Health Worker, Faculty & Student Resources

This resource library includes global learning resources as well as resources from HRSA’s Workforce for a Resilient Health System (WRHS) project implemented by Brigham and Women’s Hospital in Liberia, and ICAP at Columbia University in Sierra Leone and the DRC. For global best practice standards and guidelines on maternal, newborn, and child health; HIV; disease surveillance; and emergency response, focused on infection prevention and control and Ebola response, visit the International Best Practices & Guidance resource library.

Liberia Accreditation Guidelines

National Guidelines for the Accreditation of Nursing and Midwifery Programs in Liberia

Liberian Board for Nursing and Midwifery (LBNM), 2019

Professional accreditation is concerned with the quality of the profession and its work, from the perspective the public interest and community safety. It is part of a broader process of assuring the community that, having completed an accredited program of study, beginning professional practitioners have achieved agreed professional outcomes and are able to practice in a safe and competent manner equipped with the necessary foundation knowledge, professional attitudes and essential skills.These National Accreditation Guidelines are designed for all persons interested and involved in the accreditation of nursing and midwifery programs leading to registration in Liberia, including education providers, members of assessment teams, and others.

LBNM Exam Policy

Liberian Board for Nursing and Midwifery (LBNM) National State Board Examination Policy

Liberian Board for Nursing and Midwifery (LBNM), 2019

The Liberian Board for Nursing and Midwifery (LBNM) is the legal authority responsible for regulation in nursing/midwifery education and practice, including administering licensure exams for all basic and post-basic nursing and midwifery graduates in Liberia. This examination policy includes guidance on the examination schedule; content; scoring; notification of examination results; re-examination; challenging results; fraud, cheating, and misconduct; and license issuance. 

Social media for nurses

Guidelines for the Professional Use of Mobile Phones and Social Media

General Nursing Council of Zambia (GNCZ), 2019

Mobile phones and social media, such as WhatsApp and Facebook, are highly popular among Nurses and Midwives and are widely used for professional purposes. Although research found that there are considerable benefits for nurses and midwives linked to the use of these apps, they also give rise to significant challenges and risks. The ill-informed use of these apps has negatively affected client confidentiality, security, and safety and it has damaged individual careers and caused harm to the entire profession. In response to these issues, the General Nursing Council of Zambia has developed guidelines to help Nurses and Midwives to successfully navigate the new world of digital professionalism. However, the guidelines cover many, but not all, situations and in the light of the complexity and the changing nature of digital media, every Nurse and Midwife is cautioned to apply due diligence in the specific situations that they encounter.

DRILL

Research Ethics Resources

UKN-DRILL, 2018

A collection of resources on research ethics including:

  • Good and bad research collaborations: researchers’ views on science and ethics in global health research
  • Contextualizing the role of the gatekeeper in social science research
  • What makes clinical research in developing countries ethical? The benchmarks of ethical research
SL Nursing and Midwifery Plan

Sierra Leone National Nursing and Midwifery Strategic Plan 2019-2023

Ministry of Health and Sanitation (MoHS), 2018

The National Nursing and Midwifery Strategic Plan 2019–2023 has been developed through a systematic approach to determining the strengths and challenges of the nursing and midwifery systems in Sierra Leone. The strategy aims to assess the context-specific needs in nursing and midwifery within the wider remit of the relevant policies of the Ministry of Health and Sanitation (MoHS), and to translate these into strategies for the improved provision of services. The size of the competent health workforce including nurses and midwives, required to provide universal health coverage for the basic package of care is inadequate in Sierra Leone. For instance, fewer than 500 midwives are presently practising when approximately 3,000 midwives are needed to meet the needs of the population.

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Transformative Education for Health Professionals

WHO & Hannover Medical School, 2018

This interactive ePlatform presents the World Health Organization (WHO) Guidelines on transforming and scaling up health professionals' education and training and related information as part of WHO's implementation and support of the 2013 World Health Assembly resolution "transforming health workforce education in support of universal health coverage."

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Helping Mothers Survive: Pre-eclampsia & Eclampsia

Jhpiego, 2018

Helping Mothers Survive (HMS) is a suite of hands-on, simulation-based learning modules designed to be delivered at the jobsite to build the capacity of the health workforce. Pre-eclampsia & Eclampsia is a module designed to address the second leading cause of maternal mortality globally, pre-eclampsia & Eclampsia. Key content in this module includes: correct assessment and classification of hypertensive disorders of pregnancy, administration of loading and maintenance doses of magnesium sulfate and antihypertensive medications, and management of convulsions. Download the full package of Helping Mothers Survive: Pre-eclampsia & Eclampsia training materials at no cost. 

