically, and, where
possible, acting to allay her fears, are all part of the role of the health worker.
Make three columns on the blackboard or flipcharts with the headings: Emotion, Why? and
Ways to Respond or Resolve. Ask trainees to think of different emotions an abortion
patient may feel, why she may feel that way, and what the health care team can do to
make her feel more at ease. Completed lists may include the information on the following
page.
The 5 Characters
Character 1- You are a patient who is very shy and says very little. You are also afraid
because you don’t have the money to pay for the services you need today.
Character 2- You are a patient who is in a lot of pain and you are having trouble paying
attention.
Character 3- You can’t speak the same language as the speaker. You keep asking the
person next to you to translate.
Character 4- You are a patient who is embarrassed because others can also hear what
the speaker is saying to you.
Character 5- You are a patient who has come to the clinic alone. You are very afraid that
your family will find out that you have had an abortion.
After 5 minutes, stop the exercise and ask the following questions:
2. (Ask patients) How did you feel as the patient in your given situation?
Instructions: Use the checklist to record your observations of the role play. Observe
counseling “process” as well as “content.” Does the provider address the “problem”
adequately? Does s/he address the concerns of the “client”? Is the information given
correct and complete? What is the client’s behavior? How does the “provider” behave?
What nonverbal messages are communicated by client or provider?
Severe Vaginal • Heavy, bright red vaginal bleeding • Check vital signs.
Bleeding with or without clots • Raise the patient’s legs or foot of the bed.
• Blood-soaked pads, towels, or clothing • Control bleeding.
• Pallor (especially of inner eyelids, • Make sure airway is open.
palms, or around the mouth) • Give oxygen at 6-8 liters/minute.
Case #1: You are about to perform a MVA procedure for a patient who stated that she is
having a miscarriage. Upon insertion of the speculum and visualization of the cervix, it is
apparent that the cervix has been lacerated at the 3 o’clock position, and there are pieces
of wood in the vagina.
The cervix is open and there is blood seeping out from the uterus, but the laceration is not
bleeding.
d. MVA procedure carefully done, with or without suturing laceration; be alert for possibility
of foreign bodies in uterus—may require ultrasound or gentle exploration of uterus with
ring forceps to remove any remaining foreign bodies.
2. If the cervix were bleeding, how would the management of the case be different?
The cervical laceration should be sutured prior to the MVA procedure. Otherwise, proceed as
above.
Case #2: A patient arrives at the hospital having aborted at home after 4 months of
pregnancy. She reports having lost a lot of blood. When she arrives at the hospital, she is
very anemic and febrile.
The pelvic examination reveals a 12 week sized uterus and a few pieces of placental
remains which are removed by MVA. She is advised to have a blood transfusion and is
given antibiotics (ampicillin IM). An IV line is started, but no blood is available for the
transfusion. One hour after the MVA procedure, she complains of a headache and
becomes agitated. One half hour later, in spite of being given adrenaline and cardiac
massage, the patient dies.
2. What additional steps could the practitioner have taken to manage the case?
- Was she placed in head down position (Trendelenburg) to maximize venous return to the
heart?
- Did she receive adequate IV fluids (since blood was unavailable)?
- Was there any possibility of referral to a better equipped health center?
- Should the MVA have been delayed until the patient was stabilized?
Case #3: A patient presents with abdominal pain and slight vaginal bleeding. You suspect
incomplete abortion. On your examination, there is mild abdominal tenderness and a low
grade temperature (37.8° C), but slight vaginal bleeding or uterine enlargement. Instead, you
notice a grayish yellow discharge coming from the cervix.
Case #4: A woman presents at the hospital at 4 PM with vaginal bleeding and a low fever.
(LMP 10 weeks, uterus 6 weeks size.) The hospital is very crowded that day and she is
unable to be treated until the next morning. By then her fever is 104°F (39°C), and her
abdomen quite tender with pain limited to the lower abdomen. The attending physician
decides that because the patient is septic, she should be treated in the OR with a D&C.
Finally at 11:30 AM, the operating theatre and an anesthesiologist are available and a
D&C is performed. After the D&C, the patient is admitted and remains in the hospital for
three days until her fever is normal again.
1. Could MVA have been used to manage this patient? Are any steps other than uterine
evacuation required to manage the patient?
