Malaria Consortium has extensive experience developing job aids for community health workers and health facility workers in several countries. They have identified six key criteria for effective job aids based on this experience: 1) communicate complex information simply, 2) ensure accurate and up-to-date content aligned with health policies, 3) provide clear decision pathways, 4) describe tasks aligned with training and practice, 5) use appropriate language, illustrations and symbols, and 6) produce durable, cost-effective materials. The response provides examples from Mozambique, Uganda and other countries of applying these lessons to design simplified job aids that health workers can easily understand and use to improve performance.
Effect of Clinical Supervision Program for Head Nurses on Quality Nursing Care
IOSR Journal of Nursing and health Science is ambitious to disseminate information and experience in education, practice and investigation between medicine, nursing and all the sciences involved in health care.
Nursing & Health Sciences focuses on the international exchange of knowledge in nursing and health sciences. The journal publishes peer-reviewed papers on original research, education and clinical practice.
By encouraging scholars from around the world to share their knowledge and expertise, the journal aims to provide the reader with a deeper understanding of the lived experience of nursing and health sciences and the opportunity to enrich their own area of practice
This document discusses quality assurance in healthcare. It defines key terms like quality, quality control, and quality care. It describes Donabedian's model of quality assurance which examines structure, process and outcomes of care. It also discusses Lang's 8-stage model and the Dynamic Standard Setting System model. The document outlines the quality assurance cycle of planning, setting standards, monitoring, identifying problems, developing solutions, and evaluating improvements. It examines factors that can influence quality assurance like resources, personnel, legislation and public expectations.
This document discusses various topics related to nursing careers, including continuing education, career opportunities, collective bargaining, membership in professional organizations, participation in research, and publications. It describes the objectives of continuing education for nurses and provides examples of nursing programs. It outlines a wide range of career opportunities for nurses with different qualifications, including positions in hospitals, communities, and abroad. It also discusses the meaning and characteristics of collective bargaining between nurses and employers.
COLLABORATION MODELS & COLLABORATIVE ISSUES
Ms. Sucheta Panchal
OBJECTIVES
To understand the concept of collaboration in nursing.
To know about the existing models of collaboration.
To identify the benefits of collaboration in nursing academics and practice.
To encounter with the collaborative issues.
To understand their own role in collaboration
COLLABORATION
"Collaboration is the most formal inter organizational relationship involving shared authority and responsibility for planning, implementation, and evaluation of a joint effort”
Hord, 1986
COLLABORATION
" Collaboration is as a mutually beneficial and well-defined relationship entered into by two or more organizations to achieve common goals”.
Mattessich, Murray & Monsey (2001)
COLLABORATIVE TEACHING
When two or more educators take responsibility for planning, teaching, and monitoring the success of learners in a class
TYPES OF COLLABORATION
InterdisciplinaryMultidisciplinaryTransdisciplinaryInterprofessional
NEED FOR COLLABORATION BETWEEN EDUCATION & SERVICE
NURSING SCHOOLS RUN BY HOSPITALS
BRIDGING GAP BY SIMULATION LABORATORIES, SUPERVISED CLINICAL EXPERIENCES IN THE HOSPITAL, AND SUMMER INTERNSHIPS.
COLLABORATIVE CATALYSTS
It is critical in collaboration that all existing and potential members of the collaborating group share the common vision and purpose.
A problem
A shared vision
A desired outcome
OBJECTIVES
Promotion of quality nursing care
Improved patient outcomes
Reduced length of stay
Cost savings
Increased nursing job satisfaction and retention
OBJECTIVES
Improved teamwork
Enhancement of learning climate
Promotion of spirit in enquiry & research in nursing
Well prepared & efficient nursing students
Develop interdependence of schools of nursing & organization
COLLABORATIVE MODELS
CLINICAL SCHOOL OF NURSING MODEL (1995)
Initiative: Nurses from both La Trobe and The Alfred Clinical School of Nursing University.
Establishment of the Clinical School in February, 1995.
VISION: The close and continuing link between the theory and practice of nursing at all levels
BENEFITS:
Brings academic staff to the hospital
Opportunities for exchange of ideas with clinical nurses
Increased opportunities for clinical nursing research.
Many educational openings for expert clinical nurses to involve with the university's academic program
Definition: In service education is a planned learning experience provided by the employer for employees.
functions:
Meet the health need and public expectation
Develop ability of the nurses
Aims: Skill development
Confidence
Retain staff
Staff development
Performance improvement
Behavior changes
Discover potential
Communication skill
Job satisfaction
Latest knowledge
Objectives:
The primary objective of in services education is the improvement of professional practice and development of the person as an individual and a responsible citizen
It enables one to implement knowledge with skill and ability
It improves health care delivery to the public thus enhancing the quality of effective nursing practice
It develops confidence through the acquisition of up to date knowledge
It helps to observe and bring about change in staff behavior
The primary objective of in services education is the improvement of professional practice and development of the person as an individual and a responsible citizen
It enables one to implement knowledge with skill and ability
It improves health care delivery to the public thus enhancing the quality of effective nursing practice
It develops confidence through the acquisition of up to date knowledge
It helps to observe and bring about change in staff behavior
Need for in service programs :
The need for in service education for professional nurses in influenced by research and advantages in health care. In the current health environment, the quality appropriate and effectiveness of intervention assumes increasing importance
Inservice education program for nursing staff are frequently planned by the nursing services administration
Need for in service program:
There are two types of in-service education program
General Inservice education-
These program are short term learning expense related to topics pertinent to all staff Ex. CPR and FIRE SAFTY
Specific in services education-
This type of program is also short term but designed to meet the need of a particular group of staff in clinical area.
Summary
Today we learned In this practice teaching
Definition of in-service education.
Function of in-service education.
Aims of in-service education.
Objectives in service education.
Needs of in-service education.
This document describes an interprofessional learning collaboration between universities and the NHS in the UK. It aims to introduce interprofessional education into undergraduate health and social care programs to improve team-based care. Students from 11 professions complete 3 interprofessional learning units that include classroom and practice-based components. They learn in small interprofessional groups, conducting projects on real issues. Evaluation found the experience improved students' understanding of teamwork, roles, and interprofessional practice. Many student projects were subsequently implemented in practice settings. The collaboration aims to develop healthcare graduates prepared to work collaboratively in team-based care models.
APHA2011 How to Focus Your Training and Professional Development Efforts to I...
"How to Focus Your Training and Professional Development Efforts to Improve the Skills of Your Public Health Organization" presentation from the American Public Health Association's Annual Meeting.
Planning process, 5 year plan and commitee reports
This document defines planning and health planning, outlines the purpose and characteristics of planning, and describes the various levels and steps involved in health planning. Specifically:
- Planning is defined as a formal process of setting guidelines and objectives to achieve organizational goals. Health planning aids authorities in improving and modernizing healthcare.
- The main purpose of planning is to make better informed decisions about the future and improve the decision-making process.
- Health planning involves analyzing health issues, setting objectives, assessing resources, identifying solutions, implementing plans, monitoring progress, and evaluating outcomes to continually improve health.
- Planning is described as a continuous, iterative process that is integral to administration and occurs at various central, intermediate, and peripheral
Professional power in healthcare comes from legal authority, regulations, codes of conduct, experience, and organizational roles. It gives professionals the capacity and expertise to achieve organizational goals through mobilizing resources and making decisions within their clinical specialties. While medicine has traditionally been the most powerful profession, collaborative teams aim to empower all professionals by sharing power and decision-making authority based on knowledge and the needs of patients. Differentials in power between professions still exist but effective collaboration requires acknowledging, recognizing, and resolving power imbalances.
The document discusses the National Accreditation Board for Hospitals & Healthcare Providers (NABH) and its Nursing Excellence certification program. It provides an overview of NABH, including that it has 10 chapters, 100 standards, and 683 objective elements. It then describes NABH Nursing Excellence, which contains 7 chapters and 48 standards focused on evaluating nursing services. The chapters cover topics like nursing resource management, nursing care of patients, management of medication, and nursing quality indicators. Obtaining NABH Nursing Excellence certification provides benefits like ensuring quality nursing care and services as well as opportunities for professional growth.
Different models of collaboration between nursing service and
This document discusses different models of collaboration between nursing education and service. It describes several models including:
1) The clinical school of nursing model which brings academic staff into hospitals to foster exchange between clinical and academic nursing.
2) The dedicated education unit which uses staff nurses as clinical instructors for students on designated hospital units.
3) Research joint appointments where researchers have roles in both educational and clinical settings to improve nursing practice through research.
The document provides details on several other models and discusses the benefits of collaborative partnerships between nursing education and healthcare services.
Continuing education for nurses provides several key benefits. It offers career stability through obtaining the proper credentials that make nurses valuable employees. It also increases nurses' knowledge through more intensive education on treatments, medications, and techniques. This enhanced knowledge allows nurses to take on new job opportunities, including specialty careers and research roles, and potentially earn a higher salary from employers that prefer candidates with higher degrees. Overall, continuing education improves nurses' employment prospects and stability through obtaining licenses and degrees.
The document describes a study that developed educational podcasts to support nurse preceptors addressing unsafe practices by student nurses. Focus groups with nurse preceptors were conducted to inform the development of podcast scripts addressing four hallmarks of unsafe practice: attitude problems, poor communication skills, inability to demonstrate knowledge and skills, and unprofessional behavior. The podcast scripts were designed to model caring responses from preceptors and provide support through web-based availability. The focus groups provided feedback on the realism and appropriateness of the podcast scripts to enhance the scenarios and preceptor responses prior to filming.
The document summarizes a seminar presentation on quality assurance in nursing. It discusses key topics like the meaning of quality, quality assurance, and approaches to quality assurance programs. It describes credentialing methods like licensure, accreditation, and certification. Specific quality assurance approaches covered include peer review, nursing audits, utilization review, and evaluation studies. Models of quality assurance and the roles and responsibilities of nurses in ensuring quality are also summarized.
The document discusses nursing standards and their importance. Standards provide guidelines for nursing practice and help ensure quality of care. They outline what the nursing profession expects, promote best practices, and provide accountability. Standards aid in developing competencies, understanding roles, and guiding decision making. They also provide a framework for research, communication, and legal implications of practice. Standards should be realistic, attainable, clearly defined, and periodically reviewed.
The documents discuss changes in the US healthcare system focusing on quality improvement initiatives. It summarizes frameworks from the Institute for Clinical Systems Improvement (ICSI) and Regional Health Improvement Collaboratives (RHIC) that provide guidelines and coordinate multi-stakeholder efforts to reform payment systems, improve care delivery, and increase community health. It also describes the Quality Alliance Steering Committee's (QASC) work measuring healthcare quality nationally through organizations like MN Community Measurement. The overall goal is to shift focus from sickness to prevention by increasing access to high-quality, coordinated care.
Konferensi Mahdisme Internasional ke-10 diadakan di Tehran, Iran. Penulis melaporkan serangkaian kegiatan selama konferensi, termasuk penginapan di hotel, perkenalan peserta, pembukaan konferensi, presentasi kertas kerja, kunjungan ke situs-situs suci seperti Mashad dan Qom, serta kunjungan ke makam-makam tokoh agama.
Developing Grassroots Campaigns to Build Your Social Presence - Mary Leschper...
This presentation was written by Mary Leschper, Social Media Analyst at the American Petroleum Institute. Mary was invited to present as a breakout speaker for the inaugural Energy Digital Summit in June 2014. She presented on the topics of grassroots marketing and social media.
This document discusses the moral degradation of Muslim youth due to the negative impacts of globalization. It argues that following Islamic doctrines and the teachings of Imam Mahdi can solve this problem. Specifically, it claims that Imam Mahdi is the ideal leader who can establish Islamic values globally and counter the bad influences of Western-style globalization. Muslim youth should prepare for Imam Mahdi's government by strengthening their spirituality, rationality, and morality in accordance with Islamic teachings.
Dokumen tersebut berisi tentang materi pelajaran Teknologi Informasi dan Komunikasi mengenai Microsoft PowerPoint 2007 di SMP N 18 Semarang. Materi tersebut mencakup penjelasan tentang standar kompetensi, kompetensi dasar, indikator, cara membuat tabel, grafik, diagram organisasi, dan menambahkan animasi pada presentasi PowerPoint. Dokumen tersebut juga berisi contoh soal latihan dan kunci jawabannya.
Mulla Sadra's philosophy can be summarized in 3 points:
1. In ontology, he believed that existence is principal over quiddity, and that all contingent beings are composed of the union of existence and quiddity. He also developed the concept of the graded unity of being.
2. In epistemology, he argued for the unity of the intellect and the intelligible, rejecting the idea that knowledge is simply a reflection of external objects.
3. He developed the doctrine of trans-substantial motion to explain physics, metaphysics, and the relationship between the soul and body.
Search and Social: A Happy Marriage - Cara Wiggins Gray [Energy Digital Summi...
This presentation was written by Cara Wiggins Gray, Manager, Digital Marketing Analytics and SEO at Reliant Energy. Cara was invited to present as a keynote speaker for the inaugural Energy Digital Summit in June 2014. She presented on the subjects on the influences of SEO, Social Media, and Content Marketing.
