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1
Publication Years
1
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53
5
1
Category
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634
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2
Toolboxes
995
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2
Flow chart for receiving medicines procedure.
Last revised 2015.
Original Word document on: http://www.epnetwork.org/Resources/Standard%20Operating%20Procedure/Receiving%20procedure_Flowchart.doc
SOP explaining how to complete a stock card in order to track the number (quantity) of drugs in the stores area.
Last revised 2015.
Original Word document on:
http://www.epnetwork.org/Resources/Standard%20Operating%20Procedure/Stock%20Control%
...
20Card_SOP.doc
more
Annual procurement workplan for ordering medicines.
Last revised 2015.
Original Word document on: http://www.epnetwork.org/Resources/Standard%20Operating%20Procedure/Workplan_Form.doc
Nosocomial or health-facility-acquired infections are a serious issue, representing one of the most significant causes of morbidity and mortality in healthcare systems and consuming many scarce resources, especially in developing countries. Although
...
much has been done, particularly in the hospital setting, to reduce the risk of these infections, the problem persists and demands innovative and cost-efficient solutions.
Although the care provided in most primary health care facilities is predominantly ambulatory with few or no inpatient beds, infection prevention is still important to minimize or eliminate the risks of facility-acquired infections and assure quality patient care.
Health facilities and hospitals should have written infection control procedures and guidelines in place and should also be monitoring that these procedures are adhered to in both inpatient and ambulatory care settings.
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Care and Support Centre (CSC) is a national initiative to provide expanded and holistic care and support services for PLHIV. The guideline focuses on the objectives, criteria for selection, required infrastructure, human resources, MIS tools, and fi
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nancial guidelines for CSCs. This guideline will be useful to the care providers, programme managers, and all stakeholders in providing excellent care to the people living with HIV/AIDS
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The guide is divided into 3 sections —the first focuses on the conceptual framework for M&E; the second focuses on six key steps for M&E; and further, the appendix provides additional tools, resources, and projects for M&E. With a comprehensive br
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eakdown of the important approaches as well as a checklist approach to the setting up of a monitoring and evaluation framework, this guide works for almost everyone
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Moving avidence into action
This document is part of a series of briefs for health program managers interested in implementing evidence-based programs. With a special emphasis on underutilized interventions, they present evidence on programs that work and provide guidance and
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resources for replication.
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This Global Plan builds on the previous edition, which laid out priority actions for 2018-2022, informed by global commitments member states endorsed at the 2018 United Nations High-Level Meeting (UNHLM) on TB. The resource needs estimates from this Global Plan include
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resources needed for implementing TB care and prevention and R&D into new tools. This Global Plan has already informed the Global Fund Investment Case and the 2022 G20 deliberations on TB. It will serve as a key document for inspiring and aligning global advocacy efforts, such as for the upcoming UNHLM on TB in 2023.
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Launched in 2016, the European Health Information Gateway (Gateway) is a powerful tool and easy way to access health data, information and resources for all 53 Member States in the European Region. The Gateway was conceptualized as a platform to fac
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ilitate access to integrated health information, under the umbrella of the European Health Information Initiative (EHII). It has been conceptualised as a bilingual, interactive one-stop health information shop for policy-makers, the general public and WHO staff alike.
Also available in Russian: https://gateway.euro.who.int/ru/themes/emergency-preparedness-and-response/
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This guide is intended to assist
state, local, and tribal public health
professionals in the initiation of
response activities during the
first 24 hours of an emergency
or disaster. It should be used in
conjunction with existin
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g emergency
operations plans, procedures,
guidelines, resources, assets, and
incident management systems. It
is not a substitute for public health
emergency preparedness and
planning activities. The response to
any emergency or disaster must be
a coordinated community effort.
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"National Disaster Management Guidelines: Management
of Chemical (Terrorism) Disasters (are intended to
focus on all aspects of the disaster management
cycle, including prevention measures such as
surveillance and intelligence, mitigation of direct
and indirect risks, preparedness in terms of
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capacity development of human resources and
infrastructure development, as well as relief,
rehabilitation and reconstruction/recovery."
