Pharmaceutical Public Health – Complete Full Notes
| |
UNITED REPUBLIC OF TANZANIA
[pic]
Ministry of Health, Community Development, Gender, Elderly and Children
Facilitator Guide
Copyright © Ministry of Health, Community Development, Gender, Elderly and
Children – 2019
Table of Contents
Background iv
Acknowledgment v
Introduction vii
Abbreviations x
Session 1: Introduction to Public Health 1
Session 2: Pharmaceutical Public Health 8
Session 3: Introduction to Health Promotion 13
Session 4: Steps in Conducting Health Promotion 22
Session 5: Health Promotion Programmes Related to Pharmaceutical Care and
Services 27
Session 6: Introduction to Advocacy 32
Session 7: Techniques in Conducting Advocacy 39
Session 8: Needs Assessment for Advocacy 45
Session 9: Approaches of Conducting Advocacy 50
Session 10: Steps in Conducting Advocacy 54
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:
indicated in minutes
teaching the session.
learn by the end of the session
including handouts and worksheets
step, the activity or method used in each step and the step title
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
of a session This step summarizes the main points and ideas from the
session, based on the learning tasks of the session
based on the learning tasks to check the understanding of students.
teaching or later for students’ further learning. Handouts are used to
provide extra information related to the session topic that cannot fit
into the session time. Handouts can be used by the students to study
material on their own and to refer to them after the session. Sometimes,
a handout will have questions or an exercise for the participants
including the answers to the questions.
Instructions for Use and Facilitators Preparation
classroom
Pharmaceutical Public Health
handouts and worksheets as preparation before facilitating the session
section or any other item, for an effective teaching and learning process
learning process effective
contents in order to clarify points during facilitation
much as possible, and adjust as needed
involved, they learn more effectively
more realistic
available locally
Preparation with Handouts and Worksheets
the session
teaching the session. This will enable students to refer to hand-outs and
worksheets during the session in the class. You can reproduce enough
copies for students or for sharing
the students to follow the instructions of the activity
in the facilitator guide
Using Students Manual When Teaching
facilitator guide, which excludes facilitator instructions and answers
for exercises.
acts as a reference document during and after teaching the session
manual without facilitator instructions
Abbreviations
ADRs Adverse Drug Reactions
AIDS Acquired Immuno-Deficiency Syndrome
BCC Behavior Change Communication
HIV Human Immuno-deficiency Virus
IEC Information Education and Communication
MP Member of Parliament
OCP Onchocerciasis Control Program
OCP Onchocerciasis Control program
PHC Primary Health Care
STI Sexual Transmitted Infections
WHO World health organization
Session 1: Introduction to Public Health
Total Session Time: 120 minutes
Prerequisites
Learning Tasks:
By the end of this session students are expected to be able to:
Resources Needed:
SESSION OVERVIEW
|Step |Time |Activity/ |Content |
| | |Method | |
|1 |05 minutes |Presentation |Introduction, Learning Tasks |
|2 |10 minutes |Presentation |Definition of Public Health |
|3 |15 minutes |Presentation |Role of Public Health |
|4 |25 minutes |Presentation, |Existing Public Health Programs |
| | |Buzzing | |
|5 |35 minutes |Presentation |Role of Pharmaceutical Services in |
| | |Brainstorming |Health Programs |
|6 |20 minutes |Presentation |Advantages and Disadvantages of |
| | | |Public Health Programs |
|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 task and clarify
ASK students if they have any questions before continuing
STEP 2: Definition of Public Health (10 minutes)
o Public health is the science and art of preventing disease,
prolonging life and promoting health through organized efforts and
informed choices of society, organizations, public and private,
communities and individuals
o It can also be defined as a social and political concept aimed at the
improving health, prolonging life and improving the quality of life
among whole populations through health promotion, disease prevention
and other forms of health intervention
STEP 3: Roles of Public health (15 minutes)
o Collecting and analyzing health status and utilization of information
o Developing policies and policy recommendations to maintain and protect
the public's health by building upon the data and its analysis and
responding to community values
o Informing the public and policy makers of its analysis and
recommendations
o Working to develop consensus (agreement) on needed action; and Making
sure that necessary public health and personal health services are
provided to all
STEP 4: Existing Public Health Programs (25 minutes)
|Activity: Buzzing (5 minutes) |
| |
|ASK students to pair up and buzz on the following question for 2 |
|minutes |
| |
|What is a program? |
| |
|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 |
a plan or schedule of activities, procedures, etc., to be followed.
