Immunization and child health materials development guide pdf

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VIDEO Same expert demonstrates SoloShot TM while talking Demonstration is done by filling SoloShot TM with vaccine from a vial, then squirting it out into a transparent plastic cup on the expert’s desk. Newsletter logo and close-up from 1/18/91 Weekly Epidemiological Review Cover of UNICEF supply catalog, then zoom to auto-destruct syringe line WHO, UNICEF, or USAID official Field shots in Pakistan clinic Children in clinics with music under AUDIO “There are several different auto-destruct syringe designs. In this case, the syringe is preset to be filled with a single, 0.5ml dose of vaccine, the standard dosage for many EPI injections. This feature promotes better immunization practices and also reduces vaccine wastage.” “Once a single dose of vaccine is injected, the plunger locks in place and the syringe can’t be used again.” MANY PEOPLE RECOGNIZE THE TREMENDOUS ADVANTAGES OF AUTO-DESTRUCT SYRINGES. EPI’S GLOBAL ADVISORY GROUP HAS RECOMMENDED THAT ‘AUTO-DESTRUCT SYRINGES, AS THEY BECOME AVAILABLE, SHOULD BE PROMOTED IN AREAS WHERE DISPOSABLE SYRINGES ARE BEING USED.’ UNICEF HAS ALREADY PURCHASED MORE THAN TWO YEARS’ WORTH OF AUTO-DESTRUCT SYRINGES FOR DISTRIBUTION WORLDWIDE. THE SYRINGES WILL BE PACKED IN SPECIAL INCINERATOR BOXES TO MAKE PROPER DISPOSAL OF USED EQUIPMENT EASIER. “The cost of auto-destruct syringes varies, but we believe that they are extremely cost-effective. Any additional costs paid for the devices will be saved many times over in the future. Treating patients with diseases like AIDS and Hepatitis B is very expensive. We can save money in the long run, and save a lot of lives, by preventing infection now.” HEALTH CARE WORKERS IN THE FIELD AGREE THAT THESE NEW DEVICES OFFER IMPORTANT BENEFITS. VACCINATORS PARTICIPATING IN THE FIELD TEST OF ONE AUTO-DESTRUCT SYRINGE PREFERRED IT OVER A STANDARD DISPOSABLE SYRINGE. THEY SAID THE AUTO-DESTRUCT SYRINGE WAS EASIER AND FASTER TO USE, AND ALLOWED THEM TO MORE PRECISELY ADMINISTER THE CORRECT DOSAGE. AS CONCERNS ABOUT CROSS-INFECTION INCREASE, POLICY- MAKERS, PROGRAM MANAGERS, HEALTH CARE WORKERS, AND PATIENTS ARE SEARCHING FOR WAYS TO GUARANTEE SAFER INJECTIONS AND BUILD ON EPI’S SUCCESSES. AUTO-DESTRUCT SYRINGES WILL PROVE TO BE AN EFFECTIVE WAY TO HELP BREAK THE CHAIN OF CROSS-INFECTION. Courtesy of PATH and Becton-Dickinson Appendix 7 provides a glossary of video production terms to assist you in working with a video consultant. More tips on producing video materials can be found in Appendix 8. Page 47
D. Computer-based Materials Computer-based media (CM) include any information products used on a computer. They may be simply electronic versions of pamphlets, radio spots, or videos you have already created, or they may include products designed to leverage special functions available only on a computer, such as interactive decision-making. Computer-based media may exist on a computer hard drive, on floppy disks, on CD-ROMs, or on the Internet—also known as the World Wide Web, or the Web. 1. Consider the Advantages and Disadvantages of Computer-based Materials. The computer offers wide opportunities, but also presents many challenges for materials development. Think carefully before deciding to develop materials for the computer. Because this medium is new to many people, this section focuses first on the advantages and disadvantages of CM. It then takes a look at the types of CM you can produce, and concludes with an overview of the steps involved in developing CM products. a. Advantages of Computer-based Materials. Computer-based products have many advantages over other media in their ease of use and distribution. • Computers allow you to present many different kinds of media—text, pictures, audio, and video—all on a single machine. • Computers allow users to search for key words and subject areas quickly and in a way not possible in other media. • Interactive products can provide logical functions not possible in any other media. • Electronic files are easy to transfer from one computer to another. Many books, pamphlets, and even radio or video spots can fit on a single CD-ROM. Small files can be distributed through email or from a Web site, saving on postage and other distribution costs. • Users print what they need, when they need it. That saves you money, too. • Documents on the computer can be organized so that users may easily select the level of information they need. The “Diseases and Vaccines” section of the Gates Children’s Vaccine Program Web site (www.ChildrensVaccine.org) is a good example. The introductory page gives a one-paragraph overview of each disease. Clicking on a link takes the user to a more detailed, one-page document about the disease, and clicking again brings up an in-depth paper on the same topic. • Much of the software needed to view CM files is free, although you must pay for the software required to create those files. 28 Page 48
