#primary health care (PHC)

[alkammawa1posts]

Governor Uba Sani fly the flag of PHC in Nigeria!

By Bello Ahmadu AlkammawaKaduna State under the able leadership of Governor Uba Sani has been honored as the best-performing state in the northwest region at the 2024 Primary Health Care (PHC) Leadership Challenge, receiving national recognition and a $500,000 award for its exceptional healthcare investments and leadership.Deputy Governor Dr. Hadiza Sabuwa Balarabe, accompanied by the…

[ourhealthcare7]

The cost of appendix surgery in a government hospital

Appendix surgery, medically known as an appendectomy, is a common procedure performed to remove the appendix when it becomes inflamed or infected. Many people consider government hospitals for this surgery due to their affordability and accessibility. In this blog, we’ll explore the cost of appendix surgery in Delhi private hospitals and government hospitals, the factors that influence it, and other relevant details to help you make an informed decision.

What is Appendix Surgery?

The appendix is a small, finger-shaped pouch attached to the large intestine. When it becomes inflamed due to infection, it causes a condition known as appendicitis. Symptoms may include severe abdominal pain, nausea, vomiting, and fever. If left untreated, the appendix can rupture, leading to life-threatening complications.

An appendectomy is performed either through:

Open Surgery: Involves a single, larger incision to remove the appendix.

Laparoscopic Surgery: Involves small incisions and the use of a camera, offering quicker recovery and minimal scarring.

Cost of Appendix Surgery in Government Hospitals

One of the significant benefits of choosing a government hospital for appendectomy is the low cost. Here’s an overview of the typical cost structure:

Surgery Cost: The actual surgical procedure is either heavily subsidized or free in government hospitals in India. This is made possible through government schemes and healthcare funding.

Admission Charges: In many cases, the admission fee is either negligible or free, depending on the patient's socio-economic background.

Consumables: Items like surgical gloves, sutures, and medicines are either free or offered at nominal rates.

Post-Surgery Care: Follow-up consultations and basic medications are usually included or provided at subsidized rates.

Estimated Total Cost:For most patients, the total cost of appendix surgery in a government hospital ranges from ₹0 to ₹10,000, depending on the state’s healthcare policies and the availability of government health schemes.

Factors Influencing the Cost

While government hospitals aim to provide free or affordable care, some factors can influence the overall expense:

Availability of Free Medicines: If specific medicines or surgical supplies are unavailable in the hospital, patients might need to purchase them from outside.

Diagnostic Tests: Tests like blood work, ultrasound, or CT scans may have a minimal charge, especially if they are outsourced.

Schemes and Insurance: The cost could be further reduced if the patient is covered under government health insurance schemes like Ayushman Bharat.

Benefits of Choosing a Government Hospital

Affordability: The subsidized costs make it accessible for everyone, especially low-income families.

Experienced Surgeons: Government hospitals often have highly skilled surgeons who perform numerous appendectomies regularly.

Availability of Advanced Techniques: Many government hospitals now perform laparoscopic surgeries, ensuring faster recovery and better outcomes.

Health Schemes: Various state and central government schemes cover the cost entirely for eligible individuals.

Challenges in Government Hospitals

Long Waiting Times: Due to high patient inflow, you may experience delays in getting the surgery.

Limited Availability of Beds: Admission might depend on bed availability.

Out-of-Pocket Costs for Specific Needs: Certain consumables or medications might not be available in-house, leading to minor additional expenses.

How to Avail Subsidized Appendix Surgery?

Visit a Primary Health Center (PHC): Most cases are referred from PHCs to larger government hospitals.

Carry Necessary Documents: These include identity proof, income certificate (if needed), and health insurance card (if applicable).

Enroll in Government Schemes: Ensure you are registered under schemes like Ayushman Bharat or similar state-level programs.

Seek Financial Aid: Some hospitals have provisions for financial aid if the cost exceeds a patient’s capacity.

Private Hospitals vs. Government Hospitals for Appendix SurgeryWhile private hospitals provide faster service and personalized care, government hospitals remain a lifesaver for those who cannot afford high costs.

Conclusion

Appendix surgery in government hospitals is a cost-effective solution for treating appendicitis. With minimal to no charges, it ensures that even economically disadvantaged individuals receive life-saving treatment. While there may be challenges like waiting times and availability, the overall benefits, including experienced surgeons and subsidized care, make it a viable choice for most patients.

If you or someone you know is experiencing symptoms of appendicitis, don’t delay seeking medical attention. Visit your nearest government hospital to access affordable and reliable treatment.

Click here for appointment with Dr Tarun Mittal:Appendix surgeon in sir Ganga ram Hospital

Pro Tip: Stay informed about the government schemes available in your state and carry all necessary documents during hospital visits to ensure a hassle-free experience.

[thestarlense]

New SHA CEO Robert Ingasira Expands Primary Care to Level 4 Hospitals

The newly appointed CEO of the Social Health Authority (SHA), Robert Ingasira, has introduced a game-changing directive to expand primary healthcare (PHC) services to Level 4 hospitals through the SHA Primary Health Care Fund. Speaking on Friday, November 15, 2024, Ingasira underscored the importance of broadening access to quality healthcare in Kenya. Traditionally limited to Level 2 and Level…

[spherulengo]

Enhancing Public Health: Comprehensive Initiatives for Better Healthcare Access

Public health is essential to community well-being, and organizations like the Spherule Foundation, alongside health foundations and the public health department, are dedicated to improving healthcare services and addressing pressing public health issues. Through mobile health units and outpatient clinics, these efforts deliver medical services to underserved communities, ensuring broader access to healthcare.

Free health camps, organized in both urban and rural areas, provide check-ups, consultations, and treatments, helping identify health concerns early and offering timely care. Upgrading Primary Health Centers (PHCs) and Community Health Centers (CHCs) with advanced equipment and infrastructure further strengthens government healthcare services, ensuring better medical care.

The Spherule Foundation also focuses on setting up Intensive Care Units (ICUs) and Neonatal Intensive Care Units (NICUs) in hospitals to provide affordable critical care to those who need it most. In addition, women’s health programs address menstrual hygiene, reproductive health, and offer regular health screenings, enhancing women's overall well-being.

Efforts to combat malnutrition are combined with education on Water, Sanitation, and Hygiene (WASH), promoting healthier living practices and better nutrition. Additionally, mental health awareness programs, workshops, and counseling services support mental well-being and address growing mental health concerns in communities.

These public health programs, driven by the Spherule Foundation and similar organizations, play a crucial role in improving healthcare access and quality, ensuring a healthier future for all communities.

[herpescureindia]

Free Herpes Treatment in India: Options and Accessibility

Herpes is one of the most common viral infections worldwide, affecting millions of people. It is caused by the herpes simplex virus (HSV), which is categorized into two types: HSV-1 (oral herpes) and HSV-2 (genital herpes). While herpes is not curable, it is manageable, and many individuals seek free or low-cost treatment, especially in countries like India where access to affordable healthcare is critical for many.

In this blog, we will explore the availability of free herpes treatment in India, including government initiatives, non-profit organizations, and affordable healthcare services.

1. Understanding Herpes: A Brief Overview

Herpes is a lifelong condition, but with proper management, individuals can lead healthy lives. The virus stays dormant in the body and may reactivate during times of stress or a weakened immune system. Symptoms include painful blisters, itching, and discomfort. While there is no cure, antiviral medications like acyclovir, valacyclovir, and famciclovir are effective in reducing the severity and frequency of outbreaks.

2. Challenges in Accessing Herpes Treatment in India

Access to treatment for sexually transmitted infections (STIs), including herpes, can be limited due to various factors: Lack of awareness:��Many individuals in rural and even urban areas may not recognize herpes as an STI or may feel embarrassed seeking treatment.

Cost of antiviral medication: While the cost of antiviral drugs has decreased over the years, they can still be out of reach for low-income populations.

Stigma: The social stigma attached to herpes and other STIs often deters individuals from seeking timely treatment.

3. Government Initiatives for Free Herpes Treatment

The Government of India, through various public health initiatives, provides free or subsidized treatment for herpes and other STIs. Some of these include:

National AIDS Control Organisation (NACO): NACO provides a network of Integrated Counselling and Testing Centres (ICTCs) across the country. While primarily focused on HIV/AIDS, these centers also provide information, testing, and treatment for other STIs, including herpes. Antiviral medications are available free of cost or at a subsidized rate.

Primary Health Centres (PHCs): PHCs are the backbone of India’s rural healthcare system, providing essential healthcare services, including free consultations, diagnostic tests, and medications for STIs like herpes.

