Childhood TB was written to enable healthcare workers to learn about the primary care of children with tuberculosis. It covers: introduction to TB infection, the clinical presentation, diagnosis, management and prevention of tuberculosis in children
Adult HIV was developed by doctors and nurses with wide experience in the care of adults with HIV, under the auspices of the Desmond Tutu HIV Foundation at the University of Cape Town. It covers: introduction to HIV infection, management of HIV-infected adults at primary-care clinics, preparing patients for antiretroviral (ARV) treatment, ARV drugs, starting and maintaining patients on ARV treatment, opportunistic infections
Childhood TB was written to enable healthcare workers to learn about the primary care of children with tuberculosis. It covers: introduction to TB infection, the clinical presentation, diagnosis, management and prevention of tuberculosis in children.
The purpose of this toolkit is to use a brainstorming technique to come up with creative ideas respond to the challenge of providing aftercare support for vulnerable learners. To use the ideas from the brainstorming session to inform the development of a draft set of ideas for an aftercare strategy.
Newborn Care: Skills workshop Respiratory distress and apnoeaSaide OER Africa
Newborn Care was written for healthcare workers providing special care for newborn infants in level 2 hospitals. It covers: resuscitation at birth, assessing infant size and gestational age, routine care and feeding of both normal and high-risk infants, the prevention, diagnosis and management of hypothermia, hypoglycaemia, jaundice, respiratory distress, infection, trauma, bleeding and congenital abnormalities, communication with parents
Birth Defects was written for healthcare workers who look after individuals with birth defects, their families, and women who are at increased risk of giving birth to an infant with a birth defect. This book is being used in the Genetics Education Programme which trains healthcare workers in genetic counselling in South Africa. It covers: modes of inheritance, medical genetic counselling, birth defects due to chromosomal abnormalities, single gene defects, teratogens, multifactorial inheritance
Child Healthcare addresses all the common and important clinical problems in children, including:immunisation history and examination growth and nutrition acute and chronic infections parasites skin conditions difficulties in the home and society.
The guidelines and the five priority areas identified by Department of Education offer a framework that supports the development of a school HIV and AIDS policy. The guidelines and priorities can also be used to review your school's existing HIV and AIDS policy and determine how adequate it is and what changes may be necessary
Reading: Guidelines for Inclusive Learning Programmes (pdf)Saide OER Africa
A reading to accompany Unit Six of the module: Teaching and Learning Mathematics in Diverse Classrooms. This Reading consists of two extracts from a document "Guidelines for Inclusive Education Learning Programmes" produced by the Department of Education in June 2005.
Adult HIV was developed by doctors and nurses with wide experience in the care of adults with HIV, under the auspices of the Desmond Tutu HIV Foundation at the University of Cape Town. It covers: introduction to HIV infection, management of HIV-infected adults at primary-care clinics, preparing patients for antiretroviral (ARV) treatment, ARV drugs, starting and maintaining patients on ARV treatment, opportunistic infections
Childhood TB was written to enable healthcare workers to learn about the primary care of children with tuberculosis. It covers: introduction to TB infection, the clinical presentation, diagnosis, management and prevention of tuberculosis in children.
The purpose of this toolkit is to use a brainstorming technique to come up with creative ideas respond to the challenge of providing aftercare support for vulnerable learners. To use the ideas from the brainstorming session to inform the development of a draft set of ideas for an aftercare strategy.
Newborn Care: Skills workshop Respiratory distress and apnoeaSaide OER Africa
Newborn Care was written for healthcare workers providing special care for newborn infants in level 2 hospitals. It covers: resuscitation at birth, assessing infant size and gestational age, routine care and feeding of both normal and high-risk infants, the prevention, diagnosis and management of hypothermia, hypoglycaemia, jaundice, respiratory distress, infection, trauma, bleeding and congenital abnormalities, communication with parents
Birth Defects was written for healthcare workers who look after individuals with birth defects, their families, and women who are at increased risk of giving birth to an infant with a birth defect. This book is being used in the Genetics Education Programme which trains healthcare workers in genetic counselling in South Africa. It covers: modes of inheritance, medical genetic counselling, birth defects due to chromosomal abnormalities, single gene defects, teratogens, multifactorial inheritance
Child Healthcare addresses all the common and important clinical problems in children, including:immunisation history and examination growth and nutrition acute and chronic infections parasites skin conditions difficulties in the home and society.
The guidelines and the five priority areas identified by Department of Education offer a framework that supports the development of a school HIV and AIDS policy. The guidelines and priorities can also be used to review your school's existing HIV and AIDS policy and determine how adequate it is and what changes may be necessary
Reading: Guidelines for Inclusive Learning Programmes (pdf)Saide OER Africa
A reading to accompany Unit Six of the module: Teaching and Learning Mathematics in Diverse Classrooms. This Reading consists of two extracts from a document "Guidelines for Inclusive Education Learning Programmes" produced by the Department of Education in June 2005.
Newborn Care was written for healthcare workers providing special care for newborn infants in level 2 hospitals. It covers: An essential tool in the initial and ongoing training and teaching of any healthcare worker. It was written specifically for nurses, midwives and doctors who provide primary care for newborn infants in level 1 clinics and hospitals. It covers: Mother and Baby Friendly Care describes gentler, kinder, evidence-based ways of caring for women during pregnancy, labour and delivery. It also presents improved methods of providing infant care with an emphasis on kangaroo mother care and exclusive breastfeeding. It covers: Saving Mothers and Babies was developed in response to the high maternal and perinatal mortality rates found in most developing countries. Learning material used in this book is based on the results of the annual confidential enquiries into maternal deaths and the Saving Mothers and Saving Babies reports published in South Africa. It addresses: the basic principles of mortality audit, maternal and perinatal mortality, managing mortality meetings, ways of reducing maternal and perinatal mortality rates, This book should be used together with the Perinatal Problem Identification Programme (PPIP).