Fedegari provides a calendar of training and education programs for 2016 to share knowledge on sterile processing technologies and products. The calendar includes technical training courses on steam sterilizers, seminars on topics like moist heat sterilization and hydrogen peroxide decontamination, and customized courses. Fedegari's technology centers offer hands-on training to deepen understanding of equipment and processes.
Dokumen tersebut membahas gagasan Nasr Hamid Abu Zaid tentang hermeneutika Al-Quran. Abu Zaid berpandangan bahwa Al-Quran harus dipahami dalam konteks sejarah dan budaya ketika diturunkan, serta menekankan pentingnya metode analisis bahasa dalam memahami Al-Quran. Dokumen tersebut juga membahas upaya Abu Zaid dalam menempatkan Al-Quran sebagai produk budaya yang dipengaruhi oleh sistem budaya pada masanya
This document provides a list of character traits and their translations. It includes positive traits like "intelligent", "sociable", and "brave" as well as negative traits like "stupid", "naughty", and "rude". It also lists potential hobbies and careers.
The document discusses the South Eastern Sydney Recovery College (SESRC), an educational initiative in Australia focused on mental health recovery. It operates using a co-production framework where people with lived experience of mental health issues and professionals jointly plan and deliver courses. Staff interviews found co-production within the Recovery College setting was transformational. Since opening in July 2014, the Recovery College has held courses for over 100 students, including consumers, carers, clinicians, and staff. Feedback has been positive about the inclusion of lived experience perspectives.
The document discusses continuing professional development (CPD) for nurses. It defines CPD as an ongoing process to maintain and improve knowledge and skills throughout a nurse's career. The objectives of CPD are to keep nurses updated in their field and increase their abilities. CPD is important to provide safe, effective patient care and meet changing needs. It benefits both individual nurses through career advancement and organizations by maximizing staff potential. The document outlines various methods of CPD including work-based learning, professional activities, formal education, self-directed learning, and overcoming potential barriers.
Quality assurance in nursing originated with Florence Nightingale and involves establishing standards of care and measuring patient care against those standards to evaluate and promote excellence. A quality assurance program is a systematic, ongoing process that sets standards, measures patient care, gathers data, and makes recommendations for improvement. The goal is to ensure efficient, effective, and economical care. Approaches include credentialing like licensure and certification, peer review, auditing care standards and documentation, and identifying areas for improvement. Quality assurance helps improve patient care standards and professional development.
Effect of Clinical Supervision Program for Head Nurses on Quality Nursing Care iosrjce
IOSR Journal of Nursing and health Science is ambitious to disseminate information and experience in education, practice and investigation between medicine, nursing and all the sciences involved in health care.
Nursing & Health Sciences focuses on the international exchange of knowledge in nursing and health sciences. The journal publishes peer-reviewed papers on original research, education and clinical practice.
By encouraging scholars from around the world to share their knowledge and expertise, the journal aims to provide the reader with a deeper understanding of the lived experience of nursing and health sciences and the opportunity to enrich their own area of practice
This document discusses quality assurance in healthcare. It defines key terms like quality, quality control, and quality care. It describes Donabedian's model of quality assurance which examines structure, process and outcomes of care. It also discusses Lang's 8-stage model and the Dynamic Standard Setting System model. The document outlines the quality assurance cycle of planning, setting standards, monitoring, identifying problems, developing solutions, and evaluating improvements. It examines factors that can influence quality assurance like resources, personnel, legislation and public expectations.
This document discusses various topics related to nursing careers, including continuing education, career opportunities, collective bargaining, membership in professional organizations, participation in research, and publications. It describes the objectives of continuing education for nurses and provides examples of nursing programs. It outlines a wide range of career opportunities for nurses with different qualifications, including positions in hospitals, communities, and abroad. It also discusses the meaning and characteristics of collective bargaining between nurses and employers.
COLLABORATION MODELS & COLLABORATIVE ISSUES
Ms. Sucheta Panchal
OBJECTIVES
To understand the concept of collaboration in nursing.
To know about the existing models of collaboration.
To identify the benefits of collaboration in nursing academics and practice.
To encounter with the collaborative issues.
To understand their own role in collaboration
COLLABORATION
"Collaboration is the most formal inter organizational relationship involving shared authority and responsibility for planning, implementation, and evaluation of a joint effort”
Hord, 1986
COLLABORATION
" Collaboration is as a mutually beneficial and well-defined relationship entered into by two or more organizations to achieve common goals”.
Mattessich, Murray & Monsey (2001)
COLLABORATIVE TEACHING
When two or more educators take responsibility for planning, teaching, and monitoring the success of learners in a class
TYPES OF COLLABORATION
InterdisciplinaryMultidisciplinaryTransdisciplinaryInterprofessional
NEED FOR COLLABORATION BETWEEN EDUCATION & SERVICE
NURSING SCHOOLS RUN BY HOSPITALS
BRIDGING GAP BY SIMULATION LABORATORIES, SUPERVISED CLINICAL EXPERIENCES IN THE HOSPITAL, AND SUMMER INTERNSHIPS.
COLLABORATIVE CATALYSTS
It is critical in collaboration that all existing and potential members of the collaborating group share the common vision and purpose.
A problem
A shared vision
A desired outcome
OBJECTIVES
Promotion of quality nursing care
Improved patient outcomes
Reduced length of stay
Cost savings
Increased nursing job satisfaction and retention
OBJECTIVES
Improved teamwork
Enhancement of learning climate
Promotion of spirit in enquiry & research in nursing
Well prepared & efficient nursing students
Develop interdependence of schools of nursing & organization
COLLABORATIVE MODELS
CLINICAL SCHOOL OF NURSING MODEL (1995)
Initiative: Nurses from both La Trobe and The Alfred Clinical School of Nursing University.
Establishment of the Clinical School in February, 1995.
VISION: The close and continuing link between the theory and practice of nursing at all levels
BENEFITS:
Brings academic staff to the hospital
Opportunities for exchange of ideas with clinical nurses
Increased opportunities for clinical nursing research.
Many educational openings for expert clinical nurses to involve with the university's academic program
Definition: In service education is a planned learning experience provided by the employer for employees.
functions:
Meet the health need and public expectation
Develop ability of the nurses
Aims: Skill development
Confidence
Retain staff
Staff development
Performance improvement
Behavior changes
Discover potential
Communication skill
Job satisfaction
Latest knowledge
Objectives:
The primary objective of in services education is the improvement of professional practice and development of the person as an individual and a responsible citizen
It enables one to implement knowledge with skill and ability
It improves health care delivery to the public thus enhancing the quality of effective nursing practice
It develops confidence through the acquisition of up to date knowledge
It helps to observe and bring about change in staff behavior
The primary objective of in services education is the improvement of professional practice and development of the person as an individual and a responsible citizen
It enables one to implement knowledge with skill and ability
It improves health care delivery to the public thus enhancing the quality of effective nursing practice
It develops confidence through the acquisition of up to date knowledge
It helps to observe and bring about change in staff behavior
Need for in service programs :
The need for in service education for professional nurses in influenced by research and advantages in health care. In the current health environment, the quality appropriate and effectiveness of intervention assumes increasing importance
Inservice education program for nursing staff are frequently planned by the nursing services administration
Need for in service program:
There are two types of in-service education program
General Inservice education-
These program are short term learning expense related to topics pertinent to all staff Ex. CPR and FIRE SAFTY
Specific in services education-
This type of program is also short term but designed to meet the need of a particular group of staff in clinical area.
Summary
Today we learned In this practice teaching
Definition of in-service education.
Function of in-service education.
Aims of in-service education.
Objectives in service education.
Needs of in-service education.
This document describes an interprofessional learning collaboration between universities and the NHS in the UK. It aims to introduce interprofessional education into undergraduate health and social care programs to improve team-based care. Students from 11 professions complete 3 interprofessional learning units that include classroom and practice-based components. They learn in small interprofessional groups, conducting projects on real issues. Evaluation found the experience improved students' understanding of teamwork, roles, and interprofessional practice. Many student projects were subsequently implemented in practice settings. The collaboration aims to develop healthcare graduates prepared to work collaboratively in team-based care models.
APHA2011 How to Focus Your Training and Professional Development Efforts to I...PublicHealthFoundation
"How to Focus Your Training and Professional Development Efforts to Improve the Skills of Your Public Health Organization" presentation from the American Public Health Association's Annual Meeting.
Planning process, 5 year plan and commitee reportsPrincy Francis M
This document defines planning and health planning, outlines the purpose and characteristics of planning, and describes the various levels and steps involved in health planning. Specifically:
- Planning is defined as a formal process of setting guidelines and objectives to achieve organizational goals. Health planning aids authorities in improving and modernizing healthcare.
- The main purpose of planning is to make better informed decisions about the future and improve the decision-making process.
- Health planning involves analyzing health issues, setting objectives, assessing resources, identifying solutions, implementing plans, monitoring progress, and evaluating outcomes to continually improve health.
- Planning is described as a continuous, iterative process that is integral to administration and occurs at various central, intermediate, and peripheral
Professional power in healthcare comes from legal authority, regulations, codes of conduct, experience, and organizational roles. It gives professionals the capacity and expertise to achieve organizational goals through mobilizing resources and making decisions within their clinical specialties. While medicine has traditionally been the most powerful profession, collaborative teams aim to empower all professionals by sharing power and decision-making authority based on knowledge and the needs of patients. Differentials in power between professions still exist but effective collaboration requires acknowledging, recognizing, and resolving power imbalances.
The document discusses the National Accreditation Board for Hospitals & Healthcare Providers (NABH) and its Nursing Excellence certification program. It provides an overview of NABH, including that it has 10 chapters, 100 standards, and 683 objective elements. It then describes NABH Nursing Excellence, which contains 7 chapters and 48 standards focused on evaluating nursing services. The chapters cover topics like nursing resource management, nursing care of patients, management of medication, and nursing quality indicators. Obtaining NABH Nursing Excellence certification provides benefits like ensuring quality nursing care and services as well as opportunities for professional growth.
Different models of collaboration between nursing service andTHANUJA MATHEW
This document discusses different models of collaboration between nursing education and service. It describes several models including:
1) The clinical school of nursing model which brings academic staff into hospitals to foster exchange between clinical and academic nursing.
2) The dedicated education unit which uses staff nurses as clinical instructors for students on designated hospital units.
3) Research joint appointments where researchers have roles in both educational and clinical settings to improve nursing practice through research.
The document provides details on several other models and discusses the benefits of collaborative partnerships between nursing education and healthcare services.
Continuing education for nurses provides several key benefits. It offers career stability through obtaining the proper credentials that make nurses valuable employees. It also increases nurses' knowledge through more intensive education on treatments, medications, and techniques. This enhanced knowledge allows nurses to take on new job opportunities, including specialty careers and research roles, and potentially earn a higher salary from employers that prefer candidates with higher degrees. Overall, continuing education improves nurses' employment prospects and stability through obtaining licenses and degrees.
The document describes a study that developed educational podcasts to support nurse preceptors addressing unsafe practices by student nurses. Focus groups with nurse preceptors were conducted to inform the development of podcast scripts addressing four hallmarks of unsafe practice: attitude problems, poor communication skills, inability to demonstrate knowledge and skills, and unprofessional behavior. The podcast scripts were designed to model caring responses from preceptors and provide support through web-based availability. The focus groups provided feedback on the realism and appropriateness of the podcast scripts to enhance the scenarios and preceptor responses prior to filming.
The document summarizes a seminar presentation on quality assurance in nursing. It discusses key topics like the meaning of quality, quality assurance, and approaches to quality assurance programs. It describes credentialing methods like licensure, accreditation, and certification. Specific quality assurance approaches covered include peer review, nursing audits, utilization review, and evaluation studies. Models of quality assurance and the roles and responsibilities of nurses in ensuring quality are also summarized.
The document discusses nursing standards and their importance. Standards provide guidelines for nursing practice and help ensure quality of care. They outline what the nursing profession expects, promote best practices, and provide accountability. Standards aid in developing competencies, understanding roles, and guiding decision making. They also provide a framework for research, communication, and legal implications of practice. Standards should be realistic, attainable, clearly defined, and periodically reviewed.
The documents discuss changes in the US healthcare system focusing on quality improvement initiatives. It summarizes frameworks from the Institute for Clinical Systems Improvement (ICSI) and Regional Health Improvement Collaboratives (RHIC) that provide guidelines and coordinate multi-stakeholder efforts to reform payment systems, improve care delivery, and increase community health. It also describes the Quality Alliance Steering Committee's (QASC) work measuring healthcare quality nationally through organizations like MN Community Measurement. The overall goal is to shift focus from sickness to prevention by increasing access to high-quality, coordinated care.
Konferensi Mahdisme Internasional ke-10 diadakan di Tehran, Iran. Penulis melaporkan serangkaian kegiatan selama konferensi, termasuk penginapan di hotel, perkenalan peserta, pembukaan konferensi, presentasi kertas kerja, kunjungan ke situs-situs suci seperti Mashad dan Qom, serta kunjungan ke makam-makam tokoh agama.
Developing Grassroots Campaigns to Build Your Social Presence - Mary Leschper...Energy Digital Summit
This presentation was written by Mary Leschper, Social Media Analyst at the American Petroleum Institute. Mary was invited to present as a breakout speaker for the inaugural Energy Digital Summit in June 2014. She presented on the topics of grassroots marketing and social media.
