World Health Organization : Year 1993 ; World Health Organization, National Aids Programme Management, No. 4: National AIDS Programme Management a Training Course Programme Prevention Priorities and Targets

By World Health Organization

Book Id: WPLBN0000029634
Format Type: PDF eBook
File Size: 1.5 MB
Reproduction Date: 2005

Title:	World Health Organization : Year 1993 ; World Health Organization, National Aids Programme Management, No. 4: National AIDS Programme Management a Training Course Programme Prevention Priorities and Targets
Author:	World Health Organization
Volume:
Language:	English
Subject:	Health., Public health, Wellness programs
Collections:	Medical Library Collection, World Health Collection
Historic Publication Date:
Publisher:	World Health Organization


Citation APA MLA Chicago Organization, W. H. (n.d.). World Health Organization : Year 1993 ; World Health Organization, National Aids Programme Management, No. 4. Retrieved from http://gutenberg.cc/

Description
Medical Reference Publication

Excerpt
INTRODUCTION This module will describe a process for determining the broad priorities for the prevention efforts of a national AIDS programme. Priorities for care will not be addressed in this module. However, it is recognized that programmes must devote resources to care, and more information about care priorities and activities is in the module, HNIAIDS Care and Social Support. Programme priorities are those interventions that will be most effective in reducing HIV infection in the target populations of primary importance. In other words, they reflect who is most at risk for HIV and what will'most effectively prevent HIV transmission to and from these individuals. Establishing priorities can help make the best use of limited financial resources. It is a weakness, rather than a strength, for a programme to try to do everything. What is needed is to focus on a few things that will have an impact on the spread of HN in the country. This requires making difficult choices. The priorities discussed in this module are broad decisions that help set a framework within which further planning and priority setting can be done. Later in the course, methods for identifying other more detailed priorities are discussed. For example, decisions must be made when planning specific activities or selecting specific messages for specific target groups. This module also describes a process for setting programme targets. Targets are specific, quantified, medium-term goals that state the intended improvements to be accomplished by the programme. They should be written for aspects of the programme that are currently important and feasible to improve. In other words, they describe how much the programme intends to accomplish, and by when. Targets are helpful for planning and later evaluating programme achievements.

Table of Contents
CONTENTS Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Learning Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Flowchart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 1.0 Establish Programme Prevention Priorities . . . . . . . . . . . . . . . . . . . . . . . . 3 Exercise A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 2.0 Establish Programme Targets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Exercise B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Exercise-C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Exercise D . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Remember This . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Annex: Review of Mathematical Tern . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43