Search Results

Annotation: This training discusses the importance of building partnerships and engaging the community to provide integrated care to women. It is the fifth training in a six-part series designed for those public health and/or mental health professionals who oversee health programs and services for adolescent girls and women of reproductive age. It is strongly recommended that users complete the modules in the series in sequence. To see a complete listing for the series please go to the Training Series section of this site. The Women's Integrated Systems for Health (WISH) Online Training Series focuses on key components of an integrated approach to promoting the health of women during late adolescence and throughout the child-bearing years. This training series arose from the need for practice-based tools that advance multi-disciplinary partnership, community engagement and using evidence-based approaches grounded in proven theoretical models. Women's Integrated Systems for Health (WISH) was a training grant funded by the Maternal and Child Health Bureau and the Bureau of Health Professions in the Health Resources and Services Administration (HRSA) in 2010-13 with a partnership between the NC Institute for Public Health and the Department of Maternal and Child Health at the UNC Gillings School of Global Public Health and the UNC Center for Maternal and Infant Health at the UNC School of Medicine. The project focused on promoting integrative community approaches to optimize mental and physical health among adolescents and women of reproductive age.

Learning Objectives: • Recognize the importance of building partnerships and supporting community engagement to integrate care for women’s wellness. • Outline the basic guidelines and steps for developing partnerships and engaging the community. • Describe the Collective Impact Approach and its key concepts.

Annotation: This is the final training in a six-part series designed for public health and/or mental health professionals who oversee health programs and services for adolescent girls and women of reproductive age. It brings together the content of the earlier modules in the series to show the complete model of the integrated approach with all of its component parts. It also has suggested exercises for learners who would like to think about how some of the concepts learned in the training series might be relevant to their own professional settings. It is strongly recommended that users complete the modules in the series in sequence. To see a complete listing for the series please go to the Training Series section of this site. The Women's Integrated Systems for Health (WISH) Online Training Series focuses on key components of an integrated approach to promoting the health of women during late adolescence and throughout the child-bearing years. This training series arose from the need for practice-based tools that advance multi-disciplinary partnership, community engagement and using evidence-based approaches grounded in proven theoretical models. Women's Integrated Systems for Health (WISH) was a training grant funded by the Maternal and Child Health Bureau and the Bureau of Health Professions in the Health Resources and Services Administration (HRSA) in 2010-13 with a partnership between the NC Institute for Public Health and the Department of Maternal and Child Health at the UNC Gillings School of Global Public Health and the UNC Center for Maternal and Infant Health at the UNC School of Medicine. The project focused on promoting integrative community approaches to optimize mental and physical health among adolescents and women of reproductive age.

Learning Objectives: • Describe how various components such as evidence-based practice, a public health approach and partnership come together to form an integrated approach to women’s health issues. • Cite 3 examples of how an integrated approach made an impact in real life situations. • Identify 3 specific actions which can be taken to apply some of what has been learned in this training series.

Annotation: This video provides an overview of coalitions, including how and when to use them. The presenter provides eight steps for building effective coalitions that promote health, a healthy environment, and disease prevention: 1) Clarify vision and mission, 2) Create ownership of coalition, 3) Solidify coalition infrastructure and process, 4) Recruit and retain and active, diverse membership, 5) Develop transformational leaders, 6) Market your coalition, 7) Focus on action, and 8) Evaluate your coalition. Characteristics of and barriers to successful coalitions are discussed, followed by examples of actual community coalitions, such as Virginians for a Healthy Future. **NOTE: This course was originally delivered as a satellite broadcast. Contact hours (2).

Learning Objectives: • Describe three characteristics of effective coalitions. • Recount three successes and three barriers to coalition effectiveness and their resolutions. • Identify eight essential steps for building and sustaining effective coalitions. • Learn valuable lessons from actual community coalitions.

Special Instructions: Logging in to the Alabama Department of Public Health portal is required.

Annotation: This Web conference, broadcast January 11, 2006, explored key issues surrounding the preparedness planning for the care of children. It highlighted innovative research, tools and models that can be used in developing effective preparedness strategies for addressing the unique needs of children. In addition to the streaming presentation with a text transcript, the site includes presentation slides and a text version of four presentations.

Learning Objectives: • Report on and discuss lessons learned regarding care and support for children following Hurricane Katrina. • Discuss and show clips from a training video on establishing decontamination centers for children exposed to chemical agents. • Report on the December 13-15, 2005, national conference, Special Considerations in Emergency Preparedness, focusing in part on pediatric needs. • Discuss the Pediatric Terrorism Preparedness Resource, a guide that will serve as a comprehensive clinical and policy reference on the needs of children following a public health emergency or other disaster. • Highlight updates to the Pediatric Disaster and Terrorism Preparedness National Guidelines that address vulnerabilities of children to public health emergencies and disasters.