This document discusses the moral degradation of Muslim youth due to the negative impacts of globalization. It argues that following Islamic doctrines and the teachings of Imam Mahdi can solve this problem. Specifically, it claims that Imam Mahdi is the ideal leader who can establish Islamic values globally and counter the bad influences of Western-style globalization. Muslim youth should prepare for Imam Mahdi's government by strengthening their spirituality, rationality, and morality in accordance with Islamic teachings.
Dokumen tersebut berisi tentang materi pelajaran Teknologi Informasi dan Komunikasi mengenai Microsoft PowerPoint 2007 di SMP N 18 Semarang. Materi tersebut mencakup penjelasan tentang standar kompetensi, kompetensi dasar, indikator, cara membuat tabel, grafik, diagram organisasi, dan menambahkan animasi pada presentasi PowerPoint. Dokumen tersebut juga berisi contoh soal latihan dan kunci jawabannya.
Mulla Sadra's philosophy can be summarized in 3 points:
1. In ontology, he believed that existence is principal over quiddity, and that all contingent beings are composed of the union of existence and quiddity. He also developed the concept of the graded unity of being.
2. In epistemology, he argued for the unity of the intellect and the intelligible, rejecting the idea that knowledge is simply a reflection of external objects.
3. He developed the doctrine of trans-substantial motion to explain physics, metaphysics, and the relationship between the soul and body.
Search and Social: A Happy Marriage - Cara Wiggins Gray [Energy Digital Summi...Energy Digital Summit
This presentation was written by Cara Wiggins Gray, Manager, Digital Marketing Analytics and SEO at Reliant Energy. Cara was invited to present as a keynote speaker for the inaugural Energy Digital Summit in June 2014. She presented on the subjects on the influences of SEO, Social Media, and Content Marketing.
Fedegari Training & Education Calendar 2016Fedegari Group
Fedegari provides a calendar of training and education programs for 2016 to share knowledge on sterile processing technologies and products. The calendar includes technical training courses on steam sterilizers, seminars on topics like moist heat sterilization and hydrogen peroxide decontamination, and customized courses. Fedegari's technology centers offer hands-on training to deepen understanding of equipment and processes.
Dokumen tersebut membahas gagasan Nasr Hamid Abu Zaid tentang hermeneutika Al-Quran. Abu Zaid berpandangan bahwa Al-Quran harus dipahami dalam konteks sejarah dan budaya ketika diturunkan, serta menekankan pentingnya metode analisis bahasa dalam memahami Al-Quran. Dokumen tersebut juga membahas upaya Abu Zaid dalam menempatkan Al-Quran sebagai produk budaya yang dipengaruhi oleh sistem budaya pada masanya
This document provides a list of character traits and their translations. It includes positive traits like "intelligent", "sociable", and "brave" as well as negative traits like "stupid", "naughty", and "rude". It also lists potential hobbies and careers.
Brands and Identity: The Power of StoryTelling - Scott Stone [Energy Digital ...Energy Digital Summit
This presentation was written by Scott Stone, Director, Brand, Digital & Social at ConocoPhillips. Scott was invited to present as a keynote speaker for the Energy Digital Summit in January 2015.
Innovation = Invention + Exploitation - MaryAnne Maldonado [Energy Digital Su...Energy Digital Summit
This presentation was written by MaryAnne Maldonado, VP of Houston Technology Center. MaryAnn was invited to present as a keynote speaker for the Energy Digital Summit in January 2015.
Malaria Consortium was founded in 2003 by a small team of people with a vision - to build the capacity of malaria-endemic countries worldwide to deal with a common and treatable disease that was devastating the lives of poor and vulnerable communities.
This presentation celebrating Malaria Consortium at 10 reflects on Malaria Consortium’s engagement with work to eliminate malaria - particularly in Asia. This has been driven by the push for Plasmodium falciparum elimination as quickly as possible in areas of artemisinin resistance; establishing much better surveillance systems and capacity to provide the detailed timely information needed for elimination; and advocating for continued high quality, highly intense efforts against malaria even when the burden declines.
Watch the presentation here: http://www.youtube.com/watch?v=VV2zXQNdd40
Key factors for developing a pharmaceutical cleaning strategy - Part 2Fedegari Group
This article discusses the removal of bacterial endotoxins in a washing process and the need for a
continuous monitoring activity according to common cleaning validation practices. Results of washing
tests performed with different load materials following an effective cleaning strategy to remove
microbiological soil are presented. In addition, this paper compares two different online assay methods:
conductivity analysis and Total Organic Carbon analysis.
Keywords: Cleaning, Microbiological Soil, Bacterial Endotoxins, Conductivity Analysis, Total Organic
Carbon Analysis.
The three sentence summary is:
The document provides instructions for jumpstarting a car in cold Vermont weather, including obtaining jumper cables and finding a trustworthy person to help, turning off unnecessary power draining devices in your car, connecting the red and black cables correctly between the two batteries, letting the good Samaritan's car run for a few minutes before starting your own, and thanking them before safely driving away.
Tara Versteeg has over 26 years of experience in IT and customer service roles, including 8 years as an IT supervisory leader. She has strong technical skills as well as abilities in training, coaching employees, communication, and project management. Her experience includes leadership positions at Royal Victoria Regional Health Centre and Georgian College, as well as roles at IBM Canada and Honda of Canada Manufacturing.
Candino customers appreciate the opportunity of being able to benefit from good quality at a decent price, and so continue to place their trust in the company.Choose your best watch from Classic,casual,Elegance,Sport,Planet Solor Candino watch collections.
Почему изменения в асептическом производстве являются неизбежными?Fedegari Group
Одним из наиболее сложных вопросов асептического производства является вовлеченность персонала в производ-
ственный процесс. Присутствие человека ежеминутно генерирует миллионы частиц. Некоторые из них биологиче-
ски активны и могут вызывать загрязнение продукта. В наше время благодаря использованию революционной тех-
нологии нет необходимости непосредственного участия персонала в асептическом производственном процессе,
что позволяет уменьшить влияние присутствия человека на стерильность продукта. Для осуществления операций
по загрузке и финишной обработке внутри изолятора без перчаток были внедрены роботизированные манипулято-
ры из нержавеющей стали, соответствующие требованиям GMP. Преимуществом этого решения, помимо повыше-
ния стерильности, является возможность гибкой и экономически эффективной обработки сильнодействующих
активных фармацевтических ингредиентов, например, цитотоксичных лекарственных средств.
В статье рассмотрены основные характеристики этого роботизированного «бесперчаточного» решения и описана
концепция кластерного инструмента для использования на современном асептическом производстве.
Evidence-Based Project Update (CompleteIncomplete) ALL DOSubmi.docxturveycharlyn
Evidence-Based Project Update (Complete/Incomplete): ALL DO
Submit an update on your project. Include information on progress to date. Discuss any barriers and how you plan to overcome or have overcome. What are your plans for the completion of the project?
In your update, include how you will meet the course and EPSLO objectives (See section IV B in this syllabus- as follows)
END OF PROGRAM STUDENT LEARNING OUTCOMESCOURSE OUTCOMES1.Synthesize knowledge from nursing and the physical, behavioral, psychological and social sciences, and the humanities in the practice of professional nursing.Demonstrate an awareness of complex organizational systems including structure, mission, vision, philosophy, and values.Promote factors that create a culture of safety and caring. Demonstrate an awareness of complex relationship of safety and caring.Employ principles and participate in quality improvement, healthcare policy, and cost-effectiveness to assist in the development and initiation of effective plans for the microsystem and/or system wide practice improvements that will improve the quality of healthcare delivery for diverse populations.Use inter and intra-professional communication and collaborative skills to deliver evidence-based, patient-centered care.2.Integrate global health and health care, its relevant issues and policies as they relate to professional nursing practice.Employ principles and participate in quality improvement, healthcare policy, and cost-effectiveness to assist in the development and initiation of effective plans for the microsystem and/or system wide practice improvements that will improve the quality of healthcare delivery for diverse populations. Demonstrate basic knowledge of healthcare policy, finance, reimbursement, and regulatory environments, including local, state, national, and global healthcare trends.Examine legislative and regulatory processes relevant to the provision of healthcare.3.Evaluate research in the exploration of the spectrum of health within the framework of evidence-based practice.Participate in the development and implementation of imaginative and creative strategies to enable systems to change.
NUR 4827 LEADERSHIP IN NURSING Use inter-and intra-professional communication and collaborative skills to deliver evidence-based, patient-centered care.4.Synthesize standards of professional practice and care.Apply leadership concepts, skills, and decision making in the provision of high quality nursing care, healthcare team coordination, and the oversight and accountability for care delivery in a variety of settings.Demonstrate leadership and communication skills to effectively implement patient safety and quality improvement initiatives withinthe context of the inter-professional team.Employ principles and participate in quality improvement, healthcare policy, and cost-effectiveness to assist in the development and initiation of effective plans for the microsystem and/or system wide practiceim.
Nurs 710 CA and National Requirements for Nursing ProgramsNsarr
The document outlines the nine essentials that all nursing schools must fulfill according to the American Association of Colleges of Nursing to be eligible to teach a Baccalaureate Education for Professional Nursing Practice. Essential I discusses the importance of a liberal education foundation in sciences, arts, and humanities. Essential II covers organizational and systems leadership skills for quality care and patient safety. Essential III addresses the importance of scholarship and applying evidence-based practice.
Quality circles originated in Japan after World War II and were inspired by W. Edwards Deming. Quality circles involve voluntary small groups of 6-12 employees who meet regularly to identify improvements in their work area. In healthcare, quality circles are used to (1) identify outstanding features of care, (2) identify obstacles to change, and (3) identify the need for more research. Examples of using quality circles in healthcare include reducing hospital-acquired infections, improving job satisfaction, and enhancing communication.
The document discusses staff development programs in nursing. It defines staff development as providing opportunities for employees to improve their knowledge, skills, and performance in line with organizational goals. Effective staff development ensures organizations have capable nurses and improves the quality of nursing care. Staff development activities include various on-the-job and off-the-job training methods aimed at professional growth.
Learning outcomes of programme & link to practicescphn99a
The document outlines the learning outcomes and objectives of the SCPHN (Specialist Community Public Health Nursing) programme. It aims to highlight how the learning objectives link to practice experience and ensure opportunities are available in practice learning environments. The programme consists of several modules focusing on areas like theory and practice of SCPHN, health promotion, research, and leadership. Students must demonstrate achievement of learning outcomes through both theoretical and practical aspects to reflect competencies for SCPHN qualifications.
IntroductionIn developing a leadership.docxmariuse18nolet
Introduction
In developing a leadership progress plan, a person may require self-assessment, as well as the prerequisite knowledge and skills of a good leader. Leaders work to inspire and motivate their juniors to be innovative, learn and develop creativity. Leaders also serve as role models as they reinforce ethics and values. In developing leadership plans for career development, career goals and developmental needs should be defined (Tomlinson 2004).
Part 1
As a health service administrator, it is important to establish the short term and long term career goals. In my short term career goals, I will enhance the work experiences of my juniors and enable an accommodating working environment. I will develop measures such as ensuring employees get to work on time, increase their accuracy and speed in services, respond quickly to customer queries, and encourage development of good attitude towards clients. In my long term goals, I will make necessary steps to allow the expansion of the healthcare center to allow accommodation of more customers. I will also ensure the development of subsidiary stations to allow easy access of patients living in less developed areas in terms of infrastructure.
One of my main objectives is to ensure that the healthcare division will become a leading firm in providing quality and convenient healthcare services globally while ensuring customer satisfaction. The healthcare division will ensure that customers can access healthcare services conveniently taking into account their health conditions. The firm will also increase the range of its services significantly in the next few decades. The plan also establishes that the firm will become the country’s biggest healthcare firm used by almost two-thirds of the population. The firm hopes to contribute a significant amount of the gross national product of the country.
Even though I have managed junior employees, I never have the chance to develop directly others abilities other than in solving their problems. I believe I have the requisite ability to develop their abilities when given an opportunity that will make me utilize my skills. The development of people requires their influence. I will develop the necessary supplemental skills and strategies that will enable easy management of employees. As a good and efficient leader, I will use different traits such as mentoring, teaching, training, and coaching. As a leader, I will cultivate them into establishing a strong team that will allow effective operation of the organization.
Part 2
A degree in management or any related field is necessary in ensuring the incorporation of knowledge and also adoption of necessary skills that will ensure productivity, as well as effective results in the firm. A successful leader may require effective utilization of their authority in the workplace to enhance corporate culture(Tomlinson 2004). He or she may also need to inspire moral conduct in the workplace. The skills acquired from the s.
Directing leading in hospital and community servicesKULDEEP VYAS
Directing is the fourth phase of the management process, it can also be called as coordinating or activating
*Here the leadership and the management skills are both required in order to accomplish the goal of the organization.
*It consists of 2 major components like guidance and supervision which is to be done during job process which help the nurses to utilize their total skills and knowledge in providing the quality care.
The document discusses assessing an organization's culture and readiness for implementing an evidence-based practice project to prevent CLABSI in a NICU. An organizational assessment tool was used to evaluate readiness. It found strengths like leadership support but also weaknesses such as lack of time and EBP knowledge. The author recommends strategies to improve readiness like recognizing top performers and aligning with available resources. Key stakeholders for the project include nurses, doctors, patients, and insurance companies. Information technologies could help implementation and care delivery if integrated properly.