Adult HIV was developed by doctors and nurses with wide experience in the care of adults with HIV, under the auspices of the Desmond Tutu HIV Foundation at the University of Cape Town. It covers: introduction to HIV infection, management of HIV-infected adults at primary-care clinics, preparing patients for antiretroviral (ARV) treatment, ARV drugs, starting and maintaining patients on ARV treatment, opportunistic infections
Childhood TB: Diagnosis of childhood tuberculosisSaide OER Africa
Childhood TB was written to enable healthcare workers to learn about the primary care of children with tuberculosis. It covers: introduction to TB infection, the clinical presentation, diagnosis, management and prevention of tuberculosis in children
Childhood TB: Diagnosis of childhood tuberculosisPiLNAfrica
Childhood TB was written to enable healthcare workers to learn about the primary care of children with tuberculosis. It covers: introduction to TB infection, the clinical presentation, diagnosis, management and prevention of tuberculosis in children
Newborn Care was written for healthcare workers providing special care for newborn infants in level 2 hospitals. It covers: resuscitation at birth, assessing infant size and gestational age, routine care and feeding of both normal and high-risk infants, the prevention, diagnosis and management of hypothermia, hypoglycaemia, jaundice, respiratory distress, infection, trauma, bleeding and congenital abnormalities, communication with parents
Child Healthcare addresses all the common and important clinical problems in children, including:immunisation history and examination growth and nutrition acute and chronic infections parasites skin conditions difficulties in the home and society.
Child Healthcare addresses all the common and important clinical problems in children, including:immunisation history and examination growth and nutrition acute and chronic infections parasites skin conditions difficulties in the home and society.
Newborn Care was written for healthcare workers providing special care for newborn infants in level 2 hospitals. It covers: An essential tool in the initial and ongoing training and teaching of any healthcare worker – Miriam Adhikari, South African Journal of Child Health, Primary Newborn Care was written specifically for nurses, midwives and doctors who provide primary care for newborn infants in level 1 clinics and hospitals. It covers: Mother and Baby Friendly Care describes gentler, kinder, evidence-based ways of caring for women during pregnancy, labour and delivery. It also presents improved methods of providing infant care with an emphasis on kangaroo mother care and exclusive breastfeeding. It covers: mother-friendly care in pregnancy, a modern approach to normal labour, skin-to-skin care of infants, encouraging breastfeeding, a baby-friendly nursery.
Newborn sepsis-introduction, definition, symptoms, Bacterial pathogens in the newborn,The Magnitude Of The Problem,How Newborn Acquired Infection, intrauterine infection, Intrapartum infections,postpartum infections, Prevention of bacterial infections in the Newborn,Choice of antibiotics for sepsis ,INTRODUCTION TO CLINICAL RESEARCH -What is clinical research?,How does clinical research differ from standard care,Why do we perform clinical research?,Study designs.
Primary Maternal Care addresses the needs of healthcare workers in level 1 district hospitals and clinics who provide antenatal and postnatal care, but do not conduct deliveries. It is adapted from theory chapters and skills workshops from Maternal Care. This book complements the national protocol of antenatal care in South Africa. It covers: booking for antenatal care, assesing fetal growth and wellbeing, hypertensive disorders of pregnancy, antepartum haemorrhage, preterm labour, important medical conditions
Pneumonia and diarrhoea: tackling the deadliest diseases for the world’s poor...UNICEF Publications
Pneumonia and diarrhoea are leading killers of the world’s youngest children, accounting for 29 per cent of deaths among children under age 5 worldwide – or more than 2 million lives lost each year. This report makes a remarkable and compelling argument for tackling pneumonia and diarrhoea, two of the leading killers of children under age five. The data in this report highlight a critically important point – children living in the poorest households are less likely than the children living in the richest households to benefit from preventive measures and, when they do become ill, to receive lifesaving treatments.
tHESE SLIDES ARE PREPAREED TO UNDERSTAND about water born diseases IN EASY WAY Important links- NOTES- https://mynursingstudents.blogspot.com/ youtube channel https://www.youtube.com/c/MYSTUDENTSU... CHANEL PLAYLIST- ANATOMY AND PHYSIOLOGY-https://www.youtube.com/playlist?list=PL93S13oM2gAPM3VTGVUXIeswKJ3XGaD2p COMMUNITY HEALTH NURSING- https://www.youtube.com/playlist?list=PL93S13oM2gAPyslPNdIJoVjiXEDTVEDzs CHILD HEALTH NURSING- https://www.youtube.com/playlist?list=PL93S13oM2gANcslmv0DXg6BWmWN359Gvg FIRST AID- https://www.youtube.com/playlist?list=PL93S13oM2gAMvGqeqH2ZTklzFAZhOrvgP HCM- https://www.youtube.com/playlist?list=PL93S13oM2gAM7mZ1vZhQBHWbdLnLb-cH9 FUNDAMENTALS OF NURSING- https://www.youtube.com/playlist?list=PL93S13oM2gAPFxu78NDLpGPaxEmK1fTao COMMUNICABLE DISEASES- https://www.youtube.com/playlist?list=PL93S13oM2gAOWo4IwNjLU_LCuhRN0ZLeb ENVIRONMENTAL HEALTH- https://www.youtube.com/playlist?list=PL93S13oM2gAPkI6LvfS8Zu1nm6mZi9FK6 MSN- https://www.youtube.com/playlist?list=PL93S13oM2gAOdyoHnDLAoR_o8M6ccqYBm HINDI ONLY- https://www.youtube.com/playlist?list=PL93S13oM2gAN4L-FJ3s_IEXgZCijGUA1A ENGLISH ONLY- https://www.youtube.com/playlist?list=PL93S13oM2gAMYv2a1hFcq4W1nBjTnRkHP facebook profile- https://www.facebook.com/suresh.kr.lrhs/ FACEBOOK PAGE- https://www.facebook.com/My-Student-S... facebook group NURSING NOTES- https://www.facebook.com/groups/24139... FOR MAKING EASY NOTES YOU CAN ALSO VISIT MY BLOG – BLOGGER- https://mynursingstudents.blogspot.com/ Instagram- https://www.instagram.com/mystudentsu... Twitter- https://twitter.com/student_system?s=08 #PEM, #water,#prification#largescale,#nurses,#ASSESSMENT, #APPEARENCE,#PULSE,#GRIMACE,#REFLEX,#RESPIRATION,#RESUSCITATION,#NEWBORN,#BABY,#VIRGINIA, #CHILD, #OXYGEN,#CYANOSIS,#OPTICNERVE, #SARACHNA,#MYSTUDENTSUPPORTSYSTEM, #rashes,#nursingclasses, #communityhealthnursing,#ANM, #GNM, #BSCNURING,#NURSINGSTUDENTS, #WHO,#NURSINGINSTITUTION,#COLLEGEOFNURSING,#nursingofficer,#COMMUNITYHEALTHOFFICE
Asp openly licensed stories for early reading in africa mar 2015 slideshareSaide OER Africa
A recent presentation made by Tessa Welch, the African Storybook Project leader, to University of Pretoria Education students on the project and on openly licensed stories for early reading in Africa.
