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1
Publication Years
1
1482
3846
547
26
2
Category
2320
399
386
348
313
128
50
Toolboxes
527
305
299
288
282
256
173
168
164
137
134
110
106
105
105
98
90
75
61
50
39
35
25
23
21
6
1
Medical devices are used for the prevention, diagnosis and treatment of illness and diseases and for rehabilitation. WHO developed guidance on medical device donation in 2011, which has been now rev
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iewed, with new evidence, new references on considerations for medical device solicitation and provision, risks associated with inappropriate donations, the responsibilities of donors and recipient, and the steps they should follow before, during and after a donation. It includes three sections: description of major problems that may be faced during the donation process, listing of best practices for donors and recipients and addressing situations requiring special attention. It also has three annexes for further reading: the criteria for the acceptability of a donation, literature review on donations of medical devices between 2010 and 2023 and a flyer. This document is intended to improve the quality of medical devices donations, including medical equipment, single-use medical devices and in-vitro diagnostics, to provide maximum benefit to all stakeholders. The considerations can be used to develop institutional or national policies and regulations for medical devices donations. This document is intended for use by any organization, expert or practitioner involved in the donation, procurement, management of medical devices, including health workers, biomedical engineers, health managers, policymakers, donors, nongovernmental organizations and academic institutions.
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Case Management; Guide for Tutors
Rreport of a WHO Consultative Meeting Kolkata India 2012
The WHO guidelines provide recommended steps for safe phlebotomy and reiterate accepted principles for drawing, collecting blood and transporting blood to laboratories/blood banks.
These guidelines – an update to the World Health Organization’s 2015 publication Consolidated strategic information guidelines – present a set of essential aggregate indicators and guidance on choosing, collecting and systematically analysing strategic information to manage and monitor the nat
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ional health sector response to HIV.
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2014 PHA Clinical Practice Guidelines for the Diagnosis and Management of Patients with Coronary Artery Disease
recommended
Liberty O. Yaneza, Ma. Consolacion Dolor-Torres, Sue Ann R. Locnen
Philippine Heart Association
(2014)
C1
National Strategic Plan for HIV 2015-2020 Malawi
recommended
Changing the landscape: Core Curriculum on Disability Rights for Undergraduate Law Students in Africa
OSF and OSISA the Centre for Human RightsPretoria University Law Press (PULP)
Pretoria University Law Press (PULP)
(2015)
C1
Improving Access to and Appropriate Use of Medicines for Mental Disorders
recommended
Corrado Barbui, Tarun Dua, Kavitha Kolappa et al.
World Health Organization and Calouste Gulbenkian Foundation
(2017)
C_WHO
Examining nursing practice guidelines to improve quality of care for patients with sepsis in low income countries is required. • A large amount of information about best practice standards in sepsis management is available
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for healthcare professionals; however, implementation and adherence to practice guidelines recommended by the Surviving Sepsis Campaign remains low in low income countries.
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High Tuberculosis Prevalence in a South African Prison: The Need for Routine Tuberculosis Screening
recommended
PLoS ONE 9(1): e87262. doi:10.1371/journal.pone.0087262
Рекомендации ВОЗ по оказанию дородовой помощи для формирования положительного опыта беременности
Sexual violence is a major problem in South Africa, with studies showing that up to one in four women have been raped in their lifetime.
“I Would Like To Go To School”. Barriers to Education for Children with Disabilities in Lebanon
Human Rights Watch
(2018)
This report finds that although Lebanese law bars schools from discriminating against children with disabilities, public and private schools exclude many children with disabilities. For those allowed to enroll, schools often lack reasonable accommod
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ations, such as modifications to the classroom environment and curricula or teaching methods to address children’s needs. Schools also require the families of children with disabilities to pay extra fees and expenses that in effect are discriminatory.
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Prioritise education in conflict-affected areas:
Across the world 28 million1 primary school-age children living in conflict-affected countries are
out-of-school, and they form half of the world’s total out-of-school population. During conflict,
infrastructure assets such as schools are damaged
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or completely destroyed during fighting. Children
may choose to stay away from school due to their and their family’s safety fears in the midst of
conflict, or the need to supplement their family’s income amidst conflict-related financial loss.
Children who are internally displaced by conflict face a particularly challenging task accessing
education due to the specific conditions created by their displacement, such as loss of livelihoods
making school fees hard to find, and discrimination from host communities. Children caught in
conflict are being deprived of their right to education2 and denied the opportunity to benefit from the
protective and life-sustaining mechanisms of education.
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