The Extending Service Delivery (ESD) project has developed Healthy Timing and Spacing of
Pregnancy: A Trainer’s Reference Guide as a resource for trainers in developing in-service training
for facility-based healthcare providers and community health workers (chws) who already have
some basic ex...perience with and understanding of FP/RH. This is not a training manual, but a
reference guide which can be used and adapted by trainers based on whether or not trainees are facilitybased
or community-based.
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Climate change is having the largest impact on the world’s poorest and most vulnerable people. Within this group, 20% are people with disabilities, who are nearly always doubly disadvantaged.
This guide was developed by AACAP to give reliable information about medication
used to treat bipolar disorder in children and adolescents to parents whose children
have been diagnosed with the illness.
Q3: What approaches are available to enable non-specialized health care providers to identify children with intellectual disabilities, including intellectual disabilities due to specific causes?
Towards the Peoples Health Assembly Book -5
Draft Working Discussion Paper
The workshop is structured around 13 learning modules. The first module (Introduction) gives an overview of WSPs. The last module (Module 12) introduces participants to the quality assurance tool for WSPs (WHO & IWA, 2012). Modules 1–11 relate explicitly to the WSP manual produced by IWA and WHO (...Bartram et al., 2009), from which the workshop is designed.
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Palm Oil and Children in Indonesia : Exploring the Sector's Impact on Children's Rights
Retention of knowledge and application within the community one year later
Other disorders
Chapter H.5
his document, a first of its kind, clearly sets out the standards for rehabilitation and provides guidance on building or strengthening the capacity of EMTs in this area.The importance of early rehabilitation for functional outcomes is well documented. Rehabilitation needs can pe...rsist far beyond the departure of EMTs; therefore, close, supportive collaboration must be established with local services. Emergency response presents an opportunity to rebuild devastated health systems and build local rehabilitation capacity. This document emphasizes the importance of aligning practices to the local context and maximizing opportunities for training and mentorship. The minimum standards and recommendations described will result in faster access of patients to rehabilitation services and equipment and a better transition between EMTs and local health facilities.
Available in English, German, Arabic, Chinese
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The aim of the SATG was to produce a triage scale for use throughout South Africa. The group was multi-disciplinary and comprised doctors, nurses and paramedics. The result of the SATG’s activities is the South African Triage Scale (SATS), a physiology and symptom based scale which prioritises int...o one of four colours and can be used in hospital Emergency Centres as well as in the pre-hospital setting. The SATS has been validated in the public, private health care setting as well as pre-hospital.
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Best practice guidelines are systematically developed statements designed to assist nurses working in partnership with persons and their families to make decisions about health care and services (Field & Lohr, 1990). This nursing Best Practice Guideline (BPG) is intended to replace the RNAO BPGs Scr...eening for Delirium, Dementia and Depression in Older Adults (2010b) and Caregiving Strategies for Older Adults with Delirium, Dementia and Depression (2010a).
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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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