Quality Considerations in eLearning in South Africa. Presentation at the eLearning Summit, Indaba Hotel, 16 October 2014. Looks the the quality review process and quality criteria.
Newborn Care was written for healthcare workers providing special care for newborn infants in level 2 hospitals. It covers: An essential tool in the initial and ongoing training and teaching of any healthcare worker. It was written specifically for nurses, midwives and doctors who provide primary care for newborn infants in level 1 clinics and hospitals. It covers: Mother and Baby Friendly Care describes gentler, kinder, evidence-based ways of caring for women during pregnancy, labour and delivery. It also presents improved methods of providing infant care with an emphasis on kangaroo mother care and exclusive breastfeeding. It covers: Saving Mothers and Babies was developed in response to the high maternal and perinatal mortality rates found in most developing countries. Learning material used in this book is based on the results of the annual confidential enquiries into maternal deaths and the Saving Mothers and Saving Babies reports published in South Africa. It addresses: the basic principles of mortality audit, maternal and perinatal mortality, managing mortality meetings, ways of reducing maternal and perinatal mortality rates, This book should be used together with the Perinatal Problem Identification Programme (PPIP).
Adult HIV was developed by doctors and nurses with wide experience in the care of adults with HIV, under the auspices of the Desmond Tutu HIV Foundation at the University of Cape Town. It covers: introduction to HIV infection, management of HIV-infected adults at primary-care clinics, preparing patients for antiretroviral (ARV) treatment, ARV drugs, starting and maintaining patients on ARV treatment, opportunistic infections
Childhood TB: Diagnosis of childhood tuberculosisSaide OER Africa
Childhood TB was written to enable healthcare workers to learn about the primary care of children with tuberculosis. It covers: introduction to TB infection, the clinical presentation, diagnosis, management and prevention of tuberculosis in children
Childhood TB: Diagnosis of childhood tuberculosisPiLNAfrica
Childhood TB was written to enable healthcare workers to learn about the primary care of children with tuberculosis. It covers: introduction to TB infection, the clinical presentation, diagnosis, management and prevention of tuberculosis in children
Newborn Care was written for healthcare workers providing special care for newborn infants in level 2 hospitals. It covers: resuscitation at birth, assessing infant size and gestational age, routine care and feeding of both normal and high-risk infants, the prevention, diagnosis and management of hypothermia, hypoglycaemia, jaundice, respiratory distress, infection, trauma, bleeding and congenital abnormalities, communication with parents
Child Healthcare addresses all the common and important clinical problems in children, including:immunisation history and examination growth and nutrition acute and chronic infections parasites skin conditions difficulties in the home and society.
Child Healthcare addresses all the common and important clinical problems in children, including:immunisation history and examination growth and nutrition acute and chronic infections parasites skin conditions difficulties in the home and society.
Newborn Care was written for healthcare workers providing special care for newborn infants in level 2 hospitals. It covers: An essential tool in the initial and ongoing training and teaching of any healthcare worker – Miriam Adhikari, South African Journal of Child Health, Primary Newborn Care was written specifically for nurses, midwives and doctors who provide primary care for newborn infants in level 1 clinics and hospitals. It covers: Mother and Baby Friendly Care describes gentler, kinder, evidence-based ways of caring for women during pregnancy, labour and delivery. It also presents improved methods of providing infant care with an emphasis on kangaroo mother care and exclusive breastfeeding. It covers: mother-friendly care in pregnancy, a modern approach to normal labour, skin-to-skin care of infants, encouraging breastfeeding, a baby-friendly nursery.
Newborn sepsis-introduction, definition, symptoms, Bacterial pathogens in the newborn,The Magnitude Of The Problem,How Newborn Acquired Infection, intrauterine infection, Intrapartum infections,postpartum infections, Prevention of bacterial infections in the Newborn,Choice of antibiotics for sepsis ,INTRODUCTION TO CLINICAL RESEARCH -What is clinical research?,How does clinical research differ from standard care,Why do we perform clinical research?,Study designs.
Primary Maternal Care addresses the needs of healthcare workers in level 1 district hospitals and clinics who provide antenatal and postnatal care, but do not conduct deliveries. It is adapted from theory chapters and skills workshops from Maternal Care. This book complements the national protocol of antenatal care in South Africa. It covers: booking for antenatal care, assesing fetal growth and wellbeing, hypertensive disorders of pregnancy, antepartum haemorrhage, preterm labour, important medical conditions
Pneumonia and diarrhoea: tackling the deadliest diseases for the world’s poor...UNICEF Publications
Pneumonia and diarrhoea are leading killers of the world’s youngest children, accounting for 29 per cent of deaths among children under age 5 worldwide – or more than 2 million lives lost each year. This report makes a remarkable and compelling argument for tackling pneumonia and diarrhoea, two of the leading killers of children under age five. The data in this report highlight a critically important point – children living in the poorest households are less likely than the children living in the richest households to benefit from preventive measures and, when they do become ill, to receive lifesaving treatments.