Disponible en français.

 

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Helping Mothers Survive: Bleeding after Birth Complete

Jhpiego, 2018

Helping Mothers Survive (HMS) is a suite of hands-on, simulation-based learning modules to build the capacity of the health workforce. Bleeding after Birth Complete (BABC) is a module designed to reduce maternal deaths caused by postpartum hemorrhage (PPH). With HMS-BABC, skills are built around communication and teamwork, active management of the third stage of labor, early detection and basic management of PPH, and advanced care skills. These skills include management of shock, uterine balloon tamponade, manual removal of the placenta, repair of cervical lacerations, and use of the non-pneumatic anti-shock garment. The materials include a Flipbook, Providers Guide, and two Action Plans, as well as a folder of necessary supplemental materials that are critical components for success. HMS Bleeding after Birth Complete is endorsed by ICM, FIGO, UNFPA, ICN, AAP. 

Disponible en français.

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Training Resource Package for Family Planning

K4Health, 2018

The Training Resource Package for Family Planning (TRP) contains curriculum components and tools needed to design, implement, and evaluate training. It offers essential resources for family planning (FP) and reproductive health trainers, supervisors, and program managers. The entire package is designed to support up-to-date training on family planning and reproductive health. The website offers curriculum components and tools for trainers to design, implement, and evaluate family planning and reproductive health (FP/RH) training. All materials can be downloaded for free, and you may adapt or translate them for your own work.

Matériaux en Français: https://www.fptraining.org/content/francais

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MIT OpenCourseWare

Massachusetts Institute of Technology (MIT), 2018

MIT OpenCourseWare is a web-based publication of virtually all Massachusetts Institute of Technology (MIT) course content. OCW is open and available to the world. Search for courses by topic including Business (accounting, finance, leadership, management), Health and Medicine, Social Science, and Teaching and Education.

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Researcher Academy

Elsevier, 2018

Researcher Academy provides free access to countless e-learning resources designed to support researchers on every step of their research journey. You can browse an extensive module catalogue to uncover a world of knowledge, and earn certificates and rewards as you progress.

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Nursing Now

International Council of Nurses & WHO, 2018

Nursing Now is a three-year global campaign run in collaboration with the International Council of Nurses and the World Health Organization. Nursing Now aims to improve health globally by raising the profile and status of nurses worldwide – influencing policymakers and supporting nurses themselves to lead, learn, and build a global movement.

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International Confederation of Midwives (ICM)

International Confederation of Midwives, 2018

As the global representative body for midwives, the International Confederation of Midwives (ICM) supports the capacity building of midwives and health systems around sexual, reproductive, maternal and newborn health (SRMNH) to ensure that all women have access to competent and professional midwives who are appropriately educated, skilled, regulated and supported to provide quality midwifery care across all settings.

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International Council of Nurses - Publications

International Council of Nurses, 2018

The International Council of Nurses (ICN) is a federation of more than 130 national nurses associations (NNAs), representing the more than 20 million nurses worldwide. Founded in 1899, ICN is the world’s first and widest reaching international organisation for health professionals. Operated by nurses and leading nurses internationally, ICN works to ensure quality nursing care for all, sound health policies globally, the advancement of nursing knowledge, and the presence worldwide of a respected nursing profession and a competent and satisfied nursing workforce.

Virginia Henderson

Virginia Henderson Global Nursing e-Repository

Sigma Theta Tau International, 2018

This open-access digital academic and clinical scholarship service freely collects, preserves, and disseminates full-text nursing research and evidence-based practice materials. The repository is a resource of the honor society of nursing, Sigma Theta Tau International.

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PubMed

National Institutes of Health (NIH), 2018

Students and faculty can search over 28 million citations for biomedical literature using this free search engine - a National Institutes of Health (NIH) resource. For a brief overview of searching PubMed, see the Quick Start section.