3. What disadvantages would have been experienced in using MVA on the patient?
Answer: There would have been some pain, even when a paracervical block was given.
• Begin by drawing the trunk of the tree and labeling it with the topic (in this case
“Transmission of Infections”).
• In a clinical setting, infections may be transmitted to patients, staff, and the community.
These 3 subtopics become the 3 main branches of the tree.
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TRANSMISSION OF INFECTION
1. Incomplete Evacuation: Post procedure A. Blood flow from the uterus is blocked.
bleeding, infection, pain, and cramping.
B. Cannula is too small or it has been
2. Empty Uterus: There are no POC in the
withdrawn before complete evacuation
uterus, nothing comes out in the syringe.
of all POC.
Group 1
Case Study #1
A patient comes to the hospital for treatment of an incomplete abortion. The physician
performs a MVA. While the patient is still in the recovery room, she begins bleeding very
heavily.
2. What additional information might help you make your diagnosis and why?
Answer:
- What was the patient’s history and pre-exam like?
- Does the patient’s uterus feel irregular?
- Does uterine size equal date of Last Menstrual Period (LMP)?
- Is there any sign of infection?
- How many other pregnancies and deliveries has the patient had because uterine atony is
more common in multiparas?
- What is the age of the patient because there is an increased risk of exocervical laceration when
treating adolescents with MVA?
- Has the patient had a history of hemorrhage after deliveries or surgeries?
- What happened during the MVA procedure? Did the physician feel the gritty sensation at
the end of the procedure? Was the bleeding after the procedure more than normal? Was
there any suspicion of perforation?
- Were the POC consistent with gestational age?
- Were the cervix and vagina free of lacerations?
- How was the patient feeling during and immediately after the procedure and how is she
feeling now?
3. What physical examination would you perform that might help you make an accurate
diagnosis?
Answer:
- Check general condition, level of pain and consciousness, and vital signs.
- Perform an abdominal, and careful speculum, and bimanual exam.
- In addition to the exam, ultrasound (if available) can be helpful in detecting retained
products or documenting fibroids or other anomalies, and sometimes even detecting signs of
perforation, such as broad ligament hematomas or blood in the cul-de-sac.
Group 1
Case Study #2
You are called by the nurse to see a patient who had a MVA procedure yesterday. She is
in significant pain, the uterus is enlarged, firm, tense and tender, and she is afebrile. She
is not bleeding and has hardly bled at all since the procedure.
Group2
Case Study #3
A patient comes to the hospital for treatment of an incomplete abortion. The physician
performs a MVA. While the woman is still in the recovery room, she experiences severe
abdominal pain. She is diaphoretic and light-headed. On examination her uterus feels large
and hard.
2. What additional information would you need to know before beginning treatment and why?
Answer:
- The date of the Last Menstrual Period (LMP) because post-abortal hematometra is more
common following an abortion that occurs during the first trimester.
- What symptoms was the patient experiencing before the procedure and when did the pain start?
- What was the patient’s history and pre-exam like?
- Does the patient’s uterus feel irregular? Does uterine size equal date LMP?
- What happened during the MVA procedure? Did the physician feel the gritty sensation at
the end of the procedure? Was the bleeding after the procedure more than normal? Was there
any suspicion of perforation?
- How much is the patient currently bleeding?
- How does the current size of the uterus compare to before (or after) the procedure?
- Were the POC consistent with gestational age?
3. What physical examination would you perform that might help you make an accurate
diagnosis?
Answer: Palpate the uterus, take blood pressure and pulse, perform an abdominal exam, and
conduct an ultrasound, if available.
Group2
Case Study #4
A patient received a MVA for treatment of an incomplete abortion. Two weeks later she
returns to the hospital complaining of cramps and persistent bleeding. She tells you that
she feels like she is still pregnant. On examination the uterus is boggy and enlarged, the
os is open, the uterus is mildly tender, and there is no adnexal tenderness.
1. What is your probable diagnosis and what other conditions should you rule out?
Answer: The probable diagnosis is retained products of conception. The physician must also
rule out post-abortal endometritis, continuing pregnancy, trophoblastic disease, physiologic
bleeding, and ectopic pregnancy.