tHESE SLIDES ARE PREPAREED TO UNDERSTAND about water born diseases IN EASY WAY Important links- NOTES- https://mynursingstudents.blogspot.com/ youtube channel https://www.youtube.com/c/MYSTUDENTSU... CHANEL PLAYLIST- ANATOMY AND PHYSIOLOGY-https://www.youtube.com/playlist?list=PL93S13oM2gAPM3VTGVUXIeswKJ3XGaD2p COMMUNITY HEALTH NURSING- https://www.youtube.com/playlist?list=PL93S13oM2gAPyslPNdIJoVjiXEDTVEDzs CHILD HEALTH NURSING- https://www.youtube.com/playlist?list=PL93S13oM2gANcslmv0DXg6BWmWN359Gvg FIRST AID- https://www.youtube.com/playlist?list=PL93S13oM2gAMvGqeqH2ZTklzFAZhOrvgP HCM- https://www.youtube.com/playlist?list=PL93S13oM2gAM7mZ1vZhQBHWbdLnLb-cH9 FUNDAMENTALS OF NURSING- https://www.youtube.com/playlist?list=PL93S13oM2gAPFxu78NDLpGPaxEmK1fTao COMMUNICABLE DISEASES- https://www.youtube.com/playlist?list=PL93S13oM2gAOWo4IwNjLU_LCuhRN0ZLeb ENVIRONMENTAL HEALTH- https://www.youtube.com/playlist?list=PL93S13oM2gAPkI6LvfS8Zu1nm6mZi9FK6 MSN- https://www.youtube.com/playlist?list=PL93S13oM2gAOdyoHnDLAoR_o8M6ccqYBm HINDI ONLY- https://www.youtube.com/playlist?list=PL93S13oM2gAN4L-FJ3s_IEXgZCijGUA1A ENGLISH ONLY- https://www.youtube.com/playlist?list=PL93S13oM2gAMYv2a1hFcq4W1nBjTnRkHP facebook profile- https://www.facebook.com/suresh.kr.lrhs/ FACEBOOK PAGE- https://www.facebook.com/My-Student-S... facebook group NURSING NOTES- https://www.facebook.com/groups/24139... FOR MAKING EASY NOTES YOU CAN ALSO VISIT MY BLOG – BLOGGER- https://mynursingstudents.blogspot.com/ Instagram- https://www.instagram.com/mystudentsu... Twitter- https://twitter.com/student_system?s=08 #PEM, #water,#prification#largescale,#nurses,#ASSESSMENT, #APPEARENCE,#PULSE,#GRIMACE,#REFLEX,#RESPIRATION,#RESUSCITATION,#NEWBORN,#BABY,#VIRGINIA, #CHILD, #OXYGEN,#CYANOSIS,#OPTICNERVE, #SARACHNA,#MYSTUDENTSUPPORTSYSTEM, #rashes,#nursingclasses, #communityhealthnursing,#ANM, #GNM, #BSCNURING,#NURSINGSTUDENTS, #WHO,#NURSINGINSTITUTION,#COLLEGEOFNURSING,#nursingofficer,#COMMUNITYHEALTHOFFICE
Asp openly licensed stories for early reading in africa mar 2015 slideshareSaide OER Africa
A recent presentation made by Tessa Welch, the African Storybook Project leader, to University of Pretoria Education students on the project and on openly licensed stories for early reading in Africa.
Quality Considerations in eLearning in South Africa. Presentation at the eLearning Summit, Indaba Hotel, 16 October 2014. Looks the the quality review process and quality criteria.
African Storybook: The First 18 Months of the ProjectSaide OER Africa
Presentation by African Storybook Initiative Leader, Tessa Welch, on the first 18 months of the initiative. Presented on 26 June at the African Storybook Summit at the University of British Columbia.
Digital Storytelling for Multilingual Literacy Development: Implications for ...Saide OER Africa
Digital Storytelling for Multilingual Literacy Development: Implications for Teachers - Presentation by Tessa Welch at the South African Basic Education Conference 31 March - 1 April 2014. Presentation explains Saide's African Storybook Initiative. Overview: Requirements for effective literacy development of young children in African countries; obstacles to achieving this goal; multi-pronged approach to overcoming obstacles; examples of digital storytelling in a school community; implications for teachers.
Higher Education Technology Outlook in Africa Presentation for the Student Satisfaction, Quality Assurance and Peer Review Conference, Emperors Palace, Kempton Park, 13 March 2014
eLearning or eKnowledge - What are we offering students?Saide OER Africa
eLearning or eKnowledge - What are we offering students? A look at the convergence of elearning and eknowledge, looking at the purpose of the design - informational or instructional? Presented at the Unisa Cambridge Open and Distance eLearning Conference, Stellenbosch.
Presentation given at the Online and eLearining Conference organised by Knowledge Resources at the Forum, Bryanston, Johannesburg 28-29 August 2013. Created by Greig Krull, Sheila Drew and Brenda Mallinson.
Understand school leadership and governance in the South African context (PDF)Saide OER Africa
This module gives an overview of what management and leadership is about in a school setting. As an aspiring principal it begins a process of developing understanding about the challenges that face principals on a daily basis and allows you to also explore your own realities and decide on new and better action. In addition, you will look at some of the international trends in management and leadership and will compare what is happening in the South Africa scene to others.
Toolkit: Unit 8 - Developing a school-based care and support plan.Saide OER Africa
The purpose of this toolkit is to conduct a situational analysis or assessment that will help you to understand the size of the challenge and the current capacity of your school to set up a counselling service. To assist you to decide on the most suitable options for implementing counselling support in your school context.
Toolkit: Unit 7 - Counselling support for vulnerable learners.Saide OER Africa
The purpose of this toolkit is to conduct a situational analysis or assessment that will help you to understand the size of the challenge and the current capacity of your school to set up a counselling service. To assist you to decide on the most suitable options for implementing counselling support in your school context.
There are different ways of combating discrimination and creating a safe and nonthreatening environment at school. An important contribution can be made by implementing an Anti-Bullying Policy
Toolkit: Unit 1 - How responsive are schools to the socio-economic challenges...Saide OER Africa
The purpose of this toolkit is to understand what threatens the quality of education in your school so that you can take informed action to remedy the situation.
Reading: Understanding Intrapersonal Characteristics (Word)Saide OER Africa
The impact of intrapersonal characteristics on school performance and learner development - A reading to accompany Unit Six of the module: Teaching and Learning Mathematics in Diverse Classrooms. The reading is useful because it summarizes the various theoretical perspectives for understanding inclusive education, and because it uses case studies of typical learners to illustrate how teaching and learning activities need to be adapted to ensure that all children, no matter what their background or intrapersonal characteristics do learn mathematics.
Reading: Understanding Intrapersonal Characteristics (pdf)Saide OER Africa
The impact of intrapersonal characteristics on school performance and learner development - A reading to accompany Unit Six of the module: Teaching and Learning Mathematics in Diverse Classrooms. This reading is useful because it summaraizes the various theoretical perspectives for understanding inclusive education, and because it uses case studies of typical learners to illustrate how teaching and learning activities need to be adapted to ensure that all children, no matter what their background or intrapersonal characteristics do learn mathematics.
