This document discusses nursing education in India. It begins by defining education and nursing education. Nursing education aims for the harmonious development of students' physical, intellectual, social, emotional, spiritual and aesthetic abilities in order to provide professional nursing care. Trends in nursing education include curriculum changes, innovations in teaching and learning, emphasis on technology, and preparing global nurses. The current status of nursing education in India includes programs from auxiliary nurse to PhD level, as well as opportunities for education abroad. Future trends may include more flexible programs, addressing faculty shortages, educational mobility programs, and adopting new technologies.
Current trends and issues in nursing educationJavedSheikh20
The document discusses current trends and issues in nursing education. It outlines several trends, including changes to curriculum to be more flexible and competence-based, greater reliance on technology for teaching and learning, and an emphasis on preparing global nurses. It also notes potential issues like a shortage of nursing educators and the need for continued standardization and uniformity across nursing programs.
Health professional education and training - Iran 15_sep14 - Jim campbellGHWA
The document discusses transforming and scaling up health professional education to meet population health needs. Key elements include aligning educational institutions with health systems, promoting social accountability, developing competent clinicians, and supporting vibrant educational institutions with qualified faculty. WHO is working with partners like WFME and WMA to strengthen accreditation, competencies, needs-based planning, and engagement of private sectors. Current WHO activities in regions include comprehensive assessments of medical schools, addressing mismatches between education and health needs, and collaborating to establish evaluation standards.
This document discusses major trends and issues influencing nursing education. It identifies several key trends, including an aging population requiring increased cultural learning; rapid knowledge expansion and increased technology; a focus on competency-based outcomes and evidence-based practice; and performance-based assessment methods. Issues addressed include shortages of nurses and faculty, ethical concerns, and preparing for disasters. The document provides details on how each of these trends and issues affects nursing education, research, management, services, and the nursing profession overall.
This document discusses medical student electives in developing countries. It notes potential benefits like exposure to rare diseases and personal growth, but also flags ethical issues. Electives could exploit local health systems and raise false expectations. They may perpetuate neo-colonial practices by benefiting students and health systems in wealthy countries more than local populations. The document also examines how non-governmental organizations can undermine public health systems and calls for electives to minimize harm, respect local needs, and establish long-term exchange programs to provide mutual benefit.
Current trends and issues in nursing administrationpraveenPatel57
This document discusses trends and issues in nursing administration, education, and practice. It outlines changes taking place in society, other professions like medicine, and within nursing itself. Key trends include pursuing higher nursing degrees, changes in working conditions and pay, and adoption of technologies like computers and mobile devices. Issues relate to nursing registration, diploma vs. degree qualifications, specialization, standards of care, and challenges in nursing education like inadequate facilities and shortage of teachers.
Medical education In Developing Countries Mzhda Salman
1.Some of the shortfalls and reasons in the existing medical curricula in developing countries
2. The following areas should be particularly emphasized
3. Subjects of Medical education in Hawler Medical University College of Medicine
3. January 24 Group Discussion: Impact of Nursing History for 2011 Nursing Practice 43-70
Contemporary Trends Impacting Nursing and Health Care (2) 71-84
This document discusses nursing education in India. It begins by defining education and nursing education. Nursing education aims for the harmonious development of students' physical, intellectual, social, emotional, spiritual and aesthetic abilities in order to provide professional nursing care. Trends in nursing education include curriculum changes, innovations in teaching and learning, emphasis on technology, and preparing global nurses. The current status of nursing education in India includes programs from auxiliary nurse to PhD level, as well as opportunities for education abroad. Future trends may include more flexible programs, addressing faculty shortages, educational mobility programs, and adopting new technologies.
Current trends and issues in nursing educationJavedSheikh20
The document discusses current trends and issues in nursing education. It outlines several trends, including changes to curriculum to be more flexible and competence-based, greater reliance on technology for teaching and learning, and an emphasis on preparing global nurses. It also notes potential issues like a shortage of nursing educators and the need for continued standardization and uniformity across nursing programs.
Health professional education and training - Iran 15_sep14 - Jim campbellGHWA
The document discusses transforming and scaling up health professional education to meet population health needs. Key elements include aligning educational institutions with health systems, promoting social accountability, developing competent clinicians, and supporting vibrant educational institutions with qualified faculty. WHO is working with partners like WFME and WMA to strengthen accreditation, competencies, needs-based planning, and engagement of private sectors. Current WHO activities in regions include comprehensive assessments of medical schools, addressing mismatches between education and health needs, and collaborating to establish evaluation standards.
This document discusses major trends and issues influencing nursing education. It identifies several key trends, including an aging population requiring increased cultural learning; rapid knowledge expansion and increased technology; a focus on competency-based outcomes and evidence-based practice; and performance-based assessment methods. Issues addressed include shortages of nurses and faculty, ethical concerns, and preparing for disasters. The document provides details on how each of these trends and issues affects nursing education, research, management, services, and the nursing profession overall.
This document discusses medical student electives in developing countries. It notes potential benefits like exposure to rare diseases and personal growth, but also flags ethical issues. Electives could exploit local health systems and raise false expectations. They may perpetuate neo-colonial practices by benefiting students and health systems in wealthy countries more than local populations. The document also examines how non-governmental organizations can undermine public health systems and calls for electives to minimize harm, respect local needs, and establish long-term exchange programs to provide mutual benefit.