of delivery:
o Horizontal and Vertical programs
o By horizontal delivery, services are delivered through public financed
health systems and are commonly referred as comprehensive primary care
o A horizontal health programme “seeks to tackle the over-all health
problems on a wide front and on a long-term basis through the creation
of a system of permanent institutions commonly known as ‘general
health services’”
o The goals of this approach might cut across specific diseases and
focus on building health care systems that are able to tackle diseases
in a long-term way
o Vertical delivery of health services implies a selective targeting of
specific interventions not fully integrated in health systems.
o Vertical health programme is all about attacking one or a few health
problems.
o Many countries have national programmes that focus on certain diseases
or certain issues in the community under Vertical health programmes.
o These programmes are for diseases or issues that affect a large
percentage of the community.
o A "vertical programme" is a component of the health system which:
relating to a single condition or small group of health problems.
vehicles, funds)
o Malaria control program
o HIV/AIDS program
o TB and Leprosy prevention program
o Immunization program e.g. Polio eradication program
o Family planning program
o Female Genital Mutilation prevention program
o Fistula program
o Cancer prevention program
o Breastfeeding program
o Teaching of Public Health Education in schools program
o Diabetes prevention program
o Health monitoring and evaluation program
o Sanitation program
o Outreach program
o Onchocerciasis Control Program (OCP)
STEP 5: Role of Pharmaceutical Services in Public Health Programme
(35 minutes)
|Activity: Brainstorming (5 minutes) |
| |
|Ask students to brainstorm on the following question: |
| |
|What is the role of pharmaceutical services in public health? |
| |
|ALLOW few students to respond |
| |
|WRITE their responses on the flip chart/ board |
| |
|CLARIFY and SUMMARISE by using the content below |
pharmaceutical service as the basic part of pharmacy, the principal task
of which is to provide pharmaceutical care as an inseparable part of
providing health care
personnel oriented to secure pharmaceutical products and health care
products and to optimizing effective, safe and quality pharmacotherapy in
public health programme
o Procurement of drugs and medical supplies
o Transportation of drugs
o Storage of drugs and medical supplies
o Distribution of drugs
o Ensuring appropriate therapy and outcomes
o Ensuring appropriate pharmacotherapy
o Ensuring patient’s understanding/adherence to his or her treatment
plan
o Monitoring and reporting outcomes
o Drug adherence counseling programs
o Drug use education
o Dispensing medications and devices
o Processing the prescription or medicine order
o Preparing the pharmaceutical product
o Delivering the medication or device
o Health promotion and disease prevention
o Surveillance and reporting of public health issues
o Identification of ADRs
o Promoting safe medication use in society
o Health systems management
o Managing the practice
o Managing medications throughout the health system
o Managing the use of medications within the programme
o Participating in research activities
o Health promotion and disease prevention
STEP 6: Advantages and Disadvantages of Public Health Programme
(20 minutes)
o Greater service specialization and concentration
interventions.
the available
resources
o Better accountability
accountability.
o More rapid results in weak health systems
strategies that
attempt to strengthen broader systems as a platform for service
delivery, especially in weak health systems
o Better chance of success in weak states
already disintegrated, vertical programmes might be the only means of
ensuring the delivery of at least selected priority service
o Value driven
foundation and excessively focusing on efficiency gains
approach, leading to inadequate engagement of local populations in
planning or implementation.
o Reduced chance of sustainability
o Vertical programmes waste resources as they encourage duplication and
inefficiency and may overburden staff, such as through multiple
reporting channels.