Reading: Guidelines for Inclusive Learning Programmes (word)Saide OER Africa
A reading to accompany Unit Six of the module: Teaching and Learning Mathematics in Diverse Classrooms. This Reading consists of two extracts from a document "Guidelines for Inclusive Education Learning Programmes" produced by the Department of Education in June 2005.
Professional Learning Communities for Teacher Development: The Collaborative ...Saide OER Africa
The goal of the research and development Data-Informed Practice Improvement Project (DIPIP) was to create a context for professional conversations in which mathematics teachers, together with university academics, graduate students, and government-based subject advisors, discussed what information test data can provide to help think about reasons for learner errors and how these might be addressed through collaborative lesson planning, teaching and reflection.
This project report addresses the first of the outcomes of the project:
A documented collaborative enquiry process through which academics, subject facilitators and school teachers together discuss what data suggests about reasons for learner errors and how these insights might be addressed through joint lesson planning and reflection.
This module is aimed at helping you perform these roles to the best of your ability. As such, it provides you with information on assessment and evaluation in general and on outcomes-based assessment in particular. It attempts to show you how assessment contributes to quality teaching and learning and how it promotes accountability. Most importantly, though, it places assessment in context, indicating how it could be used as a tool for transformation
One to Many: A Collective Approach to Adapting a Maths Module for a Variety o...Saide OER Africa
Paper presented by Tessa Welch and Ingrid Sapire to the TEP Consortium conference: 'Teacher development and institutional change in an evolving education context', 29 May 2007, Benoni
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
4. Contents
Acknowledgements 5 2 Clinical presentation of childhood
tuberculosis 24
Introduction 7 Early presentation of tuberculosis 24
The Desmond Tutu Tuberculosis Centre 7 Pulmonary tuberculosis 25
Aim of this Childhood TB course 7 Extrapulmonary tuberculosis 26
Self-help education 7 Enlarged tuberculous lymph nodes 26
Format of the Childhood TB Education Tuberculous meningitis 27
Programme 8 Abdominal tuberculosis 27
Study groups 9 Tuberculous bone and joint disease 28
The importance of a caring and Disseminated tuberculosis 28
questioning attitude 9 Scoring systems to identify tuberculosis 29
Copyright 9 Case study 1 29
Final assessment 9 Case study 2 29
Obtaining an exam code 10 Case study 3 30
books in the EBW Healthcare series 10 Case study 4 30
Managing your own course step by step 12 The five most important ‘take-home’
Using the book as a work manual 13 messages 31
Updating of the programme 13
Further information 14 3 Diagnosis of childhood tuberculosis 32
Comments and suggestions 14 Confirming the clinical diagnosis of
tuberculosis 32
1 Introduction to childhood tuberculosis 15 Tuberculin skin tests 33
Tuberculous infection 15 Identifying TB bacilli in sputum 35
Pulmonary tuberculosis 18 Sputum smear examination 36
Extrapulmonary tuberculosis 20 Culture for TB bacilli 37
Case study 1 21 Chest X-ray 38
Case study 2 22 Fine needle aspiration of a lymph node 39
Case study 3 22 Lumbar puncture 39
The five most important ‘take-home’ Screening for HIV 39
messages 23 Case study 1 40
Case study 2 40
5. Case study 3 41 Case study 2 59
The five most important ‘take-home’ Case study 3 60
messages 41 The five most important ‘take-home’
messages 60
4 Management of childhood
tuberculosis 42 Tests 61
Planning the management of a child with Test 1: Introduction to childhood
tuberculosis 42 tuberculosis 61
Treating tuberculosis 43 Test 2: Clinical presentation of childhood
Good adherence 45 tuberculosis 63
Monitoring treatment 46 Test 3: Diagnosis of childhood
Drug-resistant tuberculosis 47 tuberculosis 64
Good nutrition 49 Test 4: Management of childhood
Treating tuberculosis and HIV co- tuberculosis 66
infection 49 Test 5: Preventing childhood tuberculosis 68
Case study 1 50
Case study 2 50 Answers 71
Case study 3 51 Test 1: Introduction to childhood
The six most important ‘take-home’ tuberculosis 71
messages 51 Test 2: Clinical presentation of childhood
tuberculosis 71
5 Preventing childhood tuberculosis 53 Test 3: Diagnosis of childhood
Principles of prevention 53 tuberculosis 72
BCG immunisation 53 Test 4: Management of childhood
Avoiding exposure to tb bacilli 55 tuberculosis 72
TB prophylaxis in children 56 Test 5: Preventing childhood tuberculosis 73
National tuberculosis programme 57 Writing the exam 73
Community involvement 58
Controlling the spread of hiv infection 58 Illustrations 74
Case study 1 59
6. Acknowledgements
The aim of this book is to promote and improve for their innovative vision of presenting the
the care of all children with tuberculosis, text in both book and web-based format. The
especially in under-resourced communities latter will be made available at no cost together
in southern Africa. The learning material is with an invitation to contribute in the form of
presented in a way which enables groups of comments which, after review, will be included
healthcare workers to take responsibility for in the text. The question-and-answer layout
their own continuing training. is adapted from that of the highly successful
Perinatal Education Programme.
We wish to gratefully acknowledge the
contributions of Prof N. Beyers, Prof S. Schaaf, The funding for this project was obtained
Prof P. Jeena, Prof R. Green, Prof B. Marais from a United States Agency for International
and Dr A. Kutwa. When opinions differed Development (USAID) southern Africa
between contributing colleagues, the simplest grant (under the terms of Agreement
most practical choice was adopted. While every No.GHS-A-00-05-00019-00) to the Desmond
effort has been made to correct any errors in Tutu Tuberculosis Centre. The grant was
the text, the final decision and responsibility administered by the Tuberculosis Control
was ours alone. Assistance Programme (TBCAP) through
the KNCV Tuberculosis Foundation. The
We also wish to thank Dr Lindiwe Mvusi from
views expressed in this publication do not
the South African National Department of
necessarily reflect the views of the USAID or
Health and Ms Nellie Makhaye-Gqwaru of
the United States Government. We also wish
USAID for their support and mobilisation of
to acknowledge the generous funding from
resources toward this project.
