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Baby-friendly Hospital Initiative training course for maternity staff: directors's guide

UNICEF, World Health Organization WHO (2020) C_WHO

1.1 Why this course is needed The first few hours and days of a newborn baby’s life are a critical window for establishing breastfeeding and for providing mothers with the support they need to breastfeed successfully. Since 1991, the Baby-friendly Hospital Initiative (BFHI) has helped to motivate... more

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Philippines: Family Planning Competency-Based Training in IUD - Handbook for Service Providers (Level 2/2)

Department of Health (DOH) Philippines (2010) C1

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Mineros

FG Consulting Group; D. Daniels; C. Smyth, et al. Stop TB Partnership; UNOPS; END TB (2016) C1

Informe sobre poplaciones clave.

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Nigeria: Manual for Training Doctors and Nurse/Midwives on long-acting reversible Contraceptive (LARC) Methods - Trainers' Manual

Federal Ministry of Health, Nigeria (2015) C1

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Model Disability Survey

World Health Organization WHO; World Bank (2017) C_WHO

The Model Disability Survey (MDS) is a general population survey that provides detailed and nuanced information about how people with and without disabilities conduct their lives and the difficulties they encounter, regardless of any underlying health condition or impairment.

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ANDEMIA Online Course Resource Manual from A to Z
recommended

ANDEMIA (2019) C1

The idea to the ANDEMIA online course manual is based on the challenge that resources for sending ANDEMIA students to a variety of face to face courses is limited not only due to financial but also time constraints. Online course provide a good basis for the students, Master, PhD and Post Docs to pr... more

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L’efficacité contestée du recours aux agents de santé communautaires pour la prise en charge du paludisme

Druetz T. Université de Montréal (2015) C2

Évaluation du programme burkinabé dans les districts de Kaya et de Zorgho Objectif. L’objectif central de cette thèse est d’évaluer, dans des conditions réelles d’implantation, les effets du programme burkinabé de prise en charge communautaire du paludisme sur le recours aux soins de... more

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Making products available among community health workers

Chandani, Y.; S. Andersson, A. Heaton, et al. (2014) CC

Evidence for improving community health supply chains from Ethiopia, Malawi and Rwanda. Journal of Global Health vol. 4 No.2 (2014)

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Community-Centered Responses to Ebola in Urban Liberia: The View from Below

Sharon Alane Abramowitz, et al. (2014)

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Caring For Children

Werner; W.; C. Thuman and J.Maxwell Hesperian (2013) CC

Chapter 21 from "Where there is no doctor"

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How to support survivors of gender-based violence when a GBV actor is not available in your area

