A guide to management in Primary Health Care. A practical, instructive training guide that has proven its capacity to improve the managerial skills of middle-level health workers responsible for the management or supervision of health services. Presented as an activity-centered working guide, the bo...ok uses numerous questionnaires, exercises, practical examples, illustrations, charts, and sample forms to help readers relate advice and suggestions to their own daily problems. Emphasis is placed on ways to improve the management of health services provided by full-time, qualified staff. The guide features 18 chapters presented in four main parts, any one of which can be studied separately or as part of the whole, according to individual learning needs.
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It highlights the numerous challenges to quality service provision, along with the organisation’s response to mental health needs, and recommendations for international and regional decision-makers including:
- Advocating and working towards mental health policies that support adequate funding f...or mental health care and government suppor
- Legislation to protect the rights of people with mental disorders and vulnerable communities
- Advocating for multi-year funding to support the sustainability of MHPSS programs
- Creating capacity building opportunities consistent with the IASC guidelines and supported with continuous supervision
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The number of general health staff skilled in psychological treatment for depression is limited, and learning psychological treatments tends to require considerable training and supervision. Relaxation may be a relatively simple form of psychological treatment. It has been frequently studied in rese...arch studies as an active condition and as a control condition.
Q 5: Is relaxation training better (more effective than/as safe as) than treatment as usual in adults with depressive episode/disorder?
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Ce document a été élaboré par Peter Ventevogel, consultant, sous la supervision de Marian Schilperoord. Les versions préliminaires de cette publication ont grandement bénéficié de la contribution de plusieurs personnes au sein de l’UNHCR et d’organisations partenaires. Nous voudrions tou...t particulièrement remercier les collègues suivants pour leur relecture du document : A l’UNHCR: Gregory Garras, Sarah Harrison, Alexandra Kaun, Stefanie Krause, Preeta Law, Allen Gidraf Kahindo Maina, MaryBeth Morand, Audrey Nirrengarten, Martina Nicole Pomeroy, Monika Sandvik-Nylund, Ita Sheehy, Paul Spiegel, Margriet Veenma and Constanze Quosh. Dans les autres organisations: Carolina Echeverri (consultante SMSPS) Sabine Rakotomalala (UNICEF), Emmanuel Streel (consultant SMSPS), Wietse Tol (Université Johns Hopkins) Mark van Ommeren (OMS) et Inka Weissbecker (International Medical Corps).
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Results
Recommendations• NGOs should provide MHPSS services with a focus on empowerment and self-reliance
• Introduce interventions focusing on pain mechanisms, coping strategies and physical resilience
• Implement livelihood programmes
• Increase service accessibility and outreach activ...ities
• Provide support groups for people who have lost a close family member
• Highlight the importance of supervision and training
• Ensure high quality service provisions by applying relevant outcome measures and to further contribute to the evidence base for MHPSS
• Diversify MHPSS activities to different target groups, including men and women, and address the needs of elderly and individuals with disabilities
This study provides evidence of a large gap between the need of MHPSS among Syrian refugees and provided services. Of the 1082 respondents in this study, 62% expressed that they needed assistance to deal with physical pain and distress. Almost 80% reported being in pain, of which 27% were in severe or very severe pain. Additionally, 55% suffer from distress and 56% rate their own health as fair or poor. Even among the 18-25-yearolds, the prevalence of reporting their overall health as fair was 30.7%. For functionality levels, 28.5% felt severely or extremely emotionally affected by their health problems, and more than 20% had serious difficulties in doing day-to-day work. On the other hand, the majority (72-74%) had no problems in maintaining friendships and participating in community activities
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This guide provides practical, step-by-step guidance on how to organize, implement, and monitor community-based care for DR TB. It is equally useful for program planning or supervision. The target audience for this guide is TB Program Managers, governments, policy makers, nongovernmental organizatio...ns (NGOs), donors and TB advocates.
This guide does not replace other guidelines and documents that contain important medical information, such as Guidelines for the Programmatic Management of Drug-resistant TB (WHO, 2008 and 2011 updates), and Management of MDR-TB: A Field Guide (WHO, 2009).
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What can you expect?
