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NTA Level 6 • Semester 2 • PST06208 Components of Advocacy Plan 60 Pharmaceutical Public Health • Source Session/Topic 11 Full source-text version: all educational wording from the extracted learning source is retained; only presenter/tutor metadata and web-layout noise are removed, while formatting is improved for readability. Session 11: Components of Advocacy Plan 60 Background There is currently an ever increasing demand for pharmaceutical personnel in Tanzania. This is due to expanding investment in public and private pharmaceutical sector. Shortage of trained pharmaceutical human resource contributes to poor quality of pharmaceutical services and low access to medicines in the country (GIZ, 2012). Through Public-Private-Partnership (PPP) the Pharmacy Council (PC) together with Development Partners (DPs) in Germany and Pharmaceutical Training Institutions (PTIs) worked together to address the shortage of human resource for pharmacy by designing a project named “Supporting Training Institutions for Improved Pharmaceutical Services in Tanzania” in order to improve quality and capacity of PTIs in training, particularly of lower cadre pharmaceutical personnel. The Pharmacy Council formed a Steering committee that conducted a stakeholder’s workshop from18th to 22ndAugust 2014 in Morogoro to initiate the implementation of the project. Key activities in the implementation of this project included carrying out situational analysis, curriculum review and harmonization, development of training manual/facilitators guide, development of assessment plan, training of trainers and supportive supervision. After the curricula were reviewed and harmonized, the process of developing standardized training materials was started in August 2015 through Writer’s Workshop (WW) approach. The approach included two workshops (of two weeks each) for developing draft documents and a one-week workshop for reviewing, editing and formatting the sessions of the modules. The goals of Writers Workshops were to build capacity of tutors in the development of training materials and to develop high-quality, standardized teaching materials. The training package for pharmacy cadres includes a Facilitator Guide, Assessment plan and Practicum. There are 12 modules for NTA level 6 making 12 Facilitator guides and one Practicum guide. Acknowledgment The development of standardized training materials of a competence-based curriculum for pharmaceutical sciences has been accomplished through involvement of different stakeholders. Special thanks go to the Pharmacy Council for spearheading the harmonization of training materials in the pharmacy after noticing that training institutions in Tanzania were using different curricula and train their students differently. I would also like to extend my gratitude to Christian Social Service Commission (CSSC) for their tireless efforts to mobilize funds from development partners (German Ministry of Industry and action medeor). It is through the implementation of the Multi-Actors Partnership (MAP) project, CSSC has been able to provide the financial and technical support needed during the development of this training material. Many thanks go to the Centre for Educational Development in Health Arusha (CEDHA) experts on health material development and training who coordinated the development of these module sessions particularly Ms. Diana H. Gamuya for her commitment in coordinating and facilitating the planning and development to its completion. Particular acknowledgements are sent to Mr. Dickson Mtalitinya and Members from the secretariat of National Council for Technical Education (NACTE) for facilitating and providing their expertise to the success of this work. It will be unfair if I will not recognize the efforts and contributions of all CEDHA supportive staff that made this process a success; accountant, secretary, drivers and printers Finally, I very much appreciate the contributions of the tutors and content experts representing PTIs, hospitals, and other health training institutions. Their participation in meetings and workshops, and their input in the development of this training manual/facilitators guide have been invaluable. These participants are listed with our gratitude below: Ms. Elizabeth Shekalaghe Registrar, Pharmacy Council of Tanzania Health,MoHCDGEC Dr. Jacqueline Uriyo Acting Principal, CEDHA Dr. Sungwa N. Kabissi Project Manager – MAP, CSSC Ms. Diana H. Gamuya CEDHA Ms. Grace Mallange PC Ms. Emily Mwakibolwa Pharmacy Council Ms. Tumaini H. Lyombe MUHAS Ms. Dilisi J. Makawia KSP Director of Human Resources Development Ministry of Health, Community Development, Gender, Elderly and Children Introduction Module Overview This module content is a guide for tutors of Pharmaceutical schools for training of students. The session contents are based on sub-enabling outcomes and their related tasks of the curriculum for Basic Technician Course in Pharmaceutical Sciences. The module sub-enabling outcomes and their related tasks are as indicated in the Ordinary Diploma in Pharmaceutical Sciences (NTA Level 6) Curriculum Target Audience This module is intended for use primarily by tutors of pharmaceutical schools. The module’s sessions give guidance on the time, activities and provide information on how to teach the session. The sessions include different activities which focus on increasing students’ knowledge, skills and attitudes. Organization of the Module The module consists of eleven (11) sessions; each session is divided into several parts as indicated below: • Session Title: The name of the session • Total Session Time: The estimated time for teaching the session, indicated in minutes • Pre-requisites: A module or session which needs to be covered before teaching the session. • Learning Tasks: Statements which indicate what the student is expected to learn by the end of the session • Resources Needed: All resources needed for the session are listed including handouts and worksheets • Session Overview: The session overview box lists the steps, time for each step, the activity or method used in each step and the step title • Session Content: All the session contents are divided into steps. Each step has a heading and an estimated time to teach that step as shown in the overview box. Also, this section includes instructions for the tutor and activities with their instructions to be done during teaching of the contents • Key Points: Key messages for concluding the session contents at the end of a session This step summarizes the main points and ideas from the session, based on the learning tasks of the session • Evaluation: The last section of the session consists of short questions based on the learning tasks to check the understanding of students. • Handouts: Additional information