Answer:
- Vital signs: Temperature to rule out infection/sepsis, blood pressure and pulse and HCT to
determine the extent of bleeding.
- CBC to determine infection and extent of bleeding.
- Ultrasound to look for evidence of a molar pregnancy, retained POC, or ongoing pregnancy.
3. How would you manage the most common cause of this complication?
Answer: Treat retained products of conception by performing another MVA to remove retained
products of conception. Because of the high risk of infection in this situation, the patient
should be given antibiotics prior to performing the procedure. If there is coexistent endometritis
or clinical evidence of infection (fever, foul discharge, or unusual uterine tenderness) the
antibiotics should be continued for 10-14 days.
Group 3
Case Study #5
A patient of 5 1/2 weeks by LMP comes to the hospital with severe vaginal bleeding. On
examination she is bleeding severely and the cervix is slightly dilated. The physician
performs a MVA. When the clinician inspects the aspirated tissue, no villi are seen.
1. Give two or more possible explanations which the clinician should investigate.
Answer:
- POC already passed: Reinspect the aspirated material carefully, and question the patient about
her bleeding and the consistency and color of the tissue passed to determine the likelihood
that tissue has already been passed. Ask her again about previous uterine instrumentation
(prior to coming to this facility) and reconfirm through a careful repeat of history and
physical exam that the client is not at risk of ectopic pregnancy.
- Bleeding due to other causes: A pregnancy test will be negative. Take a careful menstrual
history and do a pelvic exam. Formulate the diagnosis and management based on the
findings.
- Ectopic pregnancy: Take a careful history and perform a pelvic exam and transvaginal
ultrasound to try to confirm the diagnosis. Manage according to acuteness of the case and
the surgical capibility of the service site.
Group 3
Case Study #6
A patient comes to your hospital for treatment of an incomplete abortion. She has had vaginal
bleeding for several days. You decide to perform a MVA. You apply the tenaculum. When you
begin traction, the tenaculum comes out with tissue still attached. Bright red blood begins to
trickle from the vagina.
-The forceps used to provide compression of the laceration can be used, provided sufficient
traction can be applied to perform the MVA procedure safely and there is a firm grip on both
sides of the laceration.
-The tenaculum can be reapplied at the original site, preferably changing the orientation (to the
vertical position if it was originally applied horizontally or vice versa). This will provide some
compression of the laceration and control bleeding while providing traction.
-The tenaculum can be reapplied in a different place on the cervix—the posterior lip is quite
suitable and is less likely to bleed or pull asymmetrically than placement at the sides of the cervix
(e.g. at 3 o’clock or 9 o’clock).
-Other forceps or clamps such as an atraumatic or triple vulsellum might provide better traction
with less trauma.
Note: Care should be taken while applying the tenaculum or clamp, and while inserting the
cannula, to avoid enlarging the laceration.
Group 4
Case Study #7
Group 4
Case Study #8
A patient comes to your hospital for treatment of an incomplete abortion. The physician
decides to perform a MVA. Immediately following the administration of the paracervical
block, the physician begins traction with the tenaculum and dilation of the cervix in order to
pass the cannula. The patient suddenly complains of dizziness and nausea. Her skin is
cold and clammy. Soon after, she appears to faint.
Note: These signs and symptoms are not typical of an allergic reaction. True allergic
reactions are extremely rare with lidocaine (lignocaine), the most common local anesthetic.