As a future facilitator your role will be to learn about the structure of mhGAP-IG, how to teach the materials and utilize opportunities to prastice facilitation and supervision skills.
As a supervisor your role will be to serve as a point of reference for non-specialized heal...th-care providers, supporting them in providing service for individuals with MNS disorders in non-specialized health settings.
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This study examined the quality of facility-based maternal and newborn health care by describing the implementation of recommended practices for maternal and newborn care among health care facilities to determine whether increased training, supervision, and incentives for health workers were associa...ted with implementing these recommended practices.
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Implementation of the CHWs guidelines using Amref Health Africa lessons learnt
focuses on providing CHWs with predictable financial and non financial incentives,
frequent support supervision, continuous training and embedding them in health
systems with clear roles.
Empowering CHWs represents ...a cost effective approach with a critical change to-
wards achieving universal health coverage.
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The Infant and young child feeding counselling: an integrated course includes this Director’s guide, a Trainer’s guide and Participant’s manual. Additional tools include: Course handouts; Guidelines for follow-up after training; Supportive supervision/mentoring and monitoring and an accompanyi...ng toolkit; a slide set for the trainer; a set of 24 Counselling cards and Guidance on the use of counselling cards. The course includes 79 sessions arranged within 8 modules, covering a range of topics, including breastfeeding, complementary feeding, growth assessment and monitoring, HIV and infant feeding, and infant and young child feeding counselling. Course facilitators can decide which sessions to cover, depending on the specific learning needs of the health workers in your community.
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tep 1 Competencies have been designed to provide staff with the core skills required to care for a critically ill patient safely, whilst under supervision. It is expected that Step 1 competencies will be completed prior to commencing an academic critical care programme.
Steps 2 & 3 Competencies hav...e been designed to further develop your essential critical care skills and will require enhanced theoretical knowledge to underpin your practice. It is anticipated that Steps 2 & 3 competencies will be undertaken whilst undertaking an academic critical care programme.
Step 4 Competencies have been designed to provide staff with the core skills required to take charge in a critical care unit; building management and leadership capability into your professional development, to demonstrate safe and effective coordination and prioritisation of unit workload, workforce and resources.
You can downlaod any of the Steps Competency Documents from this link
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A guide to management in Primary Health Care. A practical, instructive training guide that has proven its capacity to improve the managerial skills of middle-level health workers responsible for the management or supervision of health services. Presented as an activity-centered working guide, the bo...ok uses numerous questionnaires, exercises, practical examples, illustrations, charts, and sample forms to help readers relate advice and suggestions to their own daily problems. Emphasis is placed on ways to improve the management of health services provided by full-time, qualified staff. The guide features 18 chapters presented in four main parts, any one of which can be studied separately or as part of the whole, according to individual learning needs.
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WHO-endorsed interagency mental health and psychosocial support guidelines for an effective response to emergencies recommend services at a number of levels – from basic services to clinical care. Clinical care for mental health should be provided by or under the supervision of mental health speci...alists such as psychiatric nurses, psychologists or psychiatrists.
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Self-care interventions are evidence-based, quality drugs, devices, diagnostics and/or digital products which can be provided fully or partially outside of formal health services and can be used with or without the direct supervision of health care personnel.
Where HPV tests are available as part o...f the national programme, HPV self-sampling offers an additional option to improve cervical cancer screening coverage.
Self-sampling can help reach a global target of 70% coverage of screening by 2030. Women may feel more comfortable taking their own samples, rather than going to see a health worker for cervical cancer screening.
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Lack of trained providers capable of identifying which labouring women could benefit from assisted vaginal birth (AVB), and of safely performing the procedure is a major barrier for its use. Education and training are, therefore, considered crucial for building skills and confidence in conducting AV...B and there is evidence that it would be welcomed by healthcare providers. However, acquiring and maintaining AVB skills is a complex task that requires a supportive environment, mentorship, supervision and accountability. As with other practices to manage infrequent procedures and complications, continuous education and on-site supervision are essential to ensure the safe and sustainable use of AVB.
