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

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Participants/ Method / document type Findings Reference cadre Inter professional learning PHCWs Cluster evaluation Community based interprofessional education dependent on motivated (El Ansari 2001) learners and close partnerships with communities that take structural & operational factors into consideration Pictorial methods Nigeria: TBAs Programme evaluation Cards and posters used in training (Matthews, Walley et al. 1995) sessions TBAs Curriculum guide How to develop visual training materials (Schieber 1993) Matrons & CHWs Project description pictographic referral forms were developed and pre-tested for (IntraHealth 2003) comprehension and acceptability for PAC TBAs/ CHWs As above As above Use of pictorial action cards and songs Role playing Village midwives Quasi experimental Plays and skits the focus of teaching rather than formal classes. Of 32 VMWs trained 24 were still practicing < of 1% in attended births Distance learning (Sibley, Buffington et al. 2004) (Alto, Albu et al. 1991) Description of programme Using email to improve knowledge of RH http://www.advanceafrica.org/Compendi um/PracticeDetail.asp?ID=368 1 of CHWs Senegal Project description Design for a distance learning progarmme using radio (JHUCCP 2005 ) Combination of approaches Phillipines/ Hilots quasi-experimental design combination of training methods (lectures, audiovisual demonstrations, and role playing) significantly increased both test and field performance in recruiting FP acceptors learning through peer-educators, interactive communications, role-playing Indonesia: Midwives Knowledge test & clinical observation & hands on practice Midwives from the intensive in-service that combined competency-based skill training with peer review & continuing education scored higher on the knowledge test & demonstration of the five key skills & reported managing complications better than midwives who attended no training & those who were trained via an intrenship Ghana Midwives Project description self-directed learning course, which combines self-paced individual instruction, peer support, and periodic facilitated group learning sessions (Morisky 1985-86) (Ohnishi, Nakamura et al. 2007) (McDermott, Beck et al. 2001) (IntraHealth 2001) P a g e | 129
Participants/ Method / document type Findings Reference cadre Community education Doctors Thailand Project description training in rural health facilities and hometown placement (Wibulpolpras ert 2003) Nurses Lebanon Project description Educating nursing students through (WHO 2008) community participation Nurses Thailand Project description Local student nurses undertake learning (WHO 2008) activities designed by local CH facilities problem solving approaches South Africa Commentary Problem solving approaches most appropriate (Saunders 2001) PNG Commentary Institutionalization of PBL (Beracochea 1995) Selection of learners Selecting the most appropriate learners into MNRH education and training courses is normally guided in by policy and procedures with input from stakeholders. Encouraging local people to undertake education in training in health would help to build the capacity of the workforce numbers at community level particularly in rural communities where there are shortages. A number of studies have found that a rural background is a significant predictor of rural work (Playford, Larson et al. 2006; Chopra 2008) making rural recruitment a viable way forward. The section of local people into health worker education and training courses also helps to ensure that the workforce has a level of the socio-cultural competency (Warrick, Wood et al. 1992). Community involvement in the learner selection process can help to increase community participation in decisions making concerning their future health workforce. A study in Cambodia found that community members felt that they should be informed of midwives shortages, so they can try to encourage a member of the community to train as a midwife (Sherratt 2006). Local people may also be more motivated to undertake training so that they can better contribute to improving their community. A performance-based selection criteria was applied in a programme to train 320 women volunteers to become village birth attendants and community sexual health educators in the East Sepik Women and Children‘s Health Project, Papua New Guinea (Cox 2003). Despite this criteria, the authors note that well motivated women managed to attend the course despite not being selected. Motivation is key to learning and potential students may need to be given the opportunity to demonstrate this as part of the selection process. Encouraging local youth, especially girls to undertake careers in health may be a useful way to address appropriate workforce profile issues and community engagement but also increasing education, health and development of the whole community in line with the MDGs. P a g e | 130
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Human Resources for Health in Mater
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What human resource practices in ma
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Collaboration with traditional and
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Acronyms AAAH Asia and Pacific Acti
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TBA T & L UNFPA UNICEF UOG UPNG USA
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Figure 34 Potential gain in percent
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Executive Summary Addressing the ba
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Introduction What human resource pr
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Review Questions 1. What HR approac
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Effective HRH practice and quality
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is no single prescribed set of ways
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Table 3 Classification of health ce
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Figure 5 Millennium Development Goa
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(UNICEF 2007) However, the road to
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A number of steps are purported to
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Figure 10 Overview of HRH at commun
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functions, the latter involving mob
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settings‖(ICN 2009). They may be
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Table 7 What Skilled attendants can
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Traditional healers may also be inv
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Methodology What human resource pra
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Table 9 Search terms used for the s
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findings. Differences and similarit
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Barriers and constraints to HRH pra
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PHEs. In the Pacific the density of
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partum services as being from 1:60
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husbands who oppose family planning
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Remuneration for CHWs, nurse and mi
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Supportive HRH strategies and appro
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Strengthening HRH policy legislatio
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Strategies to improve Human resourc
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there are interrelationships betwee
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Table 11 Tools for managing HR in M
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Performance management Effective ma
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The Health and Family Planning Mana
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as a guide to mentoring, delegation
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eceived from outside the routine pu
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The isolated nature of much communi
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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 and 128: Table 21 Learner needs analysis and
Page 129: Table 22 Some approaches to the des
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
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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
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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
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Table 29 Examples of HRH performanc
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Appendices Appendix 1. MDG5 Country
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World Health Statistics http://www.
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Appendix 3. Sources of all material
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Data source Keywords used in search
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Appendix 4: Barriers and Constraint
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Area Barriers & constraints in MNRH
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Area Barriers & constraints in MNRH
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Appendix 5 Literature that document
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P a g e | 206
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IMNCI PMTCT Perinatal Period Postna
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Ambegaokar, M., Lush, L. (2004). "F
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Barrett, B., J. Ladinsky, et al. (2
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University South Africa with the Re
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Cruse, D. (1997). Community Health
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Elson, D., Evers, B. (1998). Sector
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Flanagan, D., Williams, C., Mahler,
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Greenwood, A. M., Bradley, A.K., By
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Howard, G., Bogh, C., Goldstein, G.
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Jhpeigo (1998). Participatory techn
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Kroll, D., Dwyer, D. (1994). "Postn
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Manandhar, D. S., D. Osrin, et al.
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Morisky, D. E. (1985-86). "Evaluati
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O‘Brien-Pallas, L., Irvine, D., P
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Pfeiffer, J. and J. Pfeiffer (2003)
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Replogle, J. (2007). "Training Trad
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Shankar, A., S. Sebayang, et al. (2
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Teela, K. C., L. C. Mullany, et al.
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van Damm, W., et. al (2008). "Scali
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WHO (2008). Global Standards for In
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