Training module on malaria control
Its main objectives are: to explain the educational approach underlying the Guide; to explain how to teach pharmacotherapy with the Guide; to give practical advice on how to assess the students, the teachers and the course; and to assist in mobilizing support for problem-based pharmacotherapy teachi...ng.
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This field action guide focuses on the first psychosocial assessment to be conducted just after a calamity strikes or just after a major event in an ongoing armed conflict. While it is necessary to update that initial assessment as the emergency situation evolves through the different phases of reco...very (briefly outlined in the “phase chart”), this mini book is meant to guide the formation of a team to assess the psychosocial as well as physical needs of children, their families and the communities and then the recommendations the team makes for ensuing support.
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War Child put forward a specific request for comparative study, addressing the following questions: •What are the key types of intervention for psychosocial assistance that are being applied to children in war-affected areas? •What are the results of (scientific) research into the effects of th...e most relevant programmes? •Which NGOs operate in this sector and what is their practical experience with specific methods? •How does the War Child methodology relate to developments in the sector; what is known about the effects of War Child’s programme and how can these be measured? How will War Child work towards the development of additional evidence?
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Document on key points needed to design, manage, deliver and evaluate training
You can also find a spanish and french version here: http://reprolineplus.org/resources/training-works-what-you-need-know-about-managing-designing-delivering-and-evaluating-group
The Capacity Project used the Learning for Performance (LFP) approach to develop the family planning (FP), HIV/AIDS and gender components included in the competency-based A1 nursing and midwifery pre-service curricula. LFP was also used to adapt the Rwanda national FP curriculum to an on-the-job tra...ining approach. This study documents the implementation of the and the lessons learned from its application in preservice education and in-service training in Rwanda.
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Making education more inclusive requires schools and education authorities to remove the barriers to education experienced by the most excluded children - often the poorest, children with disabilities, children without family care, girls, or children from minority groups. Also included in the text a...re examples of children from very remote areas, girls excluded from school, children from ethnic groups, children with language barriers, and children in countries affected by conflict.
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The Multi-professional Patient Safety Curriculum Guide (2011) was developed to assist in the teaching of patient safety in universities and schools in the fields of dentistry, medicine, midwifery, nursing and pharmacy. It also supports the on-going training of all health care professionals.
The C...urriculum Guide is comprised of two parts. Part A is a teachers’ guide designed to introduce patient safety concepts to educators. It relates to building capacity for patient safety education, programme planning and design of the courses. Part B provides all-inclusive, ready-to-teach, topic-based patient safety courses that can be used as a whole, or on a per topic basis. There are 11 patient safety topics, each designed to feature a variety of ideas and methods for patient safety learning. Universities are encouraged to start with Part A which provides comprehensive advice on how to introduce and build patient safety courses.
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In resource restriced countries
The Participant’s manual contains summaries of information presented by the trainers, copies of worksheets and checklists for the clinical practice and practical sessions, and exercises that participants will do during the course. One manual should be provided for each participant, using the modul...es selected, for use during the course and can be used as a reference after the course. child feeding counselling. Course facilitators can decide which sessions to cover, depending on the specific learning needs of the health workers in your community.
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The 2018 NDHS is a national sample survey that provides up-to-date information on demographic and health indicators. The sample was selected using a stratified, two-stage cluster design, with enumeration areas (EAs) as the sampling units for the first stage. The second stage was a complete listing o...f households carried out in each of the 1,400 selected EAs. The target groups were women age 15-49 and men age 15-59
in randomly selected households across Nigeria. A representative sample of approximately 42,000 households was selected for the survey. One-third of the households (14,000) were selected for malaria, anaemia, and genotype testing of children age 6-59 months. Also, in the subsample of households selected
for the men’s survey, one eligible woman in each household was randomly selected for additional questions regarding domestic violence. Specifically, information was collected on fertility levels, marriage, fertility preferences, awareness and use of family planning methods, child feeding practices, nutritional status of women and children, adult and childhood mortality, awareness and attitudes regarding
HIV/AIDS, and female genital mutilation. The survey also assessed the nutritional status (according to weight and height measurements) of women and children in these households. In addition to presenting national estimates, the report provides estimates of key indicators for both rural and urban areas, the country’s six geopolitical zones and 36 states, and the Federal Capital Territory (FCT).
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The 2019 SLDHS is a national sample survey that provides up-to-date information on demographic and health indicators. The sample was selected using a stratified, two-stage cluster design, with enumeration areas (EAs) as the sampling units for the first stage. The second stage was a complete listing ...of households carried out in each of the 578 selected EAs. The target groups were women age 15-49 and men age 15-59 in
randomly selected households across the country. A representative sample of approximately 13,872 households was selected for the survey. Half of the households (6,936) were selected for biomarker and men’s interview. The men’s survey was conducted in half (50%) of the sample households, and all men age 15-59 in these households were included. In this subsample, one eligible woman in each household was randomly selected to be asked additional questions about domestic violence.
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