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Penyelamatan 1000 HPK
Penyelamatan 1000 HPK
Policy-Praktisi-Pendidikan
TEMA:
Penyelamatan 1000 Hari Pertama
Kehidupan (HPK)
Djunaidi M Dachlan
PS Gizi FKM-Unhas
RM Bahari, Makassar. 9 Juli-2014
Mismatch
1
1.Diskonek
2
Policy-Praktisi-
Pendidikan
Disharmonis Planner-
Provider-Household
KONEKTIVITAS :
DISKONEK:
Prakti
si
Pendidika
n
SIKLUS
PENGEMBANGAN:
Formulas
i
Implementa
si
HARMONISASI
-INTEGRASI
Pendidi
kan
Policy
Perakti
si
Learning Proses:
Evidence Base
Knowledge Base
Kesinambungan
Pendidikan-Program
Angkata
n
2014 2015
2016
Semest
er
3
4
5
6
7
2013
GK PS Ep MGK PK
2017
8..
2018
..
2019
.. .. ..
G
M
G
TA
PP
TA
MR
2014
GK
Ep MGK PK
M PSG G
M
G
TA
PP
TA
MR
an : GKM
: Penentuan
Status
Gizi,
EpG : Epid Gizi
2015: Gizi Kes. Masyarakat, PSG
GK
Ep
MGK
PK
PPG : Perencanaan Program Gizi, MR : Metodologi Riset
M PSG G
M
G TA
MGKM : Magang Gizi Kesmas, PROP : Proposal,
PP
PKG : Konseling Gizi, TA : Tugas Akhir
TA
KOLABORASI-SINERGIK
Producers of Health
Fundamental Redefinition of
the health system
Transformation Changes of
Health system performance
from Organizational
Structures and Biomedical
technologies to Household
resourcefulness
Top-down
programming
only widens the gap
Learning Approach
(disharmoni??)
COMPETENCIESTASKS
TS
U
P
T
U
O
SI
ON
S
DE
CI
S
D
Learni
ng
Policymak
ers,
Planners
(1000
hr)
EE
A
N
D
KIA
N
D
E
M
Communit
ies,
Househol
d
Managers,
Providers
OUTPUT VS NEEDS
effectively
connect
program outputs to
needs
the
the
TASKS VS
COMPETENCIES
organizational
competencies to perform
these tasks
DECISIONS VS
DEMAND
3 Understanding
how
to
effectively engage the households
and communities in the decision
so that there will be real
ownership
of
the
policies, strategies and
programs
CATALYST
COMMUNITIES/STAKEHOLDERS DIALOGUE
COLLECTIVE ACTION
INDIVIDUAL AND
INSTITUTIONAL CHANGE
SOCIETAL IMPACT
CATALYST
1. Internal
Stimulus
2. Change Agent
3. Innovation
4. Policies
5. Technology
6. Mass Media
(iec)
INITIATE A
COMMUNITY DIALOGUE
Involve 10 steps
1. Recognition of a problem
2. Identification
and
involvement
of
stakeholders
3. Clarification of perceptions
4. Expression of individual and shared needs
5. Vision of the future
6. Assessment of current status
7. Setting objectives
8. Options for action
9. Consensus on action
10.
Action plan
LEAD TO COLLECTIVE
ACTION
Involving a series of 5 key steps :
1.
2.
3.
4.
5.
Assignment of responsibilities
Mobilization of organizations
Implementation
Outcomes
Participatory evaluation
HH/Individual
changes
1. Skills
2. Ideation knowledge,
attitudes, subjective
norms, self-efficacy, social
influence, etc.
3. Intention
4. Behavior
Institutional Changes
1. Leadership
2. Equity
3. Collective
selfefficacy
4. Sense
of
ownership
5. Social cohesion
6. Social norms
PROSES
PEMBELAJARAN
1.Ruang Lingkup
2.Tujuan Umum
3.Tujuan Khusus
4.Asas Pembelajaran
5.Wilayah Pembelajaran
6.Gelombang Public
Health
1. Ruang Lingkup
1.
