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Displaying records 21 through 30 of 30 found.

Big Data in Early Childhood; Using Integrated Data to Guide Impact. Year Developed: 2015. Source: Association of Maternal and Child Health Programs. Presenter(s): Elizabeth Anthony, PhD; Jen Leone, MPH; Rebekah Dorman, PhD. Type: Video. Level: Intermediate. Length: 63 minutes.

Annotation: This video conference profiles a large urban county experience in creating a unique integrated database comprised of public and private sector records on children zero‐six years of age. This community’s experience serves as a powerful example of how data can inform the decision making of funders, policymakers and providers. The presentation includes a description of how the integrated child well‐being database was created over 12 years, as well as how it is utilized on an ongoing basis to inform policy and practice. With records on more than 400,000 children born in the county, the data system links together information on births, child maltreatment, receipt of public assistance, as well as engagement in programming such as home visiting, child care, and mental health services. Collectively, the experience of over a decade shows the power of data in informing policy and program improvement. The presentation also addresses the challenges that have been faced and overcome regarding practical issues around data sharing agreements and securing data from many different public and private providers into an integrated dataset. It also addresses how to build a strong relationship between the government officials, academics, and the program providers so that trust and collaboration form the basis for improving the services available to children and their families.

Race, Language and Ethnicity Data Collection. Year Developed: 2014. Source: National Center for Family Professional Partnerships. Presenter(s): Julie Lucero, PhD, MPH. Type: Webinar. Level: Intermediate. Length: 58 minutes. Slides

Annotation: Collection of Race/Ethnicity and Language (REL) data data is important to tracking progress of health disparities across populations. Health disparities impact individual and family well-being throughout the United States by compounding and intersecting with traumatic life conditions such as the chronic strain of poverty and marginalization. The presentation included a brief history of health disparities and race/ethnicity categories; a description of why REL data are collected; and how to ask the questions.

Identifying and Using Evidence-Based/Informed Resources to Address MCH Issues Training Brief. Year Developed: 2014. Source: MCH Navigator, National Center for Education in Maternal and Child Health. Presenter(s): n.a.. Type: Interactive Learning Tool. Level: Intermediate. Length: Self-paced.

Annotation: This training brief provides links to selected trainings and related tools on the topic of evidence-based and informed resources to address MCH issues. It is one in a set of MCH Navigator resources developed to support the MCH workforce’s efforts to improve access to health care; use quality improvement tools to guide effective transformation; foster integration within public health and across sectors; support change management that will result in health improvements for MCH populations; and enhance training and networking opportunities.

Understanding Evidence. Year Developed: 2013. Source: Centers for Disease Control and Prevention, Division of Violence Prevention. Presenter(s): N/A. Type: Interactive Learning Tool. Level: Intermediate Advanced. Length: Self-paced.

Annotation: Using a combination of graphics, polls and expert interviews, CDC presents “Understanding Evidence” in four short modules. The introduction explains a basic decision-making framework using three types of evidence. Module 2, “Best Available Research Evidence” offers tips for finding evidence in the research literature and then determining whether that information has been appropriately tested. “Experiential Evidence” (Module 3) helps users understand how they can gather information about real-world experiences from others in the field or community. In the final module, entitled “Contextual Evidence,” practitioners are asked to think of specific details related to a project to help them decide if an evidence-based program will work in a given setting. In addition to the four training modules, this website features case studies, a glossary of definitions and a “Resource Center” with information specific to each element of a comprehensive “continuum of evidence”. While prepared specifically for those working in the field of violence prevention, content presented is applicable to a wide range of MCH issues and interventions.

Continuing Education: CE credits granted (free) by CDC upon completion by registered learners of all four modules. Screen will appear for submission of your request.

Perinatal Performance Measures and Data Collection: Focus on Quality Collaboratives. Year Developed: 2013. Source: Centers for Disease Control and Prevention. Presenter(s): Elliot K. Main, MD. Type: Webinar. Level: Advanced. Length: 87 minutes. recorded version published April 14, 2014

Annotation: This Webcast discusses perinatal performance measures including identifying and choosing measures, data collection sources, and real-time data feedback systems. It concludes participant questions about how California’s collaboratives have applied these principles to their projects.