o By creating unjustifiable differences of pay and status that lead to
employee dissatisfaction and consuming scarce resources that could be
used elsewhere, they reduce health system effectiveness while reducing
the chances of being sustainable once the additional resources from
external donors cease
o Discouraging comprehensive approaches
approaches needed to tackle social inequity and the wider
determinants of health thereby negatively affecting the health
development process
STEP 7: Key Points (5 minutes)
health, prolonging life through health promotion, disease prevention and
other forms of health intervention.
health programs
STEP 8: Evaluation (5 minutes)
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.
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 ResearchFoundation (AMREF).
Wood, C.H. et al (1997) Community Health. (2nd ed.). Nairobi: African
Medical andResearch 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
health care
A call for Action/WHO/HEP/90. WHO, Geneva Promoting health in developing
countries:
1990.
World Health Organization (1997) Jakarta declaration on leading Health
Promotion into 21st entury; Geneva: WHO
Session 2: Pharmaceutical Public Health
Total Session Time: 120 minutes
Prerequisites
Learning Tasks:
By the end of this session students are expected to be able to:
Resources Needed:
SESSION OVERVIEW
|Step |Time |Activity/ |Content |
| | |Method | |
|1 |05 |Presentation |Introduction, Learning Tasks |
| |minutes | | |
|2 |10 |Presentation | Definition of Pharmaceutical |
| |minutes |Buzzing |Public Health |
|3 |30 |Presentation |Roles of Pharmaceutical Public |
| |minutes |Brainstorming |health |
|4 |55 |Presentation |Concept and Principles of |
| |minutes |Small Group |Pharmaceutical Public Health |
| | |Discussion | |
|5 |10 |Presentation |Barriers to the Development of |
| |minutes | |Pharmaceutical Public Health |
|6 |05 |Presentation |Key points |
| |minutes | | |
|7 |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: Definition of Pharmaceutical Public Health (10 minutes)
|Activity: Buzzing (5 minutes) |
| |
|ASK students to pair up and buzz on the following question for 2 |
|minutes |
| |
|What is pharmaceutical public health? |
| |
|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 |
o Is the application of pharmaceutical knowledge, skills and resources
to the science and art of preventing disease, prolonging life,
promoting, protecting and improving health for all through organized
efforts of a society
need to work with patients, the public and other agencies,
professional and non-professional boundaries.
STEP 3: Roles of Pharmaceutical Public Health (30 minutes)
o Participate in health promotion campaigns
o Promote drug misuse awareness
o Promote patient medication adherence
o Deal with pharmaceutical hazard alerts
o Facilitate disposal of waste medicines
o Support patients with chronic illness
o Provide advice on how medicines work
o Advise on complimentary medicine
o Maintain patient medication records
o Provide monitored dosage sys
STEP 4: Concept and Principles of Pharmaceutical Public Health (55 minutes)
|Activity: Small Group Discussion (15 minutes) |
| |
|DIVIDE students into small manageable groups |
| |
|ASK students to discuss on the following question |
|What are the concept and principles of pharmaceutical public health? |
| |
|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 |
o Local Treatment guidelines and treatment protocols
o Medicine use review and evaluation
o National medicine policies and essential medicines lists
o Pharmacovigilance
o Needs assessment and pharmaco-epidemiology
pharmaceutical public health.
activity analogous to that of public health. It must:
population centrally and locally
that have a pharmaceutical component
STEP 5: Barriers to the Development of Pharmaceutical Public Health (10
minutes)
health:
o The low level of co-operation between sections of the profession,
o The unprofessional culture that understates the value of partnerships
o A poor knowledge of pharmaceutical needs
o The absence of common data sets to monitor health and health related
issues.
STEP 6: Key Points (5 minutes)
knowledge, skills and resources to the science and art of preventing
disease
awareness, to promote patient medication adherence, to facilitate
disposal of waste medicines and to provide monitored dosage systems
STEP 7: Evaluation (5 minutes)
health?
