What are the FP and CAC competencies?
Through the clear articulation of the family planning and comprehensive abortion care (FP and CAC) competencies for the primary health care workforce, the aim is to advance improvements in FP and CAC service delivery by aligning health worker education approach
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es with population health needs and health system demands.
This document, which describes these competencies in detail, is intended to:
be a foundational tool to be adopted and adapted by educators and regulators for FP and CAC providers (students) with a pre-service training pathway of at least 12 months;
describe competencies that are relevant to current and future health practice;
enable widespread use of the competencies not only for curriculum development for pre-service education, but also for in-service education, regulation, qualifications, quality assurance, personal development, performance evaluation, recruitment, management and career progression;
focus on the core functions of FP and CAC providers within broader efforts towards achieving universal health coverage
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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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From this page you can access the modules that form the theoretical training element of the HEAT programme. The thirteen modules cover a wide range of subjects including child and maternal health, hygiene, immunisation, and nutrition. These modules have been created as Open Educational Resources and
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they can be accessed by anyone in the world, at any time, free of charge. The three maternal health modules: Antenatal Care; Labour and Delivery Care; and Postnatal Care, are also available in Swahili.
Some of them are designed for the upgrade training for the Health Extension Worker programme in Ethiopia - it's the official MOH curriculum, and was designed as a year (or more) long distance learning programme.
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In March 2017 MSF and St Josef Hospital in Schweinfurt (Germany) began a pilot project for low threshold psychosocial support for refugees and asylum seekers. The project has been independently continued by St Josef Hospital from August 2017. Refugees and asylum seekers are approached with an inform
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ation and counseling service from psychosocial peer counselors with relevant backgrounds (regarding language, culture and refugee experience). The psychosocial peer counselors undergo training with a specifically tailored curriculum and are supervised in their work by qualified staff.
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There are different courses for Physiotherapists, Occupational therapists, Nurses, Doctors, others
All courses are based on www.elearnSCI.org and run in conjunction with the International Spinal Cord Society and other affiliated organisations. They run in 5-week blocks and require approx. 5 hour
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s per week. Participants can log on and move through course curriculum at a time convenient to them.
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This is a complete training package on “TB Infection Prevention and Control in health facilities”, that is based on the Bangladesh “National Guidelines for Tuberculosis Infection Control”. The package is designed for people responsible for TB infection prevention and control in health facili
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ties, and it includes the training curriculum, the facilitators’ manual and the participants’ manual.
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Nurses at present are facing various personal, interpersonal, professional, institutional and socio cultural challenges in their professional performance. Dealing with these issues may not be always clear. The lack of one correct approach in addressing different conte
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xtual issues may lead to ethical dilemmas. Responding to this complex issues demand nurses to acquire comprehensive ethical knowledge and skills in various decision making process. Although teaching materials have a pivotal role to play in helping nurses in this endeavor, comprehensive books inclusive of all the topics in the curriculum is scarce in Ethiopia. Therefore, this lecture note is prepared to overcome the acute shortage of reference materials reflecting the national context and be used as a teaching material for nurses at various levels. The lecture note is divided in to five units. Unit one of this lecture note deals with the history of nursing, unit two about philosophy of nursing, unit three health and illness, unit four Ethico-legal aspects to nursing, and unit five communication and interpersonal relationships in nursing,
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Interpeace has been working with the government and non-governmental actors in Rwanda for over 20 years, focusing on societal healing and participatory governance. Currently, Interpeace is implementing a holistic peacebuilding programme titled ‘Reinforcing community capacity for social cohesion an
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d reconciliation through societal trauma healing in Rwanda’. This programme has four pillars: mental health and support; social cohesion and reconciliation; collaborative livelihoods; and prisoner rehabilitation and reintegration.
Interpeace and its partners have collaborated with national and international experts to design structured psycho-social interventions, scientifically known as ‘protocols’, which aim to support healing and peace processes. These protocols include resilience-oriented therapy, adaptations of sociotherapy, multifamily therapy, the collaborative livelihoods (COLIVE) protocol, the prisoner rehabilitation and reintegration curriculum, and the socio-emotional skills curriculum.
These protocols guide interventions in healing spaces for Genocide survivors, Genocide perpetrators, former combatants, and their descendants. They facilitate mutual healing and reconciliation, strengthen the mental resilience of individuals and communities, promote family cohesion, and address the intergenerational transmission of Genocide legacies. They also underpin initiatives to develop collaborative livelihoods and skills development, and the psychological rehabilitation and reintegration of prisoners, particularly those convicted of Genocide crimes.
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A quick assessment sheet, which would allow to know the Social Accountability score of your medical school or medical students’ association. This assessment tool is part of the IFMSA/THEnet Students’ Toolkit on Social Accountability in Medical Schools. Find the full toolkit, the explanatory tabl
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es, and a list of tools at www.ifmsa.org/social-accountability.
