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The document provides detailed clinical guidelines for the therapy of Type 1 Diabetes as developed by the German Diabetes Association (DDG). It focuses on individualized insulin therapy, structured patient training, and monitoring of blood glucose l
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evels. The guidelines emphasize preventing complications like ketoacidosis and hypoglycemia while improving patients' quality of life through education and tailored medical care. Recommendations include the use of both basal and bolus insulin, continuous glucose monitoring, and integrating psychosocial support into treatment plans. The document serves as a comprehensive resource for healthcare professionals managing Type 1 Diabetes.
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Community Capacity Building for Physical Activity Promotion among Older Adults—A Literature Review
Ubert, T.; Forberger, S.; Gansefort, D. et al.
International Journal of Environmental Research and Public Health
(2017)
CC
The document reviews strategies for community-based physical activity promotion among older adults, focusing on capacity-building approaches such as coalition building, professional training, raising awareness, and allocating resources. It highlight
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s the importance of community involvement to promote sustainable health behaviors but notes inconsistent results regarding the effectiveness of these strategies. More rigorous research is recommended to optimize community capacity-building efforts for older populations.
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Asthma is the most common chronic respiratory disease among school-going adolescents worldwide. However, the burden of severe asthma is highest in Sub-Saharan Africa. This study aimed to explore teachers’ perceptions of asthma care across six African countries. We conducted focus group discussions
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(FGDs) using a semi-structured interview guide. Interviews were audio-recorded, transcribed verbatim and analysed thematically. FGDs were conducted in Kumasi(Ghana), Blantyre (Malawi), Lagos (Nigeria), Durban (South Africa), Kampala (Uganda), and Harare (Zimbabwe) between 01 November 2020 and 30 June 2021. We identified two key themes related to asthma care; barriers to asthma care and suggestions to improve the care of adolescents with asthma. Barriers reported by teachers included a lack of knowledge and skills among themselves, adolescents, and caregivers. In addition, some traditional beliefs of teachers on asthma exacerbated challenges with asthma care in schools. Regarding suggestions, most teachers identified a need for all-inclusive asthma training programmes for teachers, adolescents and caregivers, focusing on acute episodes and mitigating triggers. Utilising teachers with personal experiences with asthma to advocate and support these initiatives was suggested. Further suggestions included the need for annual screening to enable early identification of adolescents with asthma and clarify restrictions on teachers administering asthma medications. Teachers across African schools identify multiple barriers to asthma care. Structured school education programs and annual asthma screening are key to addressing some barriers to care.
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Issue Brief Marburg virus disease (MVD)
recommended
Issue Brief No. 40 provides healthcare professionals with the most relevant treatment guidelines, prevention measures and training material on MVD
The intention of this handbook on integrated vector management (IVM) is to provide
guidance to the managers of vector-borne disease control programmes, including
comparable officials in health and other sectors involved in vector-borne disease control.
The target audience is managers and official
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s at central, district and lower administrative
levels. The handbook provides background information to complement the Core structure
for training curricula on integrated vector management and associated training materials.
A separate document, Guidance on policy-making for integrated vector management,
was prepared for policy-makers
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Combination file of all the documents related to the national guidelines for accreditation, supervision and regulation of ART clinics in India. Documents included:
National Guidelines for Accreditation, Supervision & Regulation of ART Clinics in India | Preliminary Pages | Corrigendum | Chapter 1
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- Introduction, Brief history of ART and Requirement of ART Clinics | Chapter 2 - Screening of Patients for ART - Selection Criteria and Possible Complications | Chapter 3 - Code of Practice, Ethical Considerations and Legal Issues | Chapter 4 - Sample Consent Forms | Chapter 5 - Training | Chapter 6 - Future Research Prospects | Chapter 7 - Providing ART Services to the Economically Weaker Sections of the Society | Chapter 8 - Establishing a National Database for Human Infertility | Chapter 9 - Composition of the National Accreditation Committee | Bibliography
| Members of the Expert Group for Formulating the National Guidelines for Accredation, Supervision and Regulation of ART Clinics
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This manual is intended for mid-level rehabilitation workers on work with children with communication difficulties and their families. The manual contains information on general aspects of communication, causes of communication impairment, sample assessments, and advice for parents and those involve
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d in the training of health and education workers. You can download section by section from the website
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All young people, including those with special needs and from the most vulnerable groups, have the right to quality health care services. Unfortunately, this right is not a reality, particularly in the case of sexual and reproductive health services. Many youth in need of sexual and reproductive hea
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lth care may either decline or be denied access to health services for a variety of reasons: Providers are often biased and do not feel comfortable serving youth who are sexually active; youth do not feel comfortable accessing existing services because they are not "youth-friendly" and may not meet their needs; and, often, community members do not feel that youth should have access to sexual and reproductive health services.