The document outlines IntraHealth's Training and Learning Standards which provide guidance for planning, developing, implementing, and evaluating training programs. The standards are organized into 8 areas, with standards describing the generally accepted practices to ensure quality training. The document also includes a checklist, 7 planning questions, and resources to help users apply the standards when designing training interventions.
This document provides a step-by-step process for improving care delivery through collaborative learning. It outlines the Planned Care Model for redesigning care delivery and the Model for Improvement for testing changes. The 7 steps include: 1) familiarizing the care team with these models, 2) organizing roles, 3) adopting guidelines, 4) understanding patient needs, 5) choosing measures, 6) planning care, and 7) supporting patient self-management. Changes are tested with individual patients and successful changes are implemented for all patients.
PurposeThe purpose of this assignment is to identify nursing carTakishaPeck109
Purpose
The purpose of this assignment is to identify nursing care models utilized in today's various health care settings and enhance your knowledge of how models impact the management of care and may influence delegation. You will assess the effectiveness of models and determine how you would collaborate with a nurse leader to identify opportunities for improvement to ensure quality, safety and staff satisfaction.
Course Outcomes
Completion of this assignment enables the student to meet the following course outcomes.
CO1: Apply leadership concepts, skills, and decision making in the provision of high quality nursing care, healthcare team management, and the oversight and accountability for care delivery in a variety of settings. (PO2)
CO2: Implement patient safety and quality improvement initiatives within the context of the interprofessional team through communication and relationship building. (PO3)
CO3: Participate in the development and implementation of imaginative and creative strategies to enable systems to change. (PO7)
CO4: Apply concepts of leadership and team coordination to promote the achievement of safe and quality outcomes of care for diverse populations. (PO4)
CO6: Develop a personal awareness of complex organizational systems and integrate values and beliefs with organizational mission. (PO7)
CO7: Apply leadership concepts in the development and initiation of effective plans for the microsystems and/or system-wide practice improvements that will improve the quality of healthcare delivery. (PO2, and 3)
CO8: Apply concepts of quality and safety using structure, process, and outcome measures to identify clinical questions as the beginning process of changing current practice. (PO8)
Read your text, Finkelman (2016), pp- 111-116.
You are required to complete the assignment using the template.
Observe
staff in delivery of nursing care provided. Practice settings may vary depending on availability.
Identify
the model of nursing care that you observed. Be specific about what you observed, who was doing what, when, how and what led you to identify the particular model
Review
and summarize one scholarly resource (not your textbook) related to the nursing care model you observed in the practice setting.
Review
and summarize one scholarly resource (not including your text) related to a nursing care model that is
different
from the one you observed in the practice setting.
Discuss
the nursing care model from step #6, and how it could be implemented to improve quality of nursing care, safety and staff satisfaction. Be specific.
Summarize this experience/assignment and what you learned about the two nursing care models.
Submit your completed worksheet no later than 11:59 p.m. MT on Sunday by the end of Week 5.
References and important information:
Week5 leader Examplar Audio Transcript
After working a number of years in home health, I made the decision to return to the acute care setting and accepted a ...
Primary Health Care Strategy:
Key Directions for the Information Environment. Case study report and composite success model.
Steve Creed & Philip Gander
Assessment 4 Instructions Final Care Coordination Plan .docxgalerussel59292
Assessment 4 Instructions: Final Care Coordination Plan
For this assessment, you will simulate implementation of the preliminary care coordination plan you developed in Assessment 1. The presentation would be structured for the hypothetical patient.
NOTE
: You are required to complete this assessment after Assessment 1 is successfully completed.
Care coordination is the process of providing a smooth and seamless transition of care as part of the health continuum. Nurses must be aware of community resources, ethical considerations, policy issues, cultural norms, safety, and the physiological needs of patients. Nurses play a key role in providing the necessary knowledge and communication to ensure seamless transitions of care. They draw upon evidence-based practices to promote health and disease prevention to create a safe environment conducive to improving and maintaining the health of individuals, families, or aggregates within a community. When provided with a plan and the resources to achieve and maintain optimal health, patients benefit from a safe environment conducive to healing and a better quality of life.
This assessment provides an opportunity to research the literature and apply evidence to support what communication, teaching, and learning best practices are needed for a hypothetical patient with a selected health care problem.
You are encouraged to complete the Vila Health: Cultural Competence activity prior to completing this assessment. Completing course activities before submitting your first attempt has been shown to make the difference between basic and proficient assessment.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 1: Adapt care based on patient-centered and person-focused factors.
Design patient-centered health interventions and timelines for care delivered through direct clinical interaction that is logged in the CORE ELMS system.
Competency 2: Collaborate with patients and family to achieve desired outcomes.
Use the literature on evaluation as a guide to compare learning session content with best practices.
Competency 3: Create a satisfying patient experience.
Describe what the literature says about effective care coordination and patient satisfaction verses experience, including how to align teaching sessions to the Healthy people 2020 document..
Competency 4: Defend decisions based on the code of ethics for nursing.
Make ethical decisions in designing patient-centered health interventions.
Competency 5: Explain how health care policies affect patient-centered care.
Identify relevant health policy implications for the coordination and continuum of care.
Preparation
In this assessment, you will implement the preliminary care coordination plan yo.
This document outlines a lesson plan for educating rehabilitation nurses in an inpatient rehabilitation hospital. The goal is to help nurses improve patients' functional independence and ability to perform activities of daily living after an illness or disability. The plan uses the ADDIE instructional design model and covers topics like health and safety, patient needs, rehabilitation practices, and interdisciplinary collaboration. Instructional methods include face-to-face educational sessions combined with self-guided study modules using materials like presentations, videos, and articles. The intended outcome is for nurses to effectively support patients in achieving their highest possible level of independence.
The document discusses innovation in nursing. It defines innovation as the introduction of new ideas or processes to benefit individuals or organizations. It then discusses different types of innovation like product and process innovation. It also outlines characteristics of innovation and the steps involved in the innovation process. Finally, it discusses factors driving innovation in nursing like addressing workforce shortages and technological advances in healthcare.
A Re-Introduction to Health Education and the knowledge in it
purpose
dimension
aspects
importance
The Change, its process and management
The Education Process
The Teaching Strategies
Implementing SBAR
Student's Name
Institutional Affiliation
Course Details
Instructor's Name
Date
Implementing SBAR
SBAR communication tool is an effective and simple communication method that works across all the healthcare disciplines to create a safer working environment. Müller et al. (2018) reveal that using SBAR enhances efficacy, accuracy, and efficiency of handoff reports which boosts patient safety by improving communication and encouraging patient involvement Ineffective, absent, or inadequate communication leading to patient safety concerns has become a big problem in many care facilities, including where I work. According to Herawati et al. (2018), poor patient handoff communication from caregivers reduces patient safety. Regardless of the technological advancements, interdisciplinary care providers in many care facilities still do not communicate effectively, threatening patient's safety.
The use of written handoff using SBAR was implemented two years ago in the hospital I work. The handoff is easily accessible by all interdisciplinary team directly working with the patient and this is also used as a communication tool when giving report. According to Uhm et al. (2019), implementing a well-developed SBAR program of communication grounded on learning theory improves nurses' communication skills and boosts their confidence during patient handover. All the team member in the hospital identified the implementation of SBAR (Situation-Background-Assessment-Recommendation) as a solution for the persisting communication problem among caregivers, especially during patient handoffs within the hospital. The use of SBAR as a communication tool has been highly effective, reading the SBAR handoff note only allows you to know a lot about the patient situation and history. Implementing the evidence-based intervention is timely and in line with the organization's policies that prioritize patient safety and high-quality care delivery. Standardized processes, including SBAR, have effectively eradicated missing care information incidents and promoted information sharing among healthcare professionals. Studies have established poor communication during patient handoffs as the main cause of misguided actions, lost information, and misinterpretation of critical care information (Uhm et al., 2019). I will desceibe the steps of implementing evidenced practice at my working according to the discussion I had with my manager.
The model for improvement is a four steps approach that guides the effective implementation of SBAR to solve communication problems among caregivers. Planning is the first model's step to implementing the SBAR practice. This phase involves visible and strong leadership from the hospital's senior managers and clinical champions to gather enough support for the practice change (Müller et al., 2018). At this phase, the team should decide where to start the SBAR test by thinking about the area with substantia ...
The document provides information about the Master of Science in Nursing—Education (RN to MSN Option) degree program at Western Governors University. It discusses that the program is competency-based and builds on previous nursing education. The BSN portion focuses on contemporary nursing practice using technology-based learning. It prepares graduates for roles in areas like research, community health, healthcare policy, and current healthcare trends. The MSN portion further prepares graduates for leadership and management roles in diverse healthcare settings.
Similar to It’s all in the detail developing effective health-related job aids (20)
Community-based management of acute malnutrition in South SudanMalaria Consortium
Download the Learning Brief at: http://www.malariaconsortium.org/resources/publications/846/
Malaria Consortium has been implementing an integrated community case management (iCCM) programme for the diagnosis and treatment of malaria, pneumonia and diarrhoea in children 6-59 months in South Sudan since 2010. A nutrition component was integrated into this programme in 2011 in recognition of the inextricable link between health and nutrition.
This learning brief describes the model Malaria Consortium is currently implementing to deliver community-based management of acute malnutrition (CMAM) using the iCCM structures in Aweil Centre county in Aweil state and Aweil West county in Lol state.
The learning from the evaluation of this model serves as the basis for recommendations for future programming, in an effort to improve and sustain the delivery of CMAM in Aweil and Lol states.
The document summarizes a malaria prevention event at Iyolwa Primary School where community health workers and teachers performed a drama for students to teach them how to protect themselves and their families from malaria. Students sang along to help remember key prevention messages. Nets were then distributed to students in grades one and four by Malaria Consortium as part of efforts to increase coverage in the Tororo district. Teachers and parents spoke about how the nets have helped reduce malaria and absenteeism at the school.
Developing a long lasting insecticidal net retail market in nigeriaMalaria Consortium
The document summarizes Malaria Consortium's experience developing a long-lasting insecticidal net (LLIN) retail market in Nigeria. It discusses Malaria Consortium's original strategy to support the commercial sector through price support, which faced challenges around documentation. A market analysis identified key challenges as LLINs being a slow-moving product and competition from leaked or subsidized nets. Malaria Consortium's revised strategy uses a "total market approach" and "Making Markets Work for the Poor" principles to facilitate arrangements improving market access to LLINs.
Since 2008, the Malaria Consortium programme, Support to the Nigeria Malaria Programme (SuNMaP), has been working in Nigeria to strengthen the national effort to control malaria. Among the programme’s activities is the harmonisation of malaria control – which means working with supporting partners locally, nationally and internationally, for the common purpose to reduce the burden of malaria in Nigeria. The paper describes some of SuNMaP’s successes in rolling out harmonisation – such as leading a unified approach to the rollout of a nationwide LLIN campaign rollout, and developing standardised modules for the training of health workers in service delivery and programme management.
Positive deviance: an asset-based approach to improve malaria outcomesMalaria Consortium
The positive deviance project in Cambodia used an asset-based approach to improve malaria outcomes. It identified "positive deviant" individuals within communities in Cambodia who successfully prevented malaria despite limited resources. The project had two phases: 1) A one-week process to identify positive deviant behaviors and individuals through community dialogues. 2) A six-month implementation phase where positive deviant role models shared their behaviors with community members through meetings and other interactive activities. The project aimed to determine if promoting existing successful behaviors within communities could change malaria-related social norms and behaviors.
Integrating mRDTs into the health system in Uganda: preparing health workers ...Malaria Consortium
In 2010, the World Health Organization (WHO) changed its guidelines to state that all suspected malaria cases should be tested for the presence of malaria parasites by microscopy or malaria rapid diagnostic tests (mRDTs) prior to treatment. A number of countries have now adopted these guidelines and begun to integrate mRDTs into routine service delivery.
With funding from Comic Relief, Malaria Consortium supported the first sustained, district-wide introduction of mRDTs to health facilities in Uganda, starting in December 2010. A number of health workers from public lower-level health facilities have been trained under this programme. A national-level consultative process was also undertaken to revise the national training curriculum for use in country-wide scale-up.
This learning paper presents the lessons drawn from this experience. It discusses the critical training requirements of health workers and what needs to be addressed. The paper also reviews approaches for the successful integration of mRDTs into health service delivery and how best to support health workers adapt to changes in policy.
Building capacity for creating demand in support of malaria prevention and co...Malaria Consortium
Demand creation is the strategic combination of advocacy, communication and mobilisation approaches that seek to achieve increased community awareness of, and demand for, effective malaria prevention and treatment services.
Malaria Consortium's Support to National Malaria Programme (SuNMaP) demand creation strategy for prevention currently focuses on promoting the correct use of long lasting insecticidal nets (LLINs) and the use of intermittent preventive therapy (IPT) in pregnant women. For malaria treatment, demand creation focuses on promoting improved testing, prompt and proper use of artemisinin combination therapy (ACT) treatment for individual cases of malaria, and effective home management of fever, together with referrals of severe cases to a higher-level health facility.
