First Sight Kit Training

 

First Sight kit training focuses on a small set of practical modules that non-professionals can master quickly to screen vision and assemble glasses safely.​

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Module 1 – Kit contents and roles

• Identify each item in the kit: frames, loose lenses by power, near and distance Lens Trees, Tumbling-E charts, Occluder, tape measure, Lens Application Tool, pouches, and Data Forms.​

• Clarify team roles: who screens, who uses the Lens Tree, who records data, and who assembles glasses, so the workflow is smooth in busy schools or clinics.​

 

Module 2 – Chart setup and basic screening

• Learn correct chart placement: distance chart at 20 feet (6 m) for myopia and near charts at about 20 inches (50 cm) for hyperopia, in good lighting.​

• Practice monocular screening: using the Occluder, having the child point to the direction of the “E,” and recording the last correctly read line as UCVA for each eye.​

 

Module 3 – Using the Lens Tree (near-sight / myopia)

• Teach proper handling: tester holds the black Lens Tree, not the child; start from weaker lenses and move to stronger until the child can comfortably read the target line.​

• Emphasize “don’t over-focus”: coach children to relax; if they strain or pick a too-strong lens, back off by 0.50 and confirm with the chart.​

 

Module 4 – Using the Lens Tree (far-sight / hyperopia)

• Set up two near Tumbling-E charts at eye level and marked distance; repeat the same monocular reading process as for distance.​

• Use the hyperopia Lens Tree over each eye at the near distance, increasing lens power until reading is clear, then write the chosen lens strength on the Data Form.​

 

Module 5 – Lens selection, assembly, and adjustment

• Match Lens Tree power to clearly marked lenses, ensuring correct left/right placement and correct sign (+/–).​

• Snap lenses into the rectangular frames with the Lens Application Tool, have the recipient re-read the chart to confirm clarity, and make minor adjustments for comfort.​

 

 

Module 6 – Record-keeping and follow-up

• Complete the Measurement/Data Form: UCVA, chosen lens power for each eye, and basic demographics, then follow instructions for secure data submission (with names removed).​

• Explain annual retesting, recycling old glasses when prescriptions change, and how to store and care for glasses using the cloth pouch.​

 

Module 7 – Hygiene, safety, and kit care

• Clean Lens Trees, Occluder, and frames between users; safely dispose of plastic bags and packaging so they do not go to recipients.​

• Maintain kit readiness: keep charts intact, lenses sorted by power, and ensure that frames, tools, and forms are replenished before each outreach.​

 

Several kinds of support consistently help non-professionals in different regions retain First Sight skills and use the kit correctly over time.​

 

 

Clear, visual materials

• Step-by-step instructions: Simple, illustrated instructions and checklists for chart setup, Lens Tree use, and data recording make it easy for teachers and volunteers to refresh themselves without a trainer present.​

• Standardized forms: Using the same Data Forms and charts everywhere reduces confusion and helps people in different countries remember the sequence of steps.​

 

On-site practice and mentoring

• Hands-on demonstrations: Short live demonstrations followed immediately by practice on real students or community members help cement the process much better than lecture-only training.​

• Local champions: Identifying one or two “super-users” in each school or clinic who can coach others improves retention when staff or volunteers change.​

 

Language and cultural adaptation

• Local language explanations: Explaining the three-step process and key phrases (e.g., “Is this clearer?”) in local languages helps non-professionals remember how to interact with children and parents.​

• Culturally familiar examples: Using local school routines and familiar health-education practices as analogies (e.g., vision screening like height/weight checks) makes the steps intuitive and easier to recall.​

 

Simple, repeatable workflows

• Embedding in school routines: Scheduling annual or term-based screenings means staff repeat the process regularly, so skills do not fade between sporadic missions.​

• Clear division of roles: Assigning consistent roles—one person for charts, one for Lens Tree, one for records—helps each person master and remember a small set of tasks.​

 

Ongoing light-touch support

• Refresher sessions: Brief refreshers when new kits or refills arrive reinforce correct technique and allow correction of small drifts or local “shortcuts.”​

• Communication with First Sight/partners: Having a contact point for questions about unusual cases or kit use encourages correct practice instead of improvisation.