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Publication Years
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3150
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1769
430
347
290
283
212
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1
Toolboxes
564
466
443
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220
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Facing the global nutrition challenges, the World Health Organization (WHO) teamed up with the United Nations Institute for Training and Research (UNITAR) to design, under the guidance of the Department of Nutrition for Health and Development (NHD), a Nutrition Knowledge Hub. By building the techni
...
cal and functional capacities of all relevant staff at WHO through e-learning courses and key nutrition-related training and knowledge materials, the Nutrition Knowledge Hub aims to contribute to the acceleration and increase of the nutrition impact at the country level. The Nutrition Knowledge Hub also offers free and open courses to reach a larger public and raise awareness on the malnutrition problem and WHO’s response.
more
Stronger collaboration, better health: global action plan for healthy lives and well-being for all
recommended
The overall objective of the Global Action Plan is to enhance collaboration among 12 global organizations engaged in health, development and humanitarian responses to accelerate country progress on the health-related SDG targets. The Plan presents a new approach to strengthening collaboration among
...
and joint action by the organizations, building on an initial joint commitment made in October 2018. The Plan is primarily intended to be strategic but provides some operational detail to guide implementation while also allowing flexibility for adjustment based on regular reviews of progress and learning from experience. Although the purpose of the Global Action Plan is not to provide or seek additional resources, the Plan will enable better use of existing resources as a result of improved collaboration, recognizing that each agency has its own unique mandate and area of expertise.
more
Children in Kabwe are especially at risk because they are more likely to ingest lead dust when playing in the soil, their brains and bodies are still developing, and they absorb four to five times as much lead as adults. The consequences for children who are exposed to high levels of lead and are no
...
t treated include reading and learning barriers or disabilities; behavioral problems; impaired growth; anemia; brain, liver, kidney, nerve, and stomach damage; coma and convulsions; and death. After prolonged exposure, the effects are irreversible. Lead also increases the risk of miscarriage and can be transmitted through both the placenta and breastmilk.
more
Children in Kabwe are especially at risk because they are more likely to ingest lead dust when playing in the soil, their brains and bodies are still developing, and they absorb four to five times as much lead as adults. The consequences for children who are exposed to high levels of lead and are no
...
t treated include reading and learning barriers or disabilities; behavioral problems; impaired growth; anemia; brain, liver, kidney, nerve, and stomach damage; coma and convulsions; and death. After prolonged exposure, the effects are irreversible. Lead also increases the risk of miscarriage and can be transmitted through both the placenta and breastmilk.
more
The guidance provides critical considerations and practical checklists to keep schools safe. It also advises national and local authorities on how to adapt and implement emergency plans for educational facilities.
In the event of school closures, the guidance includes recommendations to mitigate
...
against the possible negative impacts on children’s learning and wellbeing. This means having solid plans in place to ensure the continuity of learning, including remote learning options such as online education strategies and radio broadcasts of academic content, and access to essential services for all children. These plans should also include necessary steps for the eventual safe reopening of schools.
Where schools remain open, and to make sure that children and their families remain protected and informed.
more
This book provides significantly expanded content and experience in relation to a broader stewardship context- for example, stewardship in specific populations, different countries as well as the role of different professions in stewardship to political and media engagement. We hope this book has so
...
mething to offer everyone practicing in this area. Therefore, The British Society for Antimicrobial Chemotherapy [BSAC] in collaboration with ESGAP are very pleased to present this e-book on Global Antimicrobial Stewardship that is relevant to health care professions working in preventing and managing infection across the healthcare communities and health care facilities. It aims to support health care professionals, or teams, or policy makers interested in learning about bringing the principles of stewardship to the bed side
more
Tutorial of local production of alcohol-based solution (WHO formulation)
WHO Collaborating Centre of Patient Safety Infection Control & Improving Practices; Hôpitaux Universitaires de Genève (HUG); Pharm-Ed
WHO Collaborating Centre of Patient Safety Infection Control & Improving Practices; Hôpitaux Universitaires de Genève (HUG); Pharm-Ed
(2016)
C2
14.04.2016
Pharm -Ed
--
The alcohol-based solution for hand hygiene is now part of the WHO essential medicines list .Local production of the alcohol-based handrub is an alternative to commercial products. Although adapted to contexts with limited resources, it is essential to respect the Good Man
...
ufacturing Practices to ensure the quality, efficacy and safety of the product.
If you need production sheet, checklist of the material needed etc., please click on the following link: https://pharmed.datapharma.ch/courses...