This learning paper discusses SuNMap's experiences of planning and implementing demand creation in Nigeria, including SuNMaP's development of a comprehensive malaria communications plan. It presents what worked well and the challenges that remain to scale up demand creation activities and to consolidate the work already done.
Positive deviance: an innovative approach to improve malaria outcomes in MyanmarMalaria Consortium
This presentation is one of a series prepared for the Malaria Consortium symposium Taking the resistance out of elimination at the Joint International Tropical Medicine Meeting (JITMM) in Bangkok on 11 December 2013. It presents a pilot positive deviance project in a remote island, Kyun Su Township in Myanmar, and describes the positive deviance process being implemented in two phases.
A video of this presentation is available to watch here: http://www.malariaconsortium.org/pages/joint_international_tropical_medicine_meeting_bangkok_december_2013.htm
Malaria Consortium’s experiences on mHealth in CambodiaMalaria Consortium
This presentation is one of a series prepared for the Joint International Tropical Medicine Meeting (JITMM) in Bangkok on 11 December 2013.This presentation shows how Malaria Consortium supported the surveillance system to National Malaria Centre of Cambodia since 2009. It summarises the surveillance systems used: the malaria information system; day 3 positive alert system; malaria alert system (Day 0); referral system; and stock out alert system.
A video of this presentaion is available to watch here: http://www.malariaconsortium.org/pages/joint_international_tropical_medicine_meeting_bangkok_december_2013.htm
Read more of Malaria Consortium's experiences on mHealth in Cambodia in the Learning Paper, Moving towards malaria elimination: developing innovative tools for malaria surveillance in Cambodia.
ICCM impact in four African countries: project monitoring & evaluationMalaria Consortium
A presentation by Geoffrey Namara from Malaria Consortium, which looks at the results and highlights of integrated community case management projects implemented in four African countries. The presentation examines routine data collection methods, the scale and duration of data collection, results & highlights from routine data, project evaluations, evaluations conducted (methods & timelines), and results & highlights.
To see the live presentation, watch the YouTube video: http://www.youtube.com/watch?v=d2UQkhUqbP8
Developing and implementing training materials for integrated community case ...Malaria Consortium
In South Sudan, ICCM – or integrated community case management – is carried out by trained community volunteers called community drug distributors (CDDs) or community based distributors. These operate like community based (volunteer) health workers in other parts of Africa but are known differently as, in South Sudan, a community health worker operates within the Ministry of Health (MoH) structure, receiving around nine months training to provide health services at the PHCC / PHCU levels. This paper shows how best practices for delivering training of Community Drug Distributors (CDDs) in the implementation of integrated community case management (ICCM), that have been shown to be successful in some countries and contexts, needed to be adapted to fit a more complex environment in South Sudan.
Building capacity for universal coverage: malaria control in NigeriaMalaria Consortium
Support to the Nigeria Malaria Programme – is a £50 million five-year UK aid funded programme that works with the government and people of Nigeria to strengthen the national effort to control malaria. The programme began in April 2008, and runs to March 2013. This learning paper describes, in detail, the programmes approach to malaria control and explores the reasons for the programmes success from the perspective of health workers trained by the programme, community members and others.
Community dialogues for healthy children: encouraging communities to talkMalaria Consortium
Integrated community case management (ICCM) – an approach where community-based health workers are trained to identify, treat and refer children under-five with pneumonia, diarrhoea and malaria – is increasingly being used across sub-Saharan Africa to supplement the gaps in basic healthcare provision. ICCM programmes have been endorsed by major international organisations and donors, and many African Ministries of Health as a key strategy for reducing child mortality. This learning paper describes Malaria Consortium’s approach to and experience of engaging local communities in integrated community case management (ICCM) in three African countries.
Developing intervention strategies: innovations to improve community health w...Malaria Consortium
During the last decade child mortality has reduced significantly in a number of African countries, largely due to the scale up of appropriate management of diarrhoea, pneumonia and malaria, three leading causes of death among young children. As a way of increasing access to treatment for sick children, several African countries are investing in community health workers (CHWs) to deliver integrated community case management (ICCM). This paper summarises the process adopted by one Malaria Consortium project, inSCALE, for identifying the barriers to CHW motivation and performance in Uganda and Mozambique. It documents innovative solutions to these challenges that are potentially acceptable and feasible, including the rationale for the design of the two interventions developed.
Insecticide treated nets: the role of the commercial sectorMalaria Consortium
This learning paper takes a detailed look at the approaches of direct support to the commercial insecticide treated net (ITN) market that were implemented by Malaria Consortium and its partners as part of mixed models of malaria prevention in three sub-Sahara African countries.
Integrating severe acute malnutrition into the management of childhood diseas...Malaria Consortium
Since December 2010, Malaria Consortium has been implementing an innovative approach to community management of severe acute malnutrition, together with an existing integrated community case management (ICCM) programme in South Sudan. This learning paper considers Malaria Consortium’s experience of this combined approach in a highly complex context and shows whether the management of severe acute malnutrition is an effective, acceptable and feasible component of ICCM programming.
Moving towards malaria elimination: developing innovative tools for malaria s...Malaria Consortium
In collaboration with the national malaria control programme in Cambodia (CNM), Malaria Consortium developed a diverse set of tools to improve malaria surveillance and to provide the information needed by national and district staff to manage the national malaria programme, respond to malaria outbreaks and individual cases and monitor in real-time the levels of critical malaria supplies at health facilities.
The surveillance tools developed were a mix of routine reporting systems using eHealth and mobile phone-based (mHealth) solutions that would enable resource constrained environments to provide real-time data for immediate action. This learning paper documents the lessons learned in developing an appropriate tool and the specific considerations in the implementation of mHealth solutions.
Implementing integrated community case management: stakeholder experiences an...Malaria Consortium
Malaria Consortium’s involvement in iCCM has spanned inputs to facilitate policy development, project design, implementation from start-up phase; ongoing support to the public health system in continued implementation; the trial of specific supportive interventions to boost effectiveness; monitoring and evaluation; costing analysis work; and advocacy.
This paper discusses a participatory evaluation on iCCM implementation in South Sudan, Uganda and Zambia. The findings, challenges and lessons learned are presented in 11 key components of iCCM implementation.
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These lecture slides, by Dr Sidra Arshad, offer a simplified look into the types of hypoxia.
Learning objectives:
1. Define hypoxia
2. Describe the causes and features of different types of hypoxia
3. Define cyanosis
4. Enumerate the causes of cyanosis
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 35, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Central and Peripheral Cyanosis - https://www.ncbi.nlm.nih.gov/books/NBK559167/
vaginal thrush presentation by Dr. Rewas AliRewAs ALI
in these slides you know what is vaginal thrush, symptoms, and treatments with special population(pregnancy and lactation). you can see the explanation in my youtube channel in this link below:
https://youtu.be/ov5WqVwdHkE?si=iaF5MHC9Vv_6udzR
vaginal thrush is one of the most common gynecological complication that can be treated easily if diagnosed in a correct way.
Hepatocarcinoma today between guidelines and medical therapy. The role of sur...Gian Luca Grazi
Today more than ever, hepatocellular carcinoma therapy is experiencing profound and substantial changes.
The association atezolizumab (ATEZO) plus bevacizumab (BEVA) has demonstrated its effectiveness in the post-operative treatment of patients, improving the results that can be achieved with liver resections. This after the failure of the use of sorafenib in the already historic STORM study.
On the other hand, the prognostic classification of BCLC is now widely questioned. It is now well recognized that the indications for surgery for patients with hepatocellular carcinoma are certainly narrow in BCLC and no longer reflect what is common everyday clinical practice.
Today, the concept of multiparametric therapeutic hierarchy, which makes the management of patients with hepatocellular carcinoma much more flexible and allows the best therapy for the individual patient to be identified based on their clinical characteristics, is gaining more and more importance.
The presentation traces these profound changes that are taking place in recent years and offers a modern vision of the management of patients with hepatocellular carcinoma.
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Pe parcursul a cateva de pagini pline de informații utile și inspirație, vei descoperi:
Sfaturi practice pentru o alimentație sănătoasă:
Rețete delicioase și ușor de preparat: Bucură-te de preparate gustoase și nutritive, perfecte pentru zilele călduroase de vară.
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Trucuri pentru un stil de viață activ:
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Sfaturi pentru o stare de bine mentală:
Tehnici de relaxare și gestionare a stresului: Învață cum să te relaxezi și să faci față provocărilor zilnice cu mai multă ușurință.
Sfaturi pentru cultivarea optimismului și a gândirii pozitive: Descoperă cum să abordezi viața cu o perspectivă optimistă și să atragi mai multă bucurie în ea.
Recomandări pentru a te conecta cu natura: Bucură-te de beneficiile naturii asupra stării tale mentale și emoționale.
Bonus:
Oferte exclusive la produsele Life Care: Beneficiază de reduceri și promoții speciale la o gamă largă de produse pentru o viață sănătoasă.
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Jurnalul Fericirii Life Care - Iulie 2024 este mai mult decât o simplă revistă. Este un ghid complet și personalizat pentru a te ajuta să obții o viață mai sănătoasă, mai fericită și mai plină de satisfacții.
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Hemodialysis: Chapter 8, Complications During Hemodialysis, Part 3 - Dr.GawadNephroTube - Dr.Gawad
- Video recording of this lecture in English language: https://youtu.be/pCU7Plqbo-E
- Video recording of this lecture in Arabic language: https://youtu.be/kbDs1uaeyyo
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
Hemodialysis: Chapter 8, Complications During Hemodialysis, Part 2 - Dr.GawadNephroTube - Dr.Gawad
- Video recording of this lecture in English language: https://youtu.be/FHV_jNJUt3Y
- Video recording of this lecture in Arabic language: https://youtu.be/D5kYfTMFA8E
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
Westgard's rules and LJ (Levey Jennings) Charts.Reenaz Shaik
Quality Control is a process used to monitor and evaluate the analytical process that produces patients results. Planning, documenting and agreeing on a set of guidelines ensures quality.
2. Since starting operations in 2003, Malaria Consortium
has gained a great deal of experience and knowledge
through technical and operational programmes and
activities relating to the control of malaria and other
infectious childhood and neglected tropical diseases.
Organisationally, we are dedicated to ensuring our
work remains grounded in the lessons we learn
through implementation. We explore beyond
current practice, to try out innovative ways –
through research, implementation and policy
development – to achieve effective and sustainable
disease management and control. Collaboration and
cooperation with others through our work has been
paramount and much of what we have learned has
been achieved through our partnerships.
This series of learning papers aims to capture and collate
some of the knowledge, learning and, where possible,
the evidence around the focus and effectiveness of our
work. By sharing this learning, we hope to provide new
knowledge on public health development that will help
influence and advance both policy and practice.
BACKGROUND
Learning paper series
Community health workers
using job aids during a
training on use of mobile
phone technology
4. 2 Learning Paper
BACKGROUND
This paper describes Malaria Consortium’s iterative and research-
based experience developing, implementing and evaluating job aids for
community health workers (CHWs)* and health facility workers**
in Mozambique, Nigeria, South Sudan and Uganda.
It discusses challenges encountered and considers
the lessons learned. Through this experience, Malaria
Consortium has developed a recommended process
and practical tips to ensure that the content of our job
aids is of high quality; accurate and appropriate for
the intended audience; consistent with standards of
practice; communicates essential information clearly;
contains culturally representative visuals and graphics;
and is understood and used to perform tasks and make
correct technical decisions.
The purpose of any job aid is to provide simplified
information, a selection of algorithmic decisions and
illustrated instructions of steps and procedures needed
to perform specific tasks. Job aids are used extensively
with CHWs and health facility workers to reinforce
adherence to a correct sequence of standard care
practices based on recommended guidelines. Job aids
help to enhance memory, reduce errors and improve job
performance. When used regularly, they can promote
passive learning through behavioural conditioning of
performing a task until the aid is no longer needed1,2
. In
addition, when combined with training and supervision,
they have been shown to enhance a health worker’s
ability to perform specific tasks3
correctly.
A review of the literature indicates that job aids are
commonly used in developing countries to enhance
the performance of CHWs and health facility workers,
especially those who lack adequate supervision or
clearly defined performance expectations. There is a
consensus among behaviour change communication
and training experts about the recommended criteria
for a well-designed job aid. However, we found limited
evidence in the literature regarding operational research
on practical applications of these criteria or their impact
on job performance4
. We have found there to be one
confounding factor in demonstrating influence of job
aids on performance, which is that when CHWs were
observed, they avoided using the job aid. The reason for
this is because they believed the observer wanted to test
their ability to perform the tasks without this support5
.
Introduction
Job aids are commonly
used to enhance the
performance of health
workers. There is
limited guidance in
the literature about
practical applications of
recommended criteria
for a well-designed job
aid.
We aim to contribute to
filling this gap through
sharing experience-
based lessons learned
and tips to develop
effective job aids and
maximise their use and
impact.
*Community health workers (CHWs) refer to individuals working in the community
to provide health services. They are often volunteers and often have little education.
**health facility workers refer to doctors, clinicians, nurses, nursing assistants,
labortorians and pharmacists working in a health facility (either public or private).
They are literate and earn a salary.