Eduhealthcare, a not-for-profit organisation,
Where possible, we attempted to comply in writing this book.
with the Guidance for the Management
of Childhood Tuberculosis (World Health
Organisation WH/HTM/2006.371), South Prof David Woods and Prof Robert Gie
African national tuberculosis programme
guidelines and provincial prevention,
diagnostic and management protocols.
Our sincere thanks go to the publishers for
their willingness to support this project and
7.
8. Introduction
THE DESMOND TUTU Although the material was written to be used
as a distance-learning course for healthcare
TUBERCULOSIS CENTRE professionals in district and regional
healthcare facilities, it is also used in the
The Desmond Tutu Tuberculosis Centre training of medical and nursing students.
(DTTC) is attached to the Faculty of Health
Childhood TB was written by South African
Sciences, Stellenbosch University, South Africa.
paediatricians with the contribution of
The main focus of the DTTC is to improve
colleagues in universities and health services.
the health of vulnerable groups through
This ensures a balanced, practical and up-
influencing policy based on new knowledge
to-date approach to common and important
created by research. The areas of research
clinical problems.
that the DTTC have actively been involved in
include the epidemiology of tuberculosis (TB),
childhood tuberculosis, multi-drug-resistant
tuberculosis, HIV/TB interaction and SELF-HELP EDUCATION
operational research to prevent the spread of
TB and HIV in southern African communities. If high-quality care is to be provided to all
In addition, the DTTC is actively involved children with tuberculosis, training at all
in the education of healthcare workers and levels of healthcare workers is essential.
community members to improve the awareness Unfortunately this is often only achieved in
and early diagnosis of TB and HIV. the large centralised tertiary-care hospitals
and not in the rural secondary- or primary-
care centres. The providers of primary care in
AIM OF THIS CHILDHOOD rural areas usually have the least continuing
education as they are furthest away from the
TB COURSE training hospitals in urban centres. It is not
possible to send teachers to all these rural areas
The aim of this Childhood TB course is to for long periods of time while staff shortages
improve the care of children with TB in and domestic reasons make it impractical to
all communities, especially in poor peri- transfer large numbers of doctors and nurses
urban and rural districts of southern Africa.
9. 8 CHILDHOOD TB
from primary- and secondary-care centres to to the question. This method helps learning.
centralised tertiary hospitals for training. Simplified flow diagrams are also used, where
necessary, to indicate the correct approach to
Ideally all medical and nursing staff should
diagnosing or managing a particular problem.
have regular training to improve and update
Copies of these flow diagrams may be of value
their theoretical knowledge and practical skills.
in the labour ward or nursery.
One way of meeting these needs in continuing
education is with a self-help outreach Different forms of text are used to identify
educational programme. This decentralised particular sections of the Programme.
method allows healthcare workers to take
responsibility for their own learning and Each question is written in bold,
professional growth. They can study at a time like this, and is identified with the
and place that suits them. Participants in the number of the chapter, followed by the
programme can also study at their own pace. number of the question, e.g. 5-23.
The education programme should be cheap
and, if possible, not require a tutor.
Important practical lessons are emphasised by
placing them in a box like this.
FORMAT OF THE
NOTE Additional, non-essential information is
CHILDHOOD TB provided for interest and given in notes like this.
These facts are not used in the case studies or
EDUCATION PROGRAMME included in the multiple-choice questions.
Throughout this programme the participant
3. Case problems
takes full responsibility for his or her own
progress. This method teaches participants to A number of clinical presentations in story
become self-reliant and confident. form are given at the end of each chapter so
that the participant can apply his or her newly
1. The objectives learned knowledge to solve some common
clinical problems. This exercise also gives the
At the start of each chapter the learning participant an opportunity to see the problem
objectives are clearly stated. They help the as it usually presents itself in the clinic or
participant to identify and understand the hospital. A brief history and/or summary of
important lessons to be learned. the clinical examination is given, followed by
a series of questions. The participant should
2. Questions and answers attempt to answer each question before reading
Theoretical knowledge is taught by a problem- the correct answer. The knowledge presented
solving method which encourages the in the cases is the same as that covered earlier
participant to actively participate in the learning in the chapter. The cases, therefore, serve to
process. An important question is asked, or consolidate the participant’s knowledge.
problem posed, followed by the correct answer
or explanation. In this way, the participant 4. Multiple-choice questions
is led step by step through the definitions, An in-course assessment is made at the
causes, diagnosis, prevention, dangers and beginning and end of each chapter in the
management of a particular problem. form of a test consisting of 20 multiple-choice
It is suggested that the participant cover the questions. This helps participants manage their
answer for a few minutes with a piece of paper own course and monitor their own progress
or card while thinking about the correct reply by determining how much they know before
starting a chapter, and how much they have
10. INTRODUCTION 9
learned by the end of the chapter. The correct principles of peer tuition and co-operative
answer to each question is provided at the end learning play a large part in the success of PEP.
of the book. This exercise will help participants
decide whether they have successfully learned
the important facts in that chapter and will THE IMPORTANCE
also draw participants’ attention to the areas
where their knowledge is inadequate. OF A CARING AND
In the multiple-choice tests the participant QUESTIONING ATTITUDE
is asked to choose the single, most correct
answer to each question or statement from A caring and questioning attitude is
four possible answers. A separate loose sheet encouraged. The welfare of the patient is of
should be used to record the test answers the greatest importance, while an enquiring
before (pre-test) and after (post-test) the mind is essential if participants are to continue
chapter is studied. The list of correct answers improving their knowledge and skills. The
also indicates which section should be participant is also taught to solve practical
restudied for each incorrect post-test answer. problems and to form a simple, logical
approach to common perinatal problems.
5. Skills workshops
Some courses include skills workshops which COPYRIGHT
enable the participants to learn the clinical
skills needed. The skills workshops, which
To be most effective, the Perinatal Educational
are often illustrated with line drawings, list
Programme course should be used under
essential equipment and present step-by-step
the supervision of a co-ordinator. Using part
instructions on how to perform each task.
of the programme out of context will be of
Participants should find a colleague with the
limited value only, while changing part of the
necessary experience to assist them with a
programme may even be detrimental to the
hands-on demonstration of the particular skill.
participant’s perinatal knowledge. Therefore,
This enables participants to use local expertise
copyright on all PEP materials means that
rather than be dependent on outside tuition.
no portion of the programme can be altered.