Timing after
Incomplete
Method Abortion Advantages Precautions Remarks
Non-Fitted Begin use as soon • No serious method- • Do not begin • Less effective than
Barriers (latex as intercourse is related health risks use if there IUD or hormonal
and vinyl male resumed. • Good interim method if has been a methods
and female initiation of another vaginal or • Requires use with
condoms; method must be cervical injury each episode of
vaginal postponed until after it has intercourse
sponge; • No medical supervision healed. • Requires continued
suppositories; required motivation
foaming • Condoms (latex and vinyl) • Resupply must be
tablets; jelly; or provide protection against available
film) STDs (including HBV and • May interfere with
HIV) intercourse
186
• Easily obtained
Fitted Barriers Diaphragm can be • No method-related health • Needs to be • Less effective than
Used With fitted immediately risks refitted IUD or hormonal
Spermicide after first-trimester • Inexpensive following a methods
(diaphragm or abortion. After • Good interim method if second • Requires use with
cervical cap second-trimester initiation of other method trimester each episode of
with foam or abortion, fitting must be postponed incomplete intercourse
jelly) should be delayed • Some protection against abortion. • Requires continued
until uterus returns STDs when used with • Do not begin motivation
to pre-pregnancy spermicide use if there • Resupply must be
size (6-8 weeks). • Easily discontinued has been a available
• Effective immediately vaginal or • Associated with
cervical injury urinary tract infections
MVA Curriculum
Timing after
Incomplete
Method Abortion Advantages Precautions Remarks
Oral Begin pill use • Highly effective • In cases of severe • Requires continued
Contraceptives immediately, • Can be started bleeding and related motivation and
preferably on the immediately even if severe anemia, use regular use
day of treatment. infection is present Progestin Only Pills • Re-supply must be
• Can be provided by non- with caution until the available
physicians cause of hemorrhage • Effectiveness may
• Does not interfere with or anemia has be lowered when
intercourse resolved. certain medications
are used (e.g.,
rifampin,
griseofulvin)
187
Injectables May be given • Highly effective • In cases of severe • May cause irregular
(DMPA, NET- immediately after • Easily administered by bleeding and related bleeding; excessive
EN) abortion in the first non-physician anemia, delay bleeding may occur
or second trimester. • Does not interfere with starting until acute in rare instances
intercourse anemia improves. • Possible delayed
• Not user-dependent return to fertility
except for injection every • Must return to clinic
two or three months for injections
Timing after
Incomplete
Method Abortion Advantages Precautions Remarks
Implants May be inserted • Highly effective • In cases of severe • May cause irregular
(Norplant) immediately after • Long-term contraception bleeding and related bleeding or
abortion in the first • Immediate return to anemia, delay amenorrhea
or second trimester. fertility on removal starting until acute • Trained provider
If adequate • Does not interfere with anemia improves. required to insert
counseling and intercourse and remove
informed decision- • Health benefits • Cost effectiveness
making cannot be • No supplies needed by depends on long-
guaranteed, it may client term use
be best to delay • Implants only
insertion and effective for five
years
188
provide an interim
temporary method. • Condoms
recommended if at
risk for STDs, HBV,
and HIV
IUD First Trimester: IUDs • Highly effective • In cases of uterine • Uterine perforation
can be inserted • Long-term contraception perforation, or can occur during
immediately if the • Immediate return to serious vaginal or insertion
uterus is not infected. fertility following removal cervical injury, do not • May increase risk of
If adequate • Does not interfere with insert until serious PID and subsequent
counseling and intercourse injury has healed. infertility for women
decision-making • Convenient • In cases of severe at risk for STDs
cannot be • No supplies needed by bleeding and related HBV, and HIV
MVA Curriculum
Timing after
Incomplete
Method Abortion Advantages Precautions Remarks
IUD Second Trimester: • Only one follow-up visit • In cases of second- • May increase
continued Delay for six weeks needed unless there are trimester incomplete menstrual bleeding
unless equipment problems abortion, an IUD and cramping during
and expertise should only be the first few months
available for inserted by a skilled
immediate experienced provider
postabortal who can perform
insertion. Insure high fundal
there is no uterine placement of the
infection. (If IUD.
infection suspected,
189
Source: Winkler, J., E. Oliveras, and N. McIntosh. 1995. Postabortion care: a reference manual for improving quality of care. Postabortion Care
Consortium.
Source: Winkler, J., E. Oliveras, and N. McIntosh. 1995. Postabortion care: a reference manual for improving
quality of care. Postabortion Care Consortium.
Trainer’s Tool 14.3: Answer Key to the Search and Learn Exercise
Answer: Non-fitted barrier methods should not be used if there has been a vaginal or cervical
injury until after the injury has healed.
Answer: An IUD is more effective than a non-fitted barrier method like a condom.
Answer: Pill use should begin immediately, preferably on the day of treatment.
Answer: DMPA may cause irregular bleeding. There is a possible delayed return to fertility.
6. In cases of severe bleeding and related anemia, when should the injectable
contraceptive DMPA be initiated?
Answer: In cases of severe bleeding and related anemia, DMPA should not be initiated until
the acute anemia improves.
