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Annotation: Community needs assessments are crucial to understanding how to best help a community. This video focuses on the data aspect of community needs assessments. Topics covered include the definition of a community needs assessment, planning for a community needs assessment, how to find and create data, and ways to prioritize and implement findings form a community needs assessment.

Learning Objectives: • Define a community needs assessment • Identify who needs to be involved in a needs assessment • Outline how to find data for a needs assessment • Describe what is means to “prioritize findings” • Explain what to do with the findings from a needs assessment

Annotation: Kansas University Center for Public Partnerships & Research reports on efforts to use innovative mixed-methods approaches to engage and involve families and community members in a statewide needs assessment. This broad-based approach provided opportunities for hundreds if not thousands of Kansans to participate in a statewide needs assessment and to provide a unique lens on issues that helped the state develop a meaningful, responsive, strategic plan to address maternal and child health issues in the state in the coming years.

Learning Objectives: • Learn four methods used to reach traditionally unheard voices in typical data collection including: 1) electronic kiosks, 2) our tomorrows stories, 3) youth photo project, and 4) regional and interactive open houses

Annotation: The MCH community has a long-standing tradition of integrating family engagement into programs, research, and practice. Yet, tested and validated measures to improve and sustain the quality of family engagement in health services and research are lacking.

Learning Objectives: • Understand currently available measures of family engagement. • Identify gaps in developing and utilizing these measures. • Learn innovative strategies for engaging families in research.

Annotation: This learning opportunity was recorded from the 2018 policy and advocacy lecture that Dr. Handler presented to her class at the University of Illinois at Chicago. It is divided in 10 short videos for ease of engagement. In the presentation, she outlines key advocacy components, the difference between case and class advocacy, and a review of policy and advocacy through the history of MCH. She explains current trends and the need for ongoing education and advocacy at national, state, and local levels. It concludes with current advocacy laws and a summary of the topic grounded in the current public health environment.

Learning Objectives: • Understand the strategic differences between advocacy and community organizing/community empowerment strategies. class issues, compromise, internal vs. external agents of change, and the difference between advocacy from the left and from the right. • Be able to to connect women and children's topics when advocating for services and discusses using children as a population group to address broader issues of social justice. • Synthesize the differences of case and class advocacy. • Become familiar with the history of advocacy related to MCH. • Understand how the advocacy process works. • Be able to use strategies in three main categories to advance MCH topic areas. • Be able to develop a plan to follow current lobbying laws appropriately.

Annotation: This introductory webinar provides attendees with a basic definition and framework for evidence-based public health. Special attention is paid to three of the seven steps: Community Assessment, Determining What is Known in the Literature, and Evaluating the Program or Policy. Free resources are presented that can assist practitioners with these specific steps of the evidence-based public health framework.

Learning Objectives: • Define and describe evidence-based public health. • Identify a public health need and formulate an answerable question. • Locate and search applicable literature and resources. • Understand the importance of evaluation and locate helpful resources.

Special Instructions: Registration required before accessing this course.

Annotation: Today's public health professionals must be able to strategically consider research results, political interests, and community requests when leading program and policy work. The evidence-based public health framework is an effective model for this type of decision-making. The Evidence-Based Public Health Training Series consists of nine modules that cover core concepts, such as defining public health issues, conducting community assessments, prioritizing options, and evaluating program and policy impacts. You may take each of the modules individually and receive a certificate for each one. If you choose to complete all nine modules, you will also receive a certificate for the series as a whole. Each module consists of several videos, followed by a short quiz. You must watch the videos and take the quiz in order to pass the module. To aid in your understanding, optional activities and questions for reflection or discussion are also included with each module. You may discuss these questions in a forum with other module participants or with peers or colleagues, or you may reflect on them individually.

Special Instructions: Must create a PH Learn Link account to view.

Annotation: The MCH Navigator has developed a new, online self‐assessment tool for the Title V workforce. This session described the process utilized to convert the assessment from its original design into an electronic format including an innovative conditional programming structure, customized results page, and other new features. It discussed how Title V professionals can use the tool to identify their strengths and areas of need in serving the MCH community. The tool was structured using the 12 MCH Leadership Competencies with each question addressing participant knowledge or skills. Therefore, results and learning opportunities suggested based on specific needs are directly correlated to the MCH Leadership Competency framework developed by MCHB.

Annotation: This six module series of lectures from Yale University introduces the learner to the qualitative reseearch. The course creators say: Qualitative research is a strategy for systematic collection, organization, and interpretation of phenomena that are difficult to measure quantitatively. Dr. Leslie Curry leads us through six modules covering essential topics in qualitative research, including (1) what is qualitative research; (2) developing a qualitative research question; how to use the most common methods, (3) in-depth interviews and (4) focus groups; (5) data analysis; and (6) scientific rigor. These videos are intended to enhance participants' capacity to conceptualize, design, and conduct qualitative research in the health sciences.

Annotation: In addition to identifying priority health needs and aligning partners and resources to address community needs, community health needs assessments (CHNAs) are a vital tool for informing population health management. Your CHNA will provide valuable data to direct resources toward high-risk populations, identify opportunities to enhance care delivery, inform patient engagement initiatives and direct overall strategic planning. In this joint Hospitals in Pursuit of Excellence (HPOE) and Association for Community Health Improvement (ACHI) webinar, CHNA experts discuss ways to build upon your previous CHNA to bring more value to your community and your hospital. Specific examples are presented on how hospitals are using CHNAs to inform population health management initiatives and on the intersection between community health needs and care delivery.

Learning Objectives: • Understand research, reporting and timeline changes outlined in IRS Final Rules. • Identify methods to build upon prior CHNA. • Understand the value of CHNA findings to guide other strategic priorities. • Learn how to engage community partners in the CHNA process and ongoing population health initiatives. • Review data collection best practices to ensure community-wide representation. • Use health care utilization data to identify opportunities for service delivery enhancement. • Create implementation planning that demonstrates measureable impact.

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.