Annotation: The Strategic Skills Training Series developed by the Region 2 Public Health Training Center (PHTC) aims to help prepare public health practitioners to develop the practices and competencies associated with being a Chief Health Strategist. The modules in this series use the community health improvement planning process to introduce you to the basics of the following four strategic skills areas. This first set of modules has been developed at an introductory level; the next part of the series will build on these foundational modules.

Learning Objectives: • Consider events, patterns, and structures related to a complex problem • Explain what a complex adaptive system is • Explain how mental models impact the way we perceive a problem • List some key systems thinking habits to develop

Annotation: This presentation explains the key concepts related to evaluating organizational effectiveness in the public health domain. Examples are provided throughout the presentation to illustrate the issues from a public health perspective. In addition, guidelines are presented for executing an effective organizational evaluation process.

Learning Objectives: • Describe why it is important to evaluate organizational effectiveness within public health agencies. • Discuss who should evaluate performance of the public health worker and the use of a 360 degree appraisal and feedback process. • Distinguish between objective and subjective measures in establishing organizational effectiveness, including how to ensure a standardized evaluation process. • Discuss the various levels of analysis to be considered in the evaluation process and how it impacts organizational decisions. • Review guidelines for executing an effective organizational evaluation process.

Special Instructions: Registration is required.

Continuing Education: 2.00 Participation/CE. Tulane Professional and Continuing Education (PaCE) awards 2.00 hour(s) of credit for completing Evaluating Organizational Effectiveness

Annotation: In addition to providing general knowledge of how disaster trauma effects this particular population, this course emphasizes practical skills: administering psychological first aid to children and adolescents in the immediate aftermath of a disaster, screening them for mental health disorders in the months that follow, and involving parents and other caregivers throughout the process. This course covers the following topics: 1. Risk Factors 2. Psychological First Aid for Children and Adolescents 3. What Parents Can Do to Help 4. Common Reactions of Children and Adolescents to Traumatic Stress 5. Pathological Reactions of Children and Adolescents to Traumatic Stress 6. Treatment Options

Learning Objectives: • Recognize the risk factors involved for a child or adolescent developing mental health problems as a result of exposure to disaster. • Recognize symptoms of acute psychological distress in children or adolescents. • Administer “psychological first aid” to children and adolescents to provide them with stabilization during and in the immediate aftermath of a traumatic event. • Describe how 4 major components in the psycho-physiological response to trauma (somatic, emotional, behavioral, and cognitive) manifest themselves in pre-school children, older children, and adolescents. • Advise parents/caregivers what they do to help prevent their child or adolescent from developing mental health problems after a traumatic event. • Distinguish between a normal and pathological reaction to disaster trauma in children and adolescents. • Discuss treatment options for children and adolescents who develop mental health disorders.

Special Instructions: To access this course, you first need to create an account

Annotation: This presentation includes an overview of the Bright Spots: Exemplary Child Health Practice Adaptation and Innovation Program. Kay Johnson shares a report on various listening sessions and interviews conducted in the field and Charles Bruner leads a discussion around how to use Covid-19 experiences to transform child health.

Learning Objectives: • Understand the guidance on well-child visits during Covid-19. • Learn about structural changes in medical care as a result of Covid-19. • Discuss life after the pandemic including the reconstructing and transformation of child health care.

Annotation: This course emphasizes community partnership as a major educational approach to addressing health problems. It focuses on elements of community partnering and other challenges, and identifies the necessary responsibilities public health practitioners have in stakeholder recruitment and agenda setting. Components of successful leadership in collaborations and the role of creating shared community visions are also discussed. The presentation concludes by explaining the action planning process, including needs assessment strategies.

Learning Objectives: • Explain how to create a work environment that reflects sensitivity to the ongoing issues of cultural diversity and power imbalances. • Identify the special challenges inherent to collaborative endeavors. • Name the changes necessary for successful leadership in collaborations. • Develop a framework for stakeholder identification and recruitment for a community intervention. • Outline the process for creating a shared community vision among stakeholders. • Explain the action planning process including assets and needs assessment strategies; strategies for translating data to usable information; and community health issue prioritization.

Special Instructions: Registration is required.

Continuing Education: 6.00 Participation/CE. Tulane Professional and Continuing Education (PaCE) awards 6.00 hour(s) of credit for completing Community Partnerships and Perspectives - Intermediate Level

Annotation: ​The Patient Protection and Affordable Care Act (ACA) adds new provisions for 501(c)(3) nonprofit hospital organizations. Under this new provision, each hospital facility that plans to maintain its 501(c)(3) nonprofit status must fulfill the requirement of a community health needs assessment (CHNA). The CHNA is to be completed every three years beginning after Mar. 23, 2012. In essence, the CHNA is required to include an assessment of community health needs and implementation strategies on how the needs will be met. As a result of the ACA standardization of the CHNA process, there is potential for state Title V MCH programs to combine forces and amplify these efforts made by hospitals in their state. This fact sheet will highlight the CHNA needs assessment process, potential opportunities for collaboration with the Title V, and a few state examples.