NTA Level 6 • Semester 2 • PST06208 Steps in Conducting Advocacy Pharmaceutical Public Health • Source Session/Topic 10 Full source-text version: all educational wording from the extracted learning source is retained; only presenter/tutor metadata and web-layout noise are removed, while formatting is improved for readability. Session 10: Steps in Conducting Advocacy Total Session Time: 60 minutes Prerequisites • None Learning Tasks By the end of this session students are expected to be able to: • Explain steps in conducting advocacy Resources Needed: • Flip charts, marker pens, and masking tape • Black/white board chalk and whiteboard markers • LCD Projector and computer SESSION OVERVIEW |Step |Time |Activity/ |Content | | | |Method | | |1 |05 minutes |Presentation |Introduction , Learning Tasks | |2 |45 minutes |Presentation |Steps in Conducting Advocacy | | | |Buzzing | | |3 |05 minutes |Presentation |Key Points | |4 |05 minutes |Presentation |Evaluation | SESSION CONTENTS STEP1: Presentation of Session Title and Learning Tasks (5 minutes) READ or ASK students to read the learning tasks and clarify ASK students if they have any questions before continuing STEP 2: Steps in Conducting Advocacy (45 minutes) |Activity: Buzzing (5 minutes) | | | |ASK students to pair up and buzz on the following question for 2 | |minutes | | | |What are the steps in conducting advocacy? | | | |ALLOW few pairs to respond and let other pairs to add on points not | |mentioned | | | |WRITE their response on the flip chart/board | | | |CLARIFY and SUMMARIZE by using the content below | • There are eight steps in conducting or implementing advocacy: o Define goals ▪ What needs changing? ▪ Long term/short term? ▪ What do we want to ask for? Does it require change in: • Legislation • Policy • Regulation • Programs • Funding o Know audience ▪ Multi-layered: policy makers, media, key constituencies, public ▪ Different strategies for each target – research ▪ Provincial and Territorial governments, health authorities and general public o Craft message ▪ Be clear on what you are asking ▪ Keep it simple and focused ▪ Use positive language ▪ Tailor message to audience – research ▪ Appeal to audience’s self-interest ▪ Acknowledge environment/context- be pragmatic ▪ Make the case ▪ Look at the problem, the solution(s) and the benefit(s) ▪ Be consistent ▪ Distribute clear concise position statements ▪ Use evidence – facts carry more weight than anecdotal evidence ▪ Economic arguments are important o Identify the messenger ▪ The target audience will determine the messenger; For example: approach MPs as constituents ▪ Champions will also become messengers ▪ Media is best handled by a designated person(s) o Identify delivery methods; Advocacy is relationship building ▪ Tactics change by target audience ▪ Tactics to reach general public • Ads (Advertisements) • Media stories • Editorials • Awareness campaigns • Local events ▪ Tactics to reach media • Choose right communication tool • Press releases, Op-Ed, press conferences, letters • Use positive language • Make sure sources are credible • Make sure information is timely • Localize the issue • Accent human interest angle • Demonstrate support ▪ Tactics to reach political level of government • Meetings with elected officials – follow up • Letter writing campaigns then follow up in person • Distribute background documentation proving case • Petitions • Appear before Caucus • Appear before a Parliamentary Committee ▪ Tactics to reach departmental level of government • Meet with departmental employees responsible for issue • Meet with other government employees that may have an interest in the issue • Be prepared with discussion information and background info that they can use to make the case within government o Identify resources and gaps ▪ Do a SWOT (strengths, weaknesses, opportunities and threats) analysis ▪ Build on existing resources and opportunities • Alliances, relationships, information, political intelligence, capacity of staff, opportunities • Develop capacities which are lacking: Research, media, outreach o Plan next steps ▪ Identify achievable goals that set stage for larger work ▪ Include in the advocacy strategy/plan • Priority area • Action • Target • Timelines • Partners • Resources ▪ Set out clear steps – including timelines ▪ Be clear on who needs to do what and when ▪ Communicate the plan with partners ▪ Be flexible ▪ Keep focused on long term goal o Evaluate effectiveness ▪ Regularly revisit each of the steps to make sure the strategy is effective ▪ Discard any tactics which are not working and build on those that do ▪ Re-evaluate as new opportunities and challenges emerge ▪ Communicate changes internally STEP 3: Key Points (10 minutes) • Steps in conducting or implementing advocacy are; define goals, know audience, craft message, identify the messenger, identify delivery methods, identify resources and gaps, plan next steps and evaluate effectiveness • In each step there are several things that should be considered STEP 4: Evaluation (5 minutes) • What are the steps in conducting advocacy? • What tactics can be employed to reach general audience • What tactics can be used to reach political level of government References Dhaka Ahsania Mission: Training Manual on Community Participation and Social Mobilization in Basic Education. Bangladesh: AGAMI Printing & Publishing Co. Kahssay, H.M. et al (1999). Community Health Development: Review of the Concept and Practice. Public Health no.5.Geneva: WHO MOH (1992). Primary Health Care Strategy. Dar es Salaam, Tanzania: Ministry of Health. MOH (2001). District Health Management Training. Module Two: Promoting Partnership in the District. Dar es Salaam, Tanzania: Ministry of Health. Pamela, J.G. (2001). Professional Advocacy: Widening the Scope of Accountability Nursing Philosophy. 