4. Non-Profit Organizations Offering Free Herpes Treatment

Several non-profit organizations work in India to provide free or affordable healthcare to underprivileged communities, including treatment for STIs such as herpes:

Smile Foundation: This organization operates health camps in remote areas and offers free consultations, medicines, and follow-up care for various diseases, including herpes.

The Humsafar Trust: Primarily focused on HIV prevention and care, the Humsafar Trust also works on raising awareness about other STIs, offering free testing and treatment in collaboration with government health facilities.

Doctors Without Borders (Médecins Sans Frontières): MSF operates in several states in India, offering free healthcare to underserved populations. They focus on treating infections and provide antiviral medications when required.

5. Pharmaceutical Assistance Programs

In addition to government and non-profit initiatives, some pharmaceutical companies offer assistance programs that provide free or discounted antiviral medications. While these programs may not be widely advertised, it is worth asking healthcare providers if such options are available.

6. Online and Telemedicine Platforms

In recent years, the rise of telemedicine in India has made healthcare more accessible, especially for those hesitant to visit clinics in person. Platforms such as Practo and 1mg offer consultations with healthcare professionals who can prescribe antiviral medications. While these consultations may not always be free, they are affordable and provide a discreet option for individuals seeking herpes treatment in India.

7. The Role of Awareness Campaigns

Awareness is key to combating both the spread of herpes and the stigma associated with it. Government campaigns, NGOs, and healthcare providers must continue to educate the public about the importance of seeking timely treatment. Free screenings and educational workshops are essential to remove the shame surrounding STIs and encourage more people to seek treatment without fear of judgment.

8. Steps to Manage Herpes Effectively

Even though herpes cannot be cured, it can be managed effectively with the right treatment. Here are a few important steps for managing herpes:

1. Seek medical advice: Consult a healthcare provider if you suspect you have herpes or experience recurring outbreaks.

2. Medication adherence: Take prescribed antiviral medication to reduce the frequency and severity of outbreaks.

3. Maintain a healthy lifestyle: A strong immune system can help manage herpes, so it’s important to maintain a healthy diet, exercise regularly, and reduce stress.

4. Practice safe sex: Using condoms and communicating with sexual partners can help prevent the transmission of herpes.

Conclusion

Herpes is a manageable condition, and free or low-cost treatment is available in India through various government initiatives, non-profit organizations, and healthcare providers. Raising awareness, reducing stigma, and increasing access to antiviral medications will go a long way in ensuring that everyone who needs herpes treatment can get it, regardless of their financial situation. If you or someone you know is seeking treatment, don’t hesitate to visit your nearest healthcare center or explore telemedicine platforms for discreet and affordable options.

[nandiotstudent]

The end or the beginning?

(Msethnablog, 2017)

I have been a student at UKZN for almost four years now, and I have experienced a rollercoaster of experiences. I feel as if I have trekked up a steep rocky hill and have the peak in my view where I jump into the waters below. I have experienced online learning, working in extremely privileged and underprivileged facilities, which assisted in preparing myself for the unknowns in the communities in which I have worked; I have had to change my own perspective on the practice and hearing the community experience through whispers in the wind to now experiencing it on my own. I ask myself, am I prepared for primary health care practice? Walk this journey with how primary health care has moulded me as an Occupational Therapist as I emerge as an aspiring primary healthcare practitioner in community practice.

What is primary health care? “Primary health care is a whole-of-society approach to effectively organize and strengthen national health systems to bring services for health and wellbeing closer to communities.” (World Health Organization, 2019).

See the links below to watch a video to learn more about what primary health care is, an FAQ that I found helpful in understanding it.

How has the UKZN curriculum prepared me for it? There are definitely pros to the curriculum, but there are also cons. Let us start with one of the pros: having lecturers who would provide extra readings despite not being obligated. I would find myself becoming curious about the topic due to the one reading that was recommended. One AFR piqued my interest, which was mentioned in passing. Little did I know that months later, I would preach the principles and implement them into my practice with substance use cases to prioritize the client's needs. It evolved the view of therapy as the client was more engaged and applying the psychoeducation, highlighting that “I see you”.

 I started the degree during lockdowns and other school disruptions, such as floods and load shedding. This required a dramatic shift in the curriculum to accommodate safety regulations while delivering lectures. So, I did not experience being in a community from the start; I had to rely on people's opinions and images. This did not provide much on the community and I did not get to actually experience the communities, observe the people, the environment, and the interactions between them. Having such a subjective view of community practice did not prepare me for community practice. I have not heard much about the academic aspect of PHC practice. It has always been an idea on a page. However, I must note that this may not be a true reflection of the standard curriculum since this was during the pandemic.

We have been taught in silos. We would have a semester dedicated to the different aspects of Occupational therapy. In the final year, we had 4 blocks. This then “taught” us to have different Occupational therapy hats. One for paediatrics, one for physical, and one for psychosocial. As a student, I struggled to switch hats because there were short (or no) breaks between blocks. Community practice requires you to tap into all 3 hats to provide therapy and understand the community and how to treat within the community. This then limited me in the flexibility and adaptability of my thinking of practice, which is divided rather than holistic in the community.

 In the other blocks, we mostly worked in hospitals. Which are quite resourced; there is a hospital bed that can be adjusted, step stools, and useful items just waiting to be used. “South Africa is a country in deep organic crisis, requiring interventions that can help developments and social justice challenges; and yet the higher education system prioritises research and teaching to the exclusion of CE.” (Dube, 2023). The lack of resources to intervene sustainably limited me in the choices of what therapy I could then provide to the individuals in the MR community. I have had to use to fight a battle between sustainability and effectiveness, asking myself if I am doing enough?

A huge pro is the decentralised training. I was placed in Manguzi Hospital, a rural hospital with a firm stance on practising primary health care. I could tag along on multidisciplinary home visits, which the hospital funded, which, in my opinion, all hospitals or health services should aim to do as the country is moving to a shift to primary health care. I stayed longer hours than other blocks willingly. I was tired, but I was fulfilled. I discovered a rural rehab organisation I would like to join once I am qualified. See the link below to read more about RuReSA.

 I had come to realise how you can encourage the community to take charge of their own health by simply being in a space they are comfortable in. This also started the thought: How can I make my own therapy spaces more comfortable?

In this discipline, little to no therapy is set in stone. The techniques, principles, and models are the same, but how each individual treats a client is different. In some cases, the learnings I have taken from previous blocks were completely shut down by the supervisor for that block. I had found myself in a state of uncertainty and questioning what I should do as I want to do my job as a therapist, but I am also a student. I have had to learn how to justify my means and explain the theory behind my actions. This also pushed me to read further and better understand the theory behind the actions. So, essentially, this is a pro.

This was achieved by changing to become more self-directed. Now, what is self-directed learning? To my understanding, it is self-motivated learning. I am taking the initiative to learn more and read more. “Self-directed learning is an approach to education that empowers learners to lead their own learning journey.” (Germeroth, 2024). Adjustment is what I needed. How was I supposed to fly when my wings could not support my weight? I talk about coping and adaptability in therapy. It called me to shift from a spoon-fed the first year to becoming a self-directed learner aiming to strive in community rehab. Rather than calling it guidance, it was a shove onto the right path of growth and diverse skills to ensure that the therapy is meaningful and client-centred.

(Beveridge, 2021)

See the link below, which explains more about lifelong learning.

To conclude, I feel that this curriculum has its ups and downs; on a subjective level, one would sometimes feel frustrated. However, it has reinforced that I have to be a self-directed learner, and it has tested my confidence in my own skills and pushed me to do better. I have learnt that in order to bring the therapy to the community I have to flexible, be adaptable and be a quick thinker, and importantly read more about what I have seen in order to have more of an understanding of community practice. To feel, see, be and become part of the community. Therefore, I feel that the curriculum does prepare us for community practice. But who knows where I will stand in the future once I have experienced more and reflected on it.

