Community Involvement For Women's Health: Mechanisms Within Primary Care Services

Community Involvement For Women’s Health: Mechanisms Within Primary Care Services The Women.s Health Council is a statutory body established in 1997 to advise the Minister for Health and Children on all aspects of women.s health. Following a recommendation in the Report of the Second Commission on the Status of Women (1993), Developing a Policy for Women’s Health. A Discussion Document was published in 1995. One of the recommendations in the Plan was a proposal that a Women’s Health Council be set up as a centre of expertise on women.s health issues, to foster research into women.s health, evaluate the success of this Plan in improving women’s health and advise the Minister for Health on women’s issues generally. Click here to download PDF 644kb  

Performance-Related Awards: Health Boards Scheme

Performance-Related Awards: Health Boards Scheme This progress report to September 2003 on the performance-related awards scheme for senior health board management has been prepared by the Committee for Performance Awards for the Health Board Scheme, in line with the recommendation in Report No. 38 of the Review Body for Higher Remuneration in the Public Sector, to contribute to the Review Bodyâ?Ts consideration at its next general review (para 13.4). Click here to download PDF 93kb

Women, Disadvantage And Health

Women, Disadvantage And Health The Womenâ?Ts Health Council is a statutory body established in 1997 to advise the Minister for Health and Children on all aspects of womenâ?Ts health. Following a recommendation in the Report of the Second Commission on the Status of Women (1993), the national Plan for Womenâ?Ts Health 1997-1999 was published in 1997. Click here to download PDF 2.6mb This is a publication of the Women’s Health Council

Turnover in Nursing and Midwifery

The Report of the Commission on Nursing (1998) identified a need to strengthen the workforce planning functions. The Nursing Policy Division of the Department of Health and Children acted on the recommendation by establishing a Study of the Nursing and Midwifery Resource (December 1998). The main objective of the study was to forecast future nursing and midwifery needs which included estimating the turnover rate among registered nurses and midwives employed in the health services. Click here to download PDF

Infections nosocomiales : interventions et qualité des soins [Maladies infectieuses = Nosocomial infections : quality improvement interventions]

Le développement de méthodes de mesure de la qualité des soins et les actions visant à son amélioration font partie intégrante de la pratique quotidienne. Les infections nosocomiales représentent un Indicateur Incontournable et leur prévention apparaît comme un champ d'action privilégié du concept de l'amélioration continue de la qualité des soins. Dans ce domaine, de nombreuses mesures ont fait l'objet d'études répondant à des critères méthodologiques de qualité élevée, dont les résultats sont hautement significatifs au plan statistique. Les interventions complexes concernant par exemple l'ensemble des patients d'un service ou d'une institution ne permettent que difficilement de satisfaire à ces exigences méthodologiques. Sous certaines conditions, elle peuvent cependant avoir un impact réel et parfois durable sur la qualité des soins. A titre d'exemple, nous discutons deux interventions complexes dans le domaine de la prévention des infections nosocomiales, résultant de démarches visant à une amélioration globale et durable de la qualité des soins. L'utilisation d'outils épidémiologiques adaptés permet également d'estimer le bénéfice des Interventions en milieu hospitalier conformément à ce que la communauté scientifique reconnaît comme étant une recherche clinique de qualité.

Report of the Paediatric Nurse Education Review Group

10.12.2000 The Department of Health and Children is implementing the recommendations of the Commission on Nursing (1998). It agreed with the Nursing Alliance in early 2000 to set up working groups to inform the implementation of specific recommendations in relation to nurse education. One of these working groups was to address paediatric nurse education. In March 2000, a Steering Group to oversee a review of paediatric nurse education was convened and the following terms of reference agreed. To consider the future of paediatric nurse education in the light of the recommendations of the Report of the Commission on Nursing, Labour Court recommendation LCR 16330, and current practice and development in child health services. To make recommendations within the context of current developments in nursing, nurse education and service delivery. Download the Report here

Speech by Mr Micheál Martin TD at Launch of Pre-Registration Nursing Degree Programme

