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  1. 1

    Continuum of care for HIV patients returning to Mexico [letter]

    Donohoe T; Reyes M; Armas L; Mandel N

    Journal of the Association of Nurses in AIDS Care. 2008 Sep-Oct; 19(5):335-7.

    The U.S.-Mexico Border region, which includes some of the poorest counties in the country, has large rural populations with health care service shortages leading to poorer health outcomes than in the rest of the country (United States-Mexico Border Health Commission, 2008). In combination with these factors, an increase in the number of HIV cases along the border led to a request from the Health Resources and Services Administration for a collaborative effort to systematically assess the education and capacity building needs of health care providers in this region. The three AETCs geographically located along the border (Pacific AETC [California, Arizona], Mountain- Plains AETC [New Mexico], and Texas/Oklahoma AETC [Texas]) interviewed more than 75 border clinicians to determine their unique HIV-related education needs. Four broad training-related needs emerged: (a) to increase integration and coordination of HIV training activities, (b) to expand HIV training beyond AETC-targeted providers, (c) to offer site-based trainings that include cultural sensitivity themes and incentives for participation, and (d) to maintain a binational perspective by including Mexican clinicians in training activities. (excerpt)
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  2. 2

    Confronting AIDS: update 1988.

    Institute of Medicine

    Washington, D.C., National Academy Press, 1988. x, 239 p.

    The Committee for the Oversight of AIDS Activities presents an update to and review of the progress made since the publication 1 1/2 years ago of Confronting Aids. Chapter 1 discusses the special nature of AIDS (Acquired Immunodeficiency Syndrome) as an incurable fatal infection, striking mainly young adults (particularly homosexuals and intravenous drug users), and clustering in geographic areas, e.g., New York and San Francisco. Chapter 2 states conclusively that HIV (Human Immunodeficiency Virus) causes AIDS and that HIV infection leads inevitably to AIDS, that sexual contact and contaminated needles are the main vehicles of transmission, and that the future composition of AIDS patients (62,000 in the US) will be among poor, urban minorities. Chapter 3 discusses the utility of mathematical models in predicting the future course of the epidemic. Chapter 4 discusses the negative impact of discrimination, the importance of education (especially of intravenous drug users), and the need for improved diagnostic tests. It maintains that screening should generally be confidential and voluntary, and mandatory only in the case of blood, tissue, and organ donors. It also suggests that sterile needles be made available to drug addicts. Chapter 5 stresses the special care needs of drug users, children, and the neurologically impaired; discusses the needs and responsibilities of health care providers; and suggests ways of distributing the financial burden of AIDS among private and government facilities. Chapter 6 discusses the nomenclature and reproductive strategy of the virus and the needs for basic research, facilities and funding to develop new drugs and possibly vaccines. Chapter 7 discusses the global nature of the epidemic, the responsibilities of the World Health Organization (WHO) Global Program on AIDS, the need for the US to pay for its share of the WHO program, and the special responsibility that the US should assume in view of its resources in scientific personnel and facilities. Chapter 8 recommends the establishment of a national commission on AIDS with advisory responsibility for all aspects of AIDS. There are 4 appendices: Appendix A summarizes the 1986 publication Confronting Aids; Appendix B reprints the Centers for Disease Control (CDC) classification scheme for HIV infections; Appendix C is a list of the 60 correspondents who prepared papers for the AIDS Activities Oversight Committee; and Appendix D gives biographical sketches of the Committee members.
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  3. 3

    The working together project.

    Stanley JL; Fowler M

    [Unpublished] [1986]. 7 p.

    In San Diego, California's Working Together Project, Planned Parenthood has collaborated with private industry employers to bring family life education into the employment setting for low-income workers. To date, this project has reached 1200 adolescents and adults in industries in San Diego. The target population includes large numbers of Hispanics in the agricultural and textile manufacturing industries and in the hotel and tourist trades. The curriculum includes short, bilingual presentations that provide information on nutrition, communication skills, stress management, and family planning. During the planning phase, support is sought from employer personnel representatives, labor unions, legislators, other family life education providers, school officials, and the ethnic communities. The development of a Leadership Committee has fostered a positive relationship between family planning agencies and the business and civic sectors of the community. A billingual health educator monitors all program materials to ensure that they are culturally appropriate and sensitive. The business community has been responsive to the program because of its potential to reduce employee absenteeism and turnover and to increase morale and productivity. Family life education is promoted as a means of enabling employees to take less time off of work to solve personal problems, recover from stress-related illnesses, and avoid unintended pregnancies. The project's annual budget is US$65,000, which has been funded through grants.
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  4. 4

    3-year plan and long range program goals.

    Cassell C

    New York, Planned Parenthood Federation of America, Dept. of Education, [1979]. 33 p.

    The objective of this Plan is to convey the goals and activities planned by the Education Department of the Planned Parenthood Federation of America, Inc. (PPFA). The purpose of PPFA's education efforts is to promote and provide ready access to factual information and learning opportunities concerning contraceptive/reproductive health and sexuality. Additionally, the objective is to provide educational programs which expand knowledge on the impact of sexual decision making on self, society, and the environment. Focus in the 3 sections of the Plan is on the following: 1) the 3-year plan of affiliate services--technical assistance and general services to affiliates (National Resource Clearinghouse, program development and evaluation, continuing education and training, Katharine Dexter McCormick Library, and population education) and new program initiatives in affiliate support services (training for educators as managers of education resources and education revenue production); 2) the leadership functions of PPFA's Department of Education; and 3) long range program goals--proposed program initiatives (community development in sexuality education; the family and sexuality education; male sexuality education; Hispanic sexuality eduation; sexuality and the young adolescent; journal of education in reproductive health and sexuality; and taking a pro-active approach to the opposition). By developing guidelines for programs and educators and by establishing a centralized information center, the Education Department will provide basic components for program planning, implementation, and evaluation. The proposed program initiatives could impact upon affiliate community education efforts by integrating sexual learning concepts into the mainstream of community institutions.
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