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Pocket Guide to Managing Contraceptive Supplies

CDC Centers for Disease Control and Prevention (CDC) (2000) C_CDC

The Pocket Guide to Managing Contraceptive Supplies addresses one of the most important components of any program that provides family planning services—the logistics system that manages the delivery, quality, and storage of contraceptive supplies. These supplies are essential; without them, f... more

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Integrated Family Planning and Immunization Service Delivery at Health Facility and Community Sites in Dowa and Ntchisi Districts of Malawi: A Mixed Methods Process Evaluation

Cooper, C. M.; Wille, J.; Shire, S.; et al. (2020) CC2

The Government of Malawi’s Health Sector Strategic Plan II highlights the importance of service integration; however, in practice, this has not been fully realized. We conducted a mixed methods evaluation of efforts to systematically implement integrated family planning and immunization services i... more

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Guidance Note on Youth Integration into the Women Friendly Health Spaces (WFHS)

United Nations Population Fund UNFPA (2023) CC

UNFPA has been implementing programming for women and girls through Women Friendly Health Spaces (WFHSs), which provide access to critical services, information and support. The WFHS is providing: psychosocial counseling services; awareness raising sessions on PSS in the community; and life skills &... more

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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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Rwanda: HUMAN RESOURCES FOR HEALTH STRATEGIC PLAN 2011-2016

Ministry of Health, Rwanda (2011) C2

The purpose of this strategy is to guide the planning, management and development of human resources for health in Rwanda for the period 2011 - 2016. The overall aim of the plan is to increase the number of appropriately skilled, motivated and equitably distributed health service providers for Rwand... more

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mhGAP Training Manuals - for the mhGAP Intervention Guide for mental, neurological and substance use disorders in non-specialized health settings, version 2.0
recommended

World Health Organization WHO WHO (2017) C_WHO

As part of the Mental Health Gap Action Programme, WHO has developed training manuals (Training of trainers and supervisors training manual and Training of health-care providers training manual) to support implementation of the mhGAP Intervention Guide for mental, neurological and substance use (MNS... more

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Community-based psychosocial support - Facilitator Manual

International Federation of Red Cross and Red Crescent Societies IFRC (2023) CC

The PS Centre has released three publications addressing the need for MHPSS tools and guidance in Ukraine and surrounding countries. The Introduction to Psychological First Aid, presents a training module on basic psychological first aid skills for people affected by the international armed confl... more

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The Role of Empathy in Health and Social Care Professionals - Review

Moudatsou, M.; A. Stavropoulou, A. Philalidis, et al. Healthcare Journal (2020) CC

Healthcare 2020, 8(1), 26; https://doi.org/10.3390/healthcare8010026 The current article is an integrative and analytical literature review on the concept and meaning of empathy in health and social care professionals. Empathy, i.e., the ability to understand the perso... more

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Training and Evaluation of Community Health Workers (CHWs): Towards Improving Maternal and Newborn Survival in an Urban Setting in KwaZulu-Natal, South Africa

Thoko Ndaba1, Myra Taylor, Musawenkosi Mabaso The Open Public Health Journal (2019) C1

CHWs demonstrated social commitment and purpose in the short term observed. The evaluation of the training of CHWs revealed that most demonstrated the necessary skills for referrals to prevent complications, caring for newborns and their mothers at home immediately after discharge from health care c... more

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Training of Trainers: Peer Education Program for Inmates and Staff to Reduce Tuberculosis and HIV Risk in Tanzania Prisons

USAID; PEPFAR; AIDSFree; et al. (2016) C1

The SPPCHS project worked with the Ministry of Home Affairs to design a peer education program for prisons to provide knowledge, skills, and tools to prevent and respond to tuberculosis (TB) and HIV in prisons. AIDSFree held two training of trainers (TOT) in Dodoma to train 55 prison officers from 2... more

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The Premium Counselling Relationship Manual

N. Chowdhary, H. Dabholkar; R. Velleman, et al. Sangath; London School of Hygiene & Tropical Medicine (2013) CC

his manual is for people who have had no formal training in counselling but wish to learn the necessary components to establishing an effective counselling relationship. It will be useful for anyone who is involved in counselling people with a mental health problem. h... more

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CONTINUING PROFESSIONAL DEVELOPMENT (CPD) POLICY FOR HEALTH PROFESSIONAL COUNCILS IN RWANDA

Rwanda Medical and Dental Council (RMDC), National Council for Nurses and Midwives (NCNM), National Pharmacy Council (NPC) and Rwanda Allied Health Professionals Council (RAHPC) (2013) C2

This CPD Policy relates to all health professionals in the four Health Professional Councils in Rwanda namely; RMDC, NCNM, RAHPC, and RPC. The policy requires all health professionals to participate in the CPD Programs. The purpose of this CPD Policy is to support the professionals in the respective... more

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Adolescent HIV Care and Treatment: A Training Curriculum for Health Workers (Zambia) Trainer Manual

