How to Ensure Counseling is NOT a Mini-Lecture_Janine Schooley_5.6.14
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TIPS (Trials of Improved Practices) is a participatory, asset-based approach used to test new practices through negotiation and experimentation to identify feasible recommendations for behavior change. It involves program participants trying out a new practice during a trial period to assess feasibility within their culture. TIPS indicates which behaviors should and should not be promoted in a program, and helps understand current practices, problems, beliefs, motivators, constraints, and recommendations to form the foundation for counseling guidelines and behavior change strategies. The TIPS process involves field work, negotiation, and analysis to pinpoint feasible and efficacious behaviors and identify motivations and barriers to behavior change.
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1) The leading causes of maternal death globally based on a WHO study, with severe bleeding during and after childbirth accounting for 27% of deaths.
2) MCHIP's comprehensive approach to PPH prevention, which promotes a package of interventions before, during, and after birth to prevent and manage PPH at both health facilities and in the community.
3) New WHO guidelines from 2012 that focus on uterotonic use immediately following birth to prevent PPH and allow misoprostol administration by community health workers.
CSHGP Operations Research Findings_Jennifer Weiss and Khadija Bakarr_5.8.14
1. The Operations Research study tested an Integrated Care Group model in Burundi which achieved at least the same improvements in key health knowledge and practices as the traditional Care Group model.
2. The Integrated Care Group model was found to function as well as the traditional model in terms of volunteer attendance and household visits.
3. The Integrated Care Group model was determined to be as sustainable as the traditional model in the six months following the end of project support.
Advantages and Disadvantages of Integration_Pablo Stansbery_10.16.13
This document discusses early childhood development and provides information on several topics:
1. It outlines key periods in a child's development from prenatal to age 8 and factors that influence development such as caregivers, home environment, and early learning.
2. It presents data on access to early childhood education in Sub-Saharan Africa and Mozambique showing increases from 1999 to 2010 but that access remains low.
3. It discusses the benefits of early childhood development/preschool programs in Mozambique in increasing school enrollment and attendance as well as improving behaviors, hygiene practices and children's time, while having no impact on reducing stunting.
Preterm Birth Interventions_James Litch_10.16.13
Prevention of Preterm Birth and Complications outlines key definitions, numbers, and interventions related to preterm birth. It begins with defining preterm birth as babies born alive before 37 completed weeks of pregnancy. It then presents a strategic three-phase approach and discusses how preterm birth is connected to other maternal and child health outcomes. The document reviews evidenced-based interventions to manage preterm birth like antenatal corticosteroids and antibiotics for premature prelabor rupture of membranes. It also discusses interventions for caring for preterm newborns and ways to prevent preterm birth like birth spacing and treating infectious diseases.
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The document provides guidance on giving and receiving constructive feedback in order to improve outcomes. It discusses establishing moral purpose and ethical leadership, making decisions based on student impact, and acknowledging positive feedback. Guidelines are given for giving constructive feedback, including maintaining respect, focusing on solutions, and asking for responses. Challenges like resistance to change and defensiveness are addressed. Requesting feedback from others as a leader is also covered. The overall message is that constructive feedback done well can be a positive learning experience for improvement.
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Here are some issues with the objectives and research questions:
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- The questions make assumptions that community beliefs are "wrong" rather than trying to understand perspectives.
- Questions 1.1 and 1.2 for the formative research objective are too leading and specific rather than open-ended to understand barriers.
- Objective 2 aims to "prove" effectiveness rather than objectively measure impact, and the questions only measure outcomes rather than factors influencing them.
The objectives and questions should be more open-ended, focus on understanding rather than proving assumptions, and aim to inform program improvement rather than prove effectiveness.
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Reflect on a facilitated training session you experienced that affec.docx
Reflect on a facilitated training session you experienced that affected you either positively or negatively. Describe the methods, tools, or strategies from the session that you would like to emulate, if the experience was positive, or avoid, if the experience was negative. Analyze the facilitated session in terms of the characteristics of adult learning and effective facilitation that you have learned about in the course and course readings. Then, explain the role the training played in improving your individual performance and whether or not the learning objectives and design supported overall organizational improvement.