REFERENCES

Beveridge, B. (2021, August 12). Importance of Life Long Learning, a student perspective. Medium; Medium. https://rebecca2021.medium.com/importance-of-life-long-learning-a-student-perspective-5598182e9d2f

Dube, N., & A, H. E. (2023). The praxis and paradoxes of community engagement as the third mission of universities. a case of a selected South African university. South African Journal of Higher Education, 37(1), 131–150. https://doi.org/10.20853/37-1-5643

Germeroth, K. (2024, April). What is self-directed learning and what are its benefits? Moodle US. https://moodle.com/us/news/what-is-self-directed-learning/

Kuzmina, julia. (2022, February 17). Lifelong Learning: Meaning, Importance, Benefits & Examples. Valamis. https://www.valamis.com/hub/lifelong-learning

Msethnablog. (2017, December 4). When Life Gets in the Way…and the Importance of Reflection. For the Love of Books, Tech, Coaching, and More; For the Love of Books, Tech, Coaching, and More. https://msethnablog.wordpress.com/2017/12/04/when-life-gets-in-the-way-and-the-importance-of-reflection/

World Health Organization. (2019). Primary health care. Who.int; World Health Organization: WHO. https://www.who.int/health-topics/primary-health-care#tab=tab_1

World Health Organization. (2019). Primary health care throughout our life [YouTube Video]. In YouTube. https://www.youtube.com/watch?v=QX7Q0a8GxaA&t=3s

World Health Organization . (2022). Primary health care: Bringing health services closer to communities [YouTube Video]. In YouTube. https://www.youtube.com/watch?v=_htX-EdAyuc&t=97s

[izwakele]

“Reflect on UKZN’s OT curriculum, the pros and cons in terms of preparation for practice at a community/PHC level”

The road to becoming a healthcare professional, especially in a field like occupational therapy requires more than a high caffeine intake and breathing exercises but a combination theory and practice. At the University of KwaZulu-Natal (UKZN), the Occupational Therapy program is designed to do this, equipping students with the foundations of critical thinking and work experience. But how effective is this curriculum in preparing students for the challenges they will face in real-world with under resourced environments? Does the program's focus on theory in the early years prepare students for the community practice, or does it leave a gap in their preparation?

The pros of this module is the carryover of content from one module to another ensuring triangulation during practice. University of KwaZulu Natal provide a 4-year programme with modules building on each other as the years goes which aid in ensuring their students learn critical thinking, improve ability to triangulate content from one module to another and ability to integrate theory into practice (University of KwaZulu Natal, 2019).  The first-year programme focuses on creating foundation for learning capturing components that will be essential for the students to grasp the content as the years pass (University of KwaZulu Natal, 2018). During the 2 years we focused on assessment on the theoretical level through being taught each client factor individually – this prepared me to be able to assess client factors comprehensively and as years went by, I was learned to prioritize and assess on the spot essential for community practice as we do have the luxury of time. The 3rd year focus on treatment for each diagnosis triangulate theory from assessments, fundamentals and use of therapeutic media to treat (University of KwaZulu Natal, 2018).

In my first year, I got exposed to community through use of primary health model – I was taught on types of communities and learned ability to identify the needs of the community which then is carried over to when we got to fieldwork and do clinical practice as they now able to consider context when assessing and treating throughout the years this programme incorporate service modules offered by other departments namely anatomy, clinical science, health and illness behaviour and research in honours level which also create a good foundation for integration to community practice (University of KwaZulu Natal, 2019). In this blog we will delve into how the way this programme is structured prepare the 4rth year students to practice at community level/ PHC looking at different components offered. Focusing on the pros and cons in preparing students for community practice.   

Pros for this curriculum is teaching the reality of our health care system – scarcity. To me scarcity is a promotive factor as it encourages critical thinking, flexible mind and speaks to our core values which is providing primary health care and meeting our sustainable goals irrespective of social determinants. What would stop a green scrubbed OT with a pink basket full of ideas, inspirations, therapeutic mindset. This fighting spirit allows us to provide therapy for all irrespective of lack of resources.  This programme is structured to be able to focus on the challenges of delivering OT services in under-resourced settings ensuring ability for students to work with client from different backgrounds. I’m in placed in a centre offering services to rough sleepers and address social illness – it does not have an occupational therapy department or working space – treatment tools, but I utilise what is available to offer holistic interventions to deserving marginalised clients. Most of the community placements do not have occupational based departments and students utilise the resources given by the university to ensure therapy for all.

The module highlights the importance of working within an interdisciplinary team to maximise therapy while distributing workload for proper use of resources available. This essential in the community as we are required to contact different community leaders and NGOs forming part of the community in addressing different social ills. The ability to negotiate and advocacy is made easier if we understand how to utilise the interdisciplinary team. I have interacted with different partners in the communities namely teachers, mothers, shop owners, municipality workers and members of the community encouraging shared goal – this approach ensured that the was contact communication with the stake holders and that the community was the primary beneficiary.

One of the things the fieldwork module stress on is multidisciplinary approach especially in clinical placements. I have seen long queues – people wanting to access primary health care and they end up spending more money and whole day in accessing health. MDT ensure that we can give clients value for their money and time by maximising therapy in less period of time. I have been utilising this approach in the community clinic I’m placed in through proving intervention for CVAs with physiotherapy and intervention for ASD/ADHD with speech therapy to ensure the client don’t spend long time in cues. In the placements (centre) I had collaborated with the social worker and psychologist in starting the women support group as there is high number of people requiring primary health care in on of the sites I attend to and requiring different services offered by these disciplines. The programme ensure that the student learn about services provided by different professionals.

Cons in this curriculum is the clash between clinical practice and the theoretical foundation. The curriculum in the 3 years focus more on providing students with theoretical foundation for practice which helps the students to be critical and transformative in community practice, enhancing clinical competence, professional confidence and ethical integrity. But in the first few years in this programme, I had been subjected to online learning limiting clinical practice this had made me feel underprepared and not confident in community practice – my treatment had been more theoretical based other than contextual due to spending more time using simulated client and seeing community in videos with no direct contact.  One of the modules talking to community practice is community studies in first year which was the most hated module among the students, but its contribution had made its impact now that we are in community block. The curriculum was adapted in 2021 to fit the online teaching method which limited us in going to different communities learning about community entry and understand the different structures that exist in the community. The need for practical aspect in this module talks to the incident that I had encountered on practice – the whole group had thought they have achieved community entry and only to be placed in an unsafe and life-threatening situation by members of the community. Although we could see that some of the members of the community understood contribution to their wellbeing not all of them had seen its benefits – this could’ve been something we picked when we were ambulating in the community. This could be because we were not integrated well into the community – as the students are forced into the shoes of the previous blocks not understanding that the community might not welcome us the same way. As much as they see the green scrub and its contribution, they also consider us as individuals and how we present themselves. This talks to the encounter where one of the community members expressed his hatred and prejudice for Indians as our group have one person from that ethnicity – this is clear indication that they consider our personal features. It could be nice that the students rotate in communities over the years as the community start to be entitled to certain things and reinforce their beliefs on therapists.

While community engagement is introduced early, more experiences and interpretation of what is seen in the community can be utilised to better prepare students for the challenges they face in community practice. During 3rd year we were placed in different placement to be orientated to how the community worked, and it looked simply because the 4th years students during that block had achieved entry and were riding on their reputation, we had made in the community thinking this was the reality for most communities – being accepted and welcomed. these incidents highlight the clash between theory and practice which the curriculum could not address due to the covid 19 lockdown levels, and the teaching methods used back then.

The UKZN curriculum, while provide theoretical knowledge but it also presents both opportunities and challenges in shaping students for community practice. The program’s emphasis on interdisciplinary, MDT approach, critical thinking and ability to practice in under resourced environments equips students with the tools necessary for holistic intervention. However, the clash between theory and practical experience, exacerbated by online learning lack of early exposure and poor community integration has left some students feeling underprepared for community practice. As I reflect on these experiences, it’s clear that while the curriculum has laid a good foundation which encourage evidence-based practice, there remains a need for a stronger emphasis on early clinical exposure in community practice. The question we should as ourselves is how this programme can change to better suit the needs of students in preparation for community practice.

References

Naidoo, D., van Wyk, J., & Joubert, R. (2015). Are final year occupational therapy students prepared for clinical practice? A case study in KwaZulu-Natal. South African Journal of Occupational Therapy, 44(3), 24–28. Retrieved from SAJOT.