A Malaria Consortium
community drug distributor
shows a mother how to treat
her one-year old daughter,
South Sudan
6. 4 Learning Paper
SECTION 1
Malaria Consortium has had extensive experience designing, developing, implementing and evaluating a variety of job
aids. An integral part of our work is to strengthen capacity and improve the performance of health workers to be able to
prevent, diagnose, treat and care for groups most at risk of malaria and other communicable diseases.
Malaria Consortium’s
experience with job aids
Community health workers
using job aids during a
training in Buhimba sub-
county, Uganda
We do this by developing quality training curricula,
training trainers, designing and developing training
materials including job aids and coordinating the
delivery of training. The beneficiaries of our training
are CHWs and their supervisors, as well as public
and private sector health facility workers. The level
of education varies from CHWs with little to no
education and very low literacy, to health facility
workers with university education and a good reading
comprehension of English, or Portuguese in the case of
Mozambique.
Motivation and quality of care varies widely among
these health workers. Our job aids are designed to
strengthen various elements of quality of care such as
interpersonal patient communication and diagnostic
skills and adherence to treatment policies. In addition,
we train supervisors about competency-based
performance management and how to use job aids to
monitor quality and standards of care during support
supervision visits.
Lastly, in order to ensure good evidence supports
delivery of effective services, Malaria Consortium
frequently conducts formative and operational research
to test the use, comprehension and impact of our job
aids with users.
From theory to practise
We have found the following six
criteria to be critical for a well-designed
job aid. These criteria are based
on recommended behavioural and
communication theories and on best
practice from our practical experience.
1.
Communicate complex information
accurately and in an easy-to-understand
format.
2.
Content must be current, accurate, and
consistent with health policies and
guidelines.
3.
Provide clear options for critical decision
pathways.
4.
Describe processes and procedures in
alignment with the training curriculum
and existing healthcare practices and
tasks.
5.
Include culturally and literacy-
appropriate language, illustrations and
symbols to communicate key messages.
6.
Produce cost-effective quality materials
which are durable and attractive.
The following sections in this paper
show a summary of our experiences,
challenges and lessons learned while
applying these principles in the
development of various original or new
job aids in several countries.
8. 6 Learning Paper
SECTION 1
In order to reduce errors and enhance memory recall, the
written and visual content of the job aid should be simple,
direct and contain only key information. Any unnecessary and
confusing details should be removed. Job aids should help to
reduce the need to memorise complex information or a long
list of processes by making it readily accessible and easy to
follow. By using the job aid repeatedly over time, it reinforces
the learning of job tasks through associative conditioning of
desired behaviours. The messages, instructions, illustrations
and symbols should serve as cues to remind the user of the
knowledge and skills they acquired during training.
Selecting and presenting key information and
simple cues for action
In Mozambique, the Ministry of Health revitalised
the community health programme in 2010 and
developed a new training curriculum for CHWs, called
Elementary Multipurpose Agents (Agentes Polivalentes
Elementares - APEs).
APEsaremenandwomenvillagememberswho
volunteeredandwereselectedbytheirowncommunities
toserveasAPEs.Mostofthemhaveonlycompletedthe
primaryeducationcycleandhavenopriormedicaltraining.
Theyreceiveda16-weektrainingalternatingclassroom
teachingandpracticestagestobequalifiedasAPEs.
Theyleftthetrainingwiththreemanuals(ModuleI,
ModuleIIandModuleIII),eachoneover100pages.The
thirdmodule,whichcoversdiagnosisandtreatment
ofcommonillnesses,wasdesignedwithcolourful
illustrationsandvisuals,includingcolour-codedalgorithms
foreachcondition,inordertomaketechnicalcontentmore
accessibletolow-literacyCHWs.
APEs were not equipped with additional job aids, as the
Ministry of Health felt that the instructional design of
the modules was sufficient and could be used by APEs
as a reference material. In addition, producing a job aid
would have increased costs for the programme.
However, an operational research study conducted in a
district of Inhambane province in March 2012, revealed
that APEs were facing significant challenges with
diagnosis and treatment of childhood illnesses. This
resulted in incomplete diagnoses and sometimes an
incorrect treatment prescription.
Malaria Consortium thus designed and piloted a job aid
for APEs in this province to provide a practical summary
guide that APEs could take in their bag and use during
sick child consultation. The main purpose of this job aid
was to translate disease-specific technical contents into
‘the eight steps of the child consultation’. It was designed
to support APEs in following the required essential steps
for the diagnosis and appropriate treatment of three
diseases in children under five, and the dispensing of
medicines correctly and adequately. While we re-used
many images and wording from the manual to ensure
consistency, we also had to make adaptations. These
included bringing assessment of all danger signs into the
first steps, instead of presenting danger signs by specific
disease as they were in the manual.
1
Communicate complex information accurately
and in an easy-to-understand format
9. Learning Paper 7
In the example pictured here, the algorithm for fever
assessment has been simplified: the danger signs are
being assessed at the beginning of the consultation, so
that the fever assessment section is focused on malaria
testing and only two options are left for the CHW to act
on. In the case of a positive rapid diagnostic test (RDT),
the CHW should counsel the care-giver on how to bring
fever down (wrapping the child in a damp cloth) and
give Coartem (AL) medication to be continued at home.
In the case of a negative RDT, the CHW should only give
paracetamol as pre-referral treatment and counsel the
care-giver to go to the nearest health facility for further
assessment of the child’s condition.
Fever assessment from the
APE Manual, Mozambique
(top row) to job aid (bottom)
10. 8 Learning Paper
SECTION 1
As part of the inSCALE Project*, the use of mobile
phone technology was introduced to a group of CHWs
participating in the integrated community case
management (iCCM) programme in Uganda and
Mozambique. The mobile phone contains customised
software for submitting iCCM patient reports and for
receiving motivational and automated educational
messages. CHWs were also provided with a solar charger
to charge the phone in areas where electricity was not
available.
Our initial needs assessment in Uganda indicated that
although most Ugandans in rural communities had
used a mobile phone, very few knew how to operate it
beyond turning it on and making or receiving a call.
None of them had used a solar charger before. As a
result, two detailed job aids were developed – one for the
phone functions and the solar charger, and the other for
using the mobile phone to submit weekly iCCM reports
and read educational messages. Designing this job
aid required taking the detailed manufacturer’s users’
guides and translating them into simple steps with
brief directions. It also required adding photographs
of the various phone screens, parts of the phone and
charger to illustrate each step. Included in the training
curriculum was an instructional DVD which reinforced
the same steps in the job aid. Still-shot pictures from
the DVD training were also included in the job aid for
visual reinforcement
An easy to follow job aid for community health workers
to operate mobile phones and solar chargers
*www.malariaconsortium.org/inscale
11. Learning Paper 9
A sample page from the
VHT job aid on how to use
the solar charger and Nokia
mobile phone (left) and how
to send weekly reports using
a Nokia mobile phone (right)
Extensive pre-testing was conducted with CHWs in
several districts to see whether they could read the
instructions in English or just follow the visual cues
without any instructions from a trainer or supervisor.
Remarkably, the vast majority of the pre-testing
participants were able to operate the phone, place the
solar panel properly in the sun, charge the phone, and
use the accompanying solar lamp and solar charger
just by following the pictures in the job aid and with
minimal assistance.
We found developing these job aids to be quite
challenging in terms of the time it took to select and
photograph the essential phone screens and describing
the instructions for each step and illustration while
using minimal non-technical words. The time and detail
applied to ensuring these job aids communicated the
content in an easy-to-follow format proved vital to the
success of training and implementation of this project.
12. 10 Learning Paper
SECTION 1
Health worker job aids frequently contain new technical
content and/or new guidelines and policies which need to
be followed exactly as they are written. As a repository of
standards of care practice, it is important that the content is
accurate and consistent with national or international policies
they are describing. As a guide to quality standards, the
content and description of procedures can be used to measure
the quality of health worker performance to determine whether
they are complying with standards of care in the correct
procedural order.
2
Content must be current, accurate and
consistent with health policies and guidelines
Job aids to help health facility workers improve
their communication skills with patients and
promote malaria testing before treating
In 2011, the Ministry of Health of Uganda implemented
a new National Malaria Control Policy (NMCP) stating
that all suspected malaria cases must be confirmed with
microscopy or RDTs before treatment with artemisinin
combinationtherapy(ACTs)6
.Inordertoimproveaccurate
diagnosis of malaria, the Ministry of Health introduced
RDTs for malaria in all health facilities where microscopic
examinationofbloodsmearswasnotavailable.Despitethis
policychange,manychildrenwerestillgettinganti-malarial
medicineswithoutlaboratoryconfirmationofmalaria.The
2011DemographicHealthSurveyshowedthatonly25per
centofchildrenwithfeverweretestedformalaria,while
46percentreceivedananti-malarial.Asaresult,formative
research was conducted to understand the underlying
reasonsforhealthfacilityworkers’non-compliancewiththe
policy. The qualitative study revealed that health facility
workers did not trust the accuracy of RDT results, were
uncertainhowtotreatfeversafternegativeRDTresults,and
lacked the skills to communicate with patients about the
needformalariatestingandthemeaningoftheirtestresults.
In response to this study, Malaria Consortium, in
collaboration with the Uganda National Malaria Control
Programme and the Stop Malaria Project, developed and
implemented a training course for health facility workers
to improve interpersonal communication skills between
health facility workers and care-givers of children under-
five in the diagnosis and management of febrile illness.
The Job aid for children with fever, (developed in
collaboration with Johns Hopkins Bloomberg School of
Public Health Center for Communication Programs and
Mango Tree, Uganda), is a flipchart booklet consisting
of picture cue cards on one side, which are shown to the
patient. On the back of each picture card is a script of
whatthehealthfacilityworkershouldcommunicatetothe
patientandinstructionalcuesforwhattodo.Thesequence
ofcardsfollowthesameproceduresthehealthfacility
workershouldfollowduringapatientconsultationvisit.
Card 1 Taking a patient history
Card 2 Assessing for danger signs
Card 3 Taking a patient history and conducting a
physical exam
Card 4 Testing for malaria
Card 5 Communicating positive malaria test results and
treatment of malaria
Card 6 Communicating negative malaria test results,
differential diagnosis and treatment of non-malaria fevers
Card 7 Care for febrile child
13. Learning Paper 11
The development of this job aid proved to be
challenging in two ways: first, in terms of ensuring
that the interpersonal communication skills language
was simple enough to communicate to patients; and
second, that the clinical and procedural content was
consistent with both the 2011 NMCP policy regarding
testing all fevers before treating and the 2010 National
Clinical Guidelines on diagnosis of childhood fever. In
some cases, the National Clinical Guidelines contained
contradictory information regarding the treatment
of non-malaria fevers. This required extensive
collaboration with the NMCP in terms of their review
and approval of job aid and training materials to ensure
the messages were aligned with the current diagnosis
and treatment policy for malaria and case management
of fever.
Sample cards from job aid for
children with fever, Uganda
A large component of the training for this course
consisted of practising use of the job aid in a clinical
setting, including how to communicate accurate
information and counsel patients and care-givers of
children under five with fever. This was done through
multiple role-plays and case-study discussions.
The job aid is currently being used and tested in health
facilities across 18 districts in Uganda.
14. 12 Learning Paper
SECTION 1
Developing a job aid for CHWs and health facility workers often
involves translating complex clinical processes or algorithms
into simple and clear instructions. The more conditions
or options to choose from within the algorithm, the more
challenging it is to make it simple and easy to follow.
Job aids must be able to provide clear options or algorithmic
decision pathways for which actions to take based on
the information collected during the patient assessment.
Algorithms must be simple, contain start and end points, and
as far as possible be colour-coded so that the critical flow can
be followed easily.
3
Provide clear options for critical-decision
pathways
Communicating iCCM in eight easy steps for
community health workers
When developing job aids for iCCM, the algorithms
used for integrated management for childhood illnesses
(IMCI) are often used as a reference. Whereas IMCI
was developed for literate health facility workers, iCCM
targets CHWs with low education and literacy.
One strategy we have found to simplify algorithmic
information is to translate the algorithm into a sequential
linear list of numbered steps. We found that it was
important to list the steps in the same chronological
order which the CHWs follow during the sick child
consultation.
In the example pictured here, we translated the
standard iCCM algorithm developed by WHO into a
series of eight critical steps. Through consultations
with CHWs and pre-testing conducted in Mozambique
to develop the eight steps of the child consultation job
aid, we found it important to number each step in order
to associate one key action word (such as ‘greet’, ‘ask’,
‘check’), as well as to insert a simple imagery to each
step for quick identification and easy recall.
What is iCCM?
The term integrated community case
management (or iCCM) generally
refers to an integrated approach for
assessing and classifying signs and
symptoms of pneumonia, diarrhoea,
and malaria in children under five
years old, and providing home-
based treatment or referral for these
diseases. The approach also normally
includes health promotion activities.
This care is provided by volunteers in
the community who are trained by
health workers on the iCCM approach.