Special Instructions: Scroll down the page and click on the webinar to listen to it.

Life of a Benchmark or Benchmarks for Real Life. Year Developed: 2013. Source: Northwest Center for Public Health Practice. Presenter(s): Kathleen Anger, PhD. Type: Webinar Archive. Level: Introductory. Length: 58 minutes.

Annotation: State and tribal Maternal, Infant and Early Childhood Home Visiting (MIECHV) programs are required to measure program processes and participant outcomes for 35 constructs categorized into six benchmark topic areas. Programs must show improvement in at least 50% of the construct measures within at least four of the benchmark areas. This webinar examines lessons learned from Oregon’s MIECHV experience and principles that can be used for selection and use of performance measures. By stepping through the entire process from measure selection and definition, through data collection and analysis, and interpretation and use of measures in continuous quality improvement (CQI), the webinar illustrates the interconnection of the steps in the process, intended and unintended consequences of each step, and the balance between data goals and program goals.

Learning Objectives: • Describe at least 3 examples of how decisions made at one stage of designing and using performance measures can affect quality and efficiency at other stages. • State at least 3 actions to take or to avoid when designing performance measures, data collection processes, and continuous quality improvement programs (CQI).

From Data to Desk: Translating Needs Assessments into Targeted Employee Training. Year Developed: 2013. Source: Northwest Center for Public Health Practice. Presenter(s): Luann D’Ambrosio, MEd, Tina Abbott, MSW, Cindy Gleason, BS. Type: Webinar. Level: Intermediate Advanced. Length: 60 minutes.

Annotation: This webinar for local, state, and tribal public health leaders and managers shares tips for assessing staff training needs and implementing training plans.

Learning Objectives: • Describe the benefits of completing a training needs assessment Identify different ways to collect data for use in workforce development • Describe how a targeted training needs assessment can benefit program planning • Recognize the potential for a workforce development plan, beyond meeting accreditation requirements

Special Instructions: NWCPHP trainings are accessed through PH LearnLink. See https://www.nwcphp.org/training/tools-resources/ph-learnlink

Quality Improvement Principles and Getting Started. Year Developed: 2012. Source: Centers for Disease Control and Prevention. Presenter(s): n.a.. Type: Webinar. Level: Introductory. Length: 84 minutes.

Annotation: This webcast presents an overview of core Quality Improvement principles as applied to improving the quality of perinatal and maternal care. It includes a discussion of the Model for Improvement, topic selection, and identifying measurable changes that can be tested. The webcast concludes with participant questions about how collaboratives in the presenters' states have applied these principles to their projects.

Special Instructions: Scroll down the page and click on the webinar to listen to it.

State Title V Needs Assessment Practice . Year Developed: 2008. Source: 14th Annual Maternal and Child Health Epidemiology Conference. Presenter(s): Donna Petersen, ScD; Dr. William Sappenfield; Donna Petersen; Dr. Michael Kogan. Type: Webinar. Level: Advanced. Length: Series; various lengths.

Annotation: “State Title V Needs Assessment Practice” was presented as a two-day workshop at the 14th Annual Maternal and Child Health Epidemiology Conference in 2008. In order to allow users to view the presentations as they relate to specific topics and skills, key segments are described individually below. Special guidance for locating the applicable materials in the videos and slides is provided as the video links appear for different days, and the videos overlap speakers. Presentation One: Donna Petersen, ScD gives a brief history of Title V Block Grants including the current state of the program and explores the special relevance of needs assessment in MCH. Her presentation covers the role of and sources for data, the role of values, stakeholder involvement and the intersections between needs assessment, planning, resource allocation, performance measurement and evaluation. Length: 77 minutes Presentation Two: Dr. William Sappenfield describes the components and types of needs assessments and shares lessons he learned from his experiences in South Carolina. Specific strategies and tools are illustrated. A series of case study exercises are presented to guide the audience in their thinking about how to approach health problems in their states and communities. Length: 1 hour and 35 minutes Presentation Three: Donna Petersen presents on determining and implementing actions to address needs assessment findings. She explores the opportunities and challenges associated with organizational and programmatic change. Length: 30 minutes Presentation Four: Dr. Michael Kogan demonstrates how to use the information collected from the National Survey of Children’s Health and National Survey of Children with Special Health Care Needs, on the Data Resource Center website. Length: 20 minutes