ICAP; CDC; University Teaching Hospital,; Ministry of Health, Zambia, et al. (2011) C1

A Training Curriculum for Multidisciplinary Healthcare Teams. This innovative training package aims to empower multidisciplinary health workers to have the confidence and skills to provide comprehensive, youth-friendly HIV services that support adolescents’ healthy development, psychosocial well b... more

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Qualitative assessment of community health workers’ perspective on their motivation in community-based primary health care in rural Malawi

Ndambo, M.K.; Munyaneza, F.; Aron, M.B. et al. BMC Health Services Research (2022) CC

Background: Community Health Workers (CHWs) have a positive impact on the provision of community-based primary health care through screening, treatment, referral, psychosocial support, and accompaniment. With a broad scope of work, CHW programs must balance the breadth and depth of tasks to mainta...in CHW motivation for high-quality care delivery. Few studies have described the CHW perspective on intrinsic and extrinsic motivation to enhance their programmatic activities. Methods: We utilized an exploratory qualitative study design with CHWs employed in the household model in Neno District, Malawi, to explore their perspectives on intrinsic and extrinsic motivators and dissatisfiers in their work. Data was collected in 8 focus group discussions with 90 CHWs in October 2018 and March–April 2019 in seven purposively selected catchment areas. All interviews were audiotaped, transcribed verbatim, coded, and analyzed using Dedoose. Results: Themes of complex intrinsic and extrinsic factors were generated from the perspectives of the CHWs in the focus group discussions. Study results indicate that enabling factors are primarily intrinsic factors such as positive patient outcomes, community respect, and recognition by the formal health care system but can lead to the chal- lenge of increased scope and workload. Extrinsic factors can provide challenges, including an increased scope and workload from original expectations, lack of resources to utilize in their work, and rugged geography. However, a posi- tive work environment through supportive relationships between CHWs and supervisors enables the CHWs. Conclusion: This study demonstrated enabling factors and challenges for CHW performance from their perspec- tive within the dual-factor theory. We can mitigate challenges through focused efforts to limit geographical distance, manage workload, and strengthen CHW support to reinforce their recognition and trust. Such programmatic empha- sis can focus on enhancing motivational factors found in this study to improve the CHWs’ experience in their role. The engagement of CHWs, the communities, and the formal health care system is critical to improving the care provided to the patients and communities, along with building supportive systems to recognize the work done by CHWs for the primary health care systems. more

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Obstetric Fistula Strategic Plan 2022 - 2026

Government of Zambia World Health Organisation (WHO) Regional Office Africa (2023) C_WHO

Globally, over two million women live with obstetric fistula with the majority of the cases being from Africa. In low-resource settings such as Zambia, obstetric fistula (OF) is a visible indicator of gaps in maternal health care resulting in failure to provide adequate, accessible and quality m... more

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Training community healthcare workers on the use of information and communication technologies: a randomised controlled trial of traditional versus blended learning in Malawi, Africa

Nikolaos Mastellos, Tammy Tran, Kanika Dharmayat et al. BMC Medical Education (2018) CC

Despite the increasing uptake of information and communication technologies (ICT) within healthcare services across developing countries, community healthcare workers (CHWs) have limited knowledge to fully utilise computerised clinical systems and mobile apps. The ‘Introduction to Information and ... more

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Self-help Plus (SH+)
recommended

World Health Organization WHO (2021) CC

A group-based stress managment course for adults. Self-Help Plus (SH+) is WHO’s 5-session stress management course for large groups of up to 30 people. It is delivered by supervised, non-specialist facilitators who complete a short training course and use pre-recorded audio and an illustrated gui... more

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Curriculum guide to support the operationalization of Refugee and Migrant Health: Global Competency Standards for Health Workers

World Health Organization WHO (2021) C_WHO

This Curriculum Guide accompanies the Refugee and Migrant Health: Global Competency Standards for Health Workers and the Knowledge Guide to support the operationalization of the Standards. The Curriculum Guide provides guidance for institutions, health organizations and individuals engaged in the ed... more

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Build to last - A framework in support of universal quality pre-primary education

2020 (2020) C1

Today, the world is facing a learning crisis: While millions of children have entered education systems for the first time, many of them cannot read, write or do basic mathematics, even after several years of primary school.1 This global learning crisis has its roots in children’s earliest years, ... more

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Syllabus and regualtions M.Sc. Nursing

Ministry of Health & Family Welfare, Goverment of India (2020) C1

Post Graduate programme is essential to prepare nurses to improve the quality of nursing education and practice in India. . Post graduate programme in nursing builds upon and extends competence acquired at the graduate levels, emphasizes application of relevant theories into nursing practice, ed... more

mhGAP Training Manuals - for the mhGAP Intervention Guide for mental, neurological and substance use disorders in non-specialized health settings, version 2.0 recommended

Self-help Plus (SH+) recommended

mhGAP Training Manuals - for the mhGAP Intervention Guide for mental, neurological and substance use disorders in non-specialized health settings, version 2.0
recommended

Self-help Plus (SH+)
recommended