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Initial clinical management of patients exposed to clinical weapons: Emergency wet decontamination using the 'rinse-wipe-rinse' technique is simple, effective and requires minimal equipment and training. This technique may be adapted to the situation and available
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resources.
Also available in Arabic: http://www.who.int/environmental_health_emergencies/deliberate_events/decontamination_steps_ar.pdf?ua=1
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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-free/unicef-inclusive-education-booklets-and-webina
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rs-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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Latent Tuberculosis Infection : Updated and consolidated guidelines for programmatic management
recommended
The consolidated guidelines are expected to provide the basis and rationale for the development of national guidelines for LTBI management, adapted to the national and local epidemiology of TB, the availability of resources, the health infrastructur
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e and other national and local determinants. The guidelines are to be used primarily in national TB and HIV control programmes, or their equivalents in ministries of health, and for other policy-makers working on TB and HIV and infectious diseases. They are also appropriate for officials in other line ministries with work in the areas of health.
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Mental Health Atlas 2020
recommended
The Mental Health Atlas, released every three years, is a compilation of data provided by countries around the world on mental health policies, legislation, financing, human resources, availability and utilization of services and data collection sys
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tems. It serves as a guide for countries for the development and planning of mental health services. The Mental Health Atlas 2020 includes information and data on the progress made towards achieving mental health targets for 2020 set by the global health community and included in WHO’s Comprehensive Mental Health Action Plan. It includes data on newly-added indicators on service coverage, mental health integration into primary health care, preparedness for the provision of mental health and psychosocial support in emergencies and research on mental health. It also includes new targets for 2030.
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The guidelines presented in this document are designed to provide a useful resource for healthcare professionals involved in clinical case management. They were developed taking into consideration services provided at different levels within the health system and
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resources available. These guidelines are intended to standardize care at both tertiary and secondary levels of service delivery across different socio economic stratifications of our society.
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ITETERO is the first radio programme for young children in Rwanda aged 0-6 years. Also available in Kinyarwanda: https://www.unicef.org/rwanda/RWA_resources_iteteroflyer.pdf
A poster to raise awareness about Ebola among children, showing ways how to protect yourself from infection. Also available in Kinyarwanda: https://www.unicef.org/rwanda/RWA_resources_iecebolaK.pdf
Paying for performance (P4P) provides financial incentives for providers to increase the use and quality of care. P4P can affect health care by providing incentives for providers to put more effort into specific activities, and by increasing the amount of
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resources available to finance the delivery of services. This paper evaluates the impact of P4P on the use and quality of prenatal, institutional delivery, and child preventive care using data produced from a prospective quasi-experimental evaluation nested into the national rollout of P4P in Rwanda. Treatment facilities were enrolled in the P4P scheme in 2006 and comparison facilities were enrolled two years later. The incentive effect is isolated from the resource effect by increasing comparison facilities’ input-based budgets by the average P4P payments to the treatment facilities. The data were collected from 166 facilities and a random sample of 2158 households. P4P had a large and significant positive impact on institutional deliveries and preventive care visits by young children, and improved quality of prenatal care. The authors find no effect on the number of prenatal care visits or on immunization rates. P4P had the greatest effect on those services that had the highest payment rates and needed the lowest provider effort. P4P financial performance incentives can improve both the use of and the quality of health services. Because the analysis isolates the incentive effect from the resource effect in P4P, the results indicate that an equal amount of financial resources without the incentives would not have achieved the same gain in outcomes.
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Inclusive Project Cycle Management - This Inclusive Project Cycle Management (IPCM) training package has been developed for CBM staff and Partner Organisations worldwide. The Trainers’ Manual will guide CBM trainers. It contains the curriculum for the course and training
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resources for trainers to help them deliver the course. The training will be successful if the trainers make sufficient planning time to prepare in advance and to respond to partners training needs. Different contexts and different partners may require different emphasis on areas that may be a challenge. This training material is not suggested as a prescriptive manual but as a suggested framework that can be added to and deepened as required. This means adapting the course to the local context and training needs and competencies of partners. In particular, it would be good to supplement or replace case studies included in the course with local case studies (refer Handout 8) and to have participants draw on their own examples.
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