Current trends and issues in nursing administrationpraveenPatel57
This document discusses trends and issues in nursing administration, education, and practice. It outlines changes taking place in society, other professions like medicine, and within nursing itself. Key trends include pursuing higher nursing degrees, changes in working conditions and pay, and adoption of technologies like computers and mobile devices. Issues relate to nursing registration, diploma vs. degree qualifications, specialization, standards of care, and challenges in nursing education like inadequate facilities and shortage of teachers.
Medical education In Developing Countries Mzhda Salman
1.Some of the shortfalls and reasons in the existing medical curricula in developing countries
2. The following areas should be particularly emphasized
3. Subjects of Medical education in Hawler Medical University College of Medicine
3. January 24 Group Discussion: Impact of Nursing History for 2011 Nursing Practice 43-70
Contemporary Trends Impacting Nursing and Health Care (2) 71-84
This document discusses trends and challenges in nursing education. It notes changing demographics like increasing populations and chronic illnesses. Nursing education must adapt, with more flexible delivery, competency-based curriculums, and use of technology. There are also challenges like lack of qualified faculty, infrastructure issues, and competition for clinical placements. Suggested actions include student-centered learning, technology integration, innovative teaching, and preparing students for future complex care needs through interprofessional education and focus on evidence-based practice.
Care in hospital settings is all about the care which is provided in the hospital to the patient. The word patient comes from the Latin word patiens, originally meant “one who suffers”. Care in hospital is the attention or watchful oversight and attentive assistance or treatment for the increasing proportion of population and with the shift in disease patterns from acute illnesses to chronic...
Nursing is focused on providing quality care to individuals regardless of personal attributes. The document discusses trends in the nursing profession globally and in Nepal. Key trends include increased education levels, specialization, and the use of new technologies. Nursing faces challenges from aging populations and resource constraints. In Nepal, issues include low funding for education, lack of faculty, and limited leadership opportunities for nurses in the health system. The profession aims to improve training, standards of care, and recognition of nursing's role.
The document summarizes the recommendations of an External Reference Group (ERG) appointed to develop a blueprint for a proposed new medical school at the Nelson Mandela Metropolitan University in South Africa. The ERG recommends a set of 14 principles focused on social accountability, community engagement, producing competent clinicians, and educational excellence. It proposes 4 degree programs including a Bachelor of Clinical Medical Practice and a graduate-entry Bachelor of Medicine and Bachelor of Surgery. The ERG report was well-received and the university has started integrating some courses and planning for the proposed programs.
This document discusses the ethical, legal and economic foundations of patient education. It defines key ethical principles like autonomy, beneficence and justice. It also outlines the evolution of ethics in healthcare, from charitable immunity to the 1914 Cardozo decision establishing patients' rights to informed consent and self-determination. Government regulations and professional standards aim to protect patients' rights while ensuring quality care. The document also addresses the legal requirements and financial considerations of patient education, highlighting the need for cost-effective programs and the potential for cost savings through improved outcomes.
Health workforce education and development and Human Resource in the health s...MAK1stABMSC2019
The document discusses health workforce challenges in Africa, including shortages of health workers and high rates of migration. It notes that health professions education is critical and must be synchronized with health systems to produce workers that are fit for purpose. However, challenges remain such as insufficient education and training capacity, lack of funding for research, and poor retention of health workers due to lack of career development and low pay. Recommendations include expanding education and improving retention strategies through better working conditions and linking performance to rewards.
Purnima Menon - Strategic capacity building in nutrition for district officialsPOSHAN
Presentation by Purnima Menon on "Strategic capacity building in nutrition for district officials" at Developing a nutrition training roadmap to support India’s nutrition progress (17-18 Dec 2019)
This document discusses community-based learning for health sciences students in Nepal. It provides statistics on Nepal's health indicators and describes the growth of health sciences education in the country. It then discusses the principles and benefits of community-based learning, which involves students staying with communities to understand health problems and plan interventions. While implementation of community-based learning varies, the document highlights the experiences and benefits of such programs run by Dhulikhel Hospital Kathmandu University Teaching Hospital. It concludes by noting opportunities and challenges of community-based learning approaches.
The document outlines the development of core nursing competencies in Massachusetts to establish a seamless progression through all levels of nursing education and transition nurses into practice settings. A working group composed of nursing educators and leaders developed competencies based on a review of other state and national standards. The competencies are intended to serve as a framework for a competency-based nursing education model. Feedback is being sought from nursing faculty and practitioners to refine the competencies.
Competencies in primary healthcare are essential for achieving health goals and universal access to care. Key competencies for primary healthcare workers include technical skills, knowledge, attitudes, management abilities, and communication skills. Competencies can be developed through training programs, but must be tailored based on role, setting, and career stage. Assessing competencies validly and reliably is complex, but important for determining training needs and improving health system performance. A lack of competent primary healthcare managers can negatively impact service delivery, health worker retention, and overall health system functioning.
This document summarizes a 3-year project funded by the European Centre for Disease Prevention and Control to build capacity for health communication regarding communicable diseases in Europe. The project involved gathering information from stakeholders, conducting literature reviews, and developing recommendations. Key findings include limited evidence and variability in health communication approaches across countries in Europe. Recommendations focus on developing organizational structures, partnerships, dedicated funding, leadership, and workforce training to strengthen health communication capacity.