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.
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
health care
A call for Action/WHO/HEP/90. WHO, Geneva Promoting health in developing
countries:
1990.
World Health Organization (1997) Jakarta declaration on leading Health
Promotion into 21st century; Geneva: WHO
Session 3: Introduction to Health Promotion
Total Session Time: 120 minutes
Prerequisites
Learning Tasks
By the end of this session, students are expected to be able to:
Resources Needed
SESSION OVERVIEW
|Step |Time |Activity/ |Content |
| | |Method | |
|1 |05 minutes |Presentation |Introduction, Learning Tasks |
|2 |10 minutes |Presentation |Definition of Health and Health |
| | |Brainstorm |Promotion |
|3 |40 minutes |Presentation |Goals, Objectives and Scope of |
| | | |Health |
| | | |Promotion |
|4 |15 minutes |Presentation |Principles of Health Promotion |
|5 |40 minutes |Presentation |Health Promotion Strategies and |
| | |Buzzing |Approaches |
|6 |05 minutes |Presentation |Key Points |
|7 |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 the Terms Health and Health Promotion (10 minutes)
|Activity: Brainstorming (5 minutes) |
| |
|Ask students to brainstorm on the following question: |
|What is health promotion? |
| |
|ALLOW few students to respond |
| |
|WRITE their responses on the flip chart/ board |
| |
|CLARIFY and SUMMARISE by using the content below |
o Is a state of complete physical, mental, and social well-being and
not merely the
absence of disease and infirmity
o Health promotion is the process of enabling people to increase control
over the determinants of health and thereby improve their health
process
capabilities of individuals
and economic conditions so as to alleviate their impact on public and
individual health
STEP 3: Goals, Objectives and Scope of Health Promotion (30 minutes)
o Health promotion aims to strengthen the skills and capabilities of
individuals and groups so that they can take actions to change social,
environmental, and economic conditions so as to improve individual and
public health
o Possible physical environments and economic conditions that can impact
health promotion efforts include:
o Prevent disease (preventive and early medical treatment) and early
medical treatment,
aimed at preventing diseases before they occur and if they do occur,
identifying them
early and ensuring early treatment to prevent complications (primary
and secondary
prevention)
o Prevent complications of diseases by making sure that actions are
taken to prevent death and rehabilitate the person so that they are
able to do normal daily living activities
o Ensure that people are well-informed and able to make healthy choices
o Help people acquire the skills and confidence to take greater control
over their health
(education and empowerment) through behavior change communication
(BCC) or
information education and communication (IEC)
o Change policies and environments to facilitate healthy choices
(empowerment and social change that aims to promote individual’s
ability to make positive decisions about health).
o The scope of health promotion is determined as much by expected health
outcomes as by methods and forms.
o From its purpose to enable people to gain greater control over the
determinants of their health, health promotion can be defined as any
combination of educational and
environmental supports for actions and conditions of living conducive
to health.
[pic]Refer students to Handout 3:1 for further reading
STEP 4: Principles of Health Promotion (25 minutes)
o Equity in health
opportunities for wellbeing
health through fair and just access to health resources
between and within
populations and countries through health promotion initiatives that
is guided by a concern for equity and social justice
o Empowerment for health
communities to assume more power over the personal, socio-economical,
cultural, psychological or political processes through which they are
able to express their needs, present their concerns, devise strategies
for involvement in decision-making, and achieve political, social and
cultural action to meet those needs
o Participatory
stages of planning, implementation and evaluation
o Inter-sectoral
agencies from relevant factors
o Sustainable
individuals and
communities can maintain once initial funding has ended
o Multi-strategy
including policy
development, organizational change, community development,
legislation, advocacy, education and communication in combination
with one another
o Holistic
and spiritual health
STEP 5: Health Promotion Strategies and Approaches (40 minutes)
|Activity: Buzzing (5 minutes) |
| |
|ASK students to pair up and buzz on the following question for 2 |
|minutes |
| |
|What are health promotion strategies? |
| |
|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 |
promotion include:
o Enabling
to empower them through the mobilization of human and material
resources, to promote and protect their health
and the skills
required to prevent ill health, enhance and protect healthy
behavior
mobilization interventions among individuals and communities
o Creating environments that are supportive of health
different interests of individuals and communities and different
sectors, both public and private, are reconciled in ways that promote
and protect health.