Good afternoon ladies and gentlemen. I am very pleased that you were all able to accept my invitation to join me here today on this landmark occasion for nursing education. It is fitting that all of the key stakeholders from the health and education sectors should be so well represented at the launch of an historic new development. Rapid and unpredictable change throughout society has been the hallmark of the twenty-first century, and healthcare is no exception. Regardless of what change occurs, no one doubts that nursing is intrinsic to the health of this nation. However, significant changes in nurse education are now needed if the profession is to deliver on its social mandate to promote people´s health by providing excellent and sensitive care. As science, technology and the demands of the public for sophisticated and responsive health care become increasingly complex, it is essential that the foundation of nursing education is redesigned. Pre-registration nursing education has already undergone radical change over the past eight years, during which time it has moved from an apprenticeship model of education and training to a diploma based programme firmly rooted in higher education. The Secretary General of my Department, Michael Kelly, played a leading role in bringing about this transformation, which has greatly enhanced the way students are prepared for entry to the nursing profession. The benefits of the revised model of education are clearly evident from the quality of the nurses graduating from the diploma programme. The Commission on Nursing examined the whole area of nursing education, and set out a very convincing case for educating nursing students to degree level. It argued that nurses of the future would be required to possess increased flexibility and the ability to work autonomously. A degree programme would provide nurses with a theoretical underpinning that would enable them to develop their clinical skills to a greater extent and to respond to future challenges in health care, for the benefit of patients and clients of the health services. The Commission has provided a solid framework for the professional development of nurses and midwives, including a process that is already underway for the creation of clinical nurse specialist and advanced nurse practitioner posts. This process will facilitate the transfer of skills across divisions of nursing. In this scenario, it is clearly desirable that the future benchmark qualification for registration as a nurse should be a degree in nursing studies. A Nursing Education Forum was established in early 1999 to prepare a strategic framework for the implementation of a nursing degree programme. When launching the Forum´s report last January, I indicated that the Government had agreed in principle to the introduction of the proposed degree programme next year. At the time two substantial outstanding issues had yet to be resolved, namely the basis on which nurse teachers would transfer from the health sector to the education sector and the amount of capital and revenue funding required to operate the degree programme. My Department has brokered agreements between the Nursing Alliance and the Higher Education Institutions for the assimilation of nurse teachers as lecturers into their affiliated institutions. The terms of these agreements have been accepted by all four nursing unions following a ballot of their nurse teacher members. I would like to pay particular tribute to all nurse teachers who have contributed to shaping the position, relevance and visibility of nursing through leadership, which embodies scholarship and excellence in the profession of nursing itself. In response to a recommendation of the Nursing Education Forum, I established an Inter-Departmental Steering Committee, chaired by Bernard Carey of my Department, to consider all the funding and policy issues. This Steering Committee includes representatives of the Department of Finance and the Department of Education and Science as well as the Higher Education Authority. The Steering Committee has been engaged in intensive negotiations with representatives of the Conference of Heads of Irish Universities and the Institutes of Technology in relation to their capital and revenue funding requirements. These negotiations were successfully concluded within the past few weeks. The satisfactory resolution of the industrial relations and funding issues cleared the way for me to go to the Government with concrete proposals for the implementation of degree level education for nursing students. I am delighted to announce here today that the Government has approved all of my proposals, and that a four-year undergraduate pre-registration nursing degree programme will be implemented on a nation-wide basis at the start of the next academic year, 2002/2003. The Government has approved the provision of capital funding totalling £176 million pounds for a major building and equipment programme to facilitate the full integration of nursing students into the higher education sector. This programme is due to be completed by September 2004, and will ensure that nursing students are accommodated in purpose built schools of nursing studies with state of the art clinical skills and human science laboratories at thirteen higher education sites throughout the country. The Government has also agreed to make available the substantial additional revenue funding required to support the nursing degree programme. By 2006, the full year cost of operating the programme will rise to some £43 million pounds. The scale of this investment in pre-registration nursing education is enormous by any yardstick. It demonstrates the firm commitment of myself and my Government colleagues to the full implementation of the recommendations of the Commission on Nursing, of which the introduction of pre-registration degree level education is arguably the most important. This historic decision, and it is truly historic, will finally put the education of nurses on a par with the education of other health care professionals. The nursing profession has long been striving for parity, and my own involvement in the achievement of it is a matter of deep personal satisfaction to me. I am also pleased to announce that the Government has approved my plans for increasing the number of nursing training places to coincide with