Over the past decade, with support from PEPFAR, the Government of the Kingdom of Swaziland has led a highly effective national HIV/AIDS response resulting in historic gains in HIV prevention, care and treatment coverage throughout the country. As a result, Swaziland has achieved over 80 percent benchmark for universal antiretroviral therapy (ART) coverage based on World Health Organization guidelines. ICAP, which began partnering with Swaziland’s Ministry of Health (MOH) and the Centers for Disease Control and Prevention (CDC) in 2005, has been instrumental to this expansion.
Text Here Before nurses and midwives begin practicing, they are required to have a range of clinical competencies to achieve licensure. In Ethiopia, opportunities for clinical learning for nurses, however, have been limited, due to a shortage of facilities, and the challenge of providing access to rural teaching sites where there is a high prevalence of malaria, tuberculosis, and HIV.
This month, eleven Next Generation Fellows from Columbia College, Barnard College, and Columbia’s School of General Studies head abroad to spend two months working on mentored research projects in the Dominican Republic, Kazakhstan, Kenya, Kyrgyzstan, and Swaziland as part of ICAP’s Minority Health and Health Disparities International Research Training (MHIRT) fellowship.
Tanzania has made significant strides in expanding HIV treatment to those in need, but like many countries, continues to face challenges in testing and treating children. Only 26 percent of eligible HIV-positive children have started antiretroviral treatment, and addressing this shortfall is a national priority. In May, ICAP, in partnership with Ministry of Health and Social Welfare (MOSHW), National AIDS Control Programme (NACP) and NGO partners brought together 24 health facilities to begin an innovative one-year effort to expand pediatric HIV testing.
Despite the dramatic shortage of physicians in Mozambique, approximately half of country’s doctors work in management and administrative positions in the government or health facilities, rather than as clinical providers tending solely to the needs of patients. Trained as clinicians, few have received the specialized education necessary to manage complex health facilities and systems, leading to inefficiencies in health care delivery.
In the early 1960’s, Malawi’s National School of Nursing operated a model teaching ward at Queen Elizabeth Central Hospital where nursing students developed critical clinical skills by working directly with patients and were supported by trained clinical supervisors. But with decreased investment in nursing education and a diminishing health care workforce, the model ward faded from use in the 1970s. In 2011, ICAP began working with the Ministry of Health (MOH) and Mzuzu University to reintroduce the model ward as a cornerstone of nursing education in Malawi.