and legislation.
o Advocacy to create the essential conditions for health
actions designed to gain political commitment, policy support, social
acceptance and systems support for a particular health programme
community organizing, identify health promotion approaches and
strategies
promotion include:
o Preventive approach
avoidable diseases
(morbidity)
immunizations
example: screening and other methods of early diagnosis and treatment
recurrence of illness
o Behavior change approach also known as the information giving model
through changes in individuals’ knowledge
to health risks through the mass media, leaflets or posters
education that aims to increase individual’s knowledge about the
causes of health and illness
smoking and helping them to explore their own values and attitudes and
come to a decision
o Self-Empowerment Approach (Educational)
choices.
individuals increase their control over their physical, social and
internal environments.
to provide knowledge and information, and to develop the necessary
skills so that people can make informed decisions about their behavior
techniques allow people to examine their own values and beliefs and
explore the extent to which factors such as past socialization and
social location affects the choices they make
training, storytelling and educational drama
o Community development approach or social change approach
environmental changes to promote or enhance health
the health of the individual and community. In this, individuals
organize and act collectively in order to change their physical and
social environments
experiences and perspectives of communities
goal setting, resource planning and task allocation to as many
participants as possible
community, identification of health needs from the user’s point of
view, in particular the disadvantaged and socially excluded groups,
development of local services and structures that act as a resource
and improved self-esteem and learning of new skills
like those that help the poor or provide equal access to free
medication and the ministry of health and social welfare (MOHSW’s)
goal to provide a dispensary in every village and ward
o The Ecological Approach
individual and subsystems of the ecosystem (e.g. family, community,
culture, and the physical and social environment)
conditions conducive to health and healthful lifestyles
that enable individuals to engage in healthful behaviors
available. In an ecological context, all such elements are viewed as
determinants of health. They also provide support in helping
individuals modify their behaviors and reduce their exposure to risk
factors
STEP 6: Key Points (5 minutes)
health
participatory, holistic, sustainable, inter-sectoral and multi-
strategy
STEP 7: Evaluation (5 minutes)
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.
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
health care
A call for Action/WHO/HEP/90. WHO, Geneva Promoting health in developing
countries:
1990.
World Health Organization (1997) Jakarta declaration on leading Health
Promotion into 21st century; Geneva: WHO
Handout 3.1: Scope of Health Promotion
promotion which seek to identify and positively affect the root
causes, or determinants of health. These are social and economic
factors that determine health status such as income, education,
profession, working conditions, mental status, which in turn can
affect risk factors such as smoking, alcohol consumption and poor
eating habits
and communities. It is an active process for better health,
encompassing educational components; behavior change initiatives; and
environmental, organizational and legislative interventions
strategies. The process is described below:
o Focus strategies impact outcomes
intervention solution to many of today’s pressing health and
disease problems such as teenage pregnancies, STIs and HIV/AIDS
infection, smoking and drug abuse
all health workers together with other professionals must be
involved. They include teachers, agricultural extension workers,
community leaders (including church and women group leaders,
journalists and other media workers, and politicians.
o To bring about a change in health behavior:
problems as priorities.
psychological aspects of health problems in question and work with
individual or the community to find appropriate solutions, using
locally available resources.