This document discusses the scope of nursing research which encompasses clinical research, health systems and outcomes research, nursing administration, and nursing education research. It provides examples of topics studied within each domain such as evaluating models of healthcare delivery and assessing the effectiveness of educational programs. Nursing research aims to enhance health outcomes, improve patient safety and healthcare quality, and address healthcare access and costs issues particularly for vulnerable populations.
Community Perceptions of the Social Accountability of health professionals in...Godfrey Esoh
Oral Presentation at the 2016 Conference of the South African Association of Health Educationists (SAAHE) in Port Elizabeth, South Africa. By Esoh Godfrey Nji
The nursing shortage is due to an aging nursing workforce, difficulties retaining and recruiting nurses, and nurses leaving for higher-paying jobs. Nursing education must change its curriculum to prepare nurses for today's specialized healthcare needs. Nursing practice is becoming more business-oriented, so understanding its effects on nursing is important. There is an inadequate number of nurse leaders, and nurses should control their own profession and practice. Poor working conditions, low pay, lack of autonomy, and limited career development are ongoing issues facing nurses.
This document discusses several global issues facing the nursing profession and outlines the work of the Global Advisory Panel on the Future of Nursing (GAPFON). It identifies key challenges related to an aging nursing workforce, nurse migration, nursing's public image, demonstrating the cost-effectiveness of nursing, and preparing for disasters and climate change. It then provides details on GAPFON's formation, members, strategy to establish a global nursing vision through regional meetings, and plans to create a summary document and strategic action plans to address issues in leadership, policy, practice, and education.
The document discusses current trends, issues, and challenges in nursing in India. Some key trends include the reduction in distance due to improved communication technologies, increased computerization of patient care records, an emphasis on quality assurance and continuing nursing education. Issues outlined are the need for renewal of nursing registration, debates around degree vs. diploma qualifications, specialization, and establishing nursing care standards. Challenges discussed relate to nursing education, administration, research, and ensuring an adequate future for the nursing profession in India amidst globalization and technological advancements.
1. The document provides guidelines for implementing related learning experiences (RLEs) in nursing programs based on a CHED memorandum.
2. It outlines the standards for instruction, including maintaining updated syllabi and instructional methods. Clinical facilities like base hospitals and affiliation agencies must meet certain requirements to be used for RLEs.
3. Details are provided on calculating RLE hours and costs. Faculty to student ratios for skills labs and clinicals are specified for different year levels.
Nursing has long included an educational role in patient care. Major developments established patient education standards and recognized teaching as a nursing function. Current trends emphasize empowering patients through self-management education and preparing nurses for evolving health education roles. However, barriers like lack of time challenge effective teaching. Ongoing research aims to improve teaching methods and evaluate educational outcomes.
Nursing has long included an educational component, with patient teaching recognized as a core nursing function. The nurse educator role has evolved in several ways, such as through the establishment of standards and mandates requiring patient education. While nurses face barriers to effective teaching like lack of time, their role as educator extends beyond patient teaching to include students, staff and the public. Ongoing issues involve ensuring education is tailored to diverse learners and coordinated between healthcare teams.
This document discusses trends and challenges in nursing education. It notes changing demographics like increasing populations and chronic illnesses. Nursing education must adapt, with more flexible delivery, competency-based curriculums, and use of technology. There are also challenges like lack of qualified faculty, infrastructure issues, and competition for clinical placements. Suggested actions include student-centered learning, technology integration, innovative teaching, and preparing students for future complex care needs through interprofessional education and focus on evidence-based practice.
Care in hospital settings is all about the care which is provided in the hospital to the patient. The word patient comes from the Latin word patiens, originally meant “one who suffers”. Care in hospital is the attention or watchful oversight and attentive assistance or treatment for the increasing proportion of population and with the shift in disease patterns from acute illnesses to chronic...
Nursing is focused on providing quality care to individuals regardless of personal attributes. The document discusses trends in the nursing profession globally and in Nepal. Key trends include increased education levels, specialization, and the use of new technologies. Nursing faces challenges from aging populations and resource constraints. In Nepal, issues include low funding for education, lack of faculty, and limited leadership opportunities for nurses in the health system. The profession aims to improve training, standards of care, and recognition of nursing's role.
The document summarizes the recommendations of an External Reference Group (ERG) appointed to develop a blueprint for a proposed new medical school at the Nelson Mandela Metropolitan University in South Africa. The ERG recommends a set of 14 principles focused on social accountability, community engagement, producing competent clinicians, and educational excellence. It proposes 4 degree programs including a Bachelor of Clinical Medical Practice and a graduate-entry Bachelor of Medicine and Bachelor of Surgery. The ERG report was well-received and the university has started integrating some courses and planning for the proposed programs.
This document discusses the ethical, legal and economic foundations of patient education. It defines key ethical principles like autonomy, beneficence and justice. It also outlines the evolution of ethics in healthcare, from charitable immunity to the 1914 Cardozo decision establishing patients' rights to informed consent and self-determination. Government regulations and professional standards aim to protect patients' rights while ensuring quality care. The document also addresses the legal requirements and financial considerations of patient education, highlighting the need for cost-effective programs and the potential for cost savings through improved outcomes.