7. When can an IUD be inserted following the treatment of a first trimester incomplete
abortion?
Answer: An IUD can be inserted immediately following a first trimester abortion if the
uterus is not infected.
9. If there has been an injury to the genital tract as a result of an unsafe abortion, when
can female voluntary sterilization be safely performed?
Answer: Female voluntary sterilization should not be performed until the injury has healed.
10. Why is natural family planning not recommended for immediate use following treatment
for abortion complications?
Answer: Because the first ovulation after an abortion will be difficult to predict and the
method is unreliable until after a regular menstrual pattern has returned.
11. If a woman does not want to become pregnant following an incomplete abortion, which
family planning methods should she consider?
12. If a patient comes to your facility in severe pain following an unsafe abortion, but tells
you that she never wants to become pregnant again and wants to be sterilized
immediately, what would you advise and why?
Answer: Stress and pain interfere with making free, informed decisions. The time of
treatment for incomplete abortion may not be a good time for a woman to make a permanent
decision.
13. If a woman comes to your facility in very poor health following an unsafe abortion, but
tells you she wants to become pregnant again soon, what would you advise?
Answer: You should not try to persuade her to accept a method. The choice is hers to make.
Support her in her decision and provide information or a referral if she needs other
reproductive health services.
14. What contraception advice would you give to a woman who has just had an unsafe
abortion because she became pregnant while taking pills?
Answer: Assess why contraception failed and what problems she might have had using the
method effectively. If she wants to use a new method or even her old method, make sure she
understands how to use the method, how to get follow-up care and resupply , how to
discontinue use, or how to change methods.
15. When can a patient start oral contraceptives following a septic abortion?
Answer: A patient can begin pill use immediately, preferably on the day of treatment.
16. In cases of severe bleeding and related severe anemia following an unsafe abortion
what would you advise a patient about taking Progestin Only Pills?
Answer: In this case Progestin Only Pills should be used with caution until the cause of
hemorrhage or anemia has resolved.
Answer: No, DMPA does not provide protection against STDs. Condoms should be
recommended for women at risk of STDs.
Answer: IUD insertion following a second trimester abortion should be delayed for 6 weeks
unless equipment and expertise is available for immediate postabortal insertion. If a skilled,
experienced provider is available who can perform high fundal placement of the IUD,
infection must be ruled out before an insertion.
19. What advice would you give a patient who wants to use a method of family planning,
but whose husband does not agree?
Answer: If the woman wishes, include her husband in counseling. If she is at risk of
contracting a STD, tell her about methods that offer some protection. Protect her
confidentiality even if she does not involve her partner. Do not recommend methods that the
woman will not be able to use effectively.
20. How is IUD insertion different following a second trimester abortion than one following a
first trimester abortion?
Answer: Following a first trimester abortion, an IUD can be inserted in the normal way as
long as there are no complications such as uterine perforation or serious vaginal or cervical
injury. In the case of a second trimester incomplete abortion, an IUD should only be inserted
by a skilled, experienced provider who can perform high fundal placement of the IUD.
This assessment tool contains the detailed steps that a service provider should
accomplish in performing a general physical examination and pelvic examination for a
woman presenting with symptoms of an incomplete abortion. The checklist may be used
during training to monitor the progress of the trainee as s/he acquires the new skills and
during the clinical phase of training to determine whether the trainee has reached a level of
competence in performing the skills. The checklist may also be used by the trainer or
supervisor when following up or monitoring the trainee. The trainee should always receive a
copy of the assessment checklist so that s/he may know what is expected of her/him.
4. Continue assessing the trainee throughout the time s/he is with the client, using the
rating scale.
5. Only observe. Do not interfere unless the trainee misses a critical step or
compromises the safety of the client.
6. Fill in the form using the rating numbers. Write specific comments when the task is
not performed according to standards.
7. Use the same form for one trainee for at least 3 observations.
8. When you have completed the observation, review the results with the trainee. Do this
in private, away from the client or other trainees.
Pathfinder International 194 MVA Curriculum
Module 11/Trainer’s Tools
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List of Acronyms
Hb = Hemoglobin
HCT = Hematocrit
IM = Intramuscularly
IV = Intravenously
PX = Participants
VA = Vacuum Aspiration