2:151-162. Oxford, UK: Blackwell Science Ltd. WHO (2002). Community Participation in Local Health and Sustainable Development WHO- AFRO (1991). Guidelines for the Selection of Community Health Activities. Geneva: WHO ← Previous TopicNext Topic →View all Pharmaceutical Public Health topicsOpen Complete Full Notes PDF / OFFLINE NOTES Unataka kutumiwa notes hizi kupitia WhatsApp?Kwa notes zilizopangiliwa vizuri kwa kusoma offline au PDF, bonyeza kitufe

NTA Level 6 • Semester 2 • PST06208 Approaches of Conducting Advocacy Pharmaceutical Public Health • Source Session/Topic 9 Full source-text version: all educational wording from the extracted learning source is retained; only presenter/tutor metadata and web-layout noise are removed, while formatting is improved for readability. Session 9: Approaches of Conducting Advocacy Total Session Time: 60 minutes Prerequisites • None Learning Tasks By the end of this session students are expected to be able to: • Explain approaches of conducting advocacy Resources Needed: • Flip charts, marker pens, and masking tape • Black/white board, chalk and whiteboard markers • LCD Projector and computer SESSION OVERVIEW |Step |Time |Activity/ |Content | | | |Method | | |1 |05 minutes |Presentation |Introduction, Learning Task | |2 | |Presentation |Approaches of Conducting Advocacy | | |45 minutes |Small Group | | | | |Discussion | | |3 |05 minutes |Presentation |Key Points | |4 |05 minutes |Presentation |Evaluation | SESSION CONTENTS STEP 1: Presentation of Session Title and Learning Task (5 minutes) READ or ASK students to read the learning tasks and clarify ASK students if they have any questions before continuing STEP 2: Approaches of Conducting Advocacy (45 minutes) |Activity: Small Group Discussion (15 minutes) | |DIVIDE students into small manageable groups | |ASK students to discuss on the following question | |What are the approaches of conducting advocacy? | | | |ALLOW students to discuss for 10 minutes | |ALLOW few groups to present and the rest to add points not mentioned | |CLARIFY and SUMMARIZE by using the contents below | • The following are approaches of conducting advocacy: o Media advocacy approach ▪ Providing attention of concerns to the community through media and the provision of “entertainment” to the audience hearing of those concerns. e.g. advertisement of violence against women, alcoholism etc ▪ Forms of media approach: • Paid advertisement • Press release a written speech for a particular issue, should be released to all media contact • Letters to the editors of newspapers and journals • Interviews with reporters • The staging of media events • Public service announcements o Courts advocacy approach ▪ Example providing attention to the drug company on raised adverse effects of their drugs to the community o By using Legislative and regulatory advocacy ▪ Regulatory and legislative advocacy are strategies that are often used by organizations or community population or community member seeking to have their voices heard o Coalitions advocacy approach ▪ “Coalitions are groups of community members, organizations, or both with a shared goal and some awareness that “united we stand, divided we fall” ▪ Organizations participating in the coalitions must have the structure or organizational capacity that will support such efforts, that is, the staff, volunteers, task forces, membership, and leadership, as well as a clear allocation of roles and responsibilities ▪ Technical assistance, such as consultation, training, and support for advocacy efforts, may be necessary to enable organizations to build and participate in coalitions STEP 3: Key Points (5 minutes) • There are several approaches of conducting advocacy such as media advocacy approach, courts advocacy approach, legislative and regulatory advocacy approach and coalitions advocacy approach • Each of these approaches differ in conducting advocacy STEP 4: Evaluation (5 minutes) • What are approaches of conducting advocacy? • What are forms of media approach? References Dhaka Ahsania Mission: Training Manual on Community Participation and Social Mobilization in Basic Education. Bangladesh: AGAMI Printing & Publishing Co. Kahssay, H.M. et al (1999). Community Health Development: Review of the Concept and Practice. Public Health no.5.Geneva: WHO MOH (1992). Primary Health Care Strategy. Dar es Salaam, Tanzania: Ministry of Health. MOH (2001). District Health Management Training. Module Two: Promoting Partnership in the District. Dar es Salaam, Tanzania: Ministry of Health. Pamela, J.G. (2001). Professional Advocacy: Widening the Scope of Accountability Nursing Philosophy. 2:151-162. Oxford, UK: Blackwell Science Ltd. WHO (2002). Community Participation in Local Health and Sustainable Development WHO- AFRO (1991). Guidelines for the Selection of Community Health Activities. Geneva: WHO ← Previous TopicNext Topic →View all Pharmaceutical Public Health topicsOpen Complete Full Notes PDF / OFFLINE NOTES Unataka kutumiwa notes hizi kupitia WhatsApp?Kwa notes zilizopangiliwa vizuri kwa kusoma offline au PDF, bonyeza kitufe hapa chini. Ujumbe wenye Level, Semester, Module na Topic utaandaliwa moja kwa moja.TUMIWA NOTES WHATSAPP WhatsApp: 255620339260