15. Learning Paper 13
1. Establishing rapport
2. Assessing danger signs
3. Assessing cough or difficulty breathing
4. Assessing diarrhoea
5. Assessing fever
6. Checking nutritional status
7. Checking vaccination status
8. Counselling with key messages
The Integrated Management of Childhood Illness chart booklet
(UNICEF and WHO), Caring for newborns and children in
the community (left) to the job aid, 8 steps of the sick child
consultation (right)
8 steps of the sick child
consultation
16. 14 Learning Paper
SECTION 1
In cases where literacy is very low, our experience
showed that it is better to allocate one page per step to
avoid confusion. When the iCCM was first introduced
to South Sudan, we used the iCCM job aid from Uganda
as the template. The section on assessment of danger
signs included pictures of all the danger signs on one
page, with arrows pointing to a red referral triangle
and then to the picture of a health facility. There
were instructions in wordy English and descriptions
of each danger sign. During the three-year period
of implementing iCCM in South Sudan, a formal
evaluation and two informal feedback assessments of
the job aid took place. The findings showed that CHWs
found it confusing and difficult to see pictures of all
the danger signs on one page, and to explain them to
care-givers during a patient visit. In particular, there
was confusion on whether to refer a patient with one
or more danger signs (which is correct) or to refer only
when all the danger signs were present.
After subsequent revisions of the ICMM job aid, each
danger sign was represented per page, followed by a
summary page which included all the danger signs
with arrows pointing to the health facility. The wordy
instructions were removed and the necessary text was
translated into Dinka and Luo. Recent feedback from
the CHWs indicates that this change has helped them to
understand the need to refer a sick child with one or more
danger signs.
Examples for danger sign job
aids for South Sudan
Breaking down complex clinical algorithms and excess
information onto several pages with minimal text for low
literacy audiences
17. Learning Paper 15
Aci gek piny
Ungen piny
E Ken koc nok Gume rach
Assessment of Danger Signs
Not able to wake
4
Puou thok aci lony thin
Ngeete, teel kii ngo
Chest in-drawing
E Ken koc nok Gume rach
Assessment of Danger Signs
6
Acie dek piu Acie thuat
Bimatha –Bidhodho 10
Not able to drink or breastfeed
E Ken koc nok Gume rach
Assessment of Danger Signs
7
13
Atoc panakim Ahor parakim
If any danger sign refer to PHCU/PHCC
10
18. 16 Learning Paper
SECTION 1
Using simple colour-coding systems to guide
critical-decision pathways
Our experience also found that using a simple colour-
coding system can help with understanding critical
pathways and making appropriate case-management
decisions. In the Mozambique iCCM job aid, we used
red for all conditions that require referral, yellow for all
conditions that the APE can diagnose and treat, and
green for conditions that can be managed at home
without medicine. Using a colour-coding system may
be particularly important for decisions which can save
a child’s life.
A page of the job aid for
CHWs in Northern Nigeria.
This is to help CHWs identify
children who should or
should not receive the SMC
treatment based on clear
criteria
Danger signs are represented in red
Yellow: Represents a condition that is to be diagnosed and treated by the CHW
Light green: Indicates that the child condition does not require specific medicines and can be
treated at home by caregivers
19. Learning Paper 17
Creating simple visual algorithms for decision
making
Another strategy we found helpful when simplifying
complex algorithms was to formulate the assessment
process into questions which can be answered by a
‘yes’ or ‘no’, and inserting tick boxes and arrows as
cues to action. The following example is of the job aid
developed for CHWs in Northern Nigeria participating in
the Seasonal Malaria Chemoprevention (SMC) project.
In this job aid, if the CHW selects YES for any of the
questions, it will lead him/her to withholding the dose
of SMC drugs; selecting NO will indicate that it is safe
to administer SMC drugs to the child. It is important to
ensure that the way in which the questions are written
leads logically to the desired action to be taken.
A page of the job aid for
CHWs in Northern Nigeria.
This is to help CHWs identify
children who should or
should not receive the SMC
treatment based on clear
criteria
20. 18 Learning Paper
SECTION 1
4
Describe processes and procedures in
alignment with the training curriculum and
existing healthcare practices and job tasks
In order to avoid confusion and adoption of new tasks, the
flow of information and visual cues need to be aligned in the
same sequential order in which the procedures and patient
consultations occur in the work place. The procedures should
be consistent and integrated into existing practices. Job aids
that deviate from the real world, or that require the use of tools
and materials which are unavailable, lead to frustration and will
ultimately be ignored. Job aids should serve as a tool to enhance
learning during and after training. Therefore, the content of
the job aid must be consistent with the sequence of technical
and procedural information outlined in the training curriculum
and delivered during training. This is critical to reinforcing the
transfer of newly acquired skills to the worksite7
.
Revising the flow of a job aid and
mobile phone iCCM report to align
with the iCCM patient register
We also found that job aids need to be aligned with
other documents and tools the CHWs and health facility
workers use in daily practice, such as patient registers.
During the training-of-trainers for the inSCALE project
in Uganda (mentioned in the first example) we received
feedback from the trainers that the sequence of the
iCCM patient report in the mobile phone did not match
the sequence of the iCCM paper patient register.
The mobile phone report was designed to follow the
same sequence of iCCM procedures (assessment,
classification, referral and treatment). However, the
patient register was designed and produced several
years prior by monitoring and evaluation and data
collectors, and was not designed in a format to capture
the clinical process the CHWs were expected to follow.
The mobile phone was more consistent with CHWs’
job practice, but the trainers expressed concern that
since the CHWs were accustomed to using the patient
register, and needed to transfer that data to the phone,
there could be a high risk of errors or confusion if the
data entry sequence differed. Based on this feedback,
both the mobile phone software and the job aid were
revised to be consistent with the sequential order of
the paper patient register. We found that although
the sequence of data reporting in the mobile phone
was more accurate and consistent with patient care
practice, in order to avoid error, it was important to
adjust the job aid and mobile phone software to be
consistent with established behaviours and routines.
21. Learning Paper 19
Revising complex manufacturer’s instructions
into easy-to-follow steps that were aligned with
routine care
We have found that manufacturer’s instructions may
not always contain sufficient or accurate information
to be practical and safe. However, well-designed
instructions that are integrated into the training
curriculum and applied during training can contribute
to higher performance8
.
One of the Malaria Action Program for States (MAPS)*
objectives in Nigeria is to support the National
Malaria Control Programme (NMCP) to strengthen the
capacity of health facility workers in the management
of severe malaria. In collaboration with FHI360,
Malaria Consortium developed and implemented a
training programme for doctors and nurses working in
secondary and tertiary facilities in Nigeria to correctly
and safely use injectable artesunate for the treatment
of severe malaria. The training was designed as a result
of the April 2011 WHO guidelines recommending
parenteral artesunate as first-line treatment in the
management of severe falciparum malaria9
.
At the time, injectable artesunate had not yet been
introduced to Nigeria. Despite its superior efficacy,
artensunate is more costly and requires an elaborate
preparation and administration process. Therefore, it
was important that artesunate be well accepted by the
health facility workers if it was to be used. To achieve
this, it was essential that the job aid contained easy-to-
follow instructions corresponding with existing health
facility practices and recommendations to minimise
wastage and expense.
*www.fhi360.org/projects/malaria-action-program-states-maps
Using the job aid for
injectable artesunate during
training in Nigeria
22. 20 Learning Paper
SECTION 1
Sample pages from the
job aids for injectable
artesunate, Nigeria
Both the manufacturer’s instructions and an existing
global job aid developed by another organisation
were evaluated and found to be confusing and
incongruous with existing health facility practice.
Malaria Consortium sought permission to revise and
update the existing job aid. The process involved
correspondence with the manufacturer and WHO to
confirm accurate dose calculations to ensure content
accuracy. In addition, we practised preparing several
vials to look for ways to streamline the directions for
preparation and administration and to find the fewest
materials needed. A draft job aid with seven steps was
initially developed for the training-of-trainers (ToT).
During the ToT, the trainees – professors of medicine
and directors of hospital facilities – used the job aid
to practise preparing the drug in the classroom. As a
result of the trainees’ feedback, several processes were
identified that were inconsistent with their existing
health practices, such as the size of syringes and
needles available in Nigeria, and the way IV lines were
cleaned and flushed. Also, the original job aid and
manufacturer’s instructions stated that it took two
minutes for the drug to be fully reconstituted, when
during the ToT it consistently took four minutes. This
was a key finding, since undissolved crystals could
potentially harm the patient.
The existing job aid now contains nine steps and has
been shared with the organisation which originally
developed it. This experience taught us the value of not
relying only on manufacturer’s instructions or other
job aids, and ensuring the content is accurate and
appropriate for the local context.
SOP for Preparation and Administration of Inj Art 2
nd
Edition Page 1 of 5
SOP for the Preparation and Administration of
Artesunate Injection
This SOP contains the recommended steps that must be followed to prepare and administer
artesunate injection safely and correctly using the 60 mg per vial.
1. Weigh the patient.
2. Determine the number of 60 mg vials needed.
3. Calculate the dose and milliliters of artesunate needed for administration.
4. Gather materials and check expiry dates.
5. Reconstitute artesunate powder with 1 ml of 5% sodium bicarbonate and shake
until clear; 2-4 minutes.
6. Dilute the reconstituted artesunate with normal saline based on route of
administration; 5 ml for IV and 2 ml for IM.
7. Re-check the dose calculation and withdraw the required dose for the route of
administration.
8. Administer injectable artesunate.
9. Plan the dosing schedule.
Step 1—Weigh the patient.
1.1 Weigh every patient.
1.2 Record the exact weight.
Step 2—Determine the number of 60 mg vials needed.
2.1 Determine the number of 60 mg vials needed based on the patient’s weight.
Patient
weight
60 mg vials
5-25 kg 1
26-50 kg 2
51-75 kg 3
76-100 kg 4
Step 3—Calculate the dose and millilitres of artesunate needed for
administration.
3.1 Determine the route of injectable artesunate: intravenous (IV) or intramuscular
(IM).
3.2 Use the following calculation for intravenous or IV injection:
23. Learning Paper 21
SOP for Preparation and Administration of Inj Art 2
nd
Edition Page 2 of 5
2.4 mg x body weight (kg)
10 mg / ml
Round up to the next 0.5 ml (e.g. 1.3 = 1.5 ml and 1.6 = 2 ml)
Patient
weight
Total mg
Weight x 2.4
10 mg/ml
ml rounded up to
the next 0.5 ml
23.7 kg 56.88 mg 5.7 ml 6 ml
42.1 kg 101.04 mg 10.1 ml 10.5 ml
3.3 Use the following calculation for intramuscular or IM injection:
2.4 mg x body weight (kg)
20 mg / ml
Round up to the next 0.5 ml (e.g. 1.3 = 1.5 ml and 1.6 = 2 ml)
Patient
weight
Total mg
Weight x 2.4
20 mg/ml
ml rounded up to
the next 0.5 ml
23.7 kg 56.88 mg 2.8 ml 3 ml
42.1 kg 101.04 mg 5.1 ml 5.5 ml
Step 4—Gather materials and check expiry dates.
4.1 Gather the required number of 60 mg artesunate vials (see 2.1).
4.2 Check the expiry dates of each vial of artesunate.
4.3 Ensure each package of artesunate is complete with the following ampoules and
check their expiry dates.
1 ml 5% sodium bicarbonate
5 ml normal saline
4.4 Gather all the needed materials and lay them out on a clean tray or kidney dish:
a clean tray or kidney dish
alcohol swabs or cotton swabs with alcohol disinfectant
5 ml syringes with needles for reconstitution and dilution (1 per ampoule)
appropriate sized syringes with needle for artesunate injection
normal saline and two 5 ml syringes for flushing the IV line (if giving IV)
a pair of gloves
Step 5—Reconstitute artesunate powder with 1 ml 5% sodium bicarbonate
and shake until clear; 2-4 minutes
5.1 Maintain aseptic technique throughout the preparation of artesunate injection.
5.2 Wash hands.
5.3 Put on gloves.
24. 22 Learning Paper
SECTION 1SECTION 1
5
Include culturally and literacy appropriate
language, illustrations and symbols to
communicate the desired key messages
The content of the job aid should be designed for the roles
and responsibilities, language, culture and the educational
and literacy level of the intended audience. The illustrations,
symbols and language used to give direction should be
culturally appropriate and recognisable to the user.
We found that it was critical to have few and precise words
in the correct language. We also found that the selection of
appropriate drawings and symbols can be vital in replacing
lengthy text. However, the selection of the right illustrations
with good quality can be challenging. Not only should the
illustrations be culturally relevant, but they should also be
designed to give a clear message or cue.
Essential to this criterion was conducting formal qualitative
pre-testing and, if possible, posting evaluation of the job aid
and other materials to confirm comprehension of the messages.
Using the correct words and language
We found that even though some CHWs may have low or
no literacy, the trainers and members of the community
may be able to read text on the job aid as long as it is in
their language and the spelling and meaning is correct.
The majority of the volunteer community health workers
(CDDs)* in South Sudan are low-literate women. In
the areas where iCCM was first introduced by Malaria
Consortium, most people speak either Dinka or Luo, but
cannot read or write in these languages. General levels
of education are very low. This posed a challenge to
developing the iCCM job aid.
Using the Uganda iCCM job aid as a template, the first
iCCM job aid we developed for South Sudan contained
wordy text in English. CDDs relied exclusively on the
pictures which were not always representative of the
text. The iCCM job aid for South Sudan has been revised
three times since and now contains minimal text and
translations into Dinka and Luo for the trainers and
literate community members. The translated text needed
to be updated twice since there is no written dictionary
and the agreed words and spelling required a consensus
among several iCCM trainers and project officers.