the implementation of the degree programme next year. Ninety-three additional places in mental handicap and psychiatric nursing will be created at Athlone, Letterkenny, Tralee and Waterford Institutes of Technology. This will yield 392 extra places over the four years of the degree programme. A total of 1,640 places annually on the new degree programme will thus be available. This is an all-time record, and maintaining the annual student intake at this level for the foreseeable future is a key element of my overall strategy for ensuring that we produce sufficient “home-grown” nurses for our health services. I am aware that the Nursing Alliance were anxious that some funding would be provided for the further academic career development of nurse teachers who transfer to one of the six Universities that will be involved in the delivery of the degree programme. I am happy to confirm that up to £300,000 in total per year will be available for this purpose over the first four years of the degree programme. In line with a recommendation of the Commission on Nursing, my Department will have responsibility for the administration of the nursing degree budget until the programme has been bedded down in the higher education sector. A primary concern will be to ensure that the substantial capital and revenue funding involved is ring-fenced for nursing studies. It is intended that responsibility for the budget will be transferred to the Department of Education and Science after the first cohort of nursing degree students have graduated in 2006. In the context of today´s launch, it is relevant to refer to a special initiative that I introduced last year to assist registered nurses wishing to undertake part-time nursing degree courses. Under this initiative, nurses are entitled to have their course fees paid by their employers in return for a commitment to continue working in the public health service for a period following completion of the course. This initiative has proved extremely popular with large numbers of nurses availing of it. I want to confirm here today that the free fees initiative will continue in operation until 2005, at a total cost of at least £15 million pounds. I am giving this commitment in order to assure this year´s intake of nursing students to the final diploma programmes that fee support for a part-time nursing degree course will be available to them when they graduate in three years time. The focus of today´s celebration is rightly on the landmark Government decision to implement the nursing degree programme next year. As Minister for Health and Children, and as a former Minister for Education, I also have a particular interest in the educational opportunities available to other health service workers to upgrade their skills. I am pleased to announce that the Government has approved my proposals for the introduction of a sponsorship scheme for suitable, experienced health care assistants who wish to become nurses. This new scheme will commence next year and will be administered by the health boards. Successful applicants will be allowed to retain their existing salaries throughout the four years of the degree programme in return for a commitment to work as nurses for their health service employer for a period of five years following registration. Up to forty sponsorships will be available annually. The new scheme will enable suitable applicants to undertake nursing education and training without suffering financial hardship. The greatest advantage of the scheme will be the retention by the public health service of staff who are supported under it, since they will have had practical experience of working in the service and their own personal commitment to upgrading their skills will be informed by that experience. I am confident that the sponsorship scheme will be warmly welcomed by health service unions representing care assistants as providing an exciting new career development path for their members. Education and health are now the two pillars upon which the profession of nursing rests. We must continue to build bridges, even tunnels where needed to strengthen this partnership. We must all understand partnerships donâ?Tt just happen they are designed and must be worked at. The changes outlined here today are powerful incentives for those in healthcare agencies, academic institutions and regulatory bodies to design revolutionary programmes capable of shaping a critical mass of excellent practitioners. You have an opportunity, greater perhaps than has been granted to any other generation in history to make certain those changes are for the good. Ultimately changes that will make the country a healthier and more equitable place to live. The challenge relates to building a seamless preparatory programme which equally respects both education and practise as an indivisible duo whilst ensuring that high tech does not replace the human touch. This is a special day in the history of the development of the Irish nursing profession, and I would like to thank everybody for their contribution. I want to express my particular appreciation of two people who by this stage are well known to all of you – Bernard Carey of my Department and Siobhán O´Halloran of the National Implementation Committee. Bernard and Siobhán have devoted considerable time and energy to the project on my behalf over the past fourteen months or so. That we are here today celebrating the launch of degree level education is due in no small part to their successful execution of the mandate that I gave them. We live in a rapidly changing world, one in which nursing can no longer rely on systems of the past to guide it through the new millennium. In terms of contemporary healthcare, nursing is no longer just a reciprocal kindness but rather a highly complex set of professional behaviours, which require serious educational investment. Pre-registration nurse education will always need development and redesign to ensure our health care system meets the demands of modern society. Nothing is finite. Today more than ever the health system is dependent on the resourcefulness of nursing. I have no doubt that the new educational landscape painted will ensure that nurses of the future will be increasingly innovative, independent and in demand. The unmistakable message from my Department is that nursing really matters. Thank you.

