Naicker et al. BMC Palliative Care (2016) 15:41 DOI 10.1186/s12904-016-0114-7
WHO is launching a “Revised edition, 2021” for the Caring for women subjected to violence: A WHO training curriculum for health-care providers today. The revised edition includes 4 new modules three of which are for health managers to assess and
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strengthen health facility readiness and one module, which is for managers and providers to support prevention of violence against women. The earlier content published in 2019 remains unchanged. The 2021 edition is aimed at creating an enabling health systems environment for health workers to provide quality care to women subjected to violence.
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The adoption and the entry into force of the Convention on the Rights of Persons with Disabilities and its Optional Protocol challenge such attitudes and mark a profound shift in existing approaches towards disability.
This handbook and teaching guide on recovery has been designed to complement the QualityRights training module on Promoting Recovery in Mental Health and Related Services. The handbook and teaching guide covers much of the same material, but also co
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ntains additional text and exercises. It can be given to participants at the end of the training sessions so that they are able to review the concepts and material learned during the training.
Alternatively, it can be used independently as a standalone document to deliver training on recovery over 4-5 training days. The handbook/ teaching guide does not rely on PowerPoint presentations to deliver the training. Instead all participants should have a copy of the handbook/ teaching guide and work through the text and exercises either in plenary or in groups based on the discretion of the facilitator for the training.
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This is the sixth of our 11-paper supplement entitled “Community Health Workers at the Dawn of New Era”. Expectations of community health workers (CHWs) have expanded in recent years to encompass a wider array
of services to numerous subpopulations, engage communities to collaborate with and to
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assist health systems in responding to complex and sometimes intensive threats. In this paper, we explore a set of key considerations for training of CHWs in response to their enhanced and changing roles and provide actionable recommendations based on
current evidence and case examples for health systems leaders and other stakeholders to utilize.
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The toolkit presents step-by-step guidance that district health teams (DHTs), district leaders, MOH/UNEPI, immunisation partners, and civil society organisations (CSOs) can use to engage NHS and maximise the benefits of their participation in strengthening RI through activities such as community dia
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logue meetings. Tables and annexes outline this process
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Submitted to the US Agency for International Development by the Systems for Improved Access to Pharmaceuticals and Services (SIAPS) Program. Arlington, VA: Management Sciences for Health. Submitted to the United Nations Children’s Fund by JSI, Arlington, VA: JSI Research &
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Training Institute, Inc.
This guide will assist program managers, service providers, and technical experts when conducting a quantification of commodity needs for the 13 reproductive, maternal, newborn, and child health commodities prioritized by the UN Commission on Life-Saving Commodities for Women and Children. This quantification supplement should be used with the main guide—Quantification of Health Commodities: A Guide to Forecasting and Supply Planning for Procurement. * This supplement describes the steps in forecasting consumption of these supplies when consumption and service data are not available; after which, to complete the quantification, the users should refer to the main quantification guide for the supply planning step.
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DHS Further Analysis Reports No. 98
Training leaders in public health
IMDP 2016 Training Catalogue
Training for staff working at DR-TB management centres.
Training modules
The training is based on ensuring that the competencies to care for newborn are acquired.
A range of adult learning methods are used, these include reading and self-study,
discussion, and case based learning in written exercises and group discussi
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ons, visual presentations and extensive clinical practice.
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