Your initial post should be 250 to 300 words. Use this week’s lecture as a foundation for your initial post. In addition to the Blanchard and Thacker (2013) text, use at least one additional scholarly source to support your discussion.
Week Lecture to use for information
Implementation
In previous weeks, you learned how to conduct an effective training needs assessment and initial steps of designing training, especially designing outcome-oriented learning objectives that become the road map for the next phases of training. You read the Domtar case and how Raymond Royer, the CEO, took initiative to develop employees; how he focused on developing strategic direction and specific goals that focused on (a) return on investment and (b) customer service. You also learned about appropriate training methods selection in the design and development phases.
The delivery methods and implementation of training are critical for the success of training in terms of employees’ engagement and motivation to learn. It is important to understand individuals’ learning styles to decide what methods are appropriate for a particular group of learners. To be more effective, training should include multiple training methods (e.g. lectures, brain storming, group work, discussions, role play, case analysis, simulations and games) and activities to motivate learners who have different types of learning styles, preferences, learning goals and personal expectations. Learner engagement is the key to learning. There are various methods you can use to engage and motivate learners for better results, such as role play, discussion, on-the-job training, simulation, self-directed learning, business games, case studies, team work, behavior modeling, etc.
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Watch these videos on Adult Learning Styles.
4MAT 4Business. (2010, July 15).
Three things every trainer should know about learning styles
[Video file]. Retrieved from https://www.youtube.com/watch?v=BhqtaYy-mIs
KroofConsulting. (2013, October 7).
Adult learning styles
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Written Word
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Increased awareness of ongoing sexual harassment in the workplace has raised questions about effectiveness of preventive efforts utilized to date. The transformative nature of today’s workforce has raised challenges to inter-personal, inter-gender and inter-generational relations not previously or adequately addressed. To encourage more robust and effective prevention efforts for workplace sexual harassment, this presentation considers new ideas and alternate methods that promise to increase awareness of respectful workplace standards and effectively demonstrate appropriate behavior for all worksite parties. In recognition that conventional system-wide employee education, management training efforts and existing awareness efforts have often been inadequate to meet the current expectations of today’s multi-gender, multi-generational global workforce, a more sophisticated and sensitive educational approach is needed which both articulates and provides examples of acceptable interpersonal work relations and zones of respectful treatment and opportunity for all.
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The document discusses training and development in organizations. It defines training as a learning process that involves acquiring knowledge and skills to enhance employee performance, while development focuses on broader knowledge for adapting to future demands. Various types of training are described, including induction training, job training, and refresher training. Both on-the-job methods like job rotation and coaching, as well as off-the-job methods like lectures and role playing are outlined. The benefits of training for organizations, individuals, and groups are provided. The training process from needs assessment to evaluation is summarized.
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The document summarizes statistics and information about the sugarcane agribusiness in Mexico, including:
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Non-communicable diseases like cardiovascular disease, cancer, chronic respiratory disease, and diabetes are leading causes of death and disability globally but receive little focus from global health initiatives. While communicable diseases have declined in recent decades, deaths from non-communicable diseases have increased and pose growing health and economic challenges as treatments remain limited. Experts call for greater prioritization and resources for non-communicable diseases on the global health agenda.
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This document discusses the experiences of a mother giving birth to a preemie baby named Becky at 30 weeks gestation. Some key points include:
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This 4 minute video provides an overview of the key events in the history of the United States from 1492 to the early 2000s. It touches on major milestones like the founding of colonies, the American Revolution, westward expansion, the Civil War, industrialization, both World Wars, the Cold War, and events of the early 21st century. The video presents a high-level chronological summary of major political, economic and social developments that shaped America over the past 500+ years.
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This document provides information on empowering health workers and caregivers to deliver therapeutic early childhood development care at home. It discusses how 90% of brain development occurs before age 5 and the importance of nurturing care for young children. The document outlines capacity development for parents and caregivers, including guidance on conducting activities that integrate motor, social-emotional, and therapeutic skills into daily routines. It also stresses the importance of addressing caregiver stress and depression through psychosocial support groups to promote child development.