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Fighting HIV with ART: Implementing the Treat-All Approach - ICAP e-Learning

ICAP at Columbia University, 2018

Antiretroviral therapy (ART) is a critical tool in the fight against the global HIV epidemic. With ART, antiretroviral drugs are used to suppress the HIV virus, stop the progression of the disease, and prevent onward transmission. In 2016, the World Health Organization (WHO) updated their consolidated guidelines on the use of antiretroviral drugs in the fight against HIV. This course will equip health workers with the skills they need to use ART for HIV treatment and prevention according to these updated clinical guidelines.Taught by clinical experts in HIV and global health, the course is self-directed to accommodate individual schedules.

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Pediatric HIV Nursing - ICAP e-Learning

ICAP at Columbia University, 2018

Taught by leading experts in pediatric HIV clinical care and treatment, nursing, and global health, this course will equip nurses and midwives with the skills they need to provide quality clinical care to children living with HIV according to the latest clinical guidelines from the World Health Organization (WHO).

The online course is self-paced to accommodate individual schedules and learning needs.

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Option B+ Nursing - ICAP e-Learning

ICAP at Columbia University, 2018

Option B+ is an approach to prevent mother-to-child transmission of HIV and maintain the health of the mother. It entails initiation of lifelong ART for pregnant and breastfeeding women infected with HIV.  If realized and performed effectively, this approach will advance the goal of an AIDS-free generation. Nurses and midwives are of critical importance to the scale-up of Option B+. This online training for Option B+ is designed for self-directed learning by nursing students or practicing professionals but is open to anyone. You can go through each module at your own pace. 

AIDSFree Guidance Database

AIDSFree HIV Guidance Database

AIDSFree, 2017

The AIDSFree Guidance Database brings together national HIV testing and treatment guidance and HIV/TB co-infection treatment guidance from many priority countries around the world. Use this interactive database to prepare guideline revisions for a specific country, conduct research and product development, prepare training materials for health care personnel, write proposals and grants, or learn about guidelines from other countries.

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Helping Mothers Survive: Threatened Preterm Birth Care Learning Resource Package

Jhpiego, 2016

Threatened Preterm Birth Care is part of the Helping Mothers Survive and Helping Babies Survive suite of training modules.  It is a two-day course designed for teams of health workers who provide care for women and newborns.  The content is based on the 2015 WHO recommendations on interventions to improve preterm birth outcomes and focuses on identifying women likely to deliver a preterm baby within 7 days and the actions that can be taken prior to birth to improve survival. The materials include an Action Plan, Gestational Age Job Aid, Medication Chart, Gestational Age Wheel, Flip Chart, and Providers Guide as well as sample training agenda and knowledge check. 

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Nurse Educator Core Competencies

World Health Organization, 2016

The World Health Organization has developed these Nurse Educator Core Competencies to enable educators to effectively contribute to the attainment of high quality education, and the production of effective, efficient and skilled nurses who are able to respond to the health needs of the populations they serve.

The competencies are intended to help guide the educational preparation of nurse teachers; ensure educational quality and accountability; and, ultimately, contribute to improving the provision of nursing care and outcomes of health services.

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eLearning for Undergraduate Health Professional Education

WHO & Imperial College London, 2015

This systematic review of the scientific literature evaluates the effectiveness of eLearning for undergraduate health professional education. At a global level, it will assist in the implementation of the WHO’s global human resources for health strategy by providing the best evidence of how and where eLearning can best be used in country settings. The report also provides a foundation for the development of future WHO guidelines for pre-service training and the direction for future research.

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Accreditation - Transforming and scaling up health professionals' education and training

World Health Organization, 2013

World Health Organization Guidelines on Transforming and scaling up health professionals' education and training: Recommendation -- National governments should introduce accreditation of health professional education where it does not exist and strengthen it where it does exist. Accreditation, if properly used, is a key tool for quality management of professional education and for ensuring that graduates have the competencies that correspond to accepted professional standards and to the needs of the population. The alignment of accreditation with health goals is one of the four enabling actions that contribute to scaling up the education of health professionals. Accreditation is particularly important at a time when private health professional education is proliferating, often in an unregulated environment.

 

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Transforming and Scaling up Health Professionals’ Education and Training: WHO Education Guidelines

World Health Organization, 2013

These guidelines call for new approaches in health professionals’ education. Approaches are needed that transform systems and encourage the move away from the traditional focus on tertiary care hospitals to initiatives that foster community engagement. The guidelines recommendations support and advocate for implementation considerations in efforts to involve communities and countries collectively for this transformational change in health professionals’ education. It is the intent of the Guidelines to encourage educational and training institutions to foster and enhance the relational activity and the interaction and planning between education, health and other sectors.