Human Resources for Health in Maternal, Neonatal and - HRH ...

More documents

Recommendations

Info

Participants/ curricula LMIC: WHO Safemotherhood midwive course PNG FP education & training PNG Midwifery education PNG Midwifery education India Junior Public Health Nurse education in Kerala. Mexico: obstetric nurses, professional midwives and general physicians All cadres: Africa Method Findings / Description Reference Curriculum evaluation: Questionnaire survey & FGD a 2wk clinical skills course & 8 day orientation to using the modules Review Review of 4 Mw training facilities & curricula (UPNG, PAU, UOG, DWU), stakeholder & key informant interviews Overview of situation 2000-2008 Curriculum review Feedback received for improving modules overall modules have the potential to strengthen and support education need for comprehensive Training Needs Assessment in Family Planning involving all levels of health workers, including the under-graduate and post-graduate training of health personnel Need for improved T&L resources, teachers who are academically & clinically competent, increase clinical component of courses, develop set of clinical skills minimum standards that each institution must incorporate into their curricula, Conduct a review of the registration procedures & set min. standards for entry, register students who have graduated since 2004 Keep clinical focus in clinical training programs, Clinical teachers must continue to practice to maintain skills and credibility Conducting job analyses, redefining curriculum objectives, listing and prioritizing content, designing methodology, structuring sessions, and devising evaluation methods for training Curriculum analysis 3 curricula measured against the 214 indicators of knowledge & ability in ICM guidelines, Midwife curricula most complete. HIV & MCH consultation 1. qualitative Delphi study; II: descriptive survey Integrate PMCT into the curriculums of medical and nursing schools to ensure that all students receive adequate exposure to PMCT list of basic (essential) and additional competencies for midwives who have been educated in keeping with the ICM/WHO/FIGO international definition of the midwife was developed (O'Heir 1997) (UNFPA 2008) (Kruske 2006) (Natera 2009) (Sandeep 2006) (Cragin, DeMaria et al. 2007) (Rutenberg 2002) (Fullerton, Severino et al. 2003) Approaches There are a number of approaches that can be taken in the design and delivery of health worker curricula. Ensuring that training curricula is pedagogically sound is necessary for effective learning and performance. There is insufficient evidence to assess which lay health worker training or intervention strategies are likely to be most effective (Lewin, Dick et al. 2009). P a g e | 127
Table 22 Some approaches to the design and delivery of MNRH curricula for community based workers Participants/ Method / document type Findings Reference cadre Performance orientated Tanzania: HRD training system for all cadres case study evaluation HRD & training system played a role in the success of the National family planning program. This approach has helped the MOH and NGO partners to increase the use of FP/reproductive health services dramatically over a 10- year period, from under 7% in 1989 to an estimated at 17% in 1999. (Ingras 2001) Competency based Ethiopia: women, families & birth attendants Programme evaluation Home-Based Lifesaving Skills program (HBLSS) is a family- and communityfocused, competency-based program improved performance in management of postpartum haemorrhage Problem Based Philippines TBAs RCT Interactive learning is a preferred method by TBAs (Sibley, Buffington et al. 2004) (Singhal 2001) Cascade training CHWs (IntraHealth 2002) rural health workers (Tecnicos) & village health promoters (Promotores): Guatamala prospective trial: interactive Kader method, developed in West Java, Indonesia, was compared with traditional didactic training Kader method for rapid tiered training