A Guide to Creating Gender-Sensitive Health Services - 2nd Edition

A Guide to Creating Gender-Sensitive Health Services Р2nd Edition The Women̢?Ts Health Council is a statutory body established in 1997 to advise the Minister for Health and Children on all aspects of women's health. Following a recommendation in the Report of the Second Commission on the Status of Women (1993), the national Plan for Women̢?Ts Health 1997-1999 was published in 1997. Click here to download PDF 677kb

Department of Health and Children Consolidated Salary Scales effective from June 2007

Department of Health and Children Consolidated Salary Scales effective from June 2007 For the 1st worksheet, the pay-scales for grades read across. The current rate (1/06/07), 2% (2.5% if earning less than â,¬20,859 per annum) Towards 2016 and one historical rate are shown for the 1st worksheet. The grades within each section are displayed in the same order as in previous Pay Scales. Click here to download PDF 173kb

Report of the Working Group on Rehabilitation (2007)

Report of the Working Group on Rehabilitation (2007) The Working Group on Drugs Rehabilitation arose from a recommendation in the Mid-Term Review of the National Drugs Strategy, which was published in June 2005. Extensive public consultations were conducted as part of the Mid-Term Review. Although it found that the current aims and objectives of the Drugs Strategy are fundamentally sound, the Review highlighted the need to re-focus priorities and accelerate the rollout of some of the Strategyâ?Ts actions and a number of new actions and amendments were included. Click here to download PDF

Value for Money and Policy Review of Disability Services in Ireland

This Review is an evaluation of the efficiency and effectiveness of the HSE-funded statutory and non-statutory disability services in Ireland. It was conducted by the Department of Health and the HSE under the auspices of the Governmentâ?Ts programme of Value for Money Reviews for 2009-2011. It makes a range of recommendations about how these services should be structured. www.dohc.ie/press/releases/2012/20120720.html Click here to download PDF 3.7mb Value for Money and Policy Review of the Disability Services Programme – Recommendation PDF 205kb Value for Money and Policy Review of the Disability Services Programme – Questions & Answers PDF 44kb Value for Money and Policy Review of the Disability Services Programme – Questions & Answers PDF 151kb  

Le rôle de la matérialité dans l'apprentissage de la lecture : aspects du curriculum enseigné, pratique enseignante et développement chez l'élève : une étude de cas à l'école primaire française