Pharm-Ed (www.Pharm-Ed.net) is an initiative of the Pharmacy of the Geneva University Hospitals in Switzerland. The platform is free but registration (for free) is needed to access the e-learning courses and resources.
more
Fabrication locale de la solution hydro-alcoolique OMS
WHO Collaborating Centre of Patient Safety Infection Control & Improving Practices; Hôpitaux Universitaires de Genève (HUG); Pharm-Ed
WHO Collaborating Centre of Patient Safety Infection Control & Improving Practices; Hôpitaux Universitaires de Genève (HUG); Pharm-Ed
(2015)
C2
22.12.2015
Pharm - Ed
--
www.Pharm-Ed.net
La solution hydro-alcoolique (SHA) pour l'hygiène des mains fait partie de la liste OMS des médicaments essentiels. La production locale de la SHA est une alternative aux produits commercialisés. Bien qu'elle soit adaptée aux contextes avec ressour
...
ces limitées, il est essentiel de respecter les règles de bonnes pratiques de fabrication afin de garantir la qualité, l'efficacité et la sécurité du produit.
Cette vidéo pédagogique complète la leçon e-learning sur la formulation et la fabrication de la solution hydro-alcooliquedisponible gratuitement en lciquant sur le lien suivant: https://pharmed.datapharma.ch/courses.... Les protocoles de fabrication, la liste du matériel nécessaire pour la production, les modèles de compte-rendu de fabrication sont également disponible gratuitement sur la plate-forme Pharm-Ed
Vous pouvez désormais suivre pas à pas les étapes de préparation et du contrôle qualité de la SHA en visionnant les chapitres suivants:
00:00 Introduction
01:12 Documentation
01:55 Habillage
03:16 Préparation de la place de travail
04:41 Mesure
07:19 Mélange
09:52 Contrôle qualité
13:45 Conditionnement et étiquetage
15:41 Mise en quarantaine et nettoyage
Pour d'avantage d'informations rendez-vous sur
https://www.Pharm-Ed.net
Pharm-Ed est une initiative de la Pharmacie des Hôpitaux Universitaires de Genève en Suisse.
more
Welcome to CDC's Antibiotic Stewardship Training Plan. Modules can be taken in any order. Each module can be taken outside of the training plan by going to TRAIN's search page and entering the key words "CDC Training on Antibiotic Stewardship". Select the courses you would like to take and add them
...
to Your Learning.
more
BMJ has created a free resource on SARS-CoV-2 and covid-19 to inform diagnosis and treatment, and to promote the wellbeing and safety of staff and patients during this extremely stressful and challenging period.
BMJ’s dedicated covid-19 hub not only draws on the latest peer reviewed research, n
...
ews and opinion from The BMJ and BMJ’s 70 + specialist journals. It also provides online CPD from BMJ Learning and guidance on the evidence-based management of covid-19 from BMJ Best Practice.
The content is updated daily so that healthcare professionals on the frontline of care can readily keep abreast of the latest developments in thinking and practice
more
This curricula guide builds on several existing products of WHO and partners, aimed at supporting countries in their effort to address the first objective of the GAP-AMR (to improve awareness and understanding of AMR). It is targeted specifically at health educators and policy planners, and applies
...
a systematic modular and submodular collection of learning objectives and outcomes that are organized according to the key occupational groups involved in the use of antimicrobials in human health. It is hoped that educators, faculties of heath personnel training institutions, health regulatory institutions and other users will find it a useful resource in meeting their respective needs for strengthening health workers’ contributions to containing AMR.
more
The EiE Competency Framework builds on the INEE Minimum Standards to articulate a set of required, valued and recognized competencies for the humanitarian and education in the emergencies sectors. It broadly describes expected standards of performance across a number of competencies that can be appl
...
ied to different roles within an organization or sector. The framework provides a common lexicon for core humanitarian and technical competencies and defines expected knowledge, skills and attributes for each.
The framework is intended to inform staff recruitment, learning and professional development, performance management, planning, and organizational design. It is a sector-wide guidance to advance the accountability, effectiveness, and predictability of educational preparedness, response and recovery for affected populations.
The framework is primarily intended for use by EiE practitioners in humanitarian contexts. However, it is also relevant at the global level or in development settings in support of planning and emergency preparedness. It is best used in conjunction with the Core Humanitarian Competency Framework (CHCF) and where applicable, the Child Protection in Humanitarian Action (CPHA) Competency Framework. It is transferable across people, countries, and cultures and can be a valuable tool for entry-, mid-, and senior level professional development.
Available in English, Arabic, French, Portuguese and Spanish
more
Key Messages and Recommendations.
The Report, Todos y todas sin excepción, produced by the Global Education Monitoring (GEM) Report and the Regional Bureau for Education in Latin America and the Caribbean (OREALC /UNESCO Santiago), along with the Laboratory of Education, Research and Innovation in
...
Latin America and the Caribbean (SUMMA) shows that, prior to the pandemic, in 21 countries, children from the richest households were five times as likely as the poorest to complete upper secondary school.
Learning outcomes were low before COVID-19. Only half of 15-year-olds achieved minimum proficiency in reading. In Guatemala and Panama, barely 10 disadvantaged 15-year-old students master basic mathematics skills for every 100 of their better-off peers. Indigenous people and Afro-descendants also have lower attainment and literacy rates.