Inter-Agency Standing Committee (2023) CC

KEY MESSAGES Always talk to a GBV specialist first to understand what GBV services are available in your area. Some services may take the form of hotlines, a mobile app or other remote support. Be aware of any other available services in your area. Identify services provided by humanitarian pa...rtners such as health, psychosocial support, shelter and non-food items. Consider services provided by communities such as mosques/ churches, women’s groups and Disability Service Organizations. Remember your role. Provide a listening ear, free of judgment. Provide accurate, up-to-date information on available services. Let the survivor make their own choices. Know what you can and cannot manage. Even without a GBV actor in your area, there may be other partners, such as a child protection or mental health specialist, who can support survivors that require additional attention and support. Ask the survivor for permission before connecting them to anyone else. Do not force the survivor if s/he says no. Do not proactively identify or seek out GBV survivors. Be available in case someone asks for support. Remember your mandate. All humanitarian practitioners are mandated to provide non-judgmental and non-discriminatory support to people in need regardless of: gender, sexual orientation, gender identity, marital status, disability status, age, ethnicity/tribe/race/religion, who perpetrated/committed violence, and the situation in which violence was committed. Use a survivor-centered approach by practicing: Respect: all actions you take are guided by respect for the survivor’s choices, wishes, rights and dignity. Safety: the safety of the survivor is the number one priority. Confidentiality: people have the right to choose to whom they will or will not tell their story. Maintaining confidentiality means not sharing any information to anyone. Non-discrimination: providing equal and fair treatment to anyone in need of support. If health services exist, always provide information on what is available. Share what you know, and most importantly explain what you do not. Let the survivor decide if s/he wants to access them. Receiving quality medical care within 72 hours can prevent transmission of sexually transmitted infections (STIs), and within 120 hours can prevent unwanted pregnancy. Provide the opportunity for people with disabilities to communicate to you without the presence of their caregiver, if wished and does not endanger or create tension in that relationship. If a man or boy is raped it does not mean he is gay or bisexual. Gender-based violence is based on power, not someone’s sexuality. Sexual and gender minorities are often at increased risk of harm and violence due to their sexual orientation and/or gender identity. Actively listen and seek to support all survivors. Anyone can commit an act of gender-based violence including a spouse, intimate partner, family member, caregiver, in-law, stranger, parent or someone who is exchanging money or goods for a sexual act. Anyone can be a survivor of gender-based violence – this includes, but isn’t limited to, people who are married, elderly individuals or people who engage in sex work. Protect the identity and safety of a survivor. Do not write down, take pictures or verbally share any personal/identifying information about a survivor or their experience, including with your supervisor. Put phones and computers away to avoid concern that a survivor’s voice is being recorded. Personal/identifying information includes the survivor’s name, perpetrator(s) name, date of birth, registration number, home address, work address, location where their children go to school, the exact time and place the incident took place etc. Share general, non-identifying information To your team or sector partners in an effort to make your program safer. To your support network when seeking self-care and encouragement. more

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Kenya: Monitoring and Evaluation Plan for Community Health Services (2014-2018)

Ministry of Health, Kenya; Community Health Services Unit (2014) C1

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Soins Essentiels au Nouveau- Né

BASICS; UNICEF; Organisation Mondiale de la Sante, et al. (2008)

Republique Madagasker

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WHO recommendations on maternal and newborn care for a positive postnatal experience
recommended

World Health Organization WHO (2022) CC

This guideline aims to improve the quality of essential, routine postnatal care for women and newborns with the ultimate goal of improving maternal and newborn health and well-being. It recognizes a “positive postnatal experience” as a significant end point for all women giving birth and their n... more

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National Standards for Midwives: (Core Competencies and Education)

The Republic of the Union of Myanmar, Ministry of Health and Sports, Department of Health Professional Resource Development and Management (2015) C1

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We are here. IFRC’s experiences with communication and feedback channels for affected populations in Haiti

Isabella Jean , Francesca Bonino ALNAP-CDA (2014) CC

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Responding to Gender Based Violence: A Training Manual for Duty bearers

UNFPA; UKAid; CEDOVIP (2013) C1

Domestic Violence Act Training Module

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Turning Plans into Action for antimicrobial Resistance (AMR) Working Paper 2.0: Implementation and coordination

World Health Organization WHO (2019) C_WHO

This paper was developed to support AMR coordination committees and others tasked with addressing AMR at country level to do just that. Drawing on the published literature and the operational experience and expertise of different LMICs, the paper points to six key strategies for success and offers a... more

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Family planning and comprehensive abortion care toolkit for the primary health care workforce: volume 1

World Health Organisation (WHO) (2022) C_WHO

What are the FP and CAC competencies? Through the clear articulation of the family planning and comprehensive abortion care (FP and CAC) competencies for the primary health care workforce, the aim is to advance improvements in FP and CAC service delivery by aligning health worker education approach... more

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Cholera prevention, control strategies, challenges and World Health Organization initiatives in the Eastern Mediterranean Region: A narrative review

Buliva E., Elnossery S., Okwarah P. et al. Heliyon (2023) C2

Cholera remains a significant public health threat in many countries worldwide. In resource-constrained settings, it disproportionately affects thousands of poor and vulnerable population

ANDEMIA Online Course Resource Manual from A to Z recommended

WHO recommendations on maternal and newborn care for a positive postnatal experience recommended

ANDEMIA Online Course Resource Manual from A to Z
recommended

WHO recommendations on maternal and newborn care for a positive postnatal experience
recommended