Health workforce education and development and Human Resource in the health s...MAK1stABMSC2019
The document discusses health workforce challenges in Africa, including shortages of health workers and high rates of migration. It notes that health professions education is critical and must be synchronized with health systems to produce workers that are fit for purpose. However, challenges remain such as insufficient education and training capacity, lack of funding for research, and poor retention of health workers due to lack of career development and low pay. Recommendations include expanding education and improving retention strategies through better working conditions and linking performance to rewards.
Purnima Menon - Strategic capacity building in nutrition for district officialsPOSHAN
Presentation by Purnima Menon on "Strategic capacity building in nutrition for district officials" at Developing a nutrition training roadmap to support India’s nutrition progress (17-18 Dec 2019)
This document discusses community-based learning for health sciences students in Nepal. It provides statistics on Nepal's health indicators and describes the growth of health sciences education in the country. It then discusses the principles and benefits of community-based learning, which involves students staying with communities to understand health problems and plan interventions. While implementation of community-based learning varies, the document highlights the experiences and benefits of such programs run by Dhulikhel Hospital Kathmandu University Teaching Hospital. It concludes by noting opportunities and challenges of community-based learning approaches.
The document outlines the development of core nursing competencies in Massachusetts to establish a seamless progression through all levels of nursing education and transition nurses into practice settings. A working group composed of nursing educators and leaders developed competencies based on a review of other state and national standards. The competencies are intended to serve as a framework for a competency-based nursing education model. Feedback is being sought from nursing faculty and practitioners to refine the competencies.
Competencies in primary healthcare are essential for achieving health goals and universal access to care. Key competencies for primary healthcare workers include technical skills, knowledge, attitudes, management abilities, and communication skills. Competencies can be developed through training programs, but must be tailored based on role, setting, and career stage. Assessing competencies validly and reliably is complex, but important for determining training needs and improving health system performance. A lack of competent primary healthcare managers can negatively impact service delivery, health worker retention, and overall health system functioning.
This document summarizes a 3-year project funded by the European Centre for Disease Prevention and Control to build capacity for health communication regarding communicable diseases in Europe. The project involved gathering information from stakeholders, conducting literature reviews, and developing recommendations. Key findings include limited evidence and variability in health communication approaches across countries in Europe. Recommendations focus on developing organizational structures, partnerships, dedicated funding, leadership, and workforce training to strengthen health communication capacity.
This document discusses the scope of nursing research which encompasses clinical research, health systems and outcomes research, nursing administration, and nursing education research. It provides examples of topics studied within each domain such as evaluating models of healthcare delivery and assessing the effectiveness of educational programs. Nursing research aims to enhance health outcomes, improve patient safety and healthcare quality, and address healthcare access and costs issues particularly for vulnerable populations.
Community Perceptions of the Social Accountability of health professionals in...Godfrey Esoh
Oral Presentation at the 2016 Conference of the South African Association of Health Educationists (SAAHE) in Port Elizabeth, South Africa. By Esoh Godfrey Nji
The nursing shortage is due to an aging nursing workforce, difficulties retaining and recruiting nurses, and nurses leaving for higher-paying jobs. Nursing education must change its curriculum to prepare nurses for today's specialized healthcare needs. Nursing practice is becoming more business-oriented, so understanding its effects on nursing is important. There is an inadequate number of nurse leaders, and nurses should control their own profession and practice. Poor working conditions, low pay, lack of autonomy, and limited career development are ongoing issues facing nurses.
This document discusses several global issues facing the nursing profession and outlines the work of the Global Advisory Panel on the Future of Nursing (GAPFON). It identifies key challenges related to an aging nursing workforce, nurse migration, nursing's public image, demonstrating the cost-effectiveness of nursing, and preparing for disasters and climate change. It then provides details on GAPFON's formation, members, strategy to establish a global nursing vision through regional meetings, and plans to create a summary document and strategic action plans to address issues in leadership, policy, practice, and education.
The document discusses current trends, issues, and challenges in nursing in India. Some key trends include the reduction in distance due to improved communication technologies, increased computerization of patient care records, an emphasis on quality assurance and continuing nursing education. Issues outlined are the need for renewal of nursing registration, debates around degree vs. diploma qualifications, specialization, and establishing nursing care standards. Challenges discussed relate to nursing education, administration, research, and ensuring an adequate future for the nursing profession in India amidst globalization and technological advancements.
1. The document provides guidelines for implementing related learning experiences (RLEs) in nursing programs based on a CHED memorandum.
2. It outlines the standards for instruction, including maintaining updated syllabi and instructional methods. Clinical facilities like base hospitals and affiliation agencies must meet certain requirements to be used for RLEs.
3. Details are provided on calculating RLE hours and costs. Faculty to student ratios for skills labs and clinicals are specified for different year levels.
Nursing has long included an educational role in patient care. Major developments established patient education standards and recognized teaching as a nursing function. Current trends emphasize empowering patients through self-management education and preparing nurses for evolving health education roles. However, barriers like lack of time challenge effective teaching. Ongoing research aims to improve teaching methods and evaluate educational outcomes.
Nursing has long included an educational component, with patient teaching recognized as a core nursing function. The nurse educator role has evolved in several ways, such as through the establishment of standards and mandates requiring patient education. While nurses face barriers to effective teaching like lack of time, their role as educator extends beyond patient teaching to include students, staff and the public. Ongoing issues involve ensuring education is tailored to diverse learners and coordinated between healthcare teams.