To address provider and site bias toward serving youth, EngenderHealth created a training curriculum intended to sensitize all staff at a health care facility on the provision of youth-friendly services. The curriculum was created as a result of the participatory work that we have been doing with youth in Nepal to address the needs of all levels of providers at different service-delivery settings. The curriculum has been field-tested and used in Nepal, Russia, Mongolia, and the United States.
Youth-Friendly Services allows staff to reflect upon and assess their own beliefs about adolescent sexuality while ensuring that those values and attitudes do not compromise the basic sexual and reproductive health rights to which youth are entitled. The curriculum also helps providers understand cross-cultural principles of adolescent development and health needs specific to youth. Once participant knowledge, attitudes, and skills are improved, sites conduct a self-assessment on the youth-friendliness of their services and create an action plan for specific improvements.
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Aider les mères à survivre. Saignement Après la Naissance. GUIDE DU PRESTATAIRE
Jhpiego; UNFPA; International Confideration of Midwives; et al.
Jhpiego; UNFPA; International Confideration of Midwives
(2013)
This guide supports the low-dose, high-frequency practice of scenerios needed to maintain competency in prevention and management of postpartum hemorrhage. The document is learner centered and is directly linked to service delivery standards. It is part of the Helping Mothers Survive Bleeding After
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Birth training package.
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Como Ajudar as Mães a Sobreviverem. Hemorragia Pós-parto. Manual do Provedor
Jhpiego; UNFPA; International Confideration of Midwives; et al.
Jhpiego; UNFPA; International Confideration of Midwives
(2013)
This guide supports the low-dose, high-frequency practice of scenerios needed to maintain competency in prevention and management of postpartum hemorrhage. The document is learner centered and is directly linked to service delivery standards. It is part of the Helping Mothers Survive Bleeding After
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Birth training package.
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Kuwasaidia Wamama Wazazi kuishi. Utokwaji damu baada ya kujifungua. Mwongozo kwa watoa Huduma
Jhpiego; UNFPA; International Confideration of Midwives; et al.
Jhpiego; UNFPA; International Confideration of Midwives
(2013)
This guide supports the low-dose, high-frequency practice of scenerios needed to maintain competency in prevention and management of postpartum hemorrhage. The document is learner centered and is directly linked to service delivery standards. It is part of the Helping Mothers Survive Bleeding After
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Birth training package.
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Helping Mothers Survive. Bleeding after Birth. Provider's Guide (English with South Asia graphics)
Jhpiego; UNFPA; International Confideration of Midwives; et al.
Jhpiego; UNFPA; International Confideration of Midwives; et al.
(2013)
C1
This guide supports the low-dose, high-frequency practice of scenerios needed to maintain competency in prevention and management of postpartum hemorrhage. The document is learner centered and is directly linked to service delivery standards. It is part of the Helping Mothers Survive Bleeding After
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Birth training package.
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This guide supports the low-dose, high-frequency practice of scenerios needed to maintain competency in prevention and management of postpartum hemorrhage. The document is learner centered and is directly linked to service delivery standards. It is part of the Helping Mothers Survive Bleeding After
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Birth training package.