NTA Level 6 • Semester 2 • PST06208 Needs Assessment for Advocacy Pharmaceutical Public Health • Source Session/Topic 8 Full source-text version: all educational wording from the extracted learning source is retained; only presenter/tutor metadata and web-layout noise are removed, while formatting is improved for readability. Session 8: Needs Assessment for Advocacy Total Session Time: 120 minutes Prerequisites • None Learning Tasks By the end of this session students are expected to be able to: • Define needs assessment for advocacy • Mention assessment tools for advocacy • Explain needs assessment process for advocacy • Explain methods for assessing needs for advocacy Resources Needed: • Flip charts, marker pens, and masking tape • Black/white board, chalk and whiteboard markers • LCD Projector and computer SESSION OVERVIEW |Step |Time |Activity/ |Content | | | |Method | | |1 |05 minutes|Presentation |Introduction, Learning Task | |2 |10 minutes|Presentation |Definition of Needs Assessment for | | | |Buzzing |Advocacy | |3 |25minutes |Presentation |Assessment Tools for Advocacy | |4 |25minutes |Presentation |Needs Assessment Process for Advocacy| |5 |45 minutes|Presentation |Methods for Assessing Needs for | | | |Small Group |Advocacy | | | |Discussion | | |6 |05 minutes|Presentation |Key Points | |7 |05 minutes|Presentation |Evaluation | SESSION CONTENTS STEP1: Presentation of Session Title and Learning Task (5 minutes) READ or ASK students to read the learning tasks and clarify ASK students if they have any questions before continuing STEP 2: Definition of Needs Assessment for Advocacy (10 minutes) |Activity: Buzzing (5 minutes) | | | |ASK students to pair up and buzz on the following question for 2 | |minutes | | | |What is needs assessment for advocacy? | | | |ALLOW few pairs to respond and let other pairs to add on points not | |mentioned | | | |WRITE their response on the flip chart/board | | | |CLARIFY and SUMMARIZE by using the content below | • Needs assessment for advocacy: o Is a systematic process for determining and addressing needs, or "gaps" between current conditions and desired conditions or “wants” o It helps to identify what is and what is ought to be STEP 3: Assessment Tools for Advocacy (25 minutes) • The following are assessment tools for Advocacy: o Assessment techniques o Stakeholder analysis ▪ Decision makers ▪ Allies and partners ▪ Resistant groups o Packaging and delivery of information o Persuasion techniques o Media relations STEP 4: Needs Assessment Process for Advocacy (25 minutes) • The needs assessment process for Advocacy includes: o Gathering data o Analyzing the data o Establishing priorities for addressing the needs STEP 5: Methods for Assessing Needs for Advocacy (45 minutes) |Activity: Small Group Discussion (15 minutes) | | | |DIVIDE students into small manageable groups | | | |ASK students to discuss on the following question | |What are the methods for assessing needs for advocacy? | | | |ALLOW students to discuss for 10 minutes | | | |ALLOW few groups to present and the rest to add points not mentioned | | | |CLARIFY and SUMMARIZE by using the contents below | • The following are the methods for assessing needs for advocacy: o Focus group o Community survey o Direct observation o Survey and pools o Individual interview o Demographic data o Utilization data o Small area analysis o Use of key informants o Community forum Figure 8.1: Methods for Assessing Needs [pic] Source: Advocacy Tools by N. Assifi STEP 6: Key Points (5 minutes) • Needs assessment for advocacy is a systematic process for determining and addressing needs • The needs assessment process includes gathering data, analyzing the data, and establishing priorities for addressing the needs STEP 7: Evaluation (5 minutes) • What is needs assessment for advocacy? • What are the assessment tools for advocacy? • What are the needs assessment processes for Advocacy? • What are the methods for assessing needs for advocacy? References Dhaka Ahsania Mission: Training Manual on Community Participation and Social Mobilization in Basic Education. Bangladesh: AGAMI Printing & Publishing Co. Kahssay, H.M. et al (1999). Community Health Development: Review of the Concept and Practice. Public Health no.5.Geneva: WHO MOH (1992). Primary Health Care Strategy. Dar es Salaam, Tanzania: Ministry of Health. MOH (2001). District Health Management Training. Module Two: Promoting Partnership in the District. Dar es Salaam, Tanzania: Ministry of Health. Pamela, J.G. (2001). Professional Advocacy: Widening the Scope of Accountability Nursing Philosophy. 2:151-162. Oxford, UK: Blackwell Science Ltd. WHO (2002). Community Participation in Local Health and Sustainable Development WHO- AFRO (1991). Guidelines for the Selection of Community Health Activities. Geneva: WHO ← Previous TopicNext Topic →View all Pharmaceutical Public Health topicsOpen Complete Full Notes PDF / OFFLINE NOTES Unataka kutumiwa notes hizi kupitia WhatsApp?Kwa notes zilizopangiliwa vizuri kwa kusoma offline au PDF, bonyeza kitufe hapa chini. Ujumbe wenye Level, Semester, Module na Topic utaandaliwa moja kwa moja.TUMIWA NOTES WHATSAPP WhatsApp: 255620339260

NTA Level 6 • Semester 2 • PST06208 Techniques in Conducting Advocacy Pharmaceutical Public Health • Source Session/Topic 7 Full source-text version: all educational wording from the extracted learning source is retained; only presenter/tutor metadata and web-layout noise are removed, while formatting is improved for readability. Session 7: Techniques in Conducting Advocacy Total Session Time: 120 minutes Prerequisites • None Learning Tasks By the end of this session students are expected to be able to: • Define the terms community mobilization and Sensitization • Differentiate between advocacy, sensitization and mobilization • Mention requirements for community mobilization • List steps for community mobilization in solving health problems • Mention the importance of community sensitization • Outline channels of sensitization • List avenues for public awareness Resources Needed: • Flip charts, marker pens, and masking tape • Black/white board, chalk and whiteboard markers • LCD Projector and computer SESSION OVERVIEW |Step |Time |Activity/ |Content | | | |Method | | |1 |05 minutes |Presentation |Introduction, Learning Tasks | |2 |10 minutes |Presentation |Definition of Mobilization and | | | |Buzzing |Sensitization | |3 |35 minutes |Presentation |The Difference between Advocacy, | | | |Small Group |Sensitization and Mobilization | | | |Discussion | | |4 |20 minutes |Presentation |Requirements for Community | | | | |Mobilization | |5 |10 minutes |Presentation |Steps for Community Mobilization in | | | | |Solving Health Problems | |6 |15 minutes |Presentation |Importance of Community | | | | |Sensitization | |7 |10 minutes |Presentation |Channels of Sensitization | |8 |05 minutes |Presentation |Avenues for Public Awareness | |9 |05 minutes |Presentation |Key Points | |10 |05 minutes |Presentation |Key points | SESSION CONTENTS STEP1: Presentation of Session Title and Learning Tasks (5 minutes) READ or ASK students to read the learning tasks and clarify ASK students if they have any questions before continuing STEP 2: Definition of Community Mobilization and Sensitization (10 minutes) |Activity: Buzzing (5 minutes) | | | |ASK students to pair up and buzz on the following question for 2 | |minutes | | | |What is community mobilization? | | | |ALLOW few pairs to respond and let other pairs to add on points not | |mentioned | | | |WRITE their response on the flip chart/board | | | |CLARIFY and SUMMARIZE by using the content below | • Community mobilization: o Is the process of engaging communities to identify community priorities, resources, needs and solutions in such a way as to promote representative participation, good governance, accountability and peaceful change • Community sensitization: o A process by which the community is made to be aware of and be responsive to certain ideas, events, situations or experiences STEP 3: The Difference Between Advocacy, Mobilization and Sensitization (35 minutes) |Activity: Small Group Discussion (15 minutes) | | | |DIVIDE students into small manageable groups | | | |ASK students to discuss on the following question | |What are the differences between advocacy, mobilization and | |sensitization? | | | |ALLOW students to discuss for 10 minutes | | | |ALLOW few groups to present and the rest to add points not mentioned | | | |CLARIFY and SUMMARIZE by using the contents below | • Advocacy: o It is the process seeking to ensure that people, particularly those who are most vulnerable in society are able to have their voice heard on issues that are important to them, defend and safeguard their right and have their views and wishes genuinely considered when decision are being made about their lives • Community mobilization: o It is an attempt to bring both human and non-human resources together (building relationship) to undertake developmental activities in order to achieve sustainable development • Community sensitization: o It is a process by which the community is made to be aware of and be responsive to certain ideas, events, situations or experiences STEP 4: Requirements for Community Mobilization (20 minutes) • The following are requirements for community mobilization: o Leadership o Organizational capacity o Communication channels o Assessments o Problem solving o Resource mobilization o Administrative and operational management STEP 5: Steps for Community Mobilization in Solving Health Problems (10 minutes) • There are five steps for community mobilization in solving health problems: o Identify the problem o Select a strategy to solve the problem o Community mobilization o Implementation through people’s participation o Assess the results and improve STEP 6: Importance of Community Sensitization (15 minutes) • The following are importance of community sensitization: o Enhances active participation from the community towards utilization of health services o Increases understanding and public knowledge on health issues o Enhances social skills and competencies for change o Enhances stakeholder partnerships towards contributing health services o Captures the public’s attention towards serious sudden epidemic occurrence o Community makes informed decisions o Brings about confidence of the community towards their health status STEP 7: Channels of sensitization (10 minutes) • The following are channels of sensitization: o Radio programmes e.g. “Ukimwi na Jamii” of Radio Free Africa of Tanzania o Television programmes e.g. “Afya yako” of Independent Television of Tanzania (ITV) o Focus group discussions o Meetings o Awareness talks o Door-to-door campaigns o Literature o Outdoor advertising o Drama STEP 8: Avenues for Public Awareness (5 minutes) • The following are examples of Avenues for public awareness: o Primary school o Secondary school o Religious forums o Political forums o Professional meetings STEP 5: Key Points (5 minutes) • Techniques in conducting advocacy are; sensitization and mobilization • The terms Advocacy, Sensitization and Mobilization are different • Requirements for community mobilization include; leadership, organizational capacity Communication channels, assessments, problem solving, resource mobilization, administrative and operational management • Community mobilization for solving health problems has got several steps to be followed • There are different channels of sensitization such as radio and TV programs, literature, door to door campaigns just to mention a few • To attain public awareness there are several avenues used such as secondary schools, religious and political