However, for teaching and management
purposes only, parts or all of the programme
STUDY GROUPS may be photocopied provided that recognition
to the programme is acknowledged. If the
It is strongly advised that the courses are routine care in your clinic or hospital differs
studied by a group of participants and not by from that given in the programme, you should
individuals alone. Each group of five to ten discuss it with your staff.
participants should be managed by a local
co-ordinator who is usually a member of the
group, if a formal trainer is not available. The FINAL ASSESSMENT
local co-ordinator orders the books and then
arranges the time and venue of the group
On completion of each book, participants can
meetings (usually once every three weeks).
write a formal multiple-choice examination
At the meeting the chapter just studied is
to assess the amount of knowledge that they
discussed and the post-tests, and pre-tests
have acquired. All the exam questions will be
for the next chapter, are done. The skills
taken from the tests at the end of each chapter.
workshops should also be demonstrated and
The content of the skills workshops will not
practised at the meetings. In this way the
be included in the examination. Credit for
group manages all aspects of their course. The
11. 10 CHILDHOOD TB
completing the course will only be given if antenatal card and partogram, measuring blood
the final examination is successfully passed. pressure and proteinuria, and performing
A separate examination is available for each and repairing an episiotomy. Maternal Care
book and successful examination candidates is aimed at professional healthcare workers in
will be able to print their own certificate which level 1 hospitals or clinics.
states that they have successfully completed
that course. A mark of 80% is needed to pass Primary Maternal Care
the final examinations. Any official recognition
for completing a PEP course will have to be This book addresses the needs of healthcare
negotiated with your local healthcare authority. workers who provide both antenatal and
South African doctors can earn CPD points on postnatal care but do not conduct deliveries.
the successful completion of an examination. The content of these chapters is largely taken
from the relevant chapters in Maternal
Care. It contains theory chapters and skills
workshops. This book is ideal for staff
OBTAINING AN EXAM CODE providing primary maternal care in level 1
district hospitals and clinics.
To write the examination, a participant first
has to purchased an exam code. To purchase
Intrapartum Care
an exam code, visit:
This book was developed for doctors and
www.ebwhealthcare.com
advanced midwives who care for women who
An exam code is a unique number for one deliver in district hospitals. The chapters were
participant and one course. An exam code developed from selected units in the Maternal
enables participants to test their knowledge Care manual. Particular attention is given to
and write the final examination online. the care of the mother, the management of
The fee and how to pay for exam codes are labour, and monitoring the wellbeing of the
explained on the website. fetus. Improved care during labour, delivery,
and the puerperium promises to reduce both
the maternal and perinatal mortality rates,
BOOKS IN THE especially in rural areas. Intrapartum Care was
written to support and complement the national
EBW HEALTHCARE SERIES protocol of intrapartum care in South Africa.
Maternal Care Newborn Care
This book addresses all the common and Newborn Care was written for health
important problems that occur during professionals providing special care for infants
pregnancy, labour and delivery, and the in regional hospitals. It covers resuscitation
puerperium. It includes booking for antenatal at birth, assessing infant size and gestational
care, problems during the antenatal period, age, routine care and feeding of both normal
monitoring and managing the mother, fetus and high-risk infants, the prevention,
and progress during labour, medical problems diagnosis and management of hypothermia,
during pregnancy, problems during the three hypoglycaemia, jaundice, respiratory distress,
stages of labour and the puerperium, family infection, trauma, bleeding, and congenital
planning after pregnancy, and regionalised abnormalities, as well as communication
perinatal care. Skills workshops teach the with parents. Skills workshops address
general examination, abdominal and vaginal resuscitation, size and gestational age
examination in pregnancy and labour, measurement, history, examination and
screening for syphilis and HIV, use of an clinical notes, nasogastric feeds, intravenous
12. INTRODUCTION 11
infusions, use of incubators, measuring Birth Defects
blood glucose concentration, insertion of
This book was written for healthcare
an umbilical catheter, phototherapy, apnoea
workers who look after individuals with
monitors and oxygen therapy.
birth defects, their families, and women who
are at increased risk of giving birth to an
Primary Newborn Care infant with a birth defect. Special attention
This book was written specifically for nurses is given to modes of inheritance, medical
and doctors who provide primary care genetic counselling, and birth defects due
for newborn infants in level 1 clinics and to chromosomal abnormalities, single
hospitals. Primary Newborn Care addresses the gene defects, teratogens and multifactorial
care of infants at birth, care of normal infants, inheritance. This book is being used in the
care of low-birth-weight infants, neonatal Genetics Education Programme which has
emergencies, and important problems in been developed to train healthcare workers in
newborn infants. genetic counselling in South Africa.
Mother and Baby Friendly Care Perinatal HIV
With the recent technological advances in The HIV epidemic is spreading at an
modern medicine, the caring and humane alarming pace through many developing
aspects of looking after mothers and infants countries, increasing the maternal and infant
are often forgotten. This book describes better, mortality rates, and adding to the financial
gentler, kinder, more natural, evidence-based burden of providing health services to all
ways that care should be given to women communities. Nowhere is the devastating
during pregnancy, labour, and delivery. It effect of this infection more obvious than in
looks at improved methods of providing the transmission of HIV from mothers to
infant care with an emphasis on kangaroo their infants. In order to decrease this risk, all
mother care and exclusive breastfeeding. A healthcare workers dealing with HIV-positive
number of medical and nursing colleagues in mothers and infants will need to receive
South Africa contributed to this book. additional training. Perinatal HIV was written
to address this challenge.
Saving Mothers and Babies This book enables midwives, nurses and
Saving Mothers and Babies was developed in doctors to care for pregnant women and
response to the high maternal and perinatal their infants in communities where HIV
mortality rates found in most developing infection is present. Special emphasis has been
countries. Learning material used in the book is placed on the prevention of mother-to-infant
based on the results of the annual confidential transmission of HIV.
enquiries into maternal deaths and the Saving Chapters have been written on HIV infection,
Mothers and Saving Babies reports published in antenatal, intrapartum and infant care, and
South Africa. It addresses the basic principles counselling. Colleagues from a number of
of mortality audit, maternal mortality, hospitals and universities in South Africa
perinatal mortality, managing mortality were invited to review and comment on the
meetings, and ways of reducing maternal and draft document in order to achieve a well-
perinatal mortality rates. This book should balanced text. It is hoped that this training
be used together with the Perinatal Problem opportunity will help to stem the tide of HIV
Identification Programme (PPIP). infection in our children.