University of KwaZulu Natal. (2018). Hands-On Opportunities - Discipline of Occupational Therapy. Discipline of Occupational Therapy. https://ot.ukzn.ac.za/hands-onopportunities/

University of KwaZulu Natal. (2019, July 18). Undergraduate Programmes - Discipline of Occupational Therapy. Ot.ukzn.ac.za. https://ot.ukzn.ac.za/undergraduate-programmes/

Vermeulen, N., Bell, T., Amod, A., Cloete, A., Johannes, T., & Williams, K. (2015). Students’ fieldwork experiences of using community entry skills within community development. South African Journal of Occupational Therapy, 45(2), 51–55. https://doi.org/10.17159/2310-3833/2015/v45n2a8

Janse van Rensburg, E., & Du Toit, S. H. J. (2016). The value of a rural service learning experience for final year undergraduate occupational therapy students. South African Journal of Occupational Therapy, 46(1). https://doi.org/10.17159/2310-3833/2016/v46n1a4

[avania1105]

“Navigating the OT Maze: My UKZN Journey from Hospital Halls to Community Corners”

As a 4th-year occupational therapy student from UKZN doing my last block, at a community/PHC level, was I prepared enough?  

As I reflect back on my undergraduate years, I feel disheartened. There were many lost opportunities due to the COVID-19 lockdown, from not being able to do dissections due to limited cadavers to limited fieldwork exposure in my first year as an OT student. While current- first-year OT students are given the opportunity to accompany and shadow the 4th year OT students on their community block, this was not an opportunity that I had when I was in 1st year due to lockdown. In 1st year we also did a community studies module and prior to lockdown, the students were taken on field trips into various communities in an attempt to expose health science students to the communities however we were unable to go on these trips due to the lockdown. When lockdown restrictions were eased during my second year, the OT department did not adjust our curriculum to make up for lost experiences and instead when I look back it felt like these crucial learning opportunities were just swept aside, and the gap in our community exposure remained glaring.

For most of my blocks from 2nd year, I was placed in hospitals in which the hospital setting is very different to a PHC clinic setting as you have limited time to assess and treat patients and limited access to resources. The PHC setting requires much more “thinking on the spot” and it is solely based on the “ here and now” which is not emphasized enough in the OT curriculum. We are taught to plan sessions in advance, do an activity analysis of the activity and a session write-up which guides the implementation of our treatment sessions and while this is useful in a hospital setting, it makes it difficult to come up with treatment ideas now suddenly on the spot because we are so used to having a write up that guides our intervention implementation due to the way we were taught. So, while this method is useful in a hospital setting, it is unrealistic at a PHC level. However, I believe that is a skill that I will master with practice, as the saying goes, "practice makes perfect."

In a hospital setting, we also have access to more resources compared to at a PHC level. Thus, at a PHC level, we have to be creative on how to make low-cost assistive devices and other necessary items. In our 1st year, we learnt APT which is a very important skill to know as we can use recyclable materials to make relevant items for therapy, especially in resource-constrained primary health care facilities.  

Despite efforts made to expose us to community practice at a 3rd-year level, it was insufficient because, for my community block in 3rd year, I went to a halfway house rather than being at an actual community and getting actual practical exposure to what community OT is all about. The OT curriculum does not allow for adequate exposure to community practice, which is important because all the patients we see in the hospitals are returning to a community. This limited exposure to community practice also affects our intervention because is it really context-relevant if we do not know and understand the context they are coming from due to our limited exposure to communities?

Suddenly, in your fourth year, you are thrown deep into the community and somehow expected to adjust. Well, lucky for me, I am quite a flexible person and my colleagues on the same block as me who are more familiar with the communities also assist me in understanding the community.

Pros of the UKZN OT curriculum include:

Integration of theory and practicals – After learning the theory in classes through lectures, we get to apply what was learnt by doing case studies, simulated cases and in our fieldwork blocks. This helps us to consolidate the theory learnt by putting it into practice.

Holistic approach – The OT curriculum adopts a holistic approach which teaches students to not only look at and treat the physical needs but also the emotional and social needs that may affect a person’s health and well-being including environmental factors which also aligns with the principles of PHC.

Multidisciplinary approach – The OT curriculum emphasizes the importance of working as part of a multidisciplinary team which is very important especially at a PHC level to maximize the treatment offered to patients within a limited time frame and it ensures person-centred care. The MDT approach is emphasized a lot in PHC and currently, at Cato Manor, I do a lot of joint sessions, with the speech therapist.

Cultural competence – The OT curriculum includes cultural competence and cultural sensitivity within various modules which are important and necessary skills for us to develop as health practitioners working with people from various cultural backgrounds, especially in the community setting. 

Cons of the UKZN OT curriculum include:

Limited exposure to community-based occupational therapy.

Limited focus on resource constraints – Many of us have done blocks at hospitals which had access to resources and materials however at a PHC level, there are significant resource constraints due to limited funds therefore it is essential that students are taught how to adapt and be innovative within these constraints as part of the OT curriculum. According to (Naidoo et al., 2017) many community service OTs also faced challenges due to resource constraints at a PHC level as they completed their undergraduate training at well-resourced hospitals.

Insufficient emphasis on policies and advocacy – The OT curriculum needs to place more emphasis on procedures relating to government departments, new health care policies and procedures for referral within the Department of Health which are practical skills that occupational therapy students and therapists should be aware of especially when working at a PHC level.

Limited knowledge of how to implement health preventive and promotive programmes at a PHC level as the main focus is on remedial and rehabilitative programmes within a hospital setting.

So, was I prepared enough for practice at a community/PHC level? The honest answer is no—I did not feel fully prepared, largely due to limited exposure to community-based OT and perhaps I may never have felt prepared enough however if I had more exposure to community practice, I would have had an idea of what to expect rather than going into the community blindfolded. Overall, the OT curriculum tries to offer a holistic curriculum offering a solid theoretical foundation however students need to be offered more practical experience and exposure, especially in communities to improve preparedness for practice at a community/PHC level.

[medaura123]

Best Health Care in India

India's healthcare landscape has experienced significant changes over the decades, transforming into a dynamic and fast-growing sector. Serving a population of over 1.4 billion people, the challenges of delivering quality healthcare to such a diverse population are immense. Best Health Care in India Despite these challenges, India’s healthcare system has evolved with contributions from both government initiatives and a growing private sector, alongside technological advancements and innovations. This essay explores the healthcare landscape in India with a specific focus on Medaura, discussing its structure, accessibility, technological progress, ongoing challenges, and future outlook.

Structure of Healthcare in India

India's healthcare system is a unique mix of public and private sectors. Public healthcare, managed by the Ministry of Health and Family Welfare, operates at various levels, including national, state, and district. Public healthcare’s primary objective is to provide preventive and essential medical services, particularly to underserved and rural populations. Public facilities such as primary health centers (PHCs), community health centers (CHCs), and district hospitals are vital for ensuring healthcare access in remote areas.

On the other hand, private healthcare has experienced rapid growth, especially in urban regions. Private institutions offer specialized treatments, advanced medical technologies, and high-quality care that meets global standards. This sector plays an essential role in reducing the burden on public hospitals and providing a wider range of services in cities and metropolitan areas. Medaura is a prime example of private sector contribution, focusing on innovative solutions to bridge gaps in healthcare accessibility and quality across different regions.

Accessibility to Healthcare

One of the most pressing issues in India’s healthcare system is the disparity in healthcare accessibility between urban and rural regions. While cities are equipped with modern hospitals, diagnostic centers, and specialty clinics, rural areas suffer from a lack of infrastructure and medical professionals. This urban-rural divide presents significant challenges in providing equitable healthcare access. The government has taken various steps to address this gap through initiatives like the National Health Mission and Ayushman Bharat, which provide insurance and healthcare services to economically disadvantaged populations.

Medaura has been instrumental in improving healthcare access, particularly for marginalized communities. By leveraging innovative healthcare models, such as mobile health units and telemedicine platforms, Medaura ensures that people in rural and remote areas can receive timely medical attention. Additionally, Medaura’s commitment to cost-effective healthcare has allowed patients from lower-income backgrounds to access high-quality services without incurring exorbitant medical expenses.

Innovation and Technological Advancement in Healthcare

India has become a global leader in healthcare innovation, particularly in fields such as telemedicine, pharmaceutical production, and medical devices. Telemedicine is one of the key areas where India has excelled, making it possible for patients in rural and hard-to-reach areas to consult with doctors remotely through mobile applications and video conferencing. This has opened up new opportunities for providing care to populations that would otherwise struggle to access healthcare services.

Medaura has been at the forefront of this telemedicine revolution, offering cutting-edge solutions that connect patients with healthcare providers regardless of geographic barriers. By embracing digital health platforms and AI-driven diagnostics, Medaura is transforming the way healthcare is delivered in India. It has invested in wearable health monitors, AI-based medical imaging, and mobile health solutions that improve patient outcomes and promote preventative care.

