Chapter 8, Prison and Health, published
The Ministry of Health of Saudi Arabia has developed the guidelines to meet the urgent need for up -to-date information and evidence-based recommendations
As a parent of a child who will learn two or more languages, you may have questions. This guide will give you information based on research to help you. Language is the best tool to help a child do well later in school and in life.
Available in: Arabic, Chinese, English, French, Hindi, Punjabi, S...panish, Tagalog, Tamil, Urdu. For other language versions go to: http://en.beststart.org/for_parents/are-you-looking-resources-languages-other-english-and-french and scroll down to Child Development.
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The interventions summarized in this guide are intended to lower the risk of delivery and post-partum complications for both the mother and the newborn, particularly the risk of postpartum haemorrhage and infections, and improve the immediate care of premature babies. The recommendations are also in...tended to minimize the exposure of health care providersto blood and bodily fluids that could transmit Ebola
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Infectious Diseases of Poverty 2014, 3:42
http://www.idpjournal.com/content/3/1/42
Principles and Target Product Criteria. Roadmap January 12, 2015
Informal health workers are important care providers in the region and continue to be so during the current Ebola Virus Disease (EVD) outbreak. Many are well respected and trusted members of the community who can mobilise large numbers of people for a particular activity and lend legitimacy to a par...ticular programme.
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Lessons from a decade of Progress
This toolkit has been written to empower health workers in resource-poor settings to integrate palliative care into the work they are doing by grafting the missing elements of care onto what is already in place. The WHPCA, Hospice UK and Palliative Care Works have led this updating of the Palliative... Care Toolkit published in 2008 to reflect new knowledge and practice
The Manual is available in various languages: English, Swahili, Bengali, French, Georgian, Portuguese, Spanish, Vietnamese, Russian,
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tep 1 Competencies have been designed to provide staff with the core skills required to care for a critically ill patient safely, whilst under supervision. It is expected that Step 1 competencies will be completed prior to commencing an academic critical care programme.
Steps 2 & 3 Competencies hav...e been designed to further develop your essential critical care skills and will require enhanced theoretical knowledge to underpin your practice. It is anticipated that Steps 2 & 3 competencies will be undertaken whilst undertaking an academic critical care programme.
Step 4 Competencies have been designed to provide staff with the core skills required to take charge in a critical care unit; building management and leadership capability into your professional development, to demonstrate safe and effective coordination and prioritisation of unit workload, workforce and resources.
You can downlaod any of the Steps Competency Documents from this link
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