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The State of the world’s nursing 2020 report provides the latest, most up-to-date evidence on and policy options for the global nursing workforce.
Nurses are critical to deliver on the promise of “leaving no one behind” and the global effort to achieve the Sustainable Development Goals (SDGs). They make a central contribution to national and global targets related to a range of health priorities, including universal health coverage, mental
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health and noncommunicable diseases, emergency preparedness and
response, patient safety, and the delivery of integrated, people-centred care.
No global health agenda can be realized without concerted and sustained efforts to maximize the contributions of the nursing workforce and their roles within interprofessional health teams. To do so requires policy interventions that enable them to have maximum impact and effectiveness by optimizing nurses’ scope and leadership, alongside accelerated investment
in their education, skills and jobs. Such investments will also contribute to the SDG targets related to education, gender, decent work and inclusive economic growth.
This State of the world’s nursing 2020 report, developed by the World Health Organization (WHO) in partnership with the International Council of Nurses and the global Nursing Now campaign, and with the support of governments and wider partners, provides a compelling case on the value of the nursing workforce globally.
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Chagas Disease (CD) affects 6–7 million people worldwide and isrelated topoverty-promo ting conditions. Chronic asymptomatic cases are mostly invisible tohealth systems. Aiming totranslate CD discoveries into education/information practices torais
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e alertness and empowerment ofaffected people; and toperform an active search of CD cases, articulating intersectoral actions toimprove the access ofinfected people tothe local health service for the treatment of CD; our research group developed and tested under field conditions as innovative social technology: an itinerant education interdisciplinarysetting named “Chagas Express XXI”
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Social inequalities are perpetuating unhealthy living and working conditions and behaviours. These causes are commonly called ‘the social determinants of health’. Achieving greater equity in health will demand that the health sector assumes a greater leadership role in addressing social inequali
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ties. This requires equipping health and care workers to better understand how the social determinants of health impact patients and communities. Education of the health workforce is thus a key step to advancing action. Integration of the social determinants of health into education and training will prepare the workforce to adjust clinical practice, define appropriate public health programmes and leverage cross-sector policies and mechanisms.
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This book is one of fifteen modules of the “Noncommunicable disease education manual for primary health care professionals and patients”. This manual is intended to provide health information on the prevention and control of hypertension and dia
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betes. This will be used in the form of a flip chart for health professionals to educate their patients with either hypertension or diabetes.
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CBDRR Practice. Case Studies 5
No publication year indicated.
No publication year indicated.
Report from a research study conducted by Eden Centre for Disabled Children in partnership with VSO
In this report, we describe early childhood trauma and its effects, offer promising strategies for ECE programs and systems to help young children who have experienced trauma, and present recommendations for state policymakers and other stakeholders looking to support trauma-informed ECE for this vu
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lnerable group.
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2020 Focused Updates to the Asthma Management Guidelines: A Report from the National Asthma Education and Prevention Program Coordinating Committee Expert Panel Working Group
Cloutier, M. M.; Baptist, A.P.; Teach, S.J.; et al.
The Journal of Allergy and Clinical Immunology
(2020)
CC2
The2020 Focused Updates to the Asthma Management Guidelines: A Report from the National Asthma Education and Prevention Program Coordinating Committee Expert Panel Working Group was coordinated and supported by the National Heart, Lung, and Blood In
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stitute (NHLBI) of the National Institutes of Health. It is designed to improve patient care and support informed decision making about asthma management in the clinical setting. This update addresses six priority topic areas as determined by the state of the science at the time of a needs assessment, and input from multiple stakeholders:
• Fractional Exhaled Nitric Oxide Testing
• Indoor Allergen Mitigation
• Intermittent Inhaled Corticosteroids
• Long-Acting Muscarinic Antagonists
• Immunotherapy in the Treatment of Allergic Asthma
• Bronchial Thermoplasty
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Listening to what children in crisis have to say is not only a moral and ethical responsibility for donor and humanitarian actors, it is also a humanitarian obligation. Children’s right to participation is recognised in the United Nations Convention on the Rights of the
Child (UNCRC), which provi
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des rights for children to express their views and ‘be heard and taken seriously’.
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We live in a world in which global warming, pollution, social
injustice, inequity and population health fundamentally influence each other. As a result, health and health care can no longer be thought of and practiced in an isolated manner.
This is the sixth of our 11-paper supplement entitled “Community Health Workers at the Dawn of New Era”. Expectations of community health workers (CHWs) have expanded in recent years to encompass a wider array
of services to numerous subpopulations, engage communities to collaborate with and to
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assist health systems in responding to complex and sometimes intensive threats. In this paper, we explore a set of key considerations for training of CHWs in response to their enhanced and changing roles and provide actionable recommendations based on
current evidence and case examples for health systems leaders and other stakeholders to utilize.
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Key Messages for Safe Schools
Education for respect and understanding – inclusion and equity
This resource presents "the minimum level of educational quality and access in emergencies through to recovery. The aim of the handbook is to enhance the quality of educational preparedness, response and recovery; to increase access to safe and relevant learning opportunities for all learners, regar
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dless of their age, gender or abilities; and to ensure accountability and strong coordination in the provision of education in emergencies through to recovery...The INEE Minimum Standards are organised in five domains: Foundation standards; Access and learning environment; Teaching and learning; Teachers and other education; personnel; Education policy". Available in different languages: English, French, Arabic, Azerbajani, Bangla, Indonesia, Bosnian, Coratian, Serbian, Burmese, Chinese, Dari, Japanese, Nepali, Pashto, Portugese, Russian, Spanish, Turkish, Urdu, Vietnamese
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Reusing a legacy interactive audio instruction (IAI) program to provide education in a humanitarian crisis is a quick solution and a smart use of previous investments (“Learning in the Time of Ebola”). This article highlights and advises on the
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issues that relate to adapting and updating previously developed IAI programs, including how to orient current audiences to listen and learn in new ways.
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WHAT IS THE CATHOLIC VIEW REGARDING THE DIGNITY OF WORK AND THE RIGHTS OF WORKERS?We learn through the Genesis story that God has made the human person in the image and likeness of God. Human dignityfinds its origin here. The creation of humans takes place only after the creation of he
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aven and earth, and man and womanare created to be in relationship with their environment. All that human beings need for their survival and well-being isprovided by God but requires their creative effort and toil.
accessed July 2019
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