The Infant and young child feeding counselling: an integrated course includes this Director’s guide, a Trainer’s guide and Participant’s manual. Additional tools include: Course handouts; Guid
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elines for follow-up after training; Supportive supervision/mentoring and monitoring and an accompanying toolkit; a slide set for the trainer; a set of 24 Counselling cards and Guidance on the use of counselling cards. The course includes 79 sessions arranged within 8 modules, covering a range of topics, including breastfeeding, complementary feeding, growth assessment and monitoring, HIV and infant feeding, and infant and young 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 Director’s guide contains all the information that the course director needs in order to plan and prepare for the course, to decide which modules and sessions will be included in the
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training, and to select trainers and participants, starting several months before the actual training. It contains lists of the materials and equipment needed, and sample timetables. Copies of the forms to be photocopied and used during the course can be found in the Course handouts. The Director’s guide also describes the director’s role during the course itself.
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Facilitator's Guide
Refresher Training Module for Health Care Providers implementing the MISP
Inter-agency Working Group on Reproductive Health in Crises Training Partnership
A WHO Guideline for Emergency Risk Communication (ERC) policy and practice.
Recent public health emergencies, such as the Ebola virus disease outbreak in West Africa (2014–2015), the emergence o
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f the Zika virus syndrome in 2015–2016 and multi-country yellow fever outbreaks in Africa in 2016, have highlighted major challenges and gaps in how risk is communicated during epidemics and other health emergencies. The challenges include the rapid transformation in communications technology, including the near-universal penetration of mobile telephones, the widespread use and increasingly powerful influence of digital media which has had an impact on ‘traditional’ media (newspapers, radio and television), and major changes in how people access and trust health information. Important gaps include considerations of context – the social, economic, political and cultural factors influencing people’s perception of risk and their risk-reduction behaviours.
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Strategic communication is at the heart of public health and more important than ever in the digital age. Using communication strategically require
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s expertise, skills and resources to plan, implement and evaluate interventions that encourage governments to implement policies that improve people’s lives and well-being, that empower health workers to deliver the best care possible, and that encourage people to take actions that protect and improve their health and that of their family and community. This Regional Action Framework on Communication for Health (C4H) aims to support Member States in implementing the C4H approach. It outlines steps to be taken by WHO and Member States to use C4H to achieve shared public health goals in the Western Pacific.
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WHO/ESCAP Training Manual on Disability Statistics | This training manual intends to enhance the understanding of the ICF-based approach to disability measurement. It provides an overview of the IC
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F framework as well as guidelines on how to operationalize the underlying concepts of functioning and disability into data collection, dissemination and analysis.
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Content has been developed based on the WHO Wheelchair Guidelines and the Wheelchair Service Training Package—Basic Level. Adult Education
The main purpose of the training package is to develop the minimum skills and knowledge required by personnel involved in wheelchair service delivery. An important aim of the
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training package is to get it integrated into the regular paramedical/rehabilitation training programs such as physiotherapy, occupational therapy, prosthetics and orthotics, rehabilitation nursing. Towards this, WHO is posting the whole training package in the Website for the training institutes and wheelchair service providers. The easiest way to make use of the training package is to download the complete package (requires 3 GB space).
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Conducting simulations and drills is the most effective way to evaluate and test disaster preparedness plans; these exercises are used widely by organizations
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and institutions working in development and in disaster response. Drills and simulations are also excellent tools for training, and for assessing decision making processes, teamwork, and coordination.
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These ICRC guidelines outline the organization’s approach to mental health and psychosocial support (MHPSS) during and after armed conflict and o
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ther situations of violence. They provide a framework for harmonizing MHPSS programmes within the organization, and an insight into its strategic processes and field practices.
This publication is not intended to serve as a training manual for specific MHPSS techniques. In sharing these guidelines with an external audience, the ICRC aims to raise awareness of its approach among professionals and other interested parties.
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WHO-SEARO in partnership with WHOCC AIIMS, UNICEF, UNFPA and USAID has prepared a training package for building capacity of healthcare teams in health facilities for continous quality improvement of
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maternal and newborn healthcare. The focus is on the care of mothers and newborns at the time of child birth since a large proportion of maternal deaths, newborn deaths and stillbirths happen around that time.
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The EYE communication strategy is intended for use by all EYE partners and respective communication teams, as well as regional
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and country colleagues who will need to communicate about the work of EYE. It will also be publicly available for others, such as non-governmental organizations (NGOs) and private sector organizations, who may wish to read or share content published about EYE.
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All health workers involved in implementation of COVID-19 vaccination need to have adequate knowledge and skills in order to ensure safe and efficient COVID-19 vaccine administration. The COVID-19 v
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accination training for health workers package is developed for frontline health workers in countries. The package, developed in collaboration with UNICEF, consists of 6 modules, which include video lectures, quizzes, job aids, interactive exercises and downloadable presentations with the available information.
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This provisional Facilitator's Kit provides a complete framework for a 3-day training on Community Preparedness for Reproductive Health and Gender. The goal is to build community capacity to prepar
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e and respond to risks and inequities faced by women and girls during emergencies.
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This Curriculum Guide accompanies the Refugee and Migrant Health: Global Competency Standards for Health Workers and the Knowledge Guide to support the operationalization of the Standards. The Curri
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culum Guide provides guidance for institutions, health organizations and individuals engaged in the education and training of health practitioners and health administrators to support incorporation of the knowledge, skills and attitudes set out in the Knowledge Guide into curricula and for assessment of the achievement of the relevant learning outcomes and Competency Standards.
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1.1 Why this course is needed
The first few hours and days of a newborn baby’s life are a critical window for establishing breastfeeding and for providing mothers with the support they need to br
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eastfeed successfully. Since 1991, the Baby-friendly Hospital Initiative (BFHI) has helped to motivate facilities providing maternity and newborn baby services worldwide to better support breastfeeding. It has been adopted by many countries and organizations. The BFHI aims to provide a health-care environment that supports mothers to acquire the skills necessary to exclusively breastfeed for six months, and to continue breastfeeding for two years or beyond.
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The training is targeted at all professionals involved in the management of drinking-water safety. The handbook is divided into three parts:
• Part 1 – Overview of the training approach,
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training structure and mode of training assessment
• Part 2 – Module learning material, which includes module objectives, delivery information, key points and exercises
• Part 3 – How the material can be adapted to different utility contexts
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The workshop is structured around 13 learning modules. The first module (Introduction) gives an overview of WSPs. The last module (Module 12) introduces participants to the quality assurance tool for WSPs (WHO & IWA, 2012). Modules 1–11 relate explicitly to the WSP manual produced by IWA
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and WHO (Bartram et al., 2009), from which the workshop is designed.
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Wheelchair Service Training Package - Basic level | The main purpose of the training package is to develop the minimum skills and knowledge require
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d by personnel involved in wheelchair service delivery. An important aim of the training package is to get it integrated into the regular paramedical/rehabilitation training programs such as physiotherapy, occupational therapy, prosthetics and orthotics, rehabilitation nursing. Towards this, WHO is posting the whole training package in the Website for the training institutes and wheelchair service providers. The easiest way to make use of the training package is to download the complete package (requires 3 GB space).
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