Open Journal of Nursing, 2020, 10, 617-635
https://www.scirp.org/journal/ojn
To help trainers to create awareness,attitude and skills in waste handlers in day to day management of medical waste in health care settings.
Health educators have been advocating for the inclusion of climate and environmental education in medical and nursing curriculums for the past two decades. BMJ 2021;375:n2385 http://dx.doi.org/10.1136/bmj.n2385 Published: 06 October 2021
Learn how the decision making process must ensure that appropriate structures and supports are in place to maximize the nursing effort resulting in the best possible care and positive outcomes for the patients/clients, ...light medbox">nursing personnel, and the organization.
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This training module is designed to equip HWs with knowledge and communication skills to build their confidence and support them in their ability to promote acceptance of COVID-19 vaccination among other HWs.
CHWs demonstrated social commitment and purpose in the short term observed. The evaluation of the training of CHWs revealed that most demonstrated the necessary skills for referrals to prevent complications, caring for newborns and their mothers at ...home immediately after discharge from health care centers. CHW upskilling training on maternal-newborn services should be prioritized in the most affected areas.
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STANDARD OPERATING PROCEDURES
PARTICIPANT GUIDE
This Participant Guide has been designed to assist health facilities and community based non-clinicians to develop skills to provide linkage to care, adherence and retention in care services for chro...nic conditions
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This European compendium was produced to provide operational examples of the new nursing and midwifery roles and new service delivery models currently being employed across the Region. The case studies directly relate to the priority areas in Health... 2020 and exemplify the types of activities needed to fully implement the objectives within the Strategic Directions framework.
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Building the competence and confidence of nurse and midwife educators
ICAP Nurse Capacity Initiative offers its Campus to Clinic Curriculum to empower nursing educators and mentors with a new area of expertise. It opens the door to teach in new way...s with confidence. It can be adapted to different communities, cultures, and countries
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Submission by the WHO Collaborating Centre on training and policy on opioid availability and WHO collaborating Centre for community participation in palliative care and long term care To the Indian Nursing Council for consideration to be included i...n the Undergraduate Nursing education curriculum
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This document describes the ethical values that are most important to the nursing profession in Ontario. It also provides scenarios of ethical situations in which there is a conflict of values. Nurses are encouraged to use these scenarios for reflec...tion and discussion. No solutions are offered because there is no one solution that is best in all situations. The behavioural directives are intended to help nurses work through ethical situations and provide information about the College of Nurses of Ontario’s (CNO’s) expectations for ethical conduct. These are taken into account when CNO Committees assess nurses’ practices. Nurses need to consider behavioural directives carefully when making decisions about ethical care as this process will strengthen their practice.
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Thesis presented in partial fulfilment of the requirements for the degree of Master of Nursing Science in the Faculty of Health Sciences at Stellenbosch University.
The mobile clinic health care services fulfil an essential role in delivering prim...ary health care to the dwellers in the rural communities of the Western Cape. However, occupational health and safety, as well as quality assurance are issues that need to be addressed urgently. It is thus recommended that policy makers take cognizance of the specific needs of every individual mobile clinic team.
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A Training Curriculum for Multidisciplinary Healthcare Teams. This innovative training package aims to empower multidisciplinary health workers to have the confidence and skills to provide comprehensive, youth-friendly HIV services that support adol...escents’ healthy development, psychosocial well being, retention, adherence, sexual and reproductive health, and eventual transition to adult HIV services.
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This guideline provides health policy-makers and decision-makers in health professional training institutions with advice on the rationale for health-care providers’ use of counselling skills to address sexual health concerns in a primary health c...are setting
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This Guide helps all the health care providers in the non- public sector to explore alternative means of access to contraceptives and skills to determine quantities required and management of stock. Health care providers include community health wor...kers, nurses and midwives, clinical officers and medical doctors.
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This CPD Policy relates to all health professionals in the four Health Professional Councils in Rwanda namely; RMDC, NCNM, RAHPC, and RPC. The policy requires all health professionals to participate in the CPD Programs. The purpose of this CPD Policy is to support the professionals in the respective... councils to develop a culture of continuing learning, acquire new knowledge and skills, and ensure efficient regulation and appropriate delivery of healthcare services to the community.
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The Capacity Project used the Learning for Performance (LFP) approach to develop the family planning (FP), HIV/AIDS and gender components included in the competency-based A1 nursing and midwifery pre-service curricula. LFP was also used to adapt the... Rwanda national FP curriculum to an on-the-job training approach. This study documents the implementation of the and the lessons learned from its application in preservice education and in-service training in Rwanda.
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This revised trainer's guide contains a prototype training schedule for four days. Teaching and learning strategies are highly interactive, using participatory and experiential approach. Training outcomes include developing skills in assessment of c...lients for risk factors; conduct basic screening procedures and interpreting the results; holding health education sessions on risk factor modification; promoting healthy lifestyle; and mobilizing communities. The manual is divided into six modules.
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The Multi-professional Patient Safety Curriculum Guide (2011) was developed to assist in the teaching of patient safety in universities and schools in the fields of dentistry, medicine, midwifery, nursing and pharmacy. It also supports the on-going ...training of all health care professionals.
The Curriculum Guide is comprised of two parts. Part A is a teachers’ guide designed to introduce patient safety concepts to educators. It relates to building capacity for patient safety education, programme planning and design of the courses. Part B provides all-inclusive, ready-to-teach, topic-based patient safety courses that can be used as a whole, or on a per topic basis. There are 11 patient safety topics, each designed to feature a variety of ideas and methods for patient safety learning. Universities are encouraged to start with Part A which provides comprehensive advice on how to introduce and build patient safety courses.
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This report provides the context, underlying evidence, content and process related to the
development of the draft global strategic directions for nursing and midwifery 2021–2025.