Special Instructions: Scroll to desired presentation. Click on "Video" to view presentation. Click on "Slides" to view PowerPoint. To view Day 2 of conference Click Here. Point.http://webcast.hrsa.gov/conferences/mchb/mchepi2008/Training_2.htm

Epidemiology Training Series. Year Developed: n.a.. Source: Northwest Center for Public Health Practice. Presenter(s): n.a.. Type: Online Course. Level: Introductory. Length: Self-paced.

Annotation: This 9 module series provides a detailed analysis of the role of epidemiology in public health. It begins with a definition of epidemiology, as well as an introduction to the difference between descriptive and analytic epidemiology. Other modules describe data interpretation, public health surveillance and outbreak investigation. The training series also covers determinants (agent, host and environment), and describes the most common uses of epidemiology in the field of public health: surveillance, disease investigation, and community health assessment, screening, and intervention programs. The following 9 modules are included: • Basic Infectious Disease Concepts • Cause and Effect in Epidemiology • Data Interpretation for Public Health Professionals • Introduction to Outbreak Investigation • Introduction to Public Health Surveillance • Measuring Risk in Epidemiology • Screening in Public Health Practice • Study Types in Epidemiology • What is Epidemiology in Public Health

Learning Objectives: Module 1--Basic Infectious Disease Concepts • Define key concepts of infectious disease epidemiology. • Explain the relationship of an infectious agent to its host and the environment. • Describe different modes of transmission. • Understand how common infectious agents are classified. • Describe the role of vaccination and other control measures in preventing disease spread. Module 2--Cause and Effect in Epidemiology • Describe and distinguish between association and causality in epidemiology. • List and describe features of associations that support inferences of causality. • List the principal concerns in inferring causality. Module 3--Data Interpretation for Public Health Professionals • List at least three common data sources used to characterize health or disease status of a community. • Define and interpret basic epidemiology measures, such as prevalence, incidence, mortality, and case fatality. • Define and interpret basic biostatistical measures, such as mean, median, confidence interval, and p-value. • Read and interpret tables and graphs. • Determine the appropriate format for data presentation. Module 4--Introduction to Outbreak Investigation • Recognize indicators of a potential disease outbreak. • Describe the steps in conducting an outbreak investigation. • Identify key communication considerations during outbreak investigations. • Understand public health actions that may result from outbreak investigations. Module 5--Introduction to Public Health Surveillance • Define public health surveillance. • Describe the different uses of surveillance systems. • Describe the legal basis for disease reporting. • List the steps in establishing a surveillance system. • Explain the process for evaluating surveillance systems. • List examples of surveillance systems at the local, state, and national levels. Module 6--Measuring Risk in Epidemiology • Define risk as it is used in public health practice. • Identify measures of association as they are used in epidemiology. • Interpret relative risk and odds ratios, and be familiar with their calculation using 2x2 tables. • Interpret the following measures of risk differences: attributable risk, population attributable risk, and population attributable risk percent. Module 7--Screening in Public Health Practice • Define screening and describe its role in public health work. • Determine diseases for which it is appropriate to screen. • Determine which tests are appropriate to use. • Describe important factors in the design and evaluation of screening programs. • Help clients interpret results of screening tests. Module 8--Study Types in Epidemiology • List the differences between descriptive and analytic epidemiology. • Describe the main types of epidemiologic studies and their uses. • Identify and provide examples of person, place, and time in descriptive studies. • Describe the main differences among case-control, cohort studies, and environmental studies. Module 9--What is Epidemiology in Public Health • Describe the components of the definition of epidemiology. •Recognize and explain basic epidemiologic concepts, principles, and terms. • List and describe six examples of the use of epidemiology in public health practice.

Continuing Education: Participants who successfully complete the course are eligible to receive a certificate for 1.0 contact hours

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This project is supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under grant number UE8MC25742; MCH Navigator for $225,000/year. This information or content and conclusions are those of the author and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS or the U.S. Government.