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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Accessibility is by law; not just a favour. The booklet contains what the laws say about physical accessibility and their interpretation
A Report of A survey study conducted to determine the demand, availability, quality of production, usage, and affordability of wheelchairs in Uganda.
Accessed Febr. 12,2015
Mental Health First Aid Guidelines
This handbook has been compiled as a source of ideas and experiences that can be used for CLTS orientation workshops, advocacy to stakeholders, training facilitators and natural leaders and implementing CLTS activities. It is a resource book especially for field staff, facilitators and trainers for ...planning, implementation and follow-up for CLTS.
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White Paper from the National Child Traumatic Stress Network Refugee Trauma Task Force
Burkina Faso has approximately 10.5 million inhabitants and is divided into 30 provinces. The study took place in the districts of Tougan, Nouna, and Solenzo, in provinces Sourou and Kossi, in north-west Burkina Faso. There is one medical centre in every district capital and 6 to 14 health centres i...n the surrounding villages. Each health centre covers a population of 10 000 to 15 000. The staff of one health centre generally consists of one nurse, a nurse aid and a midwife as well as one drug vendor for the nearby village pharmacy. The health personnel are trained and paid by the state.
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la Clasificación tabular de problemas de salud es la herramienta primordial para la codificación, pero el Indice alfabético es un complemento que facilita la búsqueda. De todas maneras siempre será necesario consultar la Clasificación tabular y sus
notas.
El objetivo de esta GPC es proporcionar recomendaciones para el tamizaje organizado
del CCR en el territorio nacional, permitiendo el acceso equitativo a medidas de
prevención y detección temprana de la enfermedad con el fin de disminuir la
incidencia y la mortalidad por el CCR en Argentina.... Esta guía está destinada a todos
aquellos trabajadores de la salud que desarrollen actividades de prevención del CCR.
La población objetivo incluye a aquellos individuos de riesgo promedio, sin
antecedentes personales ni familiares de CCR ni adenomas. Sin embargo, aquellos
individuos identificados con presencia de síntomas sospechosos de CCR, individuos
con incremento del riesgo para el desarrollo de esta enfermedad (síndrome de Lynch,
PAF, PAFA, poliposis hamartomatosas, síndrome de poliposis aserrada, EII, etc.) o con
antecedentes de resecciones de pólipos o adenomas, deberán ser priorizados en el
seguimiento o derivados a atención especializada consecuente, según las
recomendaciones vigentes.
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Le projet (travaux en cours) décrit un partenariat entre un certain nombre d'établissements d'enseignement supérieur qui
n'offrent pas des formations en soins infirmiers et obstétricaux au niveau de troisième cycle et les établissements
d'enseignement supérieur qui offrent de tels programme...s. L'objectif est d'aider les institutions d'accueil (IA) à développer
leurs propres programmes de troisième cycle. Cette intervention éducationnelle implique une collaboration dans l'élaboration des programmes, l'enseignement, la recherche et l'évaluation des étudiants. Cette relation cruciale et stratégique est vue du
contexte des besoins du pays, la région et le continent en matière de formation professionnel de la santé et de la
revitalisation institutionnelle simultanée de l'enseignement supérieur.
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