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Published in Jamie Bartram, Rachel Baum, Peter A. Coclanis, David M. Gute, David Kay, Stéphanie McFadyen, Katherine Pond, William Robertson, Michael J. Rouse, Routledge Handbook of Water and Health, 2015
Aidan A. Cronin, Therese Dooley
UNICEF (2013) Handwashing Promotion Monitoring and Evaluation Module, prepared by Jelena Vujcic, MPH and Pavani K. Ram, MD of University at Buffalo for UNICEF, 120 pages. This module walks you through planning and implementing monitoring and evaluation (MandE) for your handwashing promotion programme, including indicators for impact.
Searching for active ingredients in rehabilitation: applying the taxonomy of behaviour change techniques to a conversation therapy for aphasia
Published in Disability and Rehabilitation, 2021
Fiona Johnson, Suzanne Beeke, Wendy Best
Intervention for facilitators, therefore, includes components aimed at developing speakers’ (i) beliefs about strategy use, by targeting awareness of useful strategies and identifying their benefits for conversations; (ii) intention to use strategies, using goal setting techniques; (iii) plans for when to use strategies, via behavioural substitution; (iv) skills for use – by providing instruction, and opportunities for repeated practice in context; and (v) monitoring and evaluation of the effects of strategies.
Predictors of tuberculosis treatment success under the DOTS program in Namibia
Published in Expert Review of Respiratory Medicine, 2018
Dan Kibuule, Roger K Verbeeck, Ruswa Nunurai, Farai Mavhunga, Ette Ene, Brian Godman, Timothy W Rennie
In Namibia, TB is managed using the WHO DOTS at health facilities (FB-DOTS) and at the community level (CB-DOTS) implemented by NTLP. Namibia achieved a country-wide DOTS coverage at all public health facilities, that is 42 hospitals, 34 health centers, and 244 clinics, by 1996. Nonetheless, in 2004 the country reported the highest case notification rate, lowest TSR for tuberculosis as well as the emergence of drug resistant TB (DR-TB). Consequently in 2004, a CB-DOTS strategy was designed to improve TSR from 65% to 85% by 2009 and to 90% by 2015, among other TB indicators under the first and second medium term plans (MTP-I, 2004–2009; MTP-II, 2010–2015) for Tuberculosis and Leprosy. CB-DOTS was implemented in all districts in partnership with NTLP and community-based HIV/TB organizations (CBOs), paving the way for standardized regimens, which were Fixed-Dose Combination (FDC) drugs for first-line tuberculosis treatment, the revision of national guidelines for case management of tuberculosis and the ETR to report treatment outcomes. The diagnosis of TB was by microscopy (i.e. positive sputum smear or culture) and/or clinical signs. The FDC regimens for drug susceptible TB (DST) for new adult, new pediatric and retreatment cases were 2RHZE/4RHE, 2RHZ/4RH, and 1RHZE/2RHZE/5RHE respectively. A team of community-based persons comprising of CHW (community healthcare workers), i.e. CB-DOT supervisors and FB-DOT supervisors and DOT nurses, DOT field promoters, and CB-DOT supporters implemented the CB-DOTS program at each health district unit. The DOT-supporters such as family/relatives or workplace peers or CHWs directly observe the administration of the TB-medication at community DOT points, households and workplaces. In addition, the quality of CB-DOTS was enhanced through (i) the scale up quality assured bacteriology laboratories, up from 30 (1 lab per 67,000 people) in 2004 to 36 in 2015 to increase case detection, (ii) the production of a CB-DOTS training manual and the WHO guideline for TB treatment supporters to standardize treatment with supervision and patient support, (iii) a system for effective supply and management of TB drugs as well as (iv) a monitoring and evaluation system for effective measurement.
A framework of leadership and managerial competency for preventive health managers in Vietnam
Published in International Journal of Healthcare Management, 2021
Nguyen Duc Thanh, Phung Thanh Hung, Nguyen Minh Hoang, Pham Quynh Anh
In the workshop, all participants agreed on the identified leadership and managerial competencies. In addition, there was consensus around adding two more competency factors and seven additional items. The preventive health managers need to have competencies of (12) information management (2 items) and (13) self-management (5 items). These two competencies are really needed as the participants agree that ‘information’ plays very important role in helping to make decisions in the performance improvement of preventive health activities and ‘self-management’ such as conflict resolution skills, teamwork, communication, meeting organization, and decision making found to be very useful competencies in the preventive health management. Overall, the total number of managerial competency factors and items was 13 and 76, respectively. The number of competencies is higher than the number of tasks due to the fact that several competencies can be used to complete one task. It is clear that the competencies of ‘Policy development and implementation’, ‘Strategy development and orientation’ and ‘Plan making’ are needed for managers to complete task ‘Development of preventive institutes’ vision, strategic direction ad policies’. The competencies of ‘Policy development and implementation’ and ‘Plan making’ are also useful for managers in fulfilling all other tasks as they are generally essential competencies. The competencies of ‘Human resource management’, ‘Financial management’, and ‘Equipment and infrastructure management’ are useful for resource management which is obviously needed to complete the task ‘Staff management and development’, ‘Financial management’ and ‘Asset management’ respectively. The competencies of ‘Risk and disaster management’ and ‘Quality management’ are relevant to tasks ‘Disaster control’ and ‘Maintenance and improvement of quality of service provision’, respectively. The competencies ‘Inspection’ and ‘Supervision’ and ‘Monitoring and evaluation’ are highly relevant to task ‘Investigation, monitoring and evaluation of preventive institutes’ activities’. The competencies of ‘Information management’ and ‘Self-management’ are needed for all the tasks. Once again, these competencies were confirmed to be useful for the preventive health managers to complete their tasks and job requirements.