of health workers has applicability (Bailey 1996) maternity staff at district hospital & post staff to train TBAs, CHWs to train community Health care providers Asia & near East Performance of CHWs TBAs was assessed pre-& post-training. Management of MN complications by women, families, and homebirth attendants was assessed post-training. Survey – question included lessons learned village birth Report attendants & community sexual health educators PNG Learning by doing/ experiential Community- Systematic review Level Health and Nutrition workers: India Increase knowledge in most areas, reinforcement in newborn areas required. Improved management of PPH indicates that home-based management of signs of PPH by unskilled attendants, including HBLSS guides, is promising Cascade approach has increased the number of trained service providers since funding and Ministries of Health cannot afford to train all health care workers Training for trainers of 320 women volunteers to become village birth attendants and community sexual health educators in the East Sepik Women and Children‘s Health Project, training methodologies that provide hands-on training and experiential learning show better outcomes (Sibley, Buffington et al. 2004) (ESD Project 2008) (Cox 2003) (IntraHealth 2008) CHN Expert report people orientated, practical (WHO 1974) TBA Review Should be nondirective, dialogical, & experiential & integrate into community activities (Estrada 1983) P a g e | 128
Page 1 and 2:
Human Resources for Health in Mater
Page 3 and 4:
What human resource practices in ma
Page 5 and 6:
Collaboration with traditional and
Page 7 and 8:
Acronyms AAAH Asia and Pacific Acti
Page 9 and 10:
TBA T & L UNFPA UNICEF UOG UPNG USA
Page 11 and 12:
Figure 34 Potential gain in percent
Page 13 and 14:
Executive Summary Addressing the ba
Page 15 and 16:
Introduction What human resource pr
Page 17 and 18:
Review Questions 1. What HR approac
Page 19 and 20:
Effective HRH practice and quality
Page 21 and 22:
is no single prescribed set of ways
Page 23 and 24:
Table 3 Classification of health ce
Page 25 and 26:
Figure 5 Millennium Development Goa
Page 27 and 28:
(UNICEF 2007) However, the road to
Page 29 and 30:
A number of steps are purported to
Page 31 and 32:
Figure 10 Overview of HRH at commun
Page 33 and 34:
functions, the latter involving mob
Page 35 and 36:
settings‖(ICN 2009). They may be
Page 37 and 38:
Table 7 What Skilled attendants can
Page 39 and 40:
Traditional healers may also be inv
Page 41 and 42:
Methodology What human resource pra
Page 43 and 44:
Table 9 Search terms used for the s
Page 45 and 46:
findings. Differences and similarit
Page 47 and 48:
Barriers and constraints to HRH pra
Page 49 and 50:
PHEs. In the Pacific the density of
Page 51 and 52:
partum services as being from 1:60
Page 53 and 54:
husbands who oppose family planning
Page 55 and 56:
Remuneration for CHWs, nurse and mi
Page 57 and 58:
Supportive HRH strategies and appro
Page 59 and 60:
Strengthening HRH policy legislatio
Page 61 and 62:
Strategies to improve Human resourc
Page 63 and 64:
there are interrelationships betwee
Page 65 and 66:
Table 11 Tools for managing HR in M
Page 67 and 68:
Performance management Effective ma
Page 69 and 70:
The Health and Family Planning Mana
Page 71 and 72:
as a guide to mentoring, delegation
Page 73 and 74:
eceived from outside the routine pu
Page 75 and 76:
The isolated nature of much communi
Page 77 and 78: progress over time. This tool and t
Page 79 and 80: At national level, countries may ha
Page 81 and 82: evaluating and adjusting the size a
Page 83 and 84: There are a number of difficulties
Page 85 and 86: Figure 23 The Task Shifting Process
Page 87 and 88: Substitution Substitution is differ
Page 89 and 90: which was developed in 2002. This w
Page 91 and 92: al. 2008). Dual practice is another
Page 93 and 94: Figure 24 Motivational determinants
Page 95 and 96: Many of the incentives to health wo
