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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Curriculum reform efforts to enhance training on rational medicine use (RMU) and AMR should pay particular attention to ensuring that the right topics are integrated and the right teaching-learning methodologies are adopted.
The overall aim of the study was to understand the acceptability and usefulness of PHC clinical placements for nursing and midwifery students.
Venite Roundtable with Entrepreneurs
Bratislava, 1 December 20142014
This paper has been commissioned by RedR to identify gaps in skills, technology, and knowledge in urban humanitarian response in order to inform RedR’s project Ready to Respond which is looking to address these gaps in two specific areas:
Water supply, sanitation, and hygiene; Shelter res...ponse to earthquakes
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BMC Family Practice201415:165, DOI: 10.1186/1471-2296-15-165
Open Access
Nurses' perceptions about providing spiritual care
The Lay Counselor Cadre in Botswana
แนวปฏิบัติในการจัดการความเสี่ยง ดานภาวะฉุกเฉินและความพิการเพื่อสุขภาพ
This document presents a strategic framework, aimed towards the development of sustainable global, regional and national plans relating to laboratory biorisk management.
A resource for improving menstraul hygiene around the world.
Comprehensive guidance with examples of good practice, information for colleagues and pupils in class and tips on how to break the taboo
CBDRR Practice. Case Studies 2
No publication year indicated.
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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