Decontamination of medical devices plays an important role in the prevention of health care-associated infections. It includes cleaning, disinfection and/or sterilization. The processes involved in decontamination are complex, require specific infrastructure and equipment, and involve several sequen...tial steps that need to be performed correctly – from device collection and receipt by the decontamination unit to processing, storage and distribution throughout the facility. Quality control procedures (such as validation) at each step of the decontamination process are of the utmost importance to ensure the correct functioning of the equipment and processes. This aide-memoire presents a concise overview of important advice and key elements at a glance.
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Kenya Quality Model for Health - Hospitals
This document provides an overview of strategic purchasing of nutrition services within primary health care. It introduces key terms and payment methods for countries to use in preparing to transform their health financial systems to scale up nutrition services. It does so by introducing nutritional... perspectives to strategic health purchasing core areas: What to buy, From whom to buy and How to buy.
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Kenya Quality Model for Health - Health Facilities
Kenya Quality Model for Health - Level 2 Facilities
ndependent of the current conflict, the health sector in Ukraine faces several critical shortcomings. In particular, the country has an oversupply of hospitals and an undersupply of primary care and diagnostic facilities. Addressing these limitations will require substantial amounts of capital inves...tment, but constraints on public finances in the post-war context will reduce the Government’s ability to fund the needed reconfiguration. Multiple international financial institutions have stated their intention to support reconstruction in the aftermath of the war. The use of public–private partnerships (PPPs) may support the achievement of these outcomes and their use in Ukraine is likely to remain an important issue for Government policy-makers and their partners to consider in a variety of post-war scenarios.
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The mhGAP Humanitarian Intervention Guide (mhGAP-HIG) Training of Health-Care Providers manual is designed to guide facilitators in training non-specialist health care providers to manage mental, neurological and substance use conditions in humanitarian emergency settings.
The manual covers sugge...sted training schedules, learning objectives, and tips for planning and facilitating the training. It also includes step-by-step training modules for different conditions covered in the mhGAP Humanitarian Intervention Guide (mhGAP-HIG).
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Tis first edition describes the standard operating procedures for health products for NTDs amenable to preventive chemotherapy and the medicines donated to treat them. These include albendazole for lymphatic filariasis and soil-transmitted helminthiases; azithromycin for trachoma and yaws; diethylca...rbamazine citrate for lymphatic filariasis; ivermectin for onchocerciasis and lymphatic filariasis; mebendazole for soil-transmitted helminthiases; praziquantel for schistosomiasis; and triclabendazole for foodborne trematodiases. Standard operating procedures for diseases amenable to case management will be covered in subsequent editions, including the application process for requesting medicines (Chapter 1). In the meantime, the procedures described in the rest of the document apply for both case management and preventive chemotherapy NTD health products.
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This document, Programme and curriculum development guide, presents a systematic approach to developing programmes and curricula for implementation of the family planning (FP) and comprehensive abortion care (CAC) competencies,and the theory behind the approach. Specifically, the aim is for effectiv...e implementation of these competencies in the context of pre-service education and training, post-graduate studies and continuing professional development (CPD). This guide is designed for programme and curriculum developers who are preparing or revising formal education and training programmes and curricula for the FP and CAC workforce.
This guide proposes a new FP and CAC Educational Design Model for programme and curriculum development. This model can support competency-based education (CBE) for current and future FP and CAC services, with a pre-service training pathway of at least 12 months, and can also support in-service training. CBE provides the most effective means to orient educational programmes and curricula towards effective health services that meet population health needs, and this Educational Design Model provides a guide for linking the competencies required to provide a range of health services
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