The document discusses public health competencies, outlining key terminologies, core competency domains, and issues regarding competency-based training of public health professionals. It summarizes the core competency framework developed by the Public Health Foundation, which defines competencies in 8 domains and 3 tiers of increasing responsibility. However, issues are identified in Nepal regarding inadequate and outdated curricula, lack of faculty expertise, and poor linkage between training and professional needs, limiting the ability of graduates to address health challenges. The way forward emphasizes revising curricula based on competencies, strengthening accreditation, collaboration between stakeholders, and providing job opportunities to strengthen the public health workforce.
This document discusses workforce challenges and opportunities for integration between health and social care. It provides context on budget deficits and demands on the system. Integration is presented as a potential solution but also complicated by the history of separate health and social care legislation. Examples of integrated initiatives in the West Midlands are summarized, including lessons learned from an older adults workforce integration program and a transformation theme. Challenges of integration include defining the integrated system and workforce, and achieving integrated workforce planning. Opportunities include new roles and competencies as well as multi-professional learning.
Management as a function of quality assurancesamehibrahim44
This document discusses health care delivery systems and primary health care. It defines primary health care as essential health care that is accessible to communities based on practical and scientifically sound methods. The key principles of primary health care are intersectoral collaboration, community participation, appropriate technology, equity, prevention and health promotion, and decentralization. The document also outlines the eight essential elements of primary health care: immunization, nutrition, water/sanitation, disease treatment, health education, maternal/child care including family planning, essential drugs, and additional elements like oral health and mental health. It defines key terms related to health care delivery systems.
1. The document discusses leadership and administration in patient safety. It outlines national and international goals for patient safety including reducing medical errors and healthcare associated infections.
2. India's National Patient Safety Implementation Framework aims to improve structural systems and establish a culture of safety. It includes objectives like ensuring a competent workforce and preventing infections.
3. Successful leadership in patient safety involves creating a culture that prioritizes safe, high-quality care and supports improvement efforts through resources, training and removing obstacles for clinicians.
This document provides an outline for a class on foundations of public health. It includes an overview of the course schedule and topics to be covered each day, such as the core contents and evolution of public health understanding. It also lists pop quiz questions that will be asked to assess students' understanding of key public health concepts like the core functions and subjects of public health. Finally, it discusses the role of academic public health and provides context on current public health issues such as health care spending in the US and how resources are distributed.
The document provides an overview of a 3-day workshop on applying the International Classification of Functioning, Disability and Health (ICF) framework for interprofessional care. The workshop aims to teach participants how to use the ICF to improve patient outcomes and health systems. On Day 1, participants are introduced to the ICF and complete a case study analysis. On Day 2, teams present case studies and provide peer feedback. On Day 3, teams conduct a hospital ward round using the ICF framework. Throughout the workshop, participants engage in structured reflections and develop a proposal arguing for the ICF to encourage patient-centered care.
The document discusses professional standards that can be applied to support peer education programs. It identifies three key sources of standards: the Accreditation Association for Ambulatory Health Care, the Council for the Advancement of Standards, and the Standards of Practice for Health Promotion in Higher Education published by the American College Health Association. The document outlines each standard and provides examples of how peer education programs can apply the standards to strengthen programming, collaboration, cultural competence, theory-based practice, and evidence-based practice.
Management of Care powerpoint week 1_265161085.pptxPaulOkafor6
This module explores concepts from management and business theory as well as current healthcare delivery models. Students will learn about quality provision, financing healthcare, budgets, recent changes in health and social care, teamwork, patient journeys, management theories, and more. The module aims to help students manage organizations and enhance patient outcomes. It is a level 6, 20-credit module with 2 assessments: a 2,000-word report on budgeting and a 2,500-word written assignment answering set questions.
The documents discuss changes in the US healthcare system focusing on quality improvement initiatives. It summarizes frameworks from the Institute for Clinical Systems Improvement (ICSI) and Regional Health Improvement Collaboratives (RHIC) that provide guidelines and coordinate multi-stakeholder efforts to reform payment systems, improve care delivery, and increase community health. It also describes the Quality Alliance Steering Committee's (QASC) work measuring healthcare quality nationally through organizations like MN Community Measurement. The overall goal is to shift focus from sickness to prevention by increasing access to high-quality, coordinated care.
Master of Public Health (MPH) Orientation20161Welc.docxwkyra78
Master of Public Health (MPH) Orientation
2016
1
Welcome Message!
Hello, and welcome to the first course in your public health degree program.
Your dynamic online classroom will provide you with ample opportunities to interact with your fellow students while you gain knowledge from a career-relevant curriculum in your chosen field.
Our professors are expert practitioners, with real-world experience in the health care industry, so you’ll learn from individuals who know what it’s like to be you.
Whether your focus is on health care system management,
health policy, or health economics, you’ve found a place to
Gain the knowledge you need to succeed.
Welcome aboard, and good luck to you as you begin your
academic journey with us.
Program Director: Dr. Samer Koutoubi
2
MPH Mission Statement
The mission of the American Public University System (APUS) Master’s of Public Health (MPH) program is:
to prepare and educate students to promote health and well-being as public health practitioners through excellence in teaching, research, and service in preparation for leadership opportunities in a diverse and global society through a student-focused learning environment.