Notre étude consiste en une recherche longitudinale pour laquelle une cohorte d'élèves a été suivie depuis la Grande Section de l'école maternelle française (élèves de 5-6 ans) jusqu'au Cours Élémentaire 1re année de l'école élémentaire française (élèves de 7-8 ans) dans des situations ordinaires de classe. À ces niveaux scolaires, l'un des principaux objectifs du curriculum est l'apprentissage de la lecture. Nous considérons que l'élève construit les compétences de lecture à acquérir, i.e. les compétences caractérisant son développement potentiel, en s'appuyant sur les compétences caractérisant son développement actuel (Vygotski, 1934/1997). Lorsqu'il apprend à lire, l'élève a à sa disposition des moyens sémiotiques relatifs à la connaissance des objets et leurs usages, ainsi qu'aux gestes et leur signification (Moro & Rodriguez, 2005), ce que nous appelons globalement la matérialité. En conséquence, dans cette recherche, nous faisons l'hypothèse que ces premières habiletés relatives à la matérialité, constituent une ressource dans les situations d'enseignement- apprentissage de la lecture. Nous réalisons une étude de cas dont le recueil des données, à caractère ethnographique, est constitué de moments de classe enregistrés en vidéo, et ce, quatre fois par année scolaire. Ces douze enregistrements vidéo sont complétés par deux entretiens semi-directifs et un entretien d'auto- confrontation ; ils sont aussi mis en lien avec les Instructions officielles (programmes scolaires). L'analyse est à la fois macrogénétique et microgénétique. Pour chaque observation, concernant l'analyse macrogénétique, nous réalisons le synopsis à partir duquel nous sélectionnons des épisodes significatifs porteurs de matérialité. Les épisodes significatifs sont constitués des événements remarquables dont les analyses microgénétiques nécessitent l'utilisation d'outils, à savoir les tableaux des matérialités et les photogrammes. Notre étude montre que la matérialité permet aux élèves de devenir lecteurs et que les formes de cette matérialité changent en fonction de l'avancée des acquisitions des élèves et des dimensions de la lecture (code et compréhension) à apprendre. - Our research consists of a longitudinal study in which one group of pupils in ordinary classroom situations has been followed from the top level of French pre-elementary school (5- to 6 year-old pupils) to the second level of French primary school (7- to 8 year-old pupils). For these three school grades, one of the main objectives in the curriculum is learning to read. We consider that pupils build their new reading skills, i.e. the skills characterizing their potential development, by relying on skills characterizing their actual development (Vygotski, 1934/1997). When learning to read, pupils yet have at their disposal semiotic abilities related to knowledge both of material objects and their uses, and of basic gestures and their meaning (Moro & Rodriguez, 2005), all of this we sum up under the term of materiality. Consequently, in our research, we make the hypothesis that the children's basic abilities related to materiality constitute a resource in teaching-learning situations. We have chosen to carry out a case study. The data collected consist of videos of class sequences carried out four times a year for three years. These twelve videos are supplemented by two semi- structured interviews with the teacher, one "self-confronting" interview in which the teacher is brought to discuss her actions and by the analysis of the ministry's school curricula. Our analysis is both macrogenetic and microgenetic. For each teaching sequence, on the level of macrogenetic analysis, we have made up the synopsis from which we have selected significant episodes in terms of materiality. The significant episodes are composed of remarkable events the microgenetic analysis of which requires the use of tools such as materiality boards and photograms. Our study shows that materiality enables pupils to develop reading skills and that the forms that materiality takes on change according to the pupils' acquisition progress and the aspects of reading (code and comprehension) still to be learned.

Department of Health and Children Consolidated Salary Scales - Clause 2.31 of the Haddington Road Agreement

CONSOLIDATED SALARY SCALES IN ACCORDANCE WITH CLAUSE 2.31 OF THE HADDINGTON ROAD AGREEMENT These scales must be read in conjunction with Department of Health Circular 3/2014 With reference to Clause 2.31 of the Haddington Road Agreement (HRA) which addresses the remuneration of new entrant grades who entered the Public Service on or after 1 January 2011 and were subject to Department of Health Circular 2/2011 dated 24 March 2011.   New entrants to health sector recruitment grades, who were subject to the 2011 reduced pay rates will be assimilated to the revised/merged incremental payscale as and from 1 November 2013. Download the document here

The Irish Study of Sexual Health and Relationships

This study was commissioned by the Department of Health and Children and the Crisis Pregnancy Agency (CPA) in response to a recommendation of the National AIDS Strategy Committee. The findings of this report will be considered by various organisations and will inform the future development and strategic direction of the Crisis Pregnancy Agency’s work in reducing the number of crisis pregnancies. Read the report (PDF, 2.2mb) View the summary report (PDF, 859KB) View the survey questionnaire (PDF, 235kb)

Report to the Minister for Health and Children on Risk Equalisation in the Irish Private Health Insurance Market

Provision for risk equalisation was first made in the Health Insurance Act, 1994, section 12 of which empowered the Minister to prescribe a scheme for risk equalisation. A Risk Equalsiation Scheme was introduced in 2003. In December 2005, the Minister decided, on the Authorityâ?Ts recommendation, which referred to risks now materialising, to commence risk equalisation payments under the Scheme as from 1 January 2006, but in the event the relevant legislation was overturned by the Courts in 2008. Download document here