India’s pharmaceutical sector, often referred to as the "pharmacy of the world," has also been a crucial driver of healthcare innovation. The country is one of the largest producers of generic drugs and vaccines, which played a pivotal role during the COVID-19 pandemic. Medaura's collaborations with pharmaceutical companies have facilitated the availability of affordable medicines and vaccines, ensuring wider access to essential treatments and preventative care.

Challenges in Indian Healthcare

While India’s healthcare system has made remarkable strides, it still faces several challenges that impede its full potential. These challenges include infrastructure deficiencies, shortages of healthcare professionals, and public health crises.

Infrastructure: Despite advancements in urban healthcare, rural areas continue to face significant infrastructure gaps. Many villages and small towns lack basic healthcare facilities like clinics, hospitals, and diagnostic centers. Addressing this issue requires coordinated efforts between the public and private sectors to expand infrastructure development in rural and underserved regions.

Human Resources: India struggles with a shortage of healthcare professionals, including doctors, nurses, and paramedics. The doctor-to-patient ratio is significantly lower than the World Health Organization’s recommended standards. Additionally, healthcare professionals are concentrated in urban centers, leaving rural populations underserved. Medaura is working to address this issue by training local healthcare workers and deploying them to areas where their services are most needed.

Public Health: India faces the dual burden of communicable diseases like tuberculosis and malaria, along with the rising incidence of non-communicable diseases such as diabetes and heart disease. This creates immense pressure on healthcare resources and necessitates large-scale public health initiatives focused on disease prevention and early detection.

Government Initiatives and Policies

The Indian government has launched several healthcare initiatives aimed at improving access to healthcare services and reducing financial burdens on citizens. One of the most significant programs is Ayushman Bharat, which provides health coverage to millions of low-income families across the country. By offering financial protection from high medical costs, Ayushman Bharat aims to improve healthcare outcomes for vulnerable populations.

Medaura has supported these initiatives by offering complementary healthcare services that align with the government’s goals of improving access and affordability. Its efforts to provide low-cost healthcare, especially in areas where the public healthcare system is inadequate, have been widely appreciated.

The Future of Healthcare in India

The future of healthcare in India is promising, with exciting advancements in medical technologies, increased investments in healthcare infrastructure, and a growing focus on preventative care. Telemedicine, digital health platforms, and AI-driven diagnostics will continue to revolutionize healthcare delivery, particularly in remote areas. Medaura’s innovative healthcare model positions it well to play a pivotal role in shaping this future.

As healthcare becomes more digitized, AI and machine learning technologies will enhance medical diagnostics, personalize treatment plans, and improve patient outcomes. Medaura is already pioneering these technologies to deliver faster, more accurate diagnoses and effective treatments for a wide range of medical conditions.

Preventative care will also play a key role in India’s healthcare future, as lifestyle diseases become more prevalent. By emphasizing early detection and encouraging healthy lifestyles, healthcare providers like Medaura can reduce the strain on the healthcare system and improve long-term health outcomes for millions of people.

Conclusion

India’s healthcare system is a complex and evolving entity that has made significant progress in addressing the needs of its vast population. Through the combination of government initiatives, private sector growth, and technological innovations, India is making strides in improving healthcare access, affordability, and quality. Medaura stands out as a key player in this transformation, using innovative approaches to tackle the challenges of accessibility, cost, and technology in healthcare. With its forward-thinking healthcare solutions and commitment to improving patient outcomes, Medaura is well-positioned to lead India’s healthcare sector into a bright and promising future.

[ejesgistnews]

Kaduna State has once again been gripped by fear after a group of heavily armed bandits stormed a Primary Health Care Center (PHC) in the Layin Dan Auta village, Kuyello Ward of Birnin Gwari Area, abducting an unknown number of nurses. The attack, which took place recently, has left the community in shock, as insecurity continues to plague the region.   Ejes Gist News Nigeria reports that the bandits initially targeted a nearby school, likely expecting to find students. However, after discovering the school empty, the assailants redirected their attack to the PHC, where nurses were present on duty. The local leader, who spoke under the condition of anonymity, confirmed the incident, describing the situation as alarming.   Read Also: Ajaero: ‘Necessary Step’ – Odua Peoples Assembly Backs Arrest Of NLC President   “They arrived in the area and went straight to a nearby school, thinking they would find students. However, the school was empty, so they proceeded to the PHC in Kuyello and abducted the nurses on duty,” the source said.   Local youth leader Baba Isah, who also verified the event, stated that two nurses were on duty during the attack. However, it remains unclear whether any patients were taken hostage, as the majority had already left the facility before the bandits arrived.   Read Also: Full-Blown Dictatorship Activated as SSS Lays Siege at SERAP’s Office   The abduction has heightened concerns about the safety of health workers and residents in Kaduna, a state that has faced recurring attacks by criminal groups. The Birnin Gwari Area, in particular, has become a hotspot for banditry, with communities and institutions being regular targets.   As of the time of this report, there has been no official response from either the Kaduna State Government or the Nigeria Police Force. Residents of the area have called for urgent security interventions to prevent further incidents and ensure the safe return of the abducted nurses.   The attack is the latest in a string of kidnappings that continue to challenge authorities in northern Nigeria, where insecurity has disrupted daily life, healthcare delivery, and education.  

[streetreporters]

ALGON Partners WHO As Landmark Technical Workshop on Primary Health Care Revitalization Kicks Off in Abuja

A groundbreaking technical workshop on Primary Health Care (PHC) revitalization and operationalization has commenced in Abuja, Nigeria, marking a significant milestone in the country’s healthcare sector. The Association of Local Governments of Nigeria (ALGON) is partnering with the World Health Organization (WHO) and Niger Delta Development Commission (NDDC) to host this high-level stakeholder…

[studentofot]

Empowering Rural Communities: Focusing on Five Sustainable Development Goals

In the vibrant and resource-limited rural communities of KZN, I have found myself in a role far removed from the traditional rehabilitation I once envisioned. Working as an OT in this setting has reshaped my understanding of healthcare and broadened my perspective beyond what I initially thought OT entailed. My journey has evolved into a deep-seated passion for community-based work. The culture shock, challenges, and the need to quickly grasp new concepts have been a transformative experience. 

(Mlgrs Graphic Design, 2022)

I am still in the process of changing and transforming, as my journey in this community continues to shape and refine my understanding of true impact. 

(Cass, 2024)

As I’ve grown in my role, it has become increasingly clear that the community faces significant struggles, many of which directly impact their quality of life. Recognizing these challenges has fuelled my desire to effect meaningful change. With a focus on five Sustainable Development Goals (SDGs), I aim to contribute to the community’s well-being through targeted interventions. The Sustainable Development Goals are a global project, and the future of our earth rests in our hands—the achievement of these goals depends on our collective effort and commitment. These goals are good health and well-being, quality education, sustainable cities and communities, reduced inequality, and no poverty.

1. Quality Education

The 2016 Progress in International Reading Literacy Study (PIRLS) revealed that a staggering 78% of South African Grade 4 learners could not read for meaning in any language (Howie et al., 2017). This alarming statistic underscores the urgent need for improved literacy education. The ability to read with comprehension is not only crucial for language subjects but is fundamental across all areas of learning. 

(Seylan, 2011)

In response to this, I’ve become involved in a Grade 4 and 5 Reading Club within the community. However, it’s clear that literacy support needs to begin earlier and extend beyond these grades. As part of our community project, we are working with volunteers to make these reading sessions more engaging, fostering a love for learning from a young age. We’re also discussing the possibility of extending these initiatives to younger grades.

Additionally, our stakeholder meetings with local teachers have highlighted the need for more comprehensive support for students with learning difficulties. To address this, we’re planning the RedFlag workshop, aimed at equipping primary and high school teachers with the skills to identify and support students who may have learning challenges. This workshop will also emphasize the importance of parent involvement, as effective education often requires a collaborative effort between teachers and families. By raising awareness and providing resources, we hope to build a strong educational foundation for all children in the community.

2. Good Health and Well-being

Good health is the cornerstone of a thriving community. However, in rural areas, access to healthcare services is often limited. The WHO has long advocated for a decentralized approach to healthcare, particularly through the PHC model, which aims to bring essential health services closer to those in need (WHO, 1978).

In this community, implementing the principles of Community-Based Rehabilitation is crucial. CBR utilizes local resources and encourages community involvement in health initiatives. This approach is particularly effective in rural settings, where traditional rehabilitation services may be inaccessible. By focusing on maternal health, immunisations, and preventative care, we can reduce the incidence of disabilities and promote overall well-being. 

