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This document, Programme and curriculum development guide, presents a systematic approach to developing programmes and curricula for implementation of the family planning (FP) ... comprehensive abortion care (CAC) competencies,and the theory behind the approach. Specifically, the aim is for effective implementation of these competencies in the context of pre-service education and training, post-graduate studies and continuing professional development (CPD). This guide is designed for programme and curriculum developers who are preparing or revising formal education and training programmes and curricula for the FP and CAC workforce.
This guide proposes a new FP and CAC Educational Design Model for programme and curriculum development. This model can support competency-based education (CBE) for current and future FP and CAC services, with a pre-service training pathway of at least 12 months, and can also support in-service training. CBE provides the most effective means to orient educational programmes and curricula towards effective health services that meet population health needs, and this Educational Design Model provides a guide for linking the competencies required to provide a range of health services
Guiding framework for development cooperation, Working paper 2017.
This document was drawn up on the basis of expert publications and inputs from partners in the
GIZ regional programme Psychosocial Support for Syrian ... Iraqi Refugees and Internally
Displaced People1 in order to serve as guidance in the design, implementation and assessment of
psychosocial support measures for refugees in the context of the crises in Syria and Iraq. It is
aimed at actors from the MHPSS sector working with refugees in the Middle East and at ministries
and academic/scientific institutions in the context of the Syria and Iraq crises.
Scaling Up Mental Health Care In Rural India
The domestic regulation of public health emergencies (PHEs) is inextricably linked to the regulation of other types of disaster. PHEs are usually governed at least partly by general disaster and eme...
Results
Recommendations• NGOs should provide MHPSS services with a focus on empowerment and self-reliance
• Introduce interventions focusing on pain mechanisms, coping strategies and physical ...
Healthy communities rely on well-functioning ecosystems. They provide clean air, fresh water, medicines and food security. They also limit disease and...
Connecting global priorities: biodiversity and human health: a state of knowledge review
Republic of India (hereinafter the Recipient) willimplement the Covid-19 Emergency Response and Health Systems Preparedness project (the Project), with the involvement of the following Ministries/Ag...
These ICRC guidelines outline the organization’s approach to mental health and psychosocial support (MHPSS) during and after armed conflict ... other situations of violence. They provide a framework for harmonizing MHPSS programmes within the organization, and an insight into its strategic processes and field practices.
This publication is not intended to serve as a training manual for specific MHPSS techniques. In sharing these guidelines with an external audience, the ICRC aims to raise awareness of its approach among professionals and other interested parties.
Men are less likely than women to seek help for mental health issues and are much more likely to commit suicide. This scoping review examined recent evidence published in English ... Russian on the role of socially constructed masculinity norms in men’s help-seeking behaviour for mental health issues. The key sociocultural barriers to men’s help-seeking pertaining to masculinity norms were identified as self-reliance, difficulty in expressing emotions and self-control.
Master of Science in Pharmaceutical Management Dissertation
This training and guidance has been developed to provide an in-depth understanding on what it means to respect legal capacity in mental health and ...
The Knowledge Guide provides guidance on how health workers can apply the Standards to their own practice. For each of the nine competencies and their specific behaviours in the Standards, the Knowl...