As a result of the very low literacy, there needed to be a
heavier reliance on graphics and symbols. For example,
suns (and eventually suns and moons) were used to
represent the number of days symptoms may be present,
or the number of days of a given treatment.
*Community drug distributors (CDDS) are the equivalent of community health workers in South Sudan.
25. Learning Paper 23
Old (top) and new (bottom)
illustrations of pedal oedema
iCCM job-aid, South Sudan
Job aids for iCCM, South
Sudan
Selection of recognisable pictures and
illustrations
When severe acute malnutrition was added to the
iCCM programme in South Sudan, we revised the job
aid to include illustrations of malnourished children
being assessed with a MUAC tape and pictures of
bi-pedal oedema. Due to the limited availability of
photographs, we initially selected a picture of a child’s
feet with pitting oedema. During the pre-testing of the
job aid, we learned that the CHWs could not visualise or
understand that they were looking at feet. The job aid
was eventually revised to include a drawing illustrating
the child’s legs and feet, and pictures of hands assessing
for pitting oedema. This change has helped the CHWs
to correctly recognise this as way to assess for signs of
severe acute malnutrition.
26. 24 Learning Paper
SECTION 1SECTION 1
Improving job aid illustrations
representing danger signs in
children, Mozambique
Incorporating action and emotion to add realism and recognition
Designing quality illustrations which convey the
right message can be challenging. It can be especially
challenging when visually describing complex health
conditions or symptoms for CHWs and community
members using just one picture. The images must be
medically realistic yet easily recognisable.
We have learned and applied a few tips for improving
the job aid illustrations representing danger signs
in children so that they are easily recognisable. So
we compared two illustrations of a child with the
danger sign, ‘abnormally sleepy, unable to wake, or
unconscious’. Keeping in mind that the illustrations in
job aids should serve as a trigger to help the intended
user remember content learned in training and to be
able to describe what they see in the picture. We found
that a helpful strategy was to add action or movement
in the drawing.
In this first example, we see a child sleeping peacefully.
The illustration does not convey the image of anything
being abnormal or wrong with the child. In the second
example, we added the image of hands clapping to
convey that the child is not reacting to a loud noise
– which is not normal. The addition of action in the
second drawing adds the needed memory trigger: the
child is not responding to noise because s/he may
be unconscious or extremely lethargic, and this is
concerning.
Another strategy we used in the second example was
to remove all background/contextual details from the
drawing to ensure that attention is focused on the
specific action. Adding other details can be distracting
and divert visual attention from the critical message.
Finally, we incorporated the use of facial expressions to
convey emotion. In the second example, the mother’s
face demonstrates worry or concern communicating
that the situation is abnormal, dangerous or unsafe,
and that the child is very sick. The use of emotion
is also important to trigger feelings of empathy and
identification with the mother in the picture. It helps to
reinforce the appropriate emotion of concern and the
need to respond to the child’s dangerous condition by
getting help. Mothers are often the best placed people to
identify that something is wrong or not usual with the
child. The job aid can encourage and empower mothers
to trust their own judgement about their child’s condition.
It is important to note that using emotion or action
in job aids can also be used to demonstrate health,
happiness, or safety when communicating positive
behaviours.
l Looks like a child
sleeping peacefully
l Does not look abnormal
or in danger
l Facial expression on characters
is important: mother looks
worried
l Hand clapping = action
Child abnormally sleepy or unconscious
27. Learning Paper 25
Original illustration of whole
family sleeping under a
bed net (top) and revised
illustration with mother and
child sleeping under a bed
net (bottom).
Wefoundthatdrawingsthatare widelyusedandaccepted
inseveralcountriesandseemrelativelybenignbutmaynot
alwaysbeculturallyappropriate.TheiCCMjobaidforSouth
Sudan includes the malaria prevention message to ‘sleep
under bed net’. The original drawing we selected for this
messagewasofafamilycomprisingofamother,fatherand
childsleepingtogetherinthesamebedunderamosquito
net.Theintendedmessageisthattheentirefamilyshould
protectthemselvesfrommalaria-causingmosquitoes.
During a mid-term monitoring and evaluation
programme evaluation, we learned that the CHWs and
community members found the picture of a family
sleeping in one bed amusing, since South Sudanese
men do not sleep in the same bed as their children.
Every time the picture was shown to a care-giver, she
giggled. Eventually the CHWs stopped showing it, and
the message failed to be communicated.
In order to remedy this, the current iCCM job aid was
revised to include a drawing of only a mother and child
sleeping under the mosquito net. Even though the
message of the entire family needing to prevent malaria
is not fully communicated, we felt it was best that the
message for mothers and children not be excluded from
the CHWs dialogue, since pregnant women and young
children are particularly vulnerable to malaria.
Selection of culturally correct
pictures and illustrations
29. Learning Paper 27
In a participatory evaluation of the ’the eight steps
of the sick child consultation’, the job aid developed
for APEs in Mozambique, respondents stated that
since they were introduced to this job aid, they use
it on a daily basis and it has become their ‘bag’s
companion’. A key feature of the job aid that they
particularly appreciate is the easy-to-recognise,
colourful imagery. The attractive job aids help the
CHWs to feel more confident about what they are doing,
and to gain credibility and trust from the care-givers.
Some respondents indicated that when conducting
home visits in the community, they usually refuse to
undertake a consultation of a sick child without their
job aid in hand.
These results are congruent with findings from an
operational research conducted with CHWs in the
western region of Uganda. This showed that the job aid
was their ‘bible’ It was used both by the CHW to ensure
they did not miss a step in the consultation, but also
as an educational tool for care-givers to explain the
procedures they follow, and the treatment regimen for
the sick child.
Investing in good quality, durable and colourful job
aids can improve the user’s experience, but may also
potentially have an impact on the quality of care
provided by health workers and community health
workers.
Example of illustration and
lay out of the job aid, 8
passos da consulta da crianca,
piloted in Mozambique. This
aims to reduce errors in drug
dosage by age by CHWs
and serves as a visual aid for
CHWs to counsel care-givers
on how to give medicines
at home
30. 28 Learning Paper
SECTION 1SECTION 2
1.
Subject matter experts and key stakeholders should begin
by identifying the target audience (intended users) and
outlining the key technical content which needs to be
communicated during training and within the job aid.
The technical content should be researched to ensure it is
current with national policies and guidelines.
2.
Communication, training and subject matter experts
should work collaboratively to assess the target audience’s
learning needs, literacy level, education level, and
performance gaps in relation to the content to be delivered.
3.
Once the key technical messages and content have been
agreed to and developed, BCC experts should design a draft
job aid by translating the complex training content into
simple key messages for the intended audience. They
should review similar job aids, if available, to determine
best practices. They should also select culturally
appropriate drawings, photographs, and symbols that
illustrate the key messages.
4.
The training and subject matter experts, along with key
stakeholders, need to review the draft job aid to ensure the
technical content is correct, follows the procedural steps
in a logical manner, communicates the desired content,
and is consistent with the training curriculum framework
and job processes.
5.
The final draft should then be pre-tested by BCC specialists
with an appropriate sample of intended users to ensure
the messages are understood and they are able to follow
the steps correctly. In addition, the language, illustrations,
symbols and colours should be pre-tested to ensure
they are culturally representative and recognised. The
qualitative approach of pre-testing materials can include
individual interviews, focus group discussions, observation,
case scenarios. The pre-testing feedback should be shared
with the SMEs and stakeholders in a written report and
subsequent revisions may need to be made before the final
approval from key stakeholders and policy makers.
6.
We recommend producing only enough job aids for the
training-of-trainers, and a second production after training,
to avoid waste. This is because additional feedback about
the content and flow of the job aid may arise during
training. Occasionally the feedback is critical enough to
make additional revisions before mass production for the
intended users. When possible, we recommend printing
locally to save costs.
7.
We strongly recommend using job aids as a training tool
and technical guide throughout the training to reinforce
key content, messages, and processes. Role-plays and
simulated patient scenarios can be used to practice how
to use job aids with patients in the community or clinical
setting. If trainee competencies are assessed during
training, they should include how well the trainee uses
and follows the job aid.
8.
Once a job aid has been in circulation for about six
months, we recommend a formal evaluation of the job aid
to determine its use and impact on job performance. This
can be done though a formal monitoring and evaluation
process or by reviewing supervisor reports. Some questions
to consider when evaluating the job aid are whether the
job aid is present in the work place, if it is currently being
used and referred to, whether the tasks outlined in the
job aid are being performed correctly (with or without
the job aid). It is also important to explore what the users
are saying and thinking about the job aid as well as their
suggestions for improvements. The outcome of these
evaluations should be documented in a report and referred
to when developing other job aids.
Building on our iterative and experiential learning process as well as the information obtained from our formative
research, Malaria Consortium is proposing the following process for development, implementation and evaluation of
job aids. Fundamental to this process is the collaborative approach between clinical/technical subject matter experts
(SMEs), behaviour change communication (BCC) specialists, training curriculum designers and key stakeholders such
as our implementing partners, ministries of health and the intended users.
Recommended process for
developing, implementing
and evaluating job aids
Job aid process
1. Determine what content to
communicate and ensure it is
consistent with standards and policy
2. Assess learning needs, literacy
and performance gaps of intended
audiences
3. Design and develop job aid, select
illustrations and key messages
4. Review to ensure accuracy and
consistency with training curriculum
5. Pre-test for comprehension and
meaning of illustrations, flow and
decision making; obtain Ministry of
Health/stakeholder approval
6. Produce only enough copies to
obtain feedback during ToT; make
additional edits, then mass produce
7. Use as a training and performance
management tool during and after
training
8. Evaluate use and impact on job
performance
32. 30 Learning Paper
SECTION 3
1. Knebel E, Lundahl S, Edward-Raj A, Abdullah H. 2000.
The Use of manual job aids by health care providers:
What do we know?. Bethesda, MD, Published for the
U.S. Agency for International Development by the
Quality Assurance Project.
2. Gilbert, T.F. 1978. Human competence: Engineering
worthy performance. New York, McGraw-Hill.
3. Knebel E, Lundahl S, Edward-Raj A, Abdullah H. 2000.
4. Knebel E, Lundahl S, Edward-Raj A, Abdullah H. 2000.
5. Counihan, H. et al. 2012. Community health workers
use malaria rapid diagnostic tests (RDTs) safely and
accurately: Results of a longitudinal study in Zambia.
American Journal of Tropical Medicine and Hygiene,
87, 1, pp.57–63.
6. www.hindawi.com/journals/mrt/2011/683167/
7. Broad, M.L. and J.W. Newstrom. 1992. Transfer of
training. Menlo Park, CA, Addison-Wesley.
8. Harvey, S., et al. 2008. Improving community health
worker use of malaria rapid diagnostic tests in Zambia:
package instructions, job-aid and job-aid-plus-
training. Malaria Journal, 7, 160.
9. www.mmv.org/sites/default/files/uploads/docs/
publications/mal_treatchild_revised%20april%20
2011.pdf
References
A Malaria Consortium child
survival officer demonstrates
how to use the danger signs
yellow warning card
34. 32 Learning Paper32 Learning Paper
SECTION 3
Malaria Consortium works in Africa and Asia with
communities, government and non-government
agencies, academic institutions, and local and
international organisations, to ensure good evidence
supports delivery of effective services.
Areas of expertise include disease prevention, diagnosis
and treatment; disease control and elimination; health
systems strengthening, research, monitoring and
evaluation, behaviour change communication, and
national and international advocacy.
An area of particular focus for the organisation is
community level healthcare delivery, particularly
through integrated case management. This is a
community based child survival strategy which aims to
deliver life-saving interventions for common childhood
diseases where access to health facilities and services
are limited or non-existent. It involves building capacity
and support for community level health workers to be
able to recognise, diagnose, treat and refer children
under five suffering from the three most common
childhood killers: pneumonia, diarrhoea and malaria. In
South Sudan, this also involves programmes to manage
malnutrition.
Malaria Consortium also supports efforts to combat
neglected tropical diseases and is seeking to integrate
NTD management with initiatives for malaria and other
infectious diseases.
With 95 percent of Malaria Consortium staff working in
malaria endemic areas, the organisation’s local insight
and practical tools gives it the agility to respond to
critical challenges quickly and effectively. Supporters
include international donors, national governments and
foundations. In terms of its work, Malaria Consortium
focuses on areas with a high incidence of malaria and
communicable diseases for high impact among those
people most vulnerable to these diseases.
www.malariaconsortium.org
Malaria Consortium is
committed to a practical
approach that integrates
engagement between
the community and
health services, and
national and global
policy makers. It is
an approach that is
underpinned by a
strong evidence base
and driven by shared
learning within and
between countries
Malaria Consortium
Malaria Consortium is one of the world’s leading non- profit
organisations specialising in the comprehensive control of malaria
and other communicable diseases – particularly those affecting
children under five.
A flipbook is used during
community health worker
training in Kitaleesa Village
Health Club, Uganda.
Photo: Tine Frank
36. 34 Learning Paper
Malaria Consortium
Development House
56-64 Leonard Street
London EC2A 4LT
United Kingdom
Tel: +44 (0)20 7549 0210
Email: info@malariaconsortium.org
www.malariaconsortium.org
This material has been funded by UK aid from the UK government,
however the views expressed do not necessarily reflect the UK
government’s official policies