One practical step is conducting regular screenings at local clinics to monitor immunisations, maternal health, and contraception use. These screenings not only help prevent health issues but also serve as an entry point for broader health education and intervention.

3. Reduced Inequality

Inequality is one of South Africa’s most pressing challenges, and it is particularly pronounced in rural communities like Zwelibumvu. Access to healthcare, education, and economic opportunities is often limited, exacerbating the difficulties faced by vulnerable populations.

By bringing services directly to people’s homes, we can ensure that everyone, regardless of their socio-economic status, has the opportunity to improve their health and well-being.

Community events, like the Men’s Dialogue in Zwelibumvu, offer platforms for individuals to share experiences, foster understanding, and build a more inclusive environment. While I couldn’t directly participate in the men’s discussions due to cultural norms, listening from outside provided valuable insights. My colleague’s engagement with the men on mental health, community, and social issues was a step towards breaking down barriers and promoting equality. Reducing inequality requires creating opportunities for people to thrive, and through targeted interventions and community involvement, this goal becomes attainable.

(Seriff Graphically Speaking, 2016)

Building sustainable, inclusive, and resilient communities is vital for enhancing the quality of life in rural areas. The recent floods in KZN highlighted the vulnerability of these communities, with many homes destroyed by natural disasters.

If an opportunity to build sustainable cities and communities doesn't present itself, we must take the initiative to create it, driving change from within our own efforts and resources.

Soil erosion is a significant issue in the area, exacerbated by grazing practices that uproot vegetation and leave the soil exposed. To combat this, we are working on educating the community about sustainable farming practices, such as controlled grazing and rotational farming. These practices can help preserve the land, reduce erosion, and ensure the long-term sustainability of the community’s agricultural resources.

Through community events and workshops, we aim to raise awareness about these issues and promote practices that contribute to the resilience and sustainability of the community. 

5. No Poverty

Poverty is a pervasive issue that affects every aspect of life and is intertwined with many of the other SDGs. In this community, many families struggle to meet their basic needs, making poverty alleviation a top priority.

(Ondemand, 2020)

One approach is to provide skills training workshops focused on agriculture, crafts, and other income-generating activities. By equipping people with the skills needed to earn a living, we can help break the cycle of poverty. 

Addressing substance abuse and school attendance is another critical component of this goal. Through education and targeted interventions, we aim to guide young people away from destructive habits and towards a path of academic and professional success. By providing support and resources, we can empower the youth to achieve their full potential and contribute to the economic stability of their families and the broader community. 

Maternal health is another crucial aspect of poverty alleviation. A healthy pregnancy and proper prenatal and postnatal care can significantly impact a child’s development and a mother’s ability to work. By educating mothers and providing them with the resources they need, we can improve outcomes for both the mother and child, contributing to the family’s overall well-being and financial stability (World Health Organization, 2019). 

As an OT, educating women about maternal health, young adults about substance abuse or offering insights on addressing mental health can create a ripple effect that influences not just the immediate well-being of the person but also shapes the community and future generations, paving the way for more successful lives and breaking away from the poverty cycle.

By focusing on these five Sustainable Development Goals, I hope to make a meaningful impact in the rural community I serve. Each goal is interconnected, and progress in one area often supports progress in others. Through education, health promotion, reducing inequality, building sustainable communities, and combating poverty, we can create a brighter future for the people of KZN.

Reference:

Cass, C. (2024, July 30). Decorate My Room. Retrieved August 9, 2024, from Pinterest website: https://za.pinterest.com/pin/144044888075648111/

Howie, Sarah & Combrinck, Celeste & Roux, Karen & Tshele, Mishack & Mokoena, Gabriel & Palane, Nelladee. (2017). PIRLS Literacy 2016 Progress in International Reading Literacy Study 2016: South African Children’s Reading Literacy Achievement. 10.13140/RG.2.2.33072.61446.

McAdam, J. C., & Rose, C. M. (2020). Opinion piece: People need nature to thrive – a case for inclusion of environmental sustainability in occupational therapy practice in rural South Africa. World Federation of Occupational Therapists Bulletin, 1–7. https://doi.org/10.1080/14473828.2020.1734307

Mlgrs Graphic Design. (2022). I am not done changing poster. In Pinterest. Pinterest. Retrieved from https://za.pinterest.com/pin/936748791217716448/

Ondemand, M. (2020). Your work. The impact. In Instagram.com. Retrieved from https://www.instagram.com/p/CiTbhedt-KU/?utm_source=ig_web_copy_link&igshid=MzRlODBiNWFlZA==

Seriff Graphically Speaking. (2016). Opportunity Illustration. In Pinterest. Pinterest. Retrieved from https://za.pinterest.com/pin/401313016777913670/

Seylan, A. (2011). Right to Education Bridge. In Posters for Tomorrow. Retrieved from https://www.posterfortomorrow.org/en/gallery/26060

United Nations. (2015). The 17 Sustainable Development Goals. Retrieved August 9, 2024, from United Nations website: https://sdgs.un.org/goals

WHO. (1978). Declaration of Alma-Ata. Retrieved August 9, 2024, from www.who.int website: https://www.who.int/teams/social-determinants-of-health/declaration-of-alma-ata#:~:text=The%20Conference%20strongly%20reaffirms%20thatWorld Health Organization. (2019). Maternal health. Retrieved August 9, 2024, from Who.int website: https://www.who.int/health-topics/maternal-health#tab=tab_1

[thandoluhlengema]

"Mastering Community Practice: Is UKZN’s OT Curriculum Up to the Challenge?"

"Not everything that is faced can be changed, but nothing can be changed until it is faced." — James Baldwin. These words resonate deeply as I open my community module in the final year, giving me a glimpse into my future career. Going to a community in any particular area different from the one you grew up in will always be a culture shock. As a health practitioner, openness and understanding are crucial to exploring what and who makes the community. Are we as future practitioners equipped to meet community and primary healthcare challenges effectively? Let's discuss.

The OT curriculum is structured so that foundational knowledge, practical skills, and specialized areas are all met over 8 semesters. This allows for a broad knowledge base with a crucial understanding of human development, behaviour and physical function. This foundational knowledge is structured to assure effective assessment and intervention which prepares a wide range of needs within community practice (UKZN School of Health Sciences, 2023).

The Community Studies module in the first year was meant to give students a basic understanding of community practice. However, it was not a major focus in the middle years and only came back into focus in the final year. This raises two questions: Was this done so that practical fieldwork could provide real community experience, or was it to allow all the earlier learning to come together in the final Community Theory and Fieldwork 4 module? This approach has had both positive and negative effects. On the positive side, waiting until the final year has helped integrate earlier learning with practical experience, leading to a deeper understanding of community practice. On the negative side, the long gap between the first-year and the final-year module has made it harder to connect what was learned earlier with practical experiences. This delay has affected the ability to effectively apply knowledge in community settings (Wilson & McCabe, 2020).

The re-engineering of Primary Health Care (PHC) in South Africa offers a practical example of how community health practices are evolving. The Green Paper on National Health Insurance (NHI) outlines a re-engineered PHC platform with four key components: Municipal Ward-based Primary Health Care Outreach Teams (WBPHCOTs), the Integrated School Health Programme, District Clinical Specialist Teams, and contracting private practitioners (South African Government, 2023). WBPHCOTs are particularly relevant, as they are designed to assess health status, provide health education, and facilitate referrals to appropriate facilities. This referral system ensures that patients receive comprehensive care across different levels of the health system.

It's no secret that the broader community often doesn't receive the attention it deserves from today's occupational therapists. Many prefer the familiarity of hospital settings, where their unique skills are sometimes underutilized, or they find themselves invading the roles typically filled by physiotherapists. But community? Community is where the skills of an occupational therapist are truly put to the test. During my practical experiences in hospitals around Durban, I've observed how occupational therapists often struggle to maintain departments, be occupation-based, and miss opportunities to engage with surrounding communities through home visits. And when in those types of hospitals whether being there for physical or psychosocial block, anything community practice-based has not been given attention, this has made a significant impact and overwhelm now being placed in a community in the final year.

One might think that the required 1000 hours of practical work should be enough to prepare students to become competent practitioners. I believe this is generally true. The 1000 hours, which include electives, typically provide sufficient experience. In practice, we often accumulate more than the required hours due to the structure of the fieldwork. This extended exposure not only provides a safety net in case some hours are missed but also provides extensive experience in hospitals, rehabilitation centres, and other settings where occupational therapists work. By the fourth year, students would have interacted with a diverse range of people from different communities and backgrounds. This broad exposure helps prepare for community practice by familiarizing with various social contexts and client needs.