including the
environment
strengthening the basic life skills and capacities of individuals, but
also at influencing the underlying social and economic conditions and
physical environments that impact health. In keeping with the concept
of health as a fundamental human right, the Ottawa Charter emphasizes
certain pre-requisites for health which include peace, adequate
economic resources, food and shelter, and a stable eco-system and
sustainable resource use
between social and economic conditions, the physical environment,
individual lifestyles and health
Session 4: Steps in Conducting Health Promotion
Total Session Time: 60 minutes
Prerequisites
Learning Tasks
By the end of this session students are expected to be able to:
Resources Needed:
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 |
o Manage the planning process:
resources, and determine methods for data-gathering, interpretation,
and decision making
include adequate time for data collection and interpretation
committee)
o Conduct a situational assessment:
may affect implementation, including the wants, needs, and assets of
the community
may affect implementation, including the wants, needs, and assets of
the community
is making it worse; and what possible actions you can take to address
the situation
stories/testimonials; evaluation findings; “best practice” guidelines
o Identify goals, populations of interest, outcomes and outcome objectives:
of interest, outcomes and outcome objectives
are aligned with strategic directions of your organization or group:
over a long period of time.
attention to achieve your goal
caused by the program
o Identify strategies, activities, outputs, process objectives and
resources:
and activities, feasible with available resources, that will
contribute to your goals and outcome objectives
organizational change, policy development) for achieving objectives
existing activities to start, stop, and continue.
financial, human and in kind resources.
o Develop indicators:
extent to which outcome and process objectives have been met
and whether: the intended result can be divided into separate
components
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:
objectives, identify gaps, ensure adequate resources, and ensure
consistency with the situational assessment findings
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)
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)
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.
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
health care
A call for Action/WHO/HEP/90. WHO, Geneva Promoting health in developing
countries:
1990.
World Health Organization (1997) Jakarta declaration on leading Health
Promotion into 21st century; Geneva: WHO
Session 5: Health Promotion Programmes Related to Pharmaceutical Care and
Services
Total Session Time: 120 minutes
Prerequisites
Learning Tasks
By the end of this session students are expected to be able to:
services.
Resources Needed:
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)
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 |
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 |
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)
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)
population (target population)
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
STEP 8: Evaluation (5 minutes)
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.
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
health care
A call for Action/WHO/HEP/90. WHO, Geneva Promoting health in developing
countries:
1990.
World Health Organization (1997) Jakarta declaration on leading Health
Promotion into 21st century; Geneva: WHO
Session 6: Introduction to Advocacy
Total Session Time: 120 minutes
Prerequisites
Learning Tasks
By the end of this session students are expected to be able to:
pharmaceutical services
Resources Needed:
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 |
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
o Is someone who provides advocacy support to people who need it
STEP 3: Requirements for an Advocate (10 minutes)
o Academic Background and skills
Health, Family Planning etc.
information to advocacy messages
o Personal Qualities
growth
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 |
o The rightness of the cause:
and benefits of peer support to population’s health
o Know the facts:
the opposition, and different opinions – about peer support
o Use the facts:
the facts
o Be clear and concise:
point, and avoid jargon and acronyms
o Build up and nurture relationships and collaborative networks:
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:
should be applied to make sure the key messages are communicated to
target audiences in the most effective way
and other evidence-based strategies
o Apply different advocacy channels:
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)
o Advocacy in all its forms seeks to ensure that people, particularly
those who are most vulnerable in society, are able to:
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.
being made about their lives
views.
o Form of advocacy that supports and promotes patient's health care
rights as well as enhance community health and policy initiatives that
focus on the availability, safety and quality of care
o It is a direct service
o Promote health and access to health care in communities and the larger
public
o Promote the rights of the patient in the health care arena
o Enhance health policy initiatives focused on available, safe and
quality care
o To have safer medical systems to community health
o Greater patient involvement in healthcare delivery and design
o To influence design of Patient-centered care
o Patient-centered care – "Providing care that is respectful of and
responsive to individual patient preferences, needs, and values, and
ensuring that patient values guide all clinical decisions"
o Patient representatives
o Supervisory body/watchdogs/regulators
o Public health educators
o Patient care managers
o Patient navigators and
o Health advisors
o In the policy arenas health advocates work for:
government agencies
quality care
STEP 6: Importance of Advocacy in Promoting Rational Use of Medicine
(25 minutes)
following interventions which are used to promote rational use of
medicines:
o Health advocacy insist that there should be establishments of
multidisciplinary National body to coordinate policies on medicines in
which one of the policy objectives is to promote rational use of
medicines
o Health advocacy insist prescribers to use of clinical guidelines to
prescribe, hence rational prescribing will be promoted
o Health advocacy insist development and use of national essential
medicine list by health workers
o Health advocacy insist that there should be establishment of drug and
therapeutic committee in districts and hospitals, since committee will
help to promote rational medicine use.
