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The purpose of this Guideline is to provide evidence-based recommendations that promote and sustain the undergraduate nursing student’s application of knowledge to practice in a variety of clinical learning environments. The Guideline explores the relationships among and between students and nursi
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ng educators, nursing staff, preceptors, and diverse health-care team members, and it considers their influence on the quality of practice education, professional socialization, and nursing excellence.
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The coronavirus disease 2019 (COVID-19) pandemic has created a global and gendered crisis that is compounding existing inequalities and disproportionately affecting girls and women. Emerging evidence from the COVID-19 crisis in 2020 shows school closures, disruptions in essential services and rising
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poverty contributed to girls’ increased risk of female genital mutilation (FGM). School closures limited the monitoring and reporting of cases of FGM. Rising household monetary poverty may have contributed to families adopting negative coping mechanisms, including having girls undergo FGM as a precursor to marriage to reduce household costs. A report from the United Nations Population Fund (UNFPA) estimates 2 million additional cases of FGM by 2030 due to the pandemic.
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BACKGROUND: Growing political attention to antimicrobial resistance (AMR) offers a rare opportunity for achieving meaningful action. Many governments have developed national AMR action plans, but most have not yet implemented policy interventions to
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reduce antimicrobial overuse. A systematic evidence map can support governments in making evidence-informed decisions about implementing programs to reduce AMR, by identifying, describing, and assessing the full range of evaluated government policy options to reduce antimicrobial use in humans.
METHODS AND FINDINGS: Seven databases were searched from inception to January 28, 2019, (MEDLINE, CINAHL, EMBASE, PAIS Index, Cochrane Central Register of Controlled Trials, Web of Science, and PubMed). We identified studies that (1) clearly described a government policy intervention aimed at reducing human antimicrobial use, and (2) applied a quantitative design to measure the impact. We found 69 unique evaluations of government policy interventions carried out across 4 of the 6 WHO regions. These evaluations included randomized controlled trials (n = 4), non-randomized controlled trials (n = 3), controlled before-and-after designs (n = 7), interrupted time series designs (n = 25), uncontrolled before-and-after designs (n = 18), descriptive designs (n = 10), and cohort designs (n = 2). From these we identified 17 unique policy options for governments to reduce the human use of antimicrobials. Many studies evaluated public awareness campaigns (n = 17) and antimicrobial guidelines (n = 13); however, others offered different policy options such as professional regulation, restricted reimbursement, pay for performance, and prescription requirements. Identifying these policies can inform the development of future policies and evaluations in different contexts and health systems. Limitations of our study include the possible omission of unpublished initiatives, and that policies not evaluated with respect to antimicrobial use have not been captured in this review.
CONCLUSIONS: To our knowledge this is the first study to provide policy makers with synthesized evidence on specific government policy interventions addressing AMR. In the future, governments should ensure that AMR policy interventions are evaluated using rigorous study designs and that study results are published.
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Self-care interventions are among the most promising and exciting new approaches to improve health and well-being, both from a health systems perspective and for people who use these interventions.
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The World Health Organization (WHO) uses the following working definition of self-care: Self-care is the ability of individuals, families and communities to promote health, prevent disease, maintain health, and cope with illness and disability with or without the support of a health worker. The scope of self-care as described in this definition includes health promotion; disease prevention and control; self-medication; providing care to dependent persons; seeking hospital/specialist/primary care if necessary; and rehabilitation, including palliative care. It includes a range of self-care modes and approaches. While this is a broad definition that includes many activities, it is important for health policy to recognize the importance of self-care, especially where it intersects with health systems and health professionals.
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Adolescence, defined as the period between 10 and 19 years of age, is a developmental stage during which many psychosocial and mental health challenges emerge. There is a well-established link between mental health and HIV outcomes. Adolescents and young adults living with HIV typically have additio
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nal mental health needs linked to their experiences of living with and managing a chronic illness, along with prevailing stigma and discrimination. Mental health promotion and prevention is thus a critical priority for this group.