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Overall life span (LS) was 1671.7±1721.6 days and cumulative 5YS reached 62.4%, 10 years – 50.4%, 20 years – 44.6%. 94 LCP lived more than 5 years without cancer (LS=2958.6±1723.6 days), 22 – more than 10 years (LS=5571±1841.8 days). 67 LCP died because of LC (LS=471.9±344 days). AT significantly improved 5YS (68% vs. 53.7%) (P=0.028 by log-rank test). Cox modeling displayed that 5YS of LCP significantly depended on: N0-N12, T3-4, blood cell circuit, cell ratio factors (ratio between cancer cells-CC and blood cells subpopulations), LC cell dynamics, recalcification time, heparin tolerance, prothrombin index, protein, AT, procedure type (P=0.000-0.031). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and N0-12 (rank=1), thrombocytes/CC (rank=2), segmented neutrophils/CC (3), eosinophils/CC (4), erythrocytes/CC (5), healthy cells/CC (6), lymphocytes/CC (7), stick neutrophils/CC (8), leucocytes/CC (9), monocytes/CC (10). Correct prediction of 5YS was 100% by neural networks computing (error=0.000; area under ROC curve=1.0).
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These lecture slides, by Dr Sidra Arshad, offer a quick overview of the physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar lead (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
6. Describe the flow of current around the heart during the cardiac cycle
7. Discuss the placement and polarity of the leads of electrocardiograph
8. Describe the normal electrocardiograms recorded from the limb leads and explain the physiological basis of the different records that are obtained
9. Define mean electrical vector (axis) of the heart and give the normal range
10. Define the mean QRS vector
11. Describe the axes of leads (hexagonal reference system)
12. Comprehend the vectorial analysis of the normal ECG
13. Determine the mean electrical axis of the ventricular QRS and appreciate the mean axis deviation
14. Explain the concepts of current of injury, J point, and their significance
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. Chapter 3, Cardiology Explained, https://www.ncbi.nlm.nih.gov/books/NBK2214/
7. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
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- 1. The Role of Negotiation in Counseling: Borrowing from TIPS (Trials of Improved Practices) CORE Spring Meeting May 2014 Janine Schooley, MPH
- 2. TIPS A participatory, asset- based approach Based on concept of “test marketting” Negotiation and experimentation leading to practical, feasible recommendations for behavior change Motivators and barriers are key to those recommendations working
- 3. Program participants try out a new practice during a trial period to assess its feasibility within the culture/situation Has been used in many countries, primarily for improving feeding of young children Both research and implementation
- 4. TIPS indicate both what behaviors should be included and not included in the program and how best to promote them Certain behaviors that are impossible to predict precisely (such as childbirth) or which take a long time (child immunization series) are a challenge to test with TIPS
- 5. TIPS is: Formative research Empowering to the client/patient Can provide field workers with much needed practice in counseling and negotiation skills Really 2 kinds of TIPS: negotiation TIPS and learning TIPS
- 6. TIPS leads to a better understanding of: Current practices -- Helpful? Harmful? Don’t know? Among what group? Problem (s) Beliefs, practices, and influences – Potential motivators – Constraints Recommendations This then becomes the foundation of counseling guidelines, behavior change strategies, etc.
- 7. TIPS helps us pinpoint and articulate: Behaviors that are both feasible and efficacious Behaviors that the project should NOT promote Motivations and barriers Level of change expected Level of health and nutrition impact expected
- 8. TIPS Steps: Field Work over 2-3 visits (assessment, interviews, observation) Negotiation (feedback, solutions, suggestions, discussion, agreement, evaluation) Analysis (quantitative, qualitative, influencers, barriers, what was easy/hard, how did they overcome barriers, perceived benefits, intentions to continue? Etc.)
- 9. Negotiation Process Introduce problem Recommendations by the mother Recommendations by the field staff Motivators and encouragement Mother’s response and compromise Mother will try… Result? Reasons? Will continue practice? If not, why not?
- 10. So, what can we learn from TIPS and how can we apply that learning more broadly?