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Displaying records 21 through 26 of 26 found.

MCH Navigator: A Training Tool for the Title V Workforce. Year Developed: 2014. Source: Association of Maternal and Child Health Programs. Presenter(s): John Richards, MA. Type: Narrated Slide Presentation. Level: Introductory Intermediate. Length: 60 minutes.

Annotation: The MCH Navigator, funded by MCHB at Georgetown University, is a learning portal that provides access for state and local MCH professionals to free, competency-based online trainings to meet professional development needs and ensures that the Title V workforce has the knowledge and skills to address the needs of the MCH Community. This webinar, provides an overview of new and familiar features of the new Navigator website and explains how professionals can access learning opportunities directly through the site and how departments and organization can use the Navigator to encourage and track staff development.

Learning Objectives: • Understand the history of the MCH Navigator, how it assists in learning the skills needed for being a member of the Title V workforce, and learn about new key features of the website. • Learn how to identify specific MCH Navigator trainings and resources based on individual needs. • Learn about the MCH Navigator's Self-Assessment tool and how to develop a customized learning plan for success. • Understand how the MCH Leadership Competencies and the Public Health Core Competencies assist is structuring your learning needs both in the MCH Navigator and through HRSA TRAIN.

Improving Your Communication Skills. Year Developed: 2004. Source: South Central Public Health Partnership. Presenter(s): Dr. Timothy Keogh. Type: Video Course. Level: Introductory. Length: 120 minutes.

Annotation: In this two hour module, Dr. Timothy Keogh introduces different types of communication styles and components and describes how recognition of these differences can improve public health services. In part one, he describes the four components of the Johari window (arena, facade, blind spot, and the unknown) and how this group dynamics tool relates to self perception and public image. He also demonstrates how individuals have their own unique Johari windows that show the amount of information they share or recognize about themselves. In part two, Dr. Keogh details four communication styles (practice, social, analytical, and conceptual) and presents tips for how to “style flex” and improve communication. After watching a short video of a work interaction, learners are encouraged to complete short, open-ended workbook questions that are answered in a video debrief. A post-quiz is used to reinforce learning.

Learning Objectives: • Classify the impact of verbal and non-verbal communication. • Identify behavioral and communication styles. • Examine how we are seen by others. • Explain how different communication styles clash. • Describe how to adjust to the different communication styles. • Weigh the perspectives of others.

Special Instructions: Registration to the South Central Public Health Partnership is required. For new users it will take one weekday to receive an access email. If you are registered in TRAIN, login using that username and password. Click on “Course Offerings” and search for “Improving Your Communication Skills.”

The Messenger Chronicles: Effective Communication Strategies for Difficult Conversations [5 Part Series]. Year Developed: n.a.. Source: New York - New Jersey Public Health Training Center. Presenter(s): n.a.. Type: Interactive Learning Tool. Level: Intermediate. Length: Self-Paced.

Annotation: The “Messenger Chronicles” consists of five separate learning modules that simulate realistic conversations. The framework used for these scenario-based modules shifts focus away from managing “difficult” people towards an understanding of the process of difficult conversations and accepting responsibility for one’s own performance. Given realistic situations and real-world conversations, learners can experience communication strategies and practical techniques in context. Many of the conversations are split into three sections: Read, Think and Analyze. Learners read a conversation and then are asked to think about certain aspects of the conversation by answering questions or engaging in activities. Further information can be gained from an interactive analysis of the conversation.

Learning Objectives: Introduction and the Four Cs and Be Prepared and Flex Time Fiasco: • List the four aspects of communication (content, context, conduct, and character) for which individuals are responsible. • Describe each step in the process of a difficult conversation. • Describe strategies for effective conversations. • Analyze conversations in terms of content, context, conduct, and character. • Become more aware of their individual communication performance and strive for higher levels of performance. Managing Stress and Time: • List four symptoms of stress. • Describe two ways people react to stress. • List some factors that affect a person’s vulnerability to stress. • List and describe four ways to manage stress. • Explain the "myth of multi-tasking". • Describe how the “Urgent/Important” matrix can be applied to your work. • List two reasons why a person may procrastinate. Moving Towards Synergy: • Describe several strategies for exploring another person's views. • Recognize elements that make a conversation "safe". • Acknowledge another person's perspective. • Describe how to create environments that encourage team synergy.

Continuing Education: 1 Category 1 CECH in health education; 1 contact hour in nursing continuing education; 1 hour in Category 1 CME towards the AMA/PRA Recognition Award. Credits available until Sept. 2020 (CNE Feb. 2019).

Telling Your Program's Story: Learning Brief. Year Developed: n.a.. Source: MCH Navigator. Presenter(s): MCH Navigator. Type: Interactive Learning Tool. Level: Intermediate. Length: Self-paced.

Annotation: The purpose of this learning brief is to provide resources that support storytelling in public health. In turn, this will aide health professionals’ understanding of: • What a success story is. • Why it is important to tell success stories. • What tools and strategies are available to develop success stories. The five elements of this framework are based on the plenary session for the Division of MCH Workforce Development Grantee Virtual Meeting (09/26/18), “How to Tell Your Program’s Story to Key Stakeholders,” given by Deborah Klein Walker, Ed.D.

Learning Objectives: • Understanding what a success story is. • Learning why it is important to tell success stories. • Equipping yourself with the tools and strategies are available to develop success stories.

Motivational Interviewing: Supporting Patients in Health Behavior Change. Year Developed: n.a.. Source: Upper Midwest Public Health Training Center. Presenter(s): Rebecca Lang EdD, RDH, CHES. Type: Online Course. Level: Introductory Intermediate. Length: 60 minutes.

Annotation: This course is designed to equip healthcare providers and ancillary staff with the knowledge and tools to optimize patient behavior change to ultimately improve health outcomes. The following are the topics that will be covered in this course: • Components of Motivational Interviewing (MI) • Benefits of Using Motivational Interviewing • Traditional Expert-Centered Model vs. MI Patient-Centered Model • Principles of Motivational Interviewing • Readiness to Elicit Change Talk

Learning Objectives: • Implement effective patient communication strategies based on individualized readiness to make a behavior change. • Increase healthcare providers’ knowledge on the importance and utilization of the patient-centered model of behavior change. • Implement motivational interviewing techniques during patient visits for improved health outcomes.

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

Continuing Education: 0.12 CEU/CE; 1 Dietitians CPE

ARCHIVE / NO LONGER Available: Communications Messaging: How & Why. Year Developed: n.a.. Source: CityMatCH. Presenter(s): Adam Shapiro. Type: Webinar Archive. Level: Intermediate Advanced. Length: 20 minutes.

Annotation: This presentation reviews the value of messaging and the message box process. Mr. Shapiro begins by describing messaging tools (versus facts) and how they can be utilized to influence audiences and their behavior. He provides examples of Maternal and Child Health in the news, gives guidelines for interviewing with reporters, and explains public employee lobbying restrictions. The seminar concludes by describing the message box tool and includes exercises to help the learner create his or her own message box.

Learning Objectives: • Understand the value of messaging. • Understand the message box process. • Be able to create and utilize messages for your own programs and outreach initiatives.

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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.