3
MPH Program’s Values
Lifelong Learning - commitment to life-long professional and personal development.
Compassion - promote empathy and concern for the well-being of others.
Critical Thinking - foster purposeful reflective judgment.
Diversity - promote student and faculty populations regardless of gender, race, religion, ethnicity, sexual orientation or identity, or social standing.
Innovation - seek imaginative and effective solutions to challenges.
Professionalism and Integrity - adhere to professional codes of conduct.
Respect - commitment to the overarching principles of the dignity and worth of individuals.
4
MPH Program’s Goals
The goals for the APUS MPH program are:
Instruction: Provide current, relevant education and professional development through a curriculum based on public health competencies in an innovative learning environment.
Research: Encourage and promote faculty and student research in the field of public health in order to enhance the skills, knowledge, and expertise of faculty and students.
Service: Support ongoing faculty and student service in local, regional, and international public health organizations and communities of practice.
5
Full-time Public Health Faculty
NameGraduate Degrees EarnedDiscipline of Graduate DegreesInstructional Area(s)Research InterestRobert CarterPhD
MPH Biomedical Sciences
Epidemiology
BiostatisticsBiostatistics
Epidemiology
Emergency Management
QuarantineCardiovascular and respiratory pathophysiology
Biostatistics Donna BartonPhD
MPH Public Health
BiostatisticsBiostatistics
EpidemiologyWomen’s Health
Cardiovascular DiseaseEbun EbunlomoPhD
MPH
Community Health Sciences
Health Behavior and Health Education
Health Services Administration
Community Health
Epidemiology.
This document discusses health behavior theories and their usefulness in designing health education interventions and programs. It provides an overview of some major theories like the Health Belief Model and explains how theories can be used as tools to understand health behaviors, plan evidence-based programs, and evaluate impacts. It also outlines some essential components of effective community-based health education, like involving community members, comprehensive long-term planning, and addressing multiple factors to create lasting behavior and social change.
Cambodia Health Researchers Forum 11 Nov 2015 combined presentationsReBUILD for Resilience
Combined presentations given at Cambodia Health Researchers' Forum 11th November 2015, Phnom Penh. Hosted by the National Institute of Public Health. Presentations given by Peter Annear, Barbara McPake, Sreytouch Vong and Ir Por
The document discusses behavior change communication (BCC) and related concepts. It explains that BCC is a strategic process using communication to promote positive health behaviors and outcomes. Key aspects of BCC covered include its basis in behavior change theories, its focus on individual, community and societal levels, and the multi-step process involving formative research, communication planning, implementation and evaluation.
Similar to Conference PMAC synthesis 31 jan 2014 (20)
Rasamanikya is a excellent preparation in the field of Rasashastra, it is used in various Kushtha Roga, Shwasa, Vicharchika, Bhagandara, Vatarakta, and Phiranga Roga. In this article Preparation& Comparative analytical profile for both Formulationon i.e Rasamanikya prepared by Kushmanda swarasa & Churnodhaka Shodita Haratala. The study aims to provide insights into the comparative efficacy and analytical aspects of these formulations for enhanced therapeutic outcomes.
Promoting Wellbeing - Applied Social Psychology - Psychology SuperNotesPsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
8 Surprising Reasons To Meditate 40 Minutes A Day That Can Change Your Life.pptxHolistified Wellness
We’re talking about Vedic Meditation, a form of meditation that has been around for at least 5,000 years. Back then, the people who lived in the Indus Valley, now known as India and Pakistan, practised meditation as a fundamental part of daily life. This knowledge that has given us yoga and Ayurveda, was known as Veda, hence the name Vedic. And though there are some written records, the practice has been passed down verbally from generation to generation.
TEST BANK For Basic and Clinical Pharmacology, 14th Edition by Bertram G. Kat...rightmanforbloodline
TEST BANK For Basic and Clinical Pharmacology, 14th Edition by Bertram G. Katzung, Verified Chapters 1 - 66, Complete Newest Version.
TEST BANK For Basic and Clinical Pharmacology, 14th Edition by Bertram G. Katzung, Verified Chapters 1 - 66, Complete Newest Version.
TEST BANK For Basic and Clinical Pharmacology, 14th Edition by Bertram G. Katzung, Verified Chapters 1 - 66, Complete Newest Version.
TEST BANK For Basic and Clinical Pharmacology, 14th Edition by Bertram G. Katzung, Verified Chapters 1 - 66, Complete Newest Version.
Adhd Medication Shortage Uk - trinexpharmacy.comreignlana06
The UK is currently facing a Adhd Medication Shortage Uk, which has left many patients and their families grappling with uncertainty and frustration. ADHD, or Attention Deficit Hyperactivity Disorder, is a chronic condition that requires consistent medication to manage effectively. This shortage has highlighted the critical role these medications play in the daily lives of those affected by ADHD. Contact : +1 (747) 209 – 3649 E-mail : sales@trinexpharmacy.com
- Video recording of this lecture in English language: https://youtu.be/kqbnxVAZs-0
- Video recording of this lecture in Arabic language: https://youtu.be/SINlygW1Mpc
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
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In some case, your chronic prostatitis may be related to over-masturbation. Generally, natural medicine Diuretic and Anti-inflammatory Pill can help mee get a cure.
