Children expressed the need for organisations to
support in the delivery of services such as health and
sanitation. The children also emphasized that schools
and the child-friendly spaces (CFSs) were effective
and important spaces to provide them with what they
need.
More than 8 million children have access to distance learning thanks to partnerships with 322 radio stations and 23 TV channels
1.2 million community masks distributed
25 million people reached with key messages on how to prevent COVID-19 through mass media channels (300 radio stations and... 50 TV channels)
64,283 calls managed by the COVID-19 Hotline
71,532 people (including 21,415 children) affected by COVID-19 and 6,005 frontline workers provided with psychosocial support since the beginning of the epidemic
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Child friendly spaces (CFS) are safe spaces where
communities create nurturing environments in which
children can access free and structured play and
learning activities. CFS, also commonly referred to
as Child Centred Spaces or Safe Spaces for Children,
may provide educational and psychosocial... support
and other activities that restore a sense of normality
and continuity for children whose lives have been
disrupted by war, natural disaster or other emergency
situations.
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COVID-19 is stretching formal and informal aspects of community life. The pandemic is overwhelming health systems. Country economies are reaching a breaking point, with particularly significant impact for the livelihoods of vulnerable families and those dependent on daily wages. COVID-19 is also aff...ecting community relationships and trust. Lack of trust in government leaders or health officials can lead citizens to be unwilling to accept essential health messages and take the necessary steps to combat the spread of the disease. The stress, fear and emotional vulnerabilities of children and their caregivers can be particularly acute, especially in light of prolonged school closures and the uncertainty about their health system’s capacity to withstand the pandemic or how long community and household quarantines will last.
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The Ministry of Education, Arts and Culture (MoEAC) has been implementing the Integrated School Health Programme in various forms since before the country attained political independence in 1990. School health goes beyond the physical health of the learner, in that it includes the holistic wellbeing... of the individual learner, meaning that the school environment should be safe and conducive to learning. The National Safe Schools Framework (NSSF) is an exciting dimension of the Integrated School Health Programme. The Programme focuses on promoting the health, safety and wellbeing of learners and other school stakeholders in Namibia, and the NSSF was developed to provide practical guidance to the schools and school stakeholders on how to systematically improve the standards of school safety, and how to develop a culture of care in any school.
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Many children will not be ‘safe to learn at home’: As of April 2020, 91 percent of the world’s students have been affected by school closures due to COVID-19. While schools are often places where violence occurs, they also offer a comparatively protective and nurturing space for many children.... Especially for the most vulnerable learners -the poorest and most left behind- that rely on school not only for learning and development, but also for food, trusted and accurate information on important issues such as hygiene, and their overall physical and mental health.
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Maternal, Infant and Young Child Nutrition Strategic Actions:
1 Endorse and disseminate key policies and regulations
2 Improve maternal nutrition
3 Protect, promote, and support optimal infant and young child feeding practices
4 Support optimal infant and young child feeding in ...difficult circumstances
5 Ensure intra-sectoral integration (Health and Nutrition)
6 Improve intersectoral integration (food security and livelihood, WASH, protection, education and shelter)
7 Support capacity building and service strengthening
8 Initiate advocacy and social behavioural change communication
9 Sustain research, information, monitoring and evaluation
10 Mobilise resources and support
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Wound care is a regular component of the package of care we offer in the majority of our health care facilities and represents a high volume of activities. The current practices in MSF projects are often based on the habits of each individual supervisor, the wound care material we off...er is partly outdated and does not allow optimal wound care. There is a need for standardization of wound care and it needs to be evidence based as much as possible, taking into account the realities of the field.
The scope of this document is to guide the caregiver in the wound care process. It does not intend to provide in depth information on wound healing or physiology. There is a wide range of literature and background information available for this purpose in the references and in the list of extra reading
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This regional technical guidance note was developed for the UNFPA Asia-Pacific Regional Office (APRO) and Asia-Pacific Country Offices to provide guidance on older persons, health workers, and caregivers in the contexts of COVID-19 to effectively support each member state and work with other partner...s in preparing for and responding to the COVID-19 epidemic.
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The EAPC White Paper addresses the issue of spiritual care education for all palliative care
professionals. It is to guide health care professionals involved in teaching or training of palliative care and spiritual care; stakeholders, leaders and decision makers responsible for training and educati...on; as well as national and local curricula development groups.
The EAPC white paper points out the importance of spiritual care as an integral part of palliative care and suggests incorporating it accordingly into educational activities and training models in palliative care. The revised spiritual care education competencies for all palliative care providers are accompanied by the best practice models and research evidence, at the same time being sensitive towards different develop-ment stages of the palliative care services across the European region.
Conclusions: Better education can help the healthcare practitioner to avoid being distracted by their own fears, prejudices, and restraints and attend to the patient and his/her family. This EAPC white paper encourages and facilitates high quality, multi-disciplinary, academically and financially accessible spiritual care education to all
palliative care staff.