13. 12 CHILDHOOD TB
Childhood HIV MANAGING YOUR OWN
Childhood HIV enables nurses and doctors COURSE STEP BY STEP
to care for children with HIV infection. It
covers an introduction to HIV in children, the
1. Before you start each chapter, take the test
clinical and immunological diagnosis of HIV
for that chapter at the back of the book. Do
infection, management of children with and
the test by yourself even if you are studying
without antiretroviral treatment, antiretroviral
with a group of colleagues. Choose the best
drugs, and infections and end-of-life care.
answer for each multiple-choice question
and note your answers on a piece of loose
Childhood TB paper. This is called your ‘pre-test’ for that
To help tackle the tuberculosis epidemic in chapter. There is an answer sheet that you
southern Africa, Childhood TB was written to should use to mark your completed pre-
enable healthcare workers to learn about the test. Record your pre-test mark.
primary care of children with tuberculosis. The 2. Now work through the chapter. Read each
book covers an introduction to TB infection, question and answer, and make sure you
and the clinical presentation, diagnosis, understand it. Pay particular attention
management and prevention of tuberculosis to the facts in grey boxes as these are the
in children. Childhood TB was developed by main messages. Read the case studies
paediatricians with wide experience in the to check whether you have learned and
care of children with tuberculosis, through the understood the important information.
auspices of the Desmond Tutu Tuberculosis 3. If you are part of a study group, use
Centre at the University of Stellenbosch. this opportunity to discuss with your
colleagues any difficulties you may have
Child Healthcare experienced. Talking about what you
have read is a very important part of the
Child Healthcare addresses all the common learning process. If the book includes skills
and important clinical problems in children, workshops, these should be conducted at
including immunisation, growth and nutrition, the time of the group meetings. Invite an
acute and chronic infections, parasites, and skin experienced colleague who can help you
conditions, as well as the home and society. master the particular skill.
4. When you have learned all the knowledge
Adult HIV in that chapter, take the same test again.
This second test is called your ‘post-test’.
Adult HIV was developed by doctors and nurses
Now mark the post-test and compare your
with a particular interest in HIV infection. The
pre-test and post-test marks. Your marks
book covers an introduction to HIV infection,
should have improved considerably. In the
management of HIV-infected adults, preparing
answers section of the book, opposite each
patients for antiretroviral treatment, the drugs
correct answer, is the number of the section
used in antiretroviral treatment, starting and
where the question was taken from. Re-
maintaining patients on antiretroviral treatment
read and learn the sections for any post-test
and an approach to opportunistic infections.
answers you got incorrect. Now you are
The aim of the book is to enable healthcare
ready to move on to the next chapter.
workers at primary-care clinics to manage all
5. Repeat steps 1 to 4 for each chapter as
aspects of HIV-related patient care.
you work your way through the book.
This enables you to obtain the knowledge,
monitor your progress, and measure how
much you are learning. Most people will
take about two to four weeks per chapter.
14. INTRODUCTION 13
6. Once you are confident that you have USING THE BOOK AS
mastered all the main lessons in the book,
you can write the final examination online A WORK MANUAL
at www.ebwhealthcare.com. To write the
final examination you will need to have It is hoped that as many participants as
an exam code. This is a unique number possible will use these books as work manuals
that entitles you to write the examination after they have completed the course. The
for a course. If you don’t have one yet, you flow diagrams should be most useful in
or your group can buy exam codes. The managing difficult problems and for planning
fee and how to pay are described on the management. A further benefit of the books
website. This exam code will only work is that they standardise the documentation
once for one examination. and management of certain clinical problems.
7. You will be able to write the examination, This is particularly useful when patients are
consisting of 75 multiple-choice questions, referred within or between healthcare regions.
on the website. You will only have a It is further hoped that all those who use these
limited time to answer each question and books will enjoy learning about new and better
you will not be able to go back and check methods of caring for mothers and newborn
previous questions. Set aside an hour to infants. Every opportunity to share knowledge
write the examination. When you write the with both patients and colleagues should be
examination, do not use the book to look used. By doing this you will find your career
up the correct answers. Remember, you are more fulfilling and you will help to improve
your own teacher, so be strict with yourself! the perinatal care in your region.
8. Your examination answers will
automatically be marked as soon as you
have completed the last question. If you UPDATING OF THE
get 80% or better you have passed and will
be able to print your own certificate which PROGRAMME
states that you have successfully completed
the course. However, if you have failed to Based on the comments and suggestions
achieve 80%, you can purchase another made by participants and other authorities,
exam code to write the examination again. the chapters and skills workshops of the
programme will be regularly edited to make
Tips them more appropriate to the needs of
• Work through the course with a group of perinatal care and to keep the programme
friends or colleagues. up to date with new ideas and developments.
• One person in your group (your co- Everyone studying the programme is invited
ordinator or ‘convenor’) should take to write to the editor-in-chief with suggestions
responsibility for organising meetings to as to how the books could be improved. You
discuss each chapter before you write the can also send your comments on parts of the
post-test. books on the website www.ebwhealthcare.com.
• Set yourself targets, such as ‘two units a
month’.
• Keep your book with you to read whenever
you have a chance.
• Write the examination only when you feel
ready.
15. FURTHER INFORMATION COMMENTS AND
SUGGESTIONS
For further information on the Childhood TB
Education Programme please contact:
The Childhood TB Education Programme has
been produced by a team of TB specialists,
By email after wide consultation with colleagues who
info@ebwhealthcare.com practise in both rural and urban settings, in
an attempt to reach consensus on the care of
By fax children with tuberculosis. The programme
is designed so that it can be improved
+27 088 021 44 88 336 and altered to keep pace with current
developments in health care. Participants
using this programme can make an important
By phone
contribution to its continual improvement
+27 021 44 88 336 by reporting factual or language errors,
by identifying sections that are difficult to
Online understand, and by suggesting improvements
to the contents. Details of alternative or better
www.ebwhealthcare.com forms of management would be particularly
appreciated. Please send any comments or
suggestions to EBW Healthcare at any of the
above contact details.