The report includes a set of key recommendations for the next decade, which will help countries achieve the objectives of the 2030 Agenda and calls for schools to be more inclusive, which many still are not.
more
Key Messages and Recommendations.
The Report, Todos y todas sin excepción, produced by the Global Education Monitoring (GEM) Report and the Regional Bureau for Education in Latin America and the Caribbean (OREALC /UNESCO Santiago), along with the Laboratory of Education, Research and Innovation in
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Latin America and the Caribbean (SUMMA) shows that, prior to the pandemic, in 21 countries, children from the richest households were five times as likely as the poorest to complete upper secondary school.
Learning outcomes were low before COVID-19. Only half of 15-year-olds achieved minimum proficiency in reading. In Guatemala and Panama, barely 10 disadvantaged 15-year-old students master basic mathematics skills for every 100 of their better-off peers. Indigenous people and Afro-descendants also have lower attainment and literacy rates.
The report includes a set of key recommendations for the next decade, which will help countries achieve the objectives of the 2030 Agenda and calls for schools to be more inclusive, which many still are not.
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Every year, an estimated 15 million babies are born preterm – before 37 weeks of pregnancy. That is more than 1 in 10 live births. Approximately 1 million children die each year worldwide due to complications from their early birth. Those that survive often face a lifetime of ill-health including
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disability, learning difficulties, and visual and hearing problems.
Half of the babies born at or below 32 weeks (2 months early) die in low-income settings, due to a lack of feasible, cost-effective care, such as warmth, breastfeeding support, and basic care for infections and breathing difficulties. In high-income countries, almost all these babies survive.
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Quality Assurance Framework for SARS-CoV-2 Antigen Rapid Testing for Diagnosis of COVID-19
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ASLM in collaboration with the Africa Centres for Disease Control and Prevention, and in partnership with the Clinton Health Access Initiative, Amref and Last Mile Health present the Quality Assurance Framework for SARS-CoV-2 Antigen Rapid Testing for Diagnosis of COVID-19. This framework aims to pr
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ovide general technical guidance to African Union Members States on the rollout, establishment, implementation, monitoring, and evaluation of SARS-CoV-2 Ag RDT interventions so as to effectively and efficiently detect, control and minimise errors in the performance of COVID-19 laboratory testing processes. It describes the core components for quality assurance, resources mobilisation and advocacy for scale up, monitoring, evaluation, learning and accountability for SARS-CoV-2 implementation.
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ASLM in collaboration with the Africa Centres for Disease Control and Prevention, and in partnership with the Clinton Health Access Initiative, Amref and Last Mile Health present the Quality Assurance Framework for SARS-CoV-2 Antigen Rapid Testing for Diagnosis of COVID-19. This framework aims to pr
...
ovide general technical guidance to African Union Members States on the rollout, establishment, implementation, monitoring, and evaluation of SARS-CoV-2 Ag RDT interventions so as to effectively and efficiently detect, control and minimise errors in the performance of COVID-19 laboratory testing processes. It describes the core components for quality assurance, resources mobilisation and advocacy for scale up, monitoring, evaluation, learning and accountability for SARS-CoV-2 implementation.
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The Multi-professional Patient Safety Curriculum Guide (2011) was developed to assist in the teaching of patient safety in universities and schools in the fields of dentistry, medicine, midwifery, nursing and pharmacy. It also supports the on-going training of all health care professionals.
The C
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urriculum Guide is comprised of two parts. Part A is a teachers’ guide designed to introduce patient safety concepts to educators. It relates to building capacity for patient safety education, programme planning and design of the courses. Part B provides all-inclusive, ready-to-teach, topic-based patient safety courses that can be used as a whole, or on a per topic basis. There are 11 patient safety topics, each designed to feature a variety of ideas and methods for patient safety learning. Universities are encouraged to start with Part A which provides comprehensive advice on how to introduce and build patient safety courses.
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The Guidelines are organized around eight key Principles corresponding to the course of a staff member’s contract. The accompanying diagram represents the principles visually. Each principle has supporting Indicators and Comments and Case Studies designed to assist the reader to more fully underst
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and the concepts that the principles are based on and how they can be translated into practice. The principles and indicators are intended to apply to both international and national staff and to both office and field staff, recognizing that adjustments may be necessary to take account of the unique needs and characteristics of each group and of the organization. They constitute a tool for learning, reflection and planning rather than a set of rigid rules or solutions that are applicable under all conditions.
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The INEE Minimum Standards Handbook is the only global tool that articulates the minimum level of educational quality and access in emergencies through to recovery. The Minimum Standards express a commitment that all individuals—children, youth and adults—have a right to education. The aim of th
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e Handbook is 1) to enhance the quality of educational preparedness, response and recovery; 2) to increase access to safe and relevant learning opportunities for all learners, regardless of their age, gender or abilities; and 3) to ensure accountability and strong coordination in the provision of education in emergencies through to recovery.
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