According to a study done by Deshni Naidoo, the UKZN Occupational Therapy curriculum has both strengths and challenges. Participants noted insufficient exposure to preventive therapy and various age groups and felt unprepared for hospital politics and inter-professional teamwork which is important in community practice. They also desired more focus on government procedures and administrative duties. However, the program was praised for providing strong theoretical knowledge and clinical skills, effective service-learning experiences, and a solid orientation to ethical practice and research skills, which positively impacted their work in both hospital and community settings (Occupational therapy graduates' reflections on their ability to cope with primary healthcare and rural practice during community service, 2017)

While the curriculum includes an intense community module in the final year of study, this timing has its cons. Community healthcare practices are rapidly evolving due to technological advances, urbanization, and globalization. Migration and globalization have led to more multicultural communities like the one in Kenville, creating both opportunities and challenges for integration and cohesion (Brown & Harris, 2019). Economic shifts and diverse community engagements add further complexity. Modern challenges, such as digital divides and social isolation, present new opportunities for engagement and collaboration (Smith, 2022). Placing the community module at the end of the curriculum allows for tackling these current issues and application of knowledge to contemporary community practice, making the timing of this module more relevant. Looking at the application of Assets Based Community Development, which is taught in the community module, the curriculum being structured like this may allow to apply these principles to current and relevant community contexts, reflecting the latest trends and challenges faced by communities. "Opportunity is missed by most people because it is dressed in overalls and looks like work." — Thomas Edison. This quote emphasizes that early opportunities, which might require effort and preparation, are often overlooked. It underlines the importance of recognizing and seizing opportunities before they’re fully realized. Something the OT curriculum may benefit from.

As we venture into the world of community and primary healthcare, the journey isn’t just about clocking hours or ticking off modules. It’s about diving into the vibrant diversity of communities, embracing the chaos and charm of new environments, and using our skills to make a real difference. After all, the real adventure begins where theory meets practice, and that’s where we’ll discover the true impact of our work. Ready to jump in? The community awaits!

References

Smith, J. (2022). Understanding Community Evolution. City Press.

KZN School of Health Sciences. (2023). Bachelor of Occupational Therapy Curriculum Overview. Retrieved from [UKZN website link].

Brown, J., & Harris, J. (2019). Community Health and Development: Current Trends and Challenges. Health Press.

Wilson, L., & McCabe, A. (2020). Connecting Theory and Practice in Occupational Therapy: Insights from the Field. Occupational Therapy Review, 32(2), 157-168

[lethiwebhengu]

Encouraging Independence in Occupational Therapy Education Instead of Spoon-Feeding

Isn’t this question supposed to be posed at the experts of OT (Occupational therapy)? I feel like people who have already had experience will know what is best for the people new at the PHC level. This question posed at students will only allow them to create more ways to be coddled rather than encouraging them to develop resilience. This is a question; I will try answer from a perspective of what will work to prepare students at PHC level rather than make it easier for them. Working in the community is far from a joyride; it demands real-time decision-making and adaptability. Although I lack extensive experience at the PHC level, starting therapy in such settings has been a profound, eye-opening experience. It has shaped my perspective, fostering a deeper understanding and empathy for clients who often struggle to access essential OT (Occupational therapist) services. Engaging in community OT in the fourth year, in particular, hones one's ability to think on their feet and innovate with limited resources. This is a crucial skill, developed and refined during this stage of training.

OTs at the PHC level need a robust skill set. This includes strong assessment and intervention capabilities for both physical and mental health conditions, proficiency in community-based rehabilitation, and the knack for working collaboratively within interdisciplinary teams (World Health Organization, 2017). Engaging in community OT in the fourth year is particularly transformative. It's where you learn to think on your feet and make lemonade out of lemons, refining the ability to innovate with limited resources. This skill, honed during this phase, is crucial for future practice. The curriculum typically addresses these areas, focusing on assessment skills at the second-year level, which is essential for community OT where assessment and treatment often occur simultaneously. However, paediatric and community-specific skills are usually emphasized more in the fourth year. This reinforces my strong belief in fostering independent learners rather than spoon-feeding students. It introduces an element of navigating challenges on your own and emphasizes the importance of teamwork, as students must collaborate with one another and seek clearer guidance from those who have completed the previous block.

Solomon (2004) explains how convincing and charming clients is a necessary skill that, while partly innate, also requires cultivation and further explains that convincing and charming clients is a necessary skill to deliver effective services. While it can be daunting, the experience is less intimidating when working in groups rather than alone. I had discovered a site during the winter vacation that does training, provides courses and resources on effective communication, building self-confidence, and influencing others. Their programs are designed to enhance personal and professional skills. The website:Dale Carnegie takes you to the site while 8 Tips for Effective Communication in the Workplace | Dale Carnegie Blog gives tips on effective communication, although it is mainly directed to business people, it helps a lot especially with health promotion.

Furthermore, health promotion and prevention strategies are essential for supporting public health initiatives (Davy et al., 2016). Unfortunately, the curriculum often gives minimal attention to health promotion, despite its critical importance at the primary health care level. This oversight becomes glaringly evident when we, as students, realize our inability to succinctly define occupational therapy (OT). This challenge, however, is also an opportunity. It prompts us to reflect, question, and explore the essence of OT.  By simplifying and clarifying the role of OT, we not only strengthen our own understanding but also enhance our ability to advocate for the profession and its broad impact on health and well-being.

In community OT, working with those new to therapy or unable to afford it is a key challenge. While students learn to create assistive devices with machines and equipment that cannot be provided at PHC level., the lack of available equipment at the PHC level often leaves them high and dry. The Sweethearts Foundation with the link: The Sweethearts Foundation | Tops and tags for wheelchairs  is a non-profit organization that provides wheelchairs to those in need by recycling plastic bottle tops and bread tags. The Sweethearts Foundation collects plastic bottle tops and bread tags from various sources. These seemingly small items are then recycled. The funds generated from recycling these plastic tops and tags are used to craft wheelchairs for people who require mobility assistance.

The assistive devices taught as well are redundant as they cannot be useable in our clients’ homes such as clients who live in informal settlements. Why prescribe a wheelchair when it would not fit in any of the paths to their homes? Why talk about grab rails in that context? In such a state I would recommend portable ramps that can be made out of recyclable materials and try different techniques to squeeze the wheelchair in tight spaces. That special component and aspect is missing in the curriculum. The curriculum promotes a holistic approach to patient care, considering physical, emotional, and social factors but the curriculum's brief nod to SDGs and social determinants of health is like scratching the surface, missing the heart of the matter. This shallow dive leaves students feeling like fish out of water when facing real-world issues, highlighting a need for a deeper, more practical approach. Khulisa is a NPO focuses on broader social issues, they are involved in projects that support people with disabilities, including the distribution of assistive devices in informal settlements in various provinces. To access them there is Contact Number: +27 11 833 6464 and Email: info@khulisa.org.za.

Statistics from universities in South Africa show that reduced supervision has significantly impacted OT students' independence. A study by Steyn and Cilliers (2016) revealed that OT students who experienced less supervision reported a 30% increase in confidence and independence in clinical decision-making. Another survey conducted at the University of the Witwatersrand indicated that 75% of OT students felt more prepared to handle real-world challenges after participating in less supervised, community-based practicums (Mabunda & Mulwafu, 2018). These findings underscore the value of reduced supervision in fostering independence and practical problem-solving skills among OT students. Extensive supervision during training can lead students to doubt their own judgment, as they become accustomed to seeking constant confirmation. In the community, they must learn to trust their knowledge and be assertive with clients who may hold different views.

Introducing PHC-level OT to first-year students through community and home visits is a beneficial preparation step, as it helps integrate this exposure into their case presentations and studies. However, this practice is not always consistent. While second-year students, for instance, may not have the same opportunities for community exposure, which can leave them confused about their role and the objectives of community prac,  students engage in hands-on practice through internships and placements from second year, allowing them to apply theoretical knowledge in real-world settings.

Nonetheless, these gaps in training force students into challenging situations where they must learn to adapt and develop problem-solving skills on the fly. This trial-by-fire approach ultimately strengthens their ability to navigate real-world scenarios and deliver effective OT services under pressure.

References:

Davy, C., Bleasel, J., Liu, H., Tchan, M., Ponniah, S., & Brown, A. (2016). Effectiveness of chronic care models: Opportunities for improving healthcare practice and health outcomes: A systematic review. BMC Health Services Research, 16, 194.