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Community Health Committee Training
The Rethabile positive parenting activity is being run by 4Children Lesotho with caregivers and teens ages 9 to 24 for the purpose of reducing harsh parenting practices (i.e., violence) and improving positive parenting practices. By promoting adult–child communication around topics such as HIV a
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nd AIDS prevention, and exploring models of family-focused violence prevention and support, the program facilitates disclosure of HIV status, promotes greater treatment seeking and adherence, and helps to reduce HIV stigma.lesoth
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Die GHA-D ist ein Netzwerk von an Global Health interessierten Studierenden und Lehrenden. Eine zunehmende Anzahl an Initiativen und Lehrangeboten befasst sich mit Globaler Gesundheit an deutschen Universitäten. Die GHA-D hat es sich zur Aufgabe gemacht, bestehende Angebote (studentische Initiative
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n und Lehrangebote) zu mappen.
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Ce programme vous aidera, vous et votre communauté, à comprendre la science du virus qui cause le COVID-19 et d'autres virus similaires. Il vous aidera à comprendre comment ce virus vous affecte ou pourrait vous affecter à l'avenir. Elle vous aidera à comprendre les mesures que vous pouvez pren
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dre pour assurer votre sécurité et celle de votre communauté.
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Post Graduate programme is essential to prepare nurses to improve the
quality of nursing education and practice in India. .
Post graduate programme in nursing builds upon and extends competence
acquired at the graduate levels, emphasizes application of relevant theories
into nursing practice, ed
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ucation, administration and development of
research skills.
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Global Health. 2011 Apr 18;7:8. doi: 10.1186/1744-8603-7-8
Results: Currently, ‘new’health challenges and educational needs as a result of the globalisation process are discussed and linked to the evolving term‘global health’. The lack of a common definition of this termcomplicates attempts
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to analyse global health in the field of education. The proposed GHE framework addresses these problems and presents a set of key characteristics of education in this field. The framework builds on the models of‘social determinants of health’and‘globalisation and health’and is oriented towards‘health for all’and‘health equity’. It provides an action-oriented construct for a bottom-up engagement with global health by the health workforce. Ten indicators are deduced for use in monitoring and evaluation.
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Es handelt sich um ein gemeinsames Projekt der Kultusministerkonferenz (KMK) und des Bundesministeriums für wirtschaftliche Zusammenarbeit und Entwicklung (BMZ). Der Orientierungsrahmen für den Lernbereich Globale Entwicklung ist ein Beitrag zur natio-nalen Strategie „vom Projekt zur Struktu
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r“ im Anschluss an die UN-Dekade „Bildung für nachhaltige Entwicklung“ und im Hinblick auf das neue BNE-Weltaktionsprogramm sowie die Post-2015-Agenda der Vereinten Nationen.
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This report explores the reasons why global health is critical to medicine and what this means for medical education. It argues that an understanding of global health is important for all students and practicing doctors, rather than being an ‘add-on’ or ‘option’ for specialization.
Liebe Global Health-Interessierte,
ihr studiert an einer Universität, an der es noch kein Lehrangebot zu Global Health
gibt? Ihr spielt mit dem Gedanken, das zu ändern, wisst aber nicht genau, wie? Ihr
wollt selbst ein Wahlfach gestalten und durchführen?
An den Universitäten Leipzig und Hann
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over haben Studierende 2018 und 2019
bereits erfolgreich Wahlfächer zu Global Health ins Leben gerufen. Basierend auf
ihren Erfahrungen soll euch das folgende Kompendium eine Hilfestellung für die
Etablierung eines eigenen Wahlfaches an eurer Universität bieten. In 11 steps zum
Wahlfachkönnt ihr nachvollziehen, welche bürokratischen Schritte gegangen und
welche inhaltlichen sowie organisatorischen Fragen geklärt werden müssen.
Außerdem findet ihr einen Leitfaden zur Vorbereitung einer Unterrichtsstunde,
sowie einen Stundenverlaufsplan für die Eigenverwendung und am Ende eine
Auflistung möglicher Qüllen und Ansprechpartner.
Wir hoffen, dass Global Health bald an vielen weiteren Unis in der Lehre präsent
sein wird und freuen uns, durch diesen Beitrag hierfür Unterstützung bieten zu
können. Für Fragen und Anmerkungen stehen wir euch jederzeit gerne zur
Verfügung!
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This manual serves as a toolkit of useful PM&E techniques for improving the performance and impact of community-based interventions, such as those involving the most vulnerable children, home-based care and gender-based violence. The manual includes a five-step PM&E programme path and six community
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group tools.
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This six-day training is intended for case managers/community health volunteers/field supervisors who help households affected by HIV in India.