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For full publication see: https://drtbnetwork.org/mdr-tb-patient-education-flipchart
This tool can be used to educate new patients about TB and MDR-TB. The healthcare provider should review the material together with the patient. A treatment supporter can also use this flipchart at community lev
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el to reinforce the concepts covered.
Major concepts covered in the flipchart:
TB is a contagious disease, which means it can be spread from person to person.
TB generally lives in the lungs, but it can also infect other parts of the body.
If TB is left untreated, it can kill the patient.
TB can be cured with the right medicine.
The flipchart can be adapted and modified as needed. The Mongolian Anti-Tuberculosis Association has adapted the flipchart for use in physician counseling training and in training of community health workers providing home-based care.
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Personal Protective Equipment (PPE) is intended to prevent contact with the infectious agent, or body fluid that may contain the infectious agent, by creating a barrier between the worker and the infectious material. Gloves protect the hands, gowns or coveralls protect the skin and/or clothing, mask
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s and respirators protect the mouth and nose, and face shields protect the entire face.
Comprehensive Training Videos
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Learn together. Managing transmission of viral haemmoraghic fever. Only available online!
This book is part of the Bettercare series which addresses the need for continuing education for health professionals. The book is produced under the auspices of the Infection Control Africa Network (ICAN), t
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o assist with training of healthcare workers during the Ebola virus disease outbreak of 2014-2015. However, the infection control principles discussed in the book are applicable to the management of other viral haemorrhagic fever outbreaks. The book should be used by healthcare workers, institutions and Ministries of Health dealing with the Ebola outbreak in West Africa. The book should also be of value to institutions wanting to increase their level of Ebola-preparedness.
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The primary audience for this guideline includes health-care professionals who are responsible for developing national and local health-care protocols and policies, as well as managers of maternal and child health programmes and policy-makers in all settings. The guideline will also be useful to tho
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se directly providing care to pregnant women and preterm infants, such as obstetricians, paediatricians, midwives, nurses and general practitioners. The information in this guideline will be useful for developing job aids and tools for pre- and in-service training of health workers to enhance their delivery of maternal and neonatal care relating to preterm birth.
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This document is intended for a wide audience including national and local policymakers, implementers and managers of national and local maternal and child health programmes, non-governmental and other organizations and professional societies involved in the planning and management of maternal and c
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hild health services, health professionals including obstetricians, midwives, nurses, general medical practitioners, academic staff involved in training health professionals, managers of maternal and child health programmes and public health policymakers in all settings.
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Version 2 (unedited). The Basic Needs Analysis (BNA) is a multi-sector needs analysis approach that can be applied in both sudden onset and protracted emergencies. The methodology comprises the Guidance (this document) presenting the conceptual BNA framework and related processes, and a Toolbox, whi
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ch includes tools, templates, training materials, and examples drawn from its first pilot, in Borno State(Nigeria).
The BNA is conceived to go hand in hand with the Facilitator’s Guide for the Response Options Analysis and Planning (a separate document), as it is part of a broader response planning process (see The BNA within the ). It shall be carried out with other assessments on the operational environment and would not add any value if undertaken in isolation.
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International Journal of Special Education. Vol.29 (3) 2014, 69-81
Educating students with disabilities in an inclusive general education setting has been shown to increase academic achievement, increase peer acceptance, increase self esteem, create a richer friendship network, and have positive li
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fetime benefits (higher salaried jobs, independent living). In addition, inclusion can have benefits for students without disabilities. The West African nation of Senegal has pledged to increase inclusive education for students with disabilities by 2015. Issues that affect inclusive education for all in Senegal are access to schooling, community and societal perceptions of individuals with disabilities, poverty, and teacher training and pedagogy. To increase inclusive education for all in Senegal the country must increase access to schooling through physical accessibility and decentralization, create community awareness campaigns that increase knowledge of disabilities, and develop teacher training that fosters a student-centered pedagogy.
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