2.
3.
4.
5.
6.
2. Tujuan
Umum
3. Tujuan Khusus
(A)
A.Kesehatan Perempuan
1. Perhatian khusus terhadap kesehatan dan gizi remaja puteri dan untuk
ibu hamil dan ibu menyusui;
2. Akses oleh semua pasangan untuk informasi dan pelayanan KB untuk
mencegah kehamilan yang terlalu dini, terlalu berdekatan, terlambat
atau terlalu banyak;
3. Akses oleh semua wanita hamil pelayanan ante-natal (paripurna K1
K4), kesadaran keluarga akan melahirkan dan rujukan di fasilitas untuk
kehamilan berisiko tinggi dan keadaan darurat obstetrik; Pelayanan
neonatal (paripurna KN1-KN3)
4. Peningkatan pemahaman ibu dan keluarga dalam pemantauan tumbuh
kembang anak serta upaya dalam peningkatan ketahanan keluarga.
5. Universal akses buta aksara dipercepat untuk perempuan.
6. Keterampilan ekonomi Produktif
3. Tujuan Khusus
(B)
B. Gizi
3. Tujuan Khusus
(C)
C. Kesehatan Anak
1.
2.
3. Tujuan Khusus
(D)
4. Asas Pembelajaran
(kolaborasi-sinergik)
Learning Process
(disharmoni??)
Communit
ies,
Househol
d
Learnin
g1
Policymak
ers,
Planners
KIA
(1000
hr)
Learning2
(Pendampin
g)
(fasilitato
r)
Managers,
Providers
Mahasiswa
Mentoring, advokasi, Konselor
Pelaporan Akademik
6. Gelombang Ke 4 Public
Health
l
Socia
ealth
h
f
o
ical
ant
n
n
i
i
l
m
r
C
l dete
sease
i
Socia
d
d
elate
r
al
c
e
i
l
d
y
t
e
s
Life
Biom ccines
tural
arly va
c
e
u
,
r
s
t
c
S
i
ot
,
Antibi
sewers
,
r
e
t
a
e
Clean w
drainag
l
a
r
tu r
Cuclulture afolth
A
he
al
i
c
So
lth
a
e
of h
al
t
c
i
n
lin ase
in a
C
m
r
ise
ete
l
d
d
a
l
d
c
a
e
i
i
t
ed nes
e la
Soc
r
m
e
io acci
tyl
B
s
e
Lif
ly v
r
a
l
s, e
c
a
i
r
t
o
u
ibi
ct ers,
u
r
Ant
St , sew ge
r
ate draina
w
an
Cle
Top-down
programming
only widens the gap
Mobilising Action
I: Berkontribusi
Prodi Gizi FKM UH
untuk
memahami
masalah
lokal
1. Apa, kebijakan & program, dan Mekanisme
III: Merancang
aksi
kolaborasi
sinergik
Referensi
Figueroa, Maria Elena; D. Lawrence Kincaid; Manju Rani ; Gary Lewis (2002):
Communication for Social Change: An Integrated Model for Measuring the
Process and Its Outcomes, The Rockefeller Foundation and Johns Hopkins University
Center for Communication Programs
World Health Organization (2008): Closing the gap in a generation : health equity
through action on the social determinants of health : final report of the commission on
social determinants of health
Davies, Sally C, Eleanor Winpenny, Sarah Ball, Tom Fowler, Jennifer Rubin, Ellen Nolte
(2014):For debate: a new wave in public health improvement;
www.thelancet.com Published online April 3, 2014.
http://dx.doi.org/10.1016/S0140-6736(13)62341-7
Mosley, Henry (2013):Systems Thinking Applied: The Household Production
ofHealth, Systems Thinking for Capacity in Health (ST4C Health), posted on August 12,
2013
Jansen, Maria WJ, Hans AM van Oers, Gerjo Kok, Nanne K de Vries (2010): Public health:
disconnections between policy,practice and research, Health Research Policy and
Systems 2010, 8:37. http://www.health-policy-systems.com/content/8/1/37
9/9/2011
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