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Displaying records 1 through 7 of 7 found.

Collaboration and Communication in Healthcare: Principles of Interprofessional Practice. Year Developed: 2016. Source: University of California, San Francisco, Interprofessional Education Program. Presenter(s): n.a.. Type: Online Course. Level: Intermediate Introductory. Length: Series; varying lengths..

Annotation: Interprofessional collaborative practice is key to safe, high quality, accessible, patient-centered care. This course aims to introduce health professions learners to the fundamental principles and skills for effective interprofessional collaborative practice. This course is comprised of five modules consisting of 6-10 segments each. The five modules are available to be used consecutively or as stand-alone content. Module 1: What’s it all about? Introducing core interprofessional education concepts. (7 videos) Module 2: Who is on my team? Understanding the roles and abilities of different health professions. (6 videos) Module 3: How will our work get done? Understanding task distribution, accountability, and communication. (8 videos) Module 4: How do we tackle challenges? Conflict management and negotiation. (9 videos) Module 5: How can we work together? Leadership and membership in teams. (10 videos)

Learning Objectives: • Explore the benefits of interprofessional collaboration for patients and providers. • Discuss some of the forces that are moving healthcare towards greater interprofessional collaboration. • Describe the roles and scope of practice for different healthcare professionals Introduce key skills to enhance communication, collaboration and conflict management. • Explore team leadership and membership.

Conflict Resolution Process. Year Developed: 2015. Source: Grand Valley State University, Human Resource Department. Presenter(s): n.a.. Type: YouTube video. Level: Introductory. Length: 3 minutes.

Annotation: This video provides tips on what to do and who to reach out to for help when there is conflict in the workplace. It discusses common sources of conflict, tools for resolving conflict, and how to locate resources.

Workplace Violence Training Spotlight. Year Developed: 2013. Source: MCH Navigator. Presenter(s): Keisha Watson, PhD; Beth DeFrancis, MLS; John Richards, MA. Type: Interactive Learning Tool. Level: Intermediate Introductory. Length: Series, various lengths.

Annotation: This collection of over 20 learning opportunities (ranging from introductory to advanced), gathered by the MCH Navigator, presents trainings and resources to assist Title V staff and grantees in focusing on how to interact with potentially violent individuals during periods of high stress and emergency, as well as the broader prevention agenda of workplace mental wellness. Topics include: (1) online trainings, videos, manuals, and toolkits related to workplace violence and (2) mental health online trainings, manuals, blogs and other resources, including hotlines.

Negotiating Team Conflicts Productively. Year Developed: 2013. Source: People on the Go. Presenter(s): Eugene Dilan, PsyD. Type: Video. Level: Introductory. Length: 50 minutes.

Annotation: This session highlights the critical tools that teams can utilize as they negotiate conflicts that arise in the process of doing business across multiple fields.

Learning Objectives: • Identify common pitfalls associated with conflict. • Learn about communication styles that impede or enhance alignment. • Learn skills for moving through conflict.

Dare to Disagree. Year Developed: 2012. Source: TED Talks. Presenter(s): Margaret Heffernan. Type: Video Archive. Level: Intermediate. Length: 13 minutes.

Annotation: Most people instinctively avoid conflict, but as Margaret Heffernan shows, good disagreement is central to progress. She illustrates (sometimes counterintuitively) how the best partners aren’t echo chambers — and how great research teams, relationships and businesses allow people to deeply disagree. The video includes an interactive transcript and a reading list.

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).

Conflict Management. Year Developed: n.a.. Source: South Central Public Health Partnership. Presenter(s): Josh Klapow, PhD; Lisa Goldstein Graham, MS. Type: Video Course. Level: Intermediate Advanced. Length: 180 minutes.

Annotation: This video course has nine modules, each related to conflict management. In module 1 and 2, the instructors provide an introduction to what conflict is, and Module 3-8 provide the steps to conflict management: adopt a learning stance; start from the neutral story and extend an invitation; explore their and your story; problem solving; and lastly, reinforce behavior change. Furthermore, module 9 uses conflict management role playing as a learning tool. Corresponding module handout scenarios are available as well as a course PowerPoint. A quiz is also available to assess comprehension.

Learning Objectives: • Define conflict and resolution • Know how to structure a conflict management process • Be able to feel more confident about approaching conflicts

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 "Conflict Management ". [Note: videos may not be compatible with Macs]

Continuing Education: A completion certificate will be awarded if you receive 70% or higher on the course quiz.

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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.