2. PMAC 2014 in global context
Moving from HRH to Learning
PMAC 2014 Transformative Learning for Health Equity
The 3rd Global Forum on HRH: Recife, Brazil
Asia Pacific Network on
Health Education Reform (ANHER)
5C project on H Professional
Education Reform
2013
2014
WHA Resolution
Transformative H workforce
Education
2012 Resolution of WHO SEA RC on H
Professional Education Reform
2011 the 2nd Global Forum on HRH, PMAC 2011
WHO Global policy
recommendations 2010 WHO Global Code of Practice on
International Recruitment of Health Personnel
for rural retention
2008 the 1st Global Forum on HRH: Kampala Declaration
2006 World Health Report on HRH;
AAAH (Asia-Pacific Action Alliance on HRH)
3. Conference programme structure
• Monday 27 January 2014
– 23 side meetings
• Tuesday 28 January 2014
– 5 optional field visit sites
• Wednesday 29 January- Friday 31 January 2014
– 7 Keynote addresses
– 5 plenary sessions
– 21 parallel sessions
• Total registered participants,
– 543 participants from 62 countries and Many international
partners
– Approx 80 conference supporting staffs
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4. Rapporteuring
• Each session had three or four rapporteurs
• Pre-meeting for rapporteurs
• Templates for abstract and summary
• Abstracts used for this session
• Both abstracts and summaries will be used for the conference
proceedings
• All presentations are uploaded on the web site :
www.pmaconference.mahidol.ac.th
• Gratefully acknowledge the contribution of all 59 rapporteurs
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5. Emerging conference themes
Health Equity
Health system reform
PS2.2, 2.4, 3.3, 3.7
Educational system reform
Instructional Institutional
PS2.1, 2.3, 2.7,
3.1, 3.4, 3.5, 3.6,
4.5, 4.6, 4.7
PS4.1, 4.2, 4.4
Cross-cutting issues
PL1, PL2, PS2.6, PL3
Context
e.g. demographic, economic changes, globalization, HR lifecycle
PS2.5, 3.2, 4.3, 4.7, PL4
6. I. Changing Context (1/3)
• Health workforce challenges:
– “Markets drive domestic and international migration”
– Increased demands for health and social care
• Demographic and epidemiologic transitions in HIC/LMIC
– Socio-economic changes
• Increased expectation of population
– International Labour market dynamics
• Demand for health workforce from rich countries: international
migration and recruitment
• Growth of domestic private health market: internal migration
• Requires effective health workforce policy, planning
and management both HIC and LMIC
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7. I. Changing Context (2/3)
• Students expectations
– Returns on medical education, private and specialization higher
compensation, social prestige and leisure time,
• Over-specialization against generalist and family medicine,
– Market signals
– The role of “hidden curriculum”
– Social recognition and income
• Structural health inequity
– General lack of social accountability
• By schools
• By students and graduates
– Health equity, social justice not in the curriculum,
• Results in
– “White (coats) follow the green ($$$)” (student debits and career
choices)
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8. I. Changing Context (3/3)
• Health equity embedded in UHC high in
global/regional/national agenda
– Yet health delivery systems, especially PHC not
equipped to provide adequate quality services
– HRH: key bottleneck.
– Both number and skill mix and responsiveness
– Financing: government spending on health major
challenge
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9. II. Cross cutting issues (1/2)
• Health equity, social justice, human rights, social accountability
not explicitly embedded in curriculum and learning platform in
schools
– Imbue curriculum with social values and concepts in addition to evidence
based medicines, competencies, etc.
– Educators with a ‘good heart’, inspirational role model and leadership
essential
“…. if I can influence their heart, I can influence their mind, then hands and
feet follow”
–
–
–
–
No easy, single solution or “silver bullet”;
Engagement and empowerment of the community vital;
Need long term vision to guide reform directions
Reforms to encompass ‘broader pool of eligible’
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10. II. Cross cutting issues (2/2)
• Apply best practice, best buys options
– Robust evidence, e.g. meta-analysis approach
– Regular “tracking graduates” important inputs for improved
school performance
• Reforms
– Stable investment in health workforce underpinned by long
term political / financial commitment
– Systems approach to long term solutions for improved health
equity
– Inclusive of difference cadres: MLP, CHW, social workers,
managers, regulators
– Better tools to measure and evaluate process and outcome
of transformative education, health workforce performance
(the 3 Gaps)
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11. •
•
III. Instructional reforms (1/5)
Strategic shift from tubular vision to open architect and include
both education & health systems reform
Education redesign principles:
a)
b)
c)
d)
e)
competency based learning (breadth and depth)
inter- and trans-professional learning and team building
flexible and modular designs of curriculum
experiential learning with community engagement
level of learning: a balance between online and onsite learning
for three goals of development: information (more online than
on site), formative and transformative learning (more onsite,
inspirational, face2face on site learning is vital)
f) Need to integrate instructional learning: based on balance
across online, on site and in-field learning sites
•
Continuous leadership development: pre-service, in-service
Julio Frenk
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12. III. Instructional reforms (2/5)
• Broader health system reforms need to be coupled with
reform of the health education system to better equip health
workers to address the societal shifts and local health needs
and to perform within their health system environment.