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This report is from the National study on living conditions among people
with disabilities carried out in Nepal in 2014-2015. The study was carried
out as a household survey with two-stage stratified sampling, including a screening/listing procedure using the Washington Group on Disability
Statis...tics 6 questions, one Household questionnaire administered to
households with (Case HHs) and without disabled members (Control
HHs), one Individual Case questionnaire administered to individuals who were found to qualify as being disabled in the screening (Case
individuals), and an Individual Control questionnaire administered to
matched non-disabled individuals in the Control HHs (Control individuals). The study covers a range of indicators on level of living, such as socioeconomic indicators, economic activity, income, ownership and infrastructure, health (including reproductive health), access to health information, access to services, education, access to information, social participation, and exposure to discrimination and abuse (see all
questionnaires in Appendix).
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Aims of the CNS programme:
- To provide accessibility to quality nursing care and related services including clinical assessment and personalized care for persons enrolled/entitled to CNS services.
- To enhance the independence and health outcomes of entitled persons by avoiding early admi...ssion to hospital and/or residential care by providing access to CNS.
- To provide nursing, midwifery and advanced/specialized care through CNS delivered by a skills mix of registered and enrolled nurses.
- To facilitate provision of preventive, promotive and rehabilitative services to the community.
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Checklist to support the reopening of schools and preparation for resurgences of COVID-19 or similar public health crises.
O objetivo desta lista de verificação é reforçar a conformidade e a adesão às medidas de saúde pública delineadas no documento recentemente atualizado Considerations fo...r school-related public health measures in the context of COVID-19 [Considerações para medidas de saúde pública relacionadas a escolas no contexto da COVID-19], considerando-se principalmente as crianças menores de 18 anos em contextos educacionais e em escolas com recursos limitados. A lista de verificação foi elaborada de acordo com os princípios e as abordagens das escolas promotoras de saúde.7,8 Este documento destaca a importância da coordenação multinível (ou seja, nos níveis escolar, subnacional e nacional) e de abordagens participativas e cocriadas pelas várias partes interessadas (por exemplo, trabalhadores das escolas, professores, alunos e pais). Esta abordagem visa a otimizar o cumprimento das medidas sociais e de saúde pública baseadas nos contextos sociais e culturais, conforme descrito no documento Considerations for implementing and adjusting public health and social measures in the context of COVID-19 [Considerações para a implementação e ajuste de medidas sociais e de saúde pública no contexto da COVID-19].
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Asthma is the most common chronic respiratory disease (CRD) worldwide and is estimated to affect 262 million causing significant mortality and morbidity, and has emerged as an important public health problem in many Latin American (LA) countries over the last 30 or so years. LA is a highly diverse r...egion in terms of geography, climate, wealth, and ethnicity including 20 different countries with 639 million inhabitants, where 40 million are estimated to have asthma. A common feature of LA countries is the high level of social inequalities3 (Figure 1). In LA, asthma prevalence in both children and adults is highly variable and, where high, is among the highest worldwide, particularly in coastal tropical cities.
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This guidance provides an overview of interventions to improve early diagnosis of TB and treatment completion in these populations, as well as factors to consider when developing programmes for health communication, awareness and education, and programme monitoring and evaluation
Les modules de formation et d’orientation QualityRights ont été élaborés pour renforcer les connaissances, les compétences et la compréhension des principales parties prenantes sur la manière de promouvoir les droits des personnes en situation de handicap psychosocial, intellectuel ou cogni...tif, d'améliorer la qualité des services et des aides fournis dans le domaine de
la santé mentale et dans les domaines connexes, conformément aux normes internationales en matière de droits humains, et en particulier la Convention des Nations unies relative aux droits des personnes handicapées et l'approche de rétablissement.
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Six months after the earthquake, World Vision's efforts have made it possible to provide emergency assistance to selected beneficiaries among the most vulnerable through the distribution of food and hygiene kits and to address the psychosocial needs of children, adolescents, and young people deprive...d of classrooms. During this recovery phase of the response by World Vision teams have been focusing on rebuilding and rehabilitating school infrastructure in order to facilitate the return to school in safer conditions given the almost permanent seismic risks. Six months later, the security situation continues to deteriorate with an increase in kidnappings and nationwide strikes to protest against the rising insecurity.
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This practical guidance is designed to assist programme specialists to implement COVID19 RCCE activities for and with refugees, IDPs, migrants and host communities vulnerable to the pandemic. The guidance highlights key challenges and barriers faced by these people in accessing COVID19 health-relate...d information and presents key considerations and recommendations for planning and implementing RCCE activities. The document can be adapted to countries’ specific context and aligned with national response plans for COVID-19 and national RCCE plans.
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Downloaded from https://aidsinfo.nih.gov/guidelines on 10/19/2019
Recommendations from the National Institutes of Health, Centers for Disease Control and Prevention, the HIV Medicine Association of the Infectious Diseases Society of America and the Pediatric Infectious Diseases Society
(This g...uideline was simultaneously published in The Pediatric Infectious Disease Journal on November 6, 2013.)
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9 April 2020
The COVID-19 pandemic is presenting States in Europe with an extraordinary and unprecedented public health emergency. In response, States are taking necessary and legitimate measures to prevent the spread of the virus and to protect their populations. Some of these measures have been... taken within the framework of a declared state of emergency, based on specific national provisions governing emergency situations.
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