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Immunization and Child Health Mater
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immunization and child health mater
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Table of Contents Page A Letter fro
Page 10 and 11: Materials development is especially
Page 12 and 13: The Guide explores qualitative rese
Page 14 and 15: Step 1. Plan Your Project The first
Page 16 and 17: THE CREATIVE BRIEF 3 A creative bri
Page 18 and 19: Figure 1. Sample Materials Developm
Page 20 and 21: Step 2. Identify and Study Your Aud
Page 22 and 23: • Fieldworkers, traditional birth
Page 24 and 25: 2. Define Your Audience by Stages o
Page 26 and 27: B. Determine Informational Needs of
Page 28 and 29: 2. Decide Which Method Best Meets Y
Page 30 and 31: In-Depth: Effective Qualitative Res
Page 32 and 33: • Ask participants to imagine som
Page 34 and 35: Figure 11. Principles of Question D
Page 36 and 37: Figure 12. Tips for the Facilitator
Page 38 and 39: Figure 14. Example of Organizing FG
Page 40 and 41: immunization. Make sure the questio
Page 42 and 43: 3. Identify Patterns. As the facili
Page 44 and 45: SUMMARY OF FOCUS GROUP PHASES Phase
Page 46 and 47: Figure 17. Organizing Your Notes 22
Page 48 and 49: Step 3. Develop Messages
Page 50 and 51: A meeting with policy-makers may be
Page 52 and 53: Figure 18. Guidelines for Designing
Page 54 and 55: Step 4. Create Draft Materials Keep
Page 56 and 57: The artist can prepare more than on
Page 58 and 59: C. Video Materials Producing a vide
Page 62 and 63: Special Advantages of the Web. The
Page 64 and 65: • Easy to Create. A single person
Page 66 and 67: MAKE AN INTERACTIVE, “BRANCHING
Page 68 and 69: - Get Outside Help, If You Need It.
Page 70 and 71: Step 5. Pretest and Revise Draft Ma
Page 72 and 73: B. Measuring Variables Pretesting m
Page 74 and 75: Figure 25. Drafts of an ORS Message
Page 76 and 77: Page 62
Page 78 and 79: In-Depth: Effective Pretesting 1. P
Page 80 and 81: Low-Literate Materials Pretest Form
Page 82 and 83: Using the Pretest Data Sheet. Use t
Page 84 and 85: A response to a picture is consider
Page 86 and 87: Figure 30. Sample Illustration, Pre
Page 88 and 89: Figure 32. Completed Print Material
Page 90 and 91: 8) Then, multiply the answer by 100
Page 92 and 93: Figure 35. Pretesting Pattern for O
Page 94 and 95: • Introduction. Introduce yoursel
Page 96 and 97: • Written Pretest Questionnaire.
Page 98 and 99: Step 6. Produce Materials
Page 100 and 101: Economies of Scale. Often, the more
Page 102 and 103: Page 86
Page 104 and 105: Step 7. Distribute Materials and Tr
Page 106 and 107: Figure 36. Tips for Using Print Mat
Page 108 and 109: Step 8. Evaluate Materials
Page 110 and 111:
Appendix 18 includes a sample evalu
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References AIDSCAP. How to Conduct
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Glossary of Acronyms AIDSCAP BCC BD
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PATH (Program for Appropriate Techn
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Appendices
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Appendix 1 Topic Guide for Focus Gr
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E. Closure 1. Review any patterns o
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Appendix 3 SMOG Readability Formula
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Leave Plenty of White Space. This m
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Use Simple Illustrations. Avoid ext
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Use Appropriate Illustrative Styles
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Appendix 5 Hiring Experts If you ha
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Sample Letter January 25, 2001 Dire
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Appendix 7 Video Camera Directions,
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22. Titles: (a) Cards, film, slides
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⇑ Clearly identify steps in a tec
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Appendix 10 Sample Questions for Pr
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Appendix 12 Pretest Data Sheet Pret
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Appendix 14 Group Pretest Answer Sh
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Appendix 16 Radio and Video Pretest
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Appendix 18 Evaluation Form Evaluat
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6. What was most useful about the G
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