NTA Level 6 • Semester 2 • PST06208 Introduction to Advocacy Pharmaceutical Public Health • Source Session/Topic 6 Full source-text version: all educational wording from the extracted learning source is retained; only presenter/tutor metadata and web-layout noise are removed, while formatting is improved for readability. Session 6: Introduction to Advocacy Total Session Time: 120 minutes Prerequisites • None Learning Tasks By the end of this session students are expected to be able to: • Define the term advocacy and an advocate • Mention requirements of an advocate • Explain key components of effective advocacy • Explain the concept of advocacy in relation to provision of pharmaceutical services • Explain importance of advocacy in promoting rational use of medicine Resources Needed: • Flip charts, marker pens, and masking tape • Black/white board, chalk and whiteboard markers • LCD Projector and computer SESSION OVERVIEW |Step |Time |Activity/ |Content | | | |Method | | |1 |05 minutes |Presentation |Introduction, Learning Tasks | |2 |10 minutes |Presentation |Definition of Advocacy and an | | | |Buzzing |Advocate | |3 |10 minutes |Presentation |Requirements of an Advocate | |4 |30 minutes |Presentation | Key Components of Effective | | | |Small Group |Advocacy | | | |Discussion | | |5 |30 minutes |Presentation |Concept of Advocacy in Relation to | | | | |Provision of Pharmaceutical Services| |6 |25 minutes |Presentation | Importance of Advocacy in Promoting| | | | |Rational Use of Medicine | |7 |05 minutes |Presentation |Key Points | |8 |05 minutes |Presentation |Evaluation | SESSION CONTENTS STEP1: Presentation of Session Title and Learning Tasks (5 minutes) READ or ASK students to read the learning tasks and clarify ASK students if they have any questions before continuing STEP 2: Definition of Advocacy and an Advocate (10 minutes) |Activity: Buzzing (5 minutes) | | | |ASK students to pair up and buzz on the following question for 2 | |minutes | | | |What is advocacy? | | | |ALLOW few pairs to respond and let other pairs to add on points not | |mentioned | | | |WRITE their response on the flip chart/board | | | |CLARIFY and SUMMARIZE by using the content below | • Advocacy: o Is an activity by an individual or group which aims to overcoming major barriers to public health and occupational health, influence decisions within political, economic, and social systems and institutions o Is the process that seeks to ensure that people, particularly those who are most vulnerable in society able to have their voice heard on issues that are important to them, defend and safeguard their right and have their views and wishes genuinely considered when decision are being made about their lives • An advocate: o Is someone who provides advocacy support to people who need it STEP 3: Requirements for an Advocate (10 minutes) • Requirements for an Advocate: o Academic Background and skills ▪ Academic background and experience in communication ▪ Work experience in population health; for example; Reproductive Health, Family Planning etc. ▪ Experience in group organization/mobilization ▪ Ability/skills in public speaking and group facilitation ▪ Ability/skills in speech writing, writing articles etc. ▪ Experience in working with media (media relations) ▪ Orientation on research, capability to translate research-based information to advocacy messages o Personal Qualities ▪ Articulate, good listener, good communicator ▪ Interested to work with people at different levels ▪ Willingness to be trained and open for further professional growth ▪ Committed to the programme STEP 4: Key Components of Effective Advocacy (30 minutes) |Activity: Small Group Discussion (15 minutes) | | | |DIVIDE students into small manageable groups | | | |ASK students to discuss on the following question | |What are the key components of effective advocacy? | | | |ALLOW students to discuss for 10 minutes | | | |ALLOW few groups to present and the rest to add points not mentioned | | | |CLARIFY and SUMMARIZE by using the contents below | • Key components of effective advocacy include: o The rightness of the cause: ▪ Key messages to target audiences should focus on positive impacts and benefits of peer support to population’s health o Know the facts: ▪ The advocates should to be knowledgeable all of the facts – issues, the opposition, and different opinions – about peer support o Use the facts: ▪ Any messages the program/ organization provide should be based on the facts o Be clear and concise: ▪ The advocacy message should be clear, concise and direct to the point, and avoid jargon and acronyms o Build up and nurture relationships and collaborative networks: ▪ An advocacy strategy usually has higher chance to succeed if it is a joint effort. Therefore, it is critical to build up a network of allies who share the same messages with your organization o Use a variety of advocacy tools and tactics: ▪ Depending on target audience and budget, different advocacy tools should be applied to make sure the key messages are communicated to target audiences in the most effective way ▪ Some tools are the media, social media, petitions, letters, emails and other evidence-based strategies o Apply different advocacy channels: ▪ It is critical to use strategically variety of channels to transfer your key messages, including meetings with government officials, press conferences, letters, petitions, rallies, and phone calls STEP 5: Concept of Advocacy in Relation to Provision of Pharmaceutical Services (30 minutes) • Aims of advocacy o Advocacy in all its forms seeks to ensure that people, particularly those who are most vulnerable in society, are able to: ▪ Have their voice heard on issues that are important to them in their daily life e.g. corruption in health system. Work in partnership with vulnerable individuals and give them voices in the decisions that affect their daily lives. ▪ Defend and safeguard their rights e.g. right to live healthy ▪ Have their views and wishes genuinely considered when decisions are being made about their lives ▪ Enable and empower people