o Inclusion of problem based pharmacotherapy training in undergraduate
curricula is insisted in health advocacy so as to improve rationality
o Health advocacy insist that there should be continuing in services
medical education as licensure requirements
o Health advocacy insist that there should be supervision, audit and
feedback
o Health advocacy insist that there should be use of independent drug
information that will ensure availability of drug information used
during prescribing
o Health advocacy insist that there should be public education about
medicines so as to ensure proper use of medicine by the public
o Health advocacy insist that prescribers have to avoid of perverse
financial incentives because they lead to irrational prescribing
o Health advocacy insist that the use of appropriate and enforced
regulation should applied
o Health advocacy insist that there should be Sufficient government
expenditure to ensure availability of medicines and staffs
STEP 6: Key Points (5 minutes)
those who are most vulnerable in society able to have their voice
heard on issues that are important to them
know the facts, use the facts, be clear and concise
medicines
STEP 7: Evaluation (5 minutes)
medicines?
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
Session 7: Techniques in Conducting Advocacy
Total Session Time: 120 minutes
Prerequisites
Learning Tasks
By the end of this session students are expected to be able to:
Resources Needed:
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 |
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
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 |
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
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
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)
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)
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)
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)
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)
o Primary school
o Secondary school
o Religious forums
o Political forums
o Professional meetings
STEP 5: Key Points (5 minutes)
organizational capacity
Communication channels, assessments, problem solving, resource
mobilization, administrative and operational management
to be followed
programs, literature, door to door campaigns just to mention a few
secondary schools, religious and political forums etc
STEP 6: Evaluation (5 minutes)
sensitization?
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
Session 8: Needs Assessment for Advocacy
Total Session Time: 120 minutes
Prerequisites
Learning Tasks
By the end of this session students are expected to be able to:
Resources Needed:
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 |
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)
o Assessment techniques
o Stakeholder analysis
o Packaging and delivery of information
o Persuasion techniques
o Media relations
STEP 4: Needs Assessment Process for Advocacy (25 minutes)
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 |
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)
and addressing needs
data, and establishing priorities for addressing the needs
STEP 7: Evaluation (5 minutes)
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
Session 9: Approaches of Conducting Advocacy
Total Session Time: 60 minutes
Prerequisites
Learning Tasks
By the end of this session students are expected to be able to:
Resources Needed:
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 |
o Media advocacy approach
the provision of “entertainment” to the audience hearing of those
concerns. e.g. advertisement of violence against women, alcoholism etc
be released to all media contact
o Courts advocacy approach
effects of their drugs to the community
o By using Legislative and regulatory advocacy
used by organizations or community population or community member
seeking to have their voices heard
o Coalitions advocacy approach
both with a shared goal and some awareness that “united we stand,
divided we fall”
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
for advocacy efforts, may be necessary to enable organizations to
build and participate in coalitions
STEP 3: Key Points (5 minutes)
advocacy approach, courts advocacy approach, legislative and regulatory
advocacy approach and coalitions advocacy approach
STEP 4: Evaluation (5 minutes)
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
Session 10: Steps in Conducting Advocacy
Total Session Time: 60 minutes
Prerequisites
Learning Tasks
By the end of this session students are expected to be able to:
Resources Needed:
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 |