Page 97 and 98: files suggests that more careful at
Page 99 and 100: Management autonomy at community le
Page 101 and 102: Initiative focus Details Context Re
Page 103 and 104: informal, mutual-help action groups
Page 105 and 106: Building relationships with cultura
Page 107 and 108: groups; encouraging recruitment thr
Page 109 and 110: Summary This section has identified
Page 111 and 112: encouraging midwives to proactively
Page 113 and 114: Facilitation & attendance at MOH/ N
Page 115 and 116: of community leaders improved the c
Page 117 and 118: Table 19 Examples of initiatives in
Page 119 and 120: information and advice from peers (
Page 121 and 122: esources to provide clinical and ma
Page 123 and 124: Strengthening Education and compete
Page 125 and 126: Table 20 Examples of Partnership ap
Page 127: Table 21 Learner needs analysis and
Page 131 and 132: Participants/ Method / document typ
Page 133 and 134: strengthening and establishing accr
Page 135 and 136: Participants / context LMICs method
Page 137 and 138: alongside health service improvemen
Page 139 and 140: Country / cadre Niger: Birth attend
Page 141 and 142: Country / cadre Indonesia Surabaya
Page 143 and 144: Lessons learned from countries that
Page 145 and 146: Malaysia The sharp decline in mater
Page 147 and 148: although supplemented with epidemio
Page 149 and 150: A technical meeting in Bangkok in 2
Page 151 and 152: Development approach is an example
Page 153 and 154: flexibility in order to overcome ge
Page 155 and 156: up skilled birth attendance‖. The
Page 157 and 158: Scaling up of the Navrongo service
Page 159 and 160: conditions (Walt, Perera et al. 198
Page 161 and 162: Figure 37 Critical success factors
Page 163 and 164: Health system standards are explici
Page 165 and 166: prevalence rate, however in order t
Page 167 and 168: (Dieleman 2006) Selected key indica
Page 169 and 170: In order to determine the answers t
Page 171 and 172: Summary of findings This narrative
Page 173 and 174: Health worker performance is theref
Page 175 and 176: Discussion and Recommendations What
Page 177 and 178: outlines how the HRH information ba
Page 179 and 180:
communities. A collaborative approa
Page 181 and 182:
Table 29 Examples of HRH performanc
Page 183 and 184:
Appendices Appendix 1. MDG5 Country
Page 185 and 186:
World Health Statistics http://www.
Page 187 and 188:
Appendix 3. Sources of all material
Page 189 and 190:
Data source Keywords used in search
Page 191 and 192:
Page 193 and 194:
Page 195 and 196:
Page 197 and 198:
Page 199 and 200:
Appendix 4: Barriers and Constraint
Page 201 and 202:
Area Barriers & constraints in MNRH
Page 203 and 204:
Area Barriers & constraints in MNRH
Page 205 and 206:
Appendix 5 Literature that document
Page 207 and 208:
P a g e | 206
Page 209 and 210:
IMNCI PMTCT Perinatal Period Postna
Page 211 and 212:
Ambegaokar, M., Lush, L. (2004). "F
Page 213 and 214:
Barrett, B., J. Ladinsky, et al. (2
Page 215 and 216:
University South Africa with the Re
Page 217 and 218:
Cruse, D. (1997). Community Health
Page 219 and 220:
Elson, D., Evers, B. (1998). Sector
Page 221 and 222:
Flanagan, D., Williams, C., Mahler,
Page 223 and 224:
Greenwood, A. M., Bradley, A.K., By
Page 225 and 226:
Howard, G., Bogh, C., Goldstein, G.
Page 227 and 228:
Jhpeigo (1998). Participatory techn
Page 229 and 230:
Kroll, D., Dwyer, D. (1994). "Postn
Page 231 and 232:
Manandhar, D. S., D. Osrin, et al.
Page 233 and 234:
Morisky, D. E. (1985-86). "Evaluati
Page 235 and 236:
O‘Brien-Pallas, L., Irvine, D., P
Page 237 and 238:
Pfeiffer, J. and J. Pfeiffer (2003)
Page 239 and 240:
Replogle, J. (2007). "Training Trad
Page 241 and 242:
Shankar, A., S. Sebayang, et al. (2
Page 243 and 244:
Teela, K. C., L. C. Mullany, et al.
Page 245 and 246:
van Damm, W., et. al (2008). "Scali
Page 247 and 248:
WHO (2008). Global Standards for In
show all

Human Resources for Health in Maternal, Neonatal and - HRH ...

Create successful ePaper yourself

Delete template?

Save as template?