NTA Level 6 • Semester 2 • PST06208 Health Promotion Programmes Related to Pharmaceutical Care and Services Pharmaceutical Public Health • Source Session/Topic 5 Full source-text version: all educational wording from the extracted learning source is retained; only presenter/tutor metadata and web-layout noise are removed, while formatting is improved for readability. Session 5: Health Promotion Programmes Related to Pharmaceutical Care and Services Total Session Time: 120 minutes Prerequisites • None Learning Tasks By the end of this session students are expected to be able to: • Define health promotion programmes • Identify health promotion programmes • Explain characteristics of health promotion programmes • List components of health promotion programmes • Outline health promotion programmes related to pharmaceutical care and services. Resources Needed: • Flip charts, marker pens, and masking tape • Black/white board, chalk and whiteboard markers • LCD Projector and computer SESSION OVERVIEW |Step |Time |Activity/ |Content | | | |Method | | |1 |05 minutes |Presentation |Introduction, Learning Tasks | |2 |05 minutes |Presentation | | | | | |Definition of Health Promotion | | | | |Programmes | |3 | |Presentation |Identification of Health Promotion | | |25 minutes |Brainstorming |Programmes | |4 |30 minutes |Presentation |Characteristics of Health Promotion | | | |Small Group |Programmes | | | |Discussion | | |5 |30 minutes |Presentation |Components of Health Promotion | | | | |Programmes | |6 |15 minutes |Presentation |Health Promotion Programmes Related | | | | |to Pharmaceutical Care and Services | |7 |05 minutes |Presentation |Key points | |8 |05 minutes |Presentation |Evaluation | SESSION CONTENTS STEP 1: Presentation of Session Title and Learning Tasks (5 minutes) READ or ASK students to read the learning tasks and clarify ASK students if they have any questions before continuing STEP 2: Definition of Health Promotion Programmes (5 minutes) • Definition of health promotion programmes o These are activities designed to work with a priority population (target population), a defined group of individuals who share some common characteristics related to the health concern being addressed STEP 3: Identification of Health Promotion Programmes (25 minutes) |Activity: Brainstorming (5 minutes) | | | |Ask students to brainstorm on the following question: | |How is health promotion program identified? | | | |ALLOW few students to respond? | | | |WRITE their responses on the flip chart/ board | | | |CLARIFY and SUMMARISE by using the content below | • Health Promotion Program can be identified by considering the following: o A health promotion program should address one or more risk factors which are carefully defined, measurable, modifiable, and prevalent among the members of a chosen target group, factors which constitute a threat to the health status and the quality of life of target group members o A health promotion program should reflect a consideration of the special characteristics, needs, and preferences of its target group(s) o Health promotion programs should include interventions which will clearly and effectively reduce a targeted risk factor and are appropriate for a particular setting o A health promotion program should identify and implement interventions which make optimum use of available resources o From the outset, a health promotion program should be organized, planned, and implemented in such a way that its operation and effects can be evaluated STEP 4: Characteristics of Health Promotion Programmes (30 minutes) |Activity: Small Group Discussion (15 minutes) | | | |DIVIDE students into small manageable groups | | | |ASK students to discuss on the following question | | | |What are characteristics of health promotion programmes? | | | |ALLOW students to discuss for 10 minutes | | | |ALLOW few groups to present and the rest to add points not mentioned | | | |CLARIFY and SUMMARIZE by using the contents below | • Characteristics of health promotion programmes include: o Provide planned, organized, and structured activities and events over time that focus on helping individuals make informed decisions about their health. o Promote policy, environmental, regulatory, organizational, and legislative changes at various levels of government and organizations. o The planned change in health promotion can be applied among individuals in varied settings and at any stage in the natural history of an illness or health problem. STEP 5: Components of Health Promotion Programmes (30 minutes) |HEALTH EDUCATION TO IMPROVE: |ENVIRONMENTAL ACTIONS TO IMPROVE: | |Health knowledge |Advocacy | |Health attitudes |Environmental change | |Health skills |Legislation | |Health behaviors |Policy mandates, regulation | |Health indicators |Resource development | |Health status |Social support | | |Financial support | | |Community development | | |Organizational development | STEP 6: Health Promotion Programmes Related to Pharmaceutical Care and Services (15 minutes) • Health promotion programmes related to pharmaceutical care and services include: o Programme of promoting health and well-being; for example, nutrition and physical activities o Programme of preventing illness; for example, immunization o Programme of identifying illness; for example, detecting disease o Programme of maintenance of health for those with chronic or potential long term conditions STEP 7: Key Points (5 minutes) • Health programmes are activities designed to work with a priority population (target population) • Health promotion programmes include; Malaria control program, HIV/AIDS program, TB and Leprosy prevention program, Immunization program e.g. Polio eradication programs, Family planning program, Female Genital Mutilation prevention program, Fistula Program, Cancer prevention program • These have to be identified by considering several criteria STEP 8: Evaluation (5 minutes) • What are health promotion programmes? • How can health promotion programme be identified? • What are characteristics of health promotion programmes? • What are components of health promotion programmes? References Butler, J.T. (2001). Principles of Health Education and Health Promotion. London: Wadsworth. Downie, R.S. et al (1996). Health Promotion Models and values (2nd ed). Great Britain: Oxford University Press. Ewles, L. & Simnett, I. (2003). Promoting Health. A Practical Guide (5th ed). London: Bailliere Tindal. MOHSW (2001). Health Management Training Module Two: Promoting Partnership in the District-Second Version. Dar es Salaam, Tanzania: Ministry of Health and Social Welfare. WHO (1986).