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Describir barreras y desafíos en la implementación del Programa de Acción Mundial para Reducir las Brechas de Atención en Salud Mental mhGAP, y determinar la asociación entre facilitadores de implementación, accesibilidad, aceptabilidad y supervisión, en Chocó, Colombia. Métodos. Estudio ev...aluativo de corte transversal, con métodos mixtos y secuenciales. Se contó con la participación de 41 personas (30 correspondientes a personal de salud y 11 personas del área administrativa). Se conformaron cinco grupos focales, en el marco de la formación en mhGAP. Se usó la escala de impulsores de implementación, que determinó factores como: facilitadores del sistema para la implementación, acce- sibilidad de la estrategia, adaptación y aceptabilidad, formación y supervisión en la estrategia. También se realizaron entrevistas semiestructuradas, con un posterior análisis temático. Resultados. Se encontró una correlación estadísticamente significativa entre los componentes de la imple- mentación, lo cual fue reafirmado con la información de las entrevistas. A nivel de las barreras señaladas, se destacan factores como dispersión, conflicto armado, la dificultad para cambiar la perspectiva de la zona en la que se vive y los problemas administrativos para acceder a los tratamientos. Estos factores se abordan en una propuesta de ruta de atención. Conclusiones. En mhGAP en el departamento del Chocó, pese a una adecuada aceptabilidad, acceso y supervisión, se evidencian barreras y desafíos de orden social, geográfico, político, cultural y a nivel de la administración en salud, que podrían ser superados con la implementación de rutas intersectoriales de recu- peración, construidas desde el mismo territorio.
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The ethical governance of research assumes the existence of a national entity (or subnational if applicable, according to the constitution of a country) in charge of supervising the research ethics committees (RECs) that review and monitor research with human beings. This supervision includes the ac...creditation of the RECs that authorize them to operate in the jurisdiction in question. This tool has the objective of facilitating the work of accreditation of RECs and ensuring that it is carried out in accordance with international ethical standards.
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The pamphlet "ADHD Medications" provides an overview of medications commonly used to treat ADHD, such as Adderall, Vyvanse, and Ritalin. It explains that these medications do not enhance intelligence and affect individuals differently based on dosage and medical history. Potential dangers of misuse ...include insomnia, appetite changes, increased heart rate, and reliance on the drugs for studying. Combining ADHD medications with alcohol or sleeping pills is particularly dangerous. The pamphlet emphasizes the importance of proper medical supervision and provides resources for addiction support.
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The pamphlet "Prescription Benzodiazepines" explains the uses, effects, and risks of benzodiazepines, commonly prescribed for insomnia, anxiety, and panic attacks. It describes how these drugs enhance GABA activity to suppress brain activity, leading to short-term effects like drowsiness and anxiety... relief, but also potential long-term risks such as dependence, addiction, and withdrawal symptoms. The pamphlet highlights abuse methods, including combining benzodiazepines with other substances, which increases the risk of overdose, and emphasizes the importance of medical supervision for withdrawal management.
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Background
Asthma education, a key component of long-term asthma management, is challenging in resource-limited settings with shortages of clinical staff. Task-shifting educational roles to lay (non-clinical) staff is a potential solution. We conducted a randomised controlled trial of an enhanced a...sthma care intervention for children in Malawi, which included reallocation of asthma education tasks to lay-educators. In this qualitative sub-study, we explored the experiences of asthmatic children, their families and lay-educators, to assess the acceptability, facilitators and barriers, and perceived value of the task-shifting asthma education intervention.
Methods
We conducted six focus group discussions, including 15 children and 28 carers, and individual interviews with four lay-educators and a senior nurse. Translated transcripts were coded independently by three researchers and key themes identified.
Results
Prior to the intervention, participants reported challenges in asthma care including the busy and sometimes hostile clinical environment, lack of access to information and the erratic supply of medication. The education sessions were well received: participants reported greater understanding of asthma and their treatment and confidence to manage symptoms. The lay-educators appreciated pre-intervention training, written guidelines, and access to clinical support. Low education levels among carers presented challenges, requiring an open, non-critical and individualised approach.
Discussion
Asthma education can be successfully delivered by lay-educators with adequate training, supervision and support, with benefits to the patients, their families and the community. Wider implementation could help address human resource shortages and support progress towards Universal Health Coverage.
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