o Define goals
o Know audience
general public
o Craft message
o Identify the messenger
approach MPs as constituents
o Identify delivery methods; Advocacy is relationship building
issue
can use to make the case within government
o Identify resources and gaps
analysis
capacity of staff, opportunities
o Plan next steps
o Evaluate effectiveness
effective
STEP 3: Key Points (10 minutes)
audience, craft message, identify the messenger, identify delivery
methods, identify resources and gaps, plan next steps and evaluate
effectiveness
STEP 4: Evaluation (5 minutes)
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
Session 11: Components of Advocacy Plan
Total Session Time: 120 minutes
Prerequisites
Learning Tasks
By the end of this session students are expected to be able to:
Resources Needed
SESSION OVERVIEW
|Step |Time |Activity/ |Content |
| | |Method | |
|1 |05 minutes |Presentation |Introduction, Learning Tasks |
|2 |25 minutes |Presentation |Components of Advocacy Plan |
| | |Brainstorming | |
|3 |20 minutes |Presentation | Features of a Good Advocacy Plan |
|4 |20 minutes |Presentation | Advocacy Cycle |
|5 | |Presentation | |
| |40 minutes |Small Group |Components of an Advocacy Program |
| | |Discussion | |
|6 |05minutes |Presentation |Key Points |
|7 |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: Components of Advocacy Plan (25 minutes)
|Activity: Brainstorming (5 minutes) |
| |
|Ask students to brainstorm on the following question: |
| |
|What are the components of advocacy plan? |
| |
|ALLOW few students to respond |
| |
|WRITE their responses on the flip chart/ board |
| |
|CLARIFY and SUMMARISE by using the content below |
o Goals should be SMART+C, this means;
o Create an inventory of resources and assets:
o Calculating community support and opposition
o Targets and agents of change
o Strategy; shows how to reach your goals
STEP 3: Features of a Good Advocacy Plan (20 minutes)
o Must be SMART
o Must have monitoring and evaluation
o Must be implemented
o Must be owned by stakeholders
o Must identify problems
o Strategy elaboration
o Must have Action plan
STEP 4: The Advocacy Cycle (20 minutes)
organizations, which aims at social, legal, economic or political changes
at local, national and/or international level. Advocacy seeks to protect
and deepen rights and democracy and takes point of departure in concrete
individual and/or collective rights, evidence based alternatives or
social demands
in our advocacy work. It takes us step by step through each stage of the
process of developing an advocacy strategy, or an advocacy component
within a broader project or programme strategy. If we are serious about
doing advocacy, we either need to create a separate advocacy strategy or
include it in the design of our projects and programmes from the outset
Project Cycle that has been specially adapted for advocacy projects. It
enables us to be systematic, strategic and analytical, so that we avoid
getting side-tracked. The reason it is referred to as a cycle is because
developing, planning, implementing and reviewing an advocacy strategy is
a repetitive and flexible process. Sometimes, the stages need to be
followed in order but sometimes the stages are best run in parallel with
each other. It is important to adapt as circumstances change rather than
seeing the cycle as fixed
Fig.11.1. The Advocacy cycle
[pic]
Source: learn.tearfund.org
STEP 5: Components of an Advocacy Program (40 minutes)
|Activity: Small Group Discussion (15 minutes) |
| |
|DIVIDE students into small manageable groups |
| |
|ASK students to discuss on the following question |
| |
|What are the components of an advocacy program? |
| |
|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 |
o Structure:
for health care policy
steering committee within your organization. Include members of
your board, as well as employees, on the advocacy steering
committee
o Relationships:
community leaders
relationships with persons who will be influential in forming
health care policy
care facility's concerns and views on health care policy
o Action:
concerned about health policy issues and that you expect them to
seriously consider your concerns
policymakers about needed change in public policies
STEP 6: Key Points (5 minutes)
support and opposition, targets and agents of change, strategy, and
tactics
and action
STEP 7: Evaluation (5 minutes)
What are the components of advocacy plan?
What are the features of a good advocacy plan?
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
———————–
PST 06208 Pharmaceutical Public Health
NTA Level 6 Semester 2
March 2019
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