NTA Level 6 • Semester 2 • PST06208 Steps in Conducting Health Promotion Pharmaceutical Public Health • Source Session/Topic 4 Full source-text version: all educational wording from the extracted learning source is retained; only presenter/tutor metadata and web-layout noise are removed, while formatting is improved for readability. Session 4: Steps in Conducting Health Promotion Total Session Time: 60 minutes Prerequisites • None Learning Tasks By the end of this session students are expected to be able to: • Explain steps in conducting health promotion Resources Needed: • Flip charts, marker pens, and masking tape • Black/white board, chalk and whiteboard markers • LCD Projector and Computer SESSION OVERVIEW |Step |Time |Activity/ |Content | | | |Method | | |1 |05 minutes|Presentation |Introduction, Learning Tasks | |2 |45 minutes|Presentation |Steps in Conducting Health | | | |Small Group |Promotion | | | |discussion | | |3 |05 minutes|Presentation |Key Points | |4 |05minutes |Presentation |Evaluation | SESSION CONTENTS STEP 1: Presentation of Session Title and Learning Tasks (5 minutes) READ or ASK students to read the learning tasks and clarify ASK students if they have any questions before continuing STEP 2: Steps in Conducting Health Promotion (45 minutes) |Activity: Small Group Discussion (15 minutes) | | | |DIVIDE students into small manageable groups | | | |ASK students to discuss on the following question | |What are the steps in conducting health promotion? | | | |ALLOW students to discuss for 10 minutes | | | |ALLOW few groups to present and the rest to add points not mentioned | | | |CLARIFY and SUMMARIZE by using the contents below | • The following are steps in conducting health promotion: o Manage the planning process: ▪ Develop a plan to manage stakeholder participation, timelines, resources, and determine methods for data-gathering, interpretation, and decision making ▪ Plan to engage stakeholders, including clients and staff ▪ Establish a clear timeline for creating a work plan ▪ Plan how you will allocate financial, material, and human resources ▪ Consider the data required to make decisions at each step and include adequate time for data collection and interpretation ▪ Establish a clear decision‐making process (e.g. by consensus, by committee) o Conduct a situational assessment: ▪ Learn more about the population of interest, trends, and issues that may affect implementation, including the wants, needs, and assets of the community ▪ Learn more about the population of interest, trends, and issues that may affect implementation, including the wants, needs, and assets of the community ▪ What is the situation; what is making the situation better and what is making it worse; and what possible actions you can take to address the situation ▪ Use diverse types of data (e.g. community health status indicators, stories/testimonials; evaluation findings; “best practice” guidelines o Identify goals, populations of interest, outcomes and outcome objectives: ▪ Use situational assessment results to determine goals, populations of interest, outcomes and outcome objectives ▪ Ensure program goals, populations of interest and outcome objectives are aligned with strategic directions of your organization or group: • Goal: a broad statement providing overall direction for a program over a long period of time. • Population(s) of interest: group or groups that require special attention to achieve your goal • Outcome objective: brief statement specifying the desired change caused by the program o Identify strategies, activities, outputs, process objectives and resources: ▪ Use the results of the situational assessment to select strategies and activities, feasible with available resources, that will contribute to your goals and outcome objectives ▪ Brainstorm strategies (e.g. health education, health communication, organizational change, policy development) for achieving objectives ▪ Identify specific activities for each strategy, including which existing activities to start, stop, and continue. ▪ Select outputs and develop process objectives. Consider available financial, human and in kind resources. o Develop indicators: ▪ Develop a list of variables that can be tracked to assess the extent to which outcome and process objectives have been met ▪ For each outcome and process objective consider the intended result and whether: the intended result can be divided into separate components ▪ Define indicators to measure each outcome and process objective and perform a quality check on proposed indicators ensuring they are valid, reliable, and accessible. Indicators are used to determine the extent to which outcomes and process objectives were met. o Review the program plan: ▪ Clarify the contribution of each component of the plan to its objectives, identify gaps, ensure adequate resources, and ensure consistency with the situational assessment findings ▪ Review the plan to determine whether: strategies effectively contribute to goals and objectives; short-term objectives contribute to long-term objectives; the best activities were chosen to advance the strategy; activities are appropriate to the audiences; and the resources are adequate to implement the activities. STEP 5: Key Points (5 minutes) • Steps in conducting health promotion include: managing the planning process, conducting a situational assessment, identifying goals, populations of interest, outcomes and outcome objectives, identifying strategies, activities, outputs, process objectives and resources, developing indicators and reviewing the program plan STEP 6: Evaluation (5 minutes) • What are the steps in conducting health promotion? References Butler, J.T. (2001). Principles of Health Education and Health Promotion. London: Wadsworth. Downie, R.S. et al (1996). Health Promotion Models and values (2nd ed). Great Britain: Oxford University Press. Ewles, L. & Simnett, I. (2003). Promoting Health. A Practical Guide (5th ed). London: Bailliere Tindal. MOHSW (2001). Health Management Training Module Two: Promoting Partnership in the District-Second Version. Dar es Salaam, Tanzania: Ministry of Health and Social Welfare. WHO (1986). Ottawa Charter for Health Promotion. Geneva: World Health Organization. Wood, C.H. (2008). Community Health (3rd ed.). Nairobi: African Medical and Research Foundation (AMREF). Wood, C.H. et al (1997) Community Health. (2nd ed.). Nairobi: African Medical and Research Foundation (AMREF). Nutbeam, D. (1986). Health promotion glossary. Health Promotion International,1(1), 113-127. doi:10.1093/heapro/1.1.113 Health Promotion International. (2011). Health Promotion International, 26(1), 129-131. doi:10.1093/heapro/dar010 Alma Ata, USSR. WHO, Geneva, (1978), Report of the international conference on primary