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The aim of the Technical Brief is to offer guidance to education professionals on how to integrate Mental Health and Psychosocial Support into Education in Emergencies programming. An overview of Me
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ntal Health and Psychosocial Support activities that can be implemented in Education in Emergencies contexts is detailed, in line with the MHPSS Minimum Service Package. Country examples and case studies are featured.
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This Communication Guide for Malaria Control Interventions is aligned with Tanzania’s Malaria Strategic Plan (2015–2020) and provides comprehensive guidance on the implementation of Social and Behaviour Change Communication (SBCC) for the preven
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tion, diagnosis and treatment of malaria. It is intended for all stakeholders and implementing partners, with the aim of ensuring harmonised messaging and coordinated communication efforts. The guide outlines strategies, key messages, communication channels and target audiences, with a focus on sustaining and improving malaria-related behaviours at the individual, family and community levels. It incorporates malaria stratification and supports the development of tailored SBCC interventions in different risk areas. Developed with contributions from the Ministry of Health and Social Welfare, the National Malaria Control Programme and various partner organisations, the guide aims to reduce the malaria burden and promote a malaria-free Tanzania. Supplemented by Standard Operating Procedures (SOPs), the guide serves as a practical tool for consistent and effective malaria communication nationwide.
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The MalariaCare Toolkit. Tools for maintaining high-quality malaria
case management services.
Developed by MalariaCare, this module supports health supervisors in improving the management of severe malaria by providing focused, case-based learning and mentorship. It provides clinical supervisors w
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ith the necessary tools to guide healthcare providers during outreach training and supportive supervision (OTSS) visits. The module is designed to strengthen diagnostic and treatment skills, particularly in areas that are often overlooked, such as severe malaria. It uses real-life case studies and guided discussions to assess and enhance clinical understanding. Its flexible structure can be adapted based on the knowledge level of the provider, promoting effective, practical learning in healthcare settings.
Accessed on 03/07/2025.
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Policy brief. In this policy brief, we give an update on those parts of the guidelines which are relevant for trans and gender diverse people.
Polic brief. In this policy brief, we give an update on those parts of the guidelines which are relevant for men who have sex with men.
Bhana A et al. Journal of the International AIDS Society 2021, 24(S2):e25713
Journal of Adolescent Health 2022 1-16
International Journal of Integrated Care, 2025; 25(2): 5, 1–12. DOI: https://doi.org/10.5334/ijic.8920. Community-based intervention support plays a crucial role in enhancing
the lives of orphans and vulnerable children in Africa. Community-based intervention
support needs to be integrated into
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a wider social service system. Further research
focusing on the cost of community-based intervention support and successful
programs for mainstreaming community-based intervention into a wider social
system is needed.
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This Technical Brief reviews current practice and evidence on nutrition-specific preventive approaches to MAM, providing practical guidance for implementers and programme managers, and highlighting gaps in evidence and guidance.
Include us in education! A qualitative research study on barriers and enablers to education for children with disabilities in Nepal
Zuurmond, M., L.M. Banks, P. Aryal, et al.
London School of Hygiene and Tropical Medicine, International Centre for Evidence in Disability, Plan International
(2014)
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A 2013 Plan study across 30 countries found that children with disabilities were on average 10 times less likely to go to school than children without disabilities. This report presents the findings of a follow-up second phase to the research with a qualitative study on barriers and enablers to
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education for children with disabilities in Nepal.
The Full Report and Executive Summary Reports in English, French and Spanish are now available for download at:
http://disabilitycentre.lshtm.ac.uk/include-us-education-study-available-now/
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Draft Working Discussion Paper
you can find all 14 Technical Booklets on Inclusive Education, produced by UNICEF, in ENGLISH. Other versions can be found on the website https://www.ded4inclusion.com/inclusive-education-resources-
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free/unicef-inclusive-education-booklets-and-webinars-english-version. Each Technical Booklet (and companion webinar) introduces a sub-theme of particular interest within Inclusive Education, and each was written by an expert, and peer-reviewed widely
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This is the first version of the INEE technical guideline to support education during the Covid-19 pandemic. It is a living document that will be regularly updated to meet the learning and well-being needs of children, adolescents, youth, teachers,
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caregivers and other education personnel affected by Covid-19.
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