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No education system is effective unless it promotes the health and well-being of its students, staff and community. These strong links have never been more visible and compelling than in the context of the COVID-19 pandemic. Towards making every sch
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ool a health-promoting school: Let’s start with a shared vision based on the standards and indicators presented in this publication.
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Guide to national implementation of the Shanghai Declaration describes policy orientations and approaches that can unlock the transformative potential of health promotion for sustainable development. This guide was developed to support country level
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implementation of the commitments and recommendations in the Shanghai Declaration.
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This is a infographic for health promotion: 3 Pillars of health promotion
This is a infographic for health promotion: Promoting health, promoting sustainable development
Primary health care is about caring for people, rather than simply treating specific diseases or conditions. Good primary health care is made up of three parts: empowered people and communities who
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can take care of and advocate for their health; ensuring multisectoral policy and action to systematically address social, economic, environmental and commercial determinants of health; and primary care and essential public health functions as the core of integrated health services. Primary health care can meet the majority of a person’s health needs throughout their life. With a strong foundation of primary health care, together we can achieve #HealthForAll
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Primary care represents the first level of personal health care services in the community, which ensures accessible, continual,
whole-person care for health needs throughout an individual’s lifes
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pan. Primary care professionals work with patients and
their families to address their immediate and long-term health needs and not just for a set of specific diseases with an
approach that addresses the broader determinants of health and the interrelated aspects that influence people’s physical,
mental, and social well-being.
Nurses have a key role to play in primary care in expanding, connecting and coordinating care. Through their training and
work, they are well placed and have been shown to provide safe and effective care in disease prevention, diagnosis,
treatment, management and rehabilitation. The purpose of this document is to provide guidance and inspiration for
policymakers, instructors, managers and clinicians
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Primary health care, as outlined in the 1978 Declaration of Alma-Ata and again 40 years later in the 2018 WHO/UNICEF document A vision for primary health care in the 21st century: towards universal
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health coverage and the Sustainable Development Goals, is a whole-of-government and whole-of-society approach to health that combines the following three components: multisectoral policy and action; empowered people and communities; and primary care and essential public health functions as the core of integrated health services.(1) Primary health care-oriented health systems are health systems organized and operated so as to make the right to the highest attainable level of health the main goal, while maximizing equity and solidarity. They are composed of a core set of structural and functional elements that support achieving universal coverage and access to services that are acceptable to the population and that are equity enhancing. The term “primary care” refers to a key process in the health system that supports first-contact, accessible, continued, comprehensive and coordinated patient-focused care.
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Policy makers and public health professionals may be forced to weigh and prioritize potentially competing ethical values in the face of severe time and resource constraints. This video from the World
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Health Organisation explains that ethical concerns associated with the planning, preparedness and response to disease outbreaks are important to consider, ensuring that response efforts are not hindered in the event of a pandemic.
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The State of the world’s nursing 2020 report provides the latest, most up-to-date evidence on and policy options for the global nursing workforce.
The menu was developed using the WHO-CHOICE methodology to prepare and update, as appropriate, WHO estimates of the cost-effectiveness of a range of mental health interventions, in line with the development of Appendix 3 to the global action plan fo
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r the prevention and control of noncommunicable diseases 2013–2020.
WHO-CHOICE is a programme that helps countries to identify priorities based on health impact and cost-effectiveness. It can be applied to a wide range of strategies relevant to policies affecting health outcomes. All options are compared to a common comparator, a null scenario in which the impacts of currently implemented interventions are removed, thereby enabling comparison of interventions across geographical areas and aspects of health.
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No health system can claim to be free of avoidable infections. These avoidable infections, acquired through health care practices, affect patients, their families and
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health workers, in many different ways.
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Investment in all the drivers and facilitators of hand hygiene action in health care to ensure that it occurs at the point of care and other critical moments requires a multidisciplinary, multifaceted approach. WHO describes such an approach as a
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multimodal improvement strategy” (MMIS) which is at the core of its implementation models for hand hygiene and infection prevention and control (IPC) programmes. The focus of this document is on the resource considerations for investing in hand hygiene improvement in health care (primary, secondary and tertiary) using the MMIS approach.
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The WHO and UNICEF-led Hand Hygiene for All Initiative aims at ensuring implementation for WHO's global recommendations on hand hygiene to prevent and control COVID-19 pandemic, and hand hygiene improvement sustainability in countries as a mainstay of wider infection prevention and control (IPC) and
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water, sanitation and hygiene (WASH) efforts.
But how can hand hygiene implementation be successful? By implementing strategies and approaches proven through the successes of the WHO Save Lives: Clean Your Hands campaign and fostering integration between hand hygiene and WASH improvements. This brief draws on learning from legacy work and the current evidence based and summarizes how joint action and collaboration are essential for successful strategies, in the context of the COVID-19 response and beyond
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The impact of attacks on health care in Fragile, Conflict-affected and Vulnerable (FCV) settings goes well beyond endangering health providers. Reduced capacity, interrupted services and loss of
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health care resources deprive vulnerable populations of urgently needed care, undermine health systems and jeopardize long-term public health goals.
As the world struggles with the COVID-19 pandemic, protecting health care where health systems are the most vulnerable has become more important than ever. Ensuring the right to access health care for everyone, everywhere is not only at the core of WHO’s commitment to achieve better health but also a stepping stone to a reaching the Sustainable Development Goals or SDGs.
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Climate change is resulting in poorer health outcomes, increasing mortality and is a driver of health inequities. However, health is well placed to
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be a significant part of the solution; the positive health impacts from stronger climate change action can motivate stronger global ambition; health systems which are resilient to climate change can help protect their populations from the negative impacts (in the short and longer terms); and sustainable low carbon health systems can make a substantial contribution to reducing national and global emissions.
This fact sheet on climate change and health is part of the Climate Fast Facts series of the United Nations Climate Action team.
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This guide is designed to accompany the training module, Communicating with health workers about COVID-19 vaccination. It provides detailed explanations, resources and guidance to accompany the slides in the training module and support those impleme
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nting the training. It is intended for training facilitators or trainers of trainers (ToTs) who will be conducting the training at the country level either face-to-face or online with a group of participants. Facilitators can use this guidance document to help them adapt the training content to their local context and facilitate discussion with training participants. Facilitators are encouraged to have this guide available to them as a tool during the training session.
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