• Despite some advances and successes in health professional
curricula reforms, more often than not education remains
outdated and stagnant
– However, there are emerging initiatives e.g. MEPI/NEPI,
ANHER/AAAH, PMAC2014, others small scale evidence,
– WHO Global Code of practice 2010..
– WHO global guideline 2010 (retention), 2013 (transformative scaling
up),
– Need to continue to build on these momentums
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13. III. Instructional reforms (3/5)
• Current ivory tower models:
– Cannot meet health needs of populations
• Innovative learning
– Essential for transformative health professional education and training in
the field
– Involve stakeholders beyond health sector - intersectoral actions
– Inter- and intra- professional collaborative practice, team building
– Review competencies across different curricula to avoid “silo” and ensure
better alignment across health professionals
• Multi-stakeholder engagement
– Networking and involving professional councils, associations, CSO
– Community engagement: help to achieve accountable health professional
education
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14. III. Instructional reforms (4/5)
• Overemphasis on hospital-based learning
– Learners exposed to unrepresentative group of very ill
patients,
– Not acquire key clinical, problem-solving, collaboration and
teamwork competencies as needed,
– Lose internal motivation and altruistic drive, tend to focus on
career paths of highly specialized care, and not community/
rural practice
– “hidden curriculum” towards over-specialization
• Need to be balanced with community based exposures
and seamless linkages
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15. III. Instructional reforms (5/5)
• Great potential benefits of eLearning if managed
right.
• Incorporation of on-site learning throughout
learning continuum
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16. IV. Institutional reforms (1/2)
• Faculty development
– Ensure teaching-research-services congruence
• Building / strengthening the teaching capacity:
– learning physical space, pedagogical materials, Technology platforms,
• Management
– Strengthened management capacities
– Mobilizing more financial resources, bursaries and fellowship,
• Create, sustain an enabling culture and environment
– Values, merits, assessment and reward systems, identity, collaboration,
peer reviews, strive for excellence
• Better collaboration between public and private education
institute
Julio Frenk
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17. IV. Institutional reforms (2/2)
• Institutional, legal, regulatory reform
– Key instruments for improving the quality, through
• Training institute and curriculum: quality assurance, accreditation and
re-accreditation
• Professional quality: national license examination, relicensing
processes, continuous professional development
• Licensing of public and private health facilities
• Regulation a double edge sword
– Can be ineffective, constrain the needed reform and
undermine quality improvement.
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18. V. Conclusion and recommendations (1/5)
• Goals for health workers in 21st Century
– Health professionals are life time learners who
• Have intrinsic value of human rights, social justice, health equity,
altruism, social accountability and ethical conducts,
• Are able to enquire, search, interpret and use evidence,
• Are competent in clinical, public health, able to understand and
address the social determinants of health in other sectoral policies,
• Able to communicate and work with other professionals, families and
communities with mutual respect, collaborate in a multi-disciplinary
team
• Are responsive and accountable to health needs of the population
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19. V. Conclusion and recommendations (2/5)
• Cross cutting policies
– Transformative learning embedded in broader country policy
commitment towards health equity, social and economic justice
– Generate convincing evidence
• Added value of transformative learning on return of investment –short and
long term,
– Responding and influencing international migration requires
• Better monitoring of market trends (prospective market intelligence), data
from both host country and country of origin
– WHO Global Code of practice on international recruitment of health personnel
» Though voluntary, foster / support improved reporting from LMIC
• Empowering health workers to be active “change agents” through leadership
training
• More active public action
– Global collaboration required across rich and poor nations
• Policy coherence between “health and wealth”
– “health for all or job for all and economic gain from remittance”
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20. V. Conclusion and recommendations (3/5)
• Cross cutting policies
– Schools and health professions shall be socially accountable
for safe, quality, efficient and equitable services
– Incremental small gains or “big bang” reforms depends on
political context and windows of opportunity
• Legal, regulatory and institutional reforms
– Supported by evidence, regular update and feedback,
institutional capacity to monitor and enforce, appropriate
incentives and sanction actions in place, managed by good
governance.
– Reform process needs multi-stakeholder engagement and
political ownership, ensuring sustainability
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21. V. Conclusion and recommendations (4/5)
• Instructional reform
– Recruitments
• Inclusive students from disadvantage group/communities, ensure
they return to serve their communities
– Curriculum
• Health equity, social justice, social determinants of health as integral
value and components of curriculum reform
• Competency based, early exposure to community, ownership of
community involve in the solutions,
• Experiential learning based in the community:
– A promising novel approach, improved knowledge and competencies,
patient-centered and team-based care, student and community
satisfaction, support rural retention
– “Learning and practice in the community, for the community”
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22. V. Conclusion and recommendations (5/5)
• Institutional
– Require huge investment on infrastructure in some
countries
– Effective faculty development and retention,
importance of “role models”, “inspirational
teachers”
– Accreditation and quality across public and private
institutions
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23. A call for action by PMAC2014
• We have come a long, long way, from 2006 World
Health Report
– Momentum has accumulated
– Global, national commitment growing though uneven,
– Global/regional networks formed and functioning but need
further nurturing
– Post 2015 MDG challenge:
• Positioning health workforce in the global goals in light of UHC
• A Global HRH strategy addressing health workforce in
21st century is emerging
– So join us– hand in hand
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24. Acknowledgements
• All PMAC 2014 supporting staffs, secretariat for
their able support and dedications
• Members of all session rapporteur
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