Mabunda, D., & Mulwafu, M. (2018). Evaluating the impact of reduced supervision on the preparedness of occupational therapy students at the University of the Witwatersrand. South African Journal of Occupational Therapy, 48 (2), 22-29.

Steyn, M., & Cilliers, C. (2016). The influence of supervision on the professional confidence and independence of occupational therapy students in South Africa. Occupational Therapy International, 23 (3), 245-252.

World Health Organization. (2017). Rehabilitation in health systems.

Solomon, P. (2004). Peer support/peer provided services underlying processes, benefits, and critical ingredients. Psychiatric Rehabilitation Journal, 27(4), 392-401.

[herpescureindia]

Free Herpes Treatment in India: Understanding Your Options

Herpes is a common viral infection that can be managed with proper treatment and care. In India, access to healthcare varies widely, but there are several avenues through which individuals can obtain free or low-cost herpes treatment. This article explores the options available for free herpes treatment in India, including government programs, public hospitals, and NGOs.

Understanding Herpes and the Need for Treatment

Herpes Simplex Virus (HSV) comes in two forms: HSV-1, which causes oral herpes (cold sores), and HSV-2, which causes genital herpes. While herpes is a lifelong infection, it can be managed with antiviral medications that reduce the frequency and severity of outbreaks.

Access to timely treatment is crucial not only for managing symptoms but also for preventing the transmission of the virus to others. For individuals who cannot afford private healthcare, free treatment options can be a vital resource.

Government Healthcare Programs

India’s public healthcare system provides a range of services, including free treatment for various sexually transmitted infections (STIs), which may include herpes. Key government programs and facilities that offer free or subsidized treatment include:

National AIDS Control Organization (NACO): NACO is a division of the Ministry of Health and Family Welfare that focuses on controlling the spread of HIV and other STIs, including herpes. They provide free testing, counseling, and treatment for STIs through government clinics and hospitals across the country.

Government Hospitals and Clinics: Most government hospitals and primary health centers (PHCs) in India offer free or very low-cost healthcare services, including consultations, diagnostics, and treatment for herpes. Patients can access antiviral medications like Acyclovir, which are often available at subsidized rates or for free through these facilities.

Ayushman Bharat - Pradhan Mantri Jan Arogya Yojana (PMJAY): This scheme provides health insurance coverage to low-income families, covering secondary and tertiary healthcare services. Although primarily focused on more severe health conditions, beneficiaries may also access treatment for STIs like herpes under this scheme.

Free Herpes Treatment in India through NGOs

Several non-governmental organizations (NGOs) in India work to provide free or low-cost healthcare services to marginalized and low-income populations. These NGOs often operate clinics that offer STI treatment, including herpes:

The Humsafar Trust: Based in Mumbai, The Humsafar Trust provides healthcare services, including STI testing and treatment, to the LGBTQ+ community. They offer counseling and access to antiviral medications for herpes at low or no cost.

SNEHA (Society for Nutrition, Education, and Health Action): SNEHA works in Mumbai's urban slums, providing healthcare services to women and children. They offer free STI treatment, including for herpes, through their community health programs.

YRG CARE: Based in Chennai, YRG CARE is known for its work in HIV prevention and care but also provides treatment for other STIs, including herpes. They offer free counseling and treatment services to those in need.

Accessing Free Medications

For individuals seeking free herpes treatment in India, medications like Acyclovir, Valacyclovir, and Famciclovir are essential for managing outbreaks. These medications may be available for free or at subsidized rates through:

Jan Aushadhi Stores: The Pradhan Mantri Bhartiya Janaushadhi Pariyojana (PMBJP) scheme aims to make quality generic medicines available at affordable prices. Jan Aushadhi stores across India offer antiviral medications at significantly lower prices than private pharmacies.

Government Hospital Pharmacies: Many government hospitals provide essential medications for free or at minimal cost. Patients diagnosed with herpes at these facilities can access the necessary antiviral drugs through the hospital's pharmacy.

Conclusion: Accessing Free Herpes Treatment in India

Free herpes treatment in India is accessible through a combination of government programs, public healthcare facilities, and NGOs dedicated to providing care for underserved populations. By utilizing these resources, individuals affected by herpes can manage their condition effectively, even if they are unable to afford private healthcare services.

If you or someone you know is in need of herpes treatment, reaching out to local government hospitals, PHCs, or NGOs can provide access to the necessary care and support. Remember, timely treatment is crucial for managing symptoms and preventing the spread of the virus to others.

[malcarne]

 Are you in need of reliable and professional tree services in Stanfordville, NY? Look no further than Malcarne Tree. For over two decades, we have been dedicated to providing top-notch tree services that exceed our clients’ expectations. Led by ISA Certified Arborists, our skilled team is committed to excellence in the field of arboriculture.

At Malcarne Tree, we understand the importance of maintaining the health and beauty of your trees. Our primary focus is on tree removal services, ensuring the safe and efficient removal of unwanted or hazardous trees from your property. Whether you need to create more space, eliminate potential safety hazards, or enhance the aesthetics of your landscape, we are here to assist you.

Our Comprehensive Services:

Tree Removal

While no one likes to lose a tree, it is sometimes necessary. It may be diseased, unsafe, old and decayed, or damaged due to storms or other environmental stress. Sometimes trees become too large for their location, or it may be necessary to remove a tree to make way for younger, healthier trees and landscapes. Our tree removal company has the specialized skills and equipment to make your tree removal in the Hudson Valley efficient and safe.

Tree Pruning

Pruning is essential for the health and longevity of your trees. Our certified arborists specialize in tree pruning, promoting optimal growth and ensuring that your trees remain healthy and beautiful.

Stump Grinding

Unsightly tree stumps can be a nuisance. Our stump grinding services will eliminate these stumps, leaving your property clean and tidy.

Emergency Storm Management

Severe weather can cause significant damage to your trees. Our emergency storm management services are designed to address the aftermath of storms, ensuring that your property is safe and secure.

Firewood Services

Keep your home warm during the colder months with our reliable firewood services. We provide high-quality firewood that is perfect for your heating needs.

Tree Cabling

Ensure the structural stability of your trees with our tree cabling services. This process involves installing flexible cables to support and strengthen weak branches, preventing potential breakage and damage.

Land Clearing

Preparing your property for new projects is easy with our land clearing services. We will remove unwanted vegetation, trees, and debris, making way for your next big project.

Expertise and Equipment

Our professional tree service company is equipped with the latest tools and technology to handle any tree-related task. From tree cutting services to tree trimming, our team has the expertise and equipment needed to get the job done right. We are comprehensively insured for your protection, giving you peace of mind when you choose Malcarne Tree.

The Malcarne Tree Experience

At Malcarne Tree, we believe in providing a complete service experience. From the initial consultation to the final cleanup, our goal is to ensure that you are completely satisfied with our work. Our tree trimmers are trained to the highest standards, ensuring that every project is completed with precision and care.

CONTACT US:

Ready to enhance the beauty and safety of your property? Contact Malcarne Tree today for all your tree services needs in Stanfordville, NY. Whether you require tree removal, tree pruning, stump grinding, or any other arbor tree service, we are here to help. Call us or visit our website to schedule a consultation.

Malcarne Tree 267 South Rd, Stanfordville, New York, 12581 845-393-9101

FIND US ONLINE:

Visit Our Website: https://malcarne.com/tree-plant-care-landscaping/

Location (Google Maps): https://www.google.com/maps?cid=6593305668733757792

Facebook: https://www.facebook.com/people/Malcarne-Contracting/100061688721840/

Instagram: https://www.instagram.com/malcarnecontracting/

Pinterest: https://www.pinterest.com/malcarne2/

Houzz: https://www.houzz.com/professionals/landscape-contractors/malcarne-tree-phc-and-landscape-pfvwus-pf~1671705818

Yelp: https://www.yelp.com/biz/malcarne-tree-phc-and-landscape-stanfordville

Manta: https://www.manta.com/c/m1w17nf/malcarne-tree

Fyple: https://www.fyple.com/company/malcarne-tree-o50j70p/

Yard Guy 4 Hire: https://www.yardguyforhire.com/new-york/stanfordville/home-services/malcarne-tree

Waze (Driving Directions): https://www.waze.com/live-map/directions/us/ny/stanfordville/malcarne-tree?navigate=yes&utm_campaign=default&utm_source=waze_website&utm_medium=lm_share_location&to=place.ChIJs9tMgS133YkRYOlxqJIggFs