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Displaying records 11 through 19 of 19 found.

Understanding the PHAB Standards and Measures and Documentation Requirements. Year Developed: 2011. Source: Public Health Accreditation Board. Presenter(s): n.a.. Type: Online Course. Level: Intermediate. Length: 20 minutes.

Annotation: This module gives health department leaders, governance, Accreditation Coordinators, and accreditation teams a beginning base of knowledge about how the Standards and Measures are structured and an idea about the documentation required to meet the standards and measures. As health departments prepare to apply for PHAB accreditation, the standards and measures are the framework for evaluating the health department’s processes, services, and outcomes, and their progress toward goals and objectives.

Learning Objectives: • Describe the purpose, content and structure of the PHAB standards and measures. • List the PHAB domains. • Use the PHAB Guide to Standards and Measures.

Continuing Education: 0.75 AMA PRA Category 1 Credit(s), 0.75 ANCC contact hours, 0.75 hours of participation, 1.00 hour of Public Health Continuing Education (CPHCE) credit

Evaluating a Public Health Program. Year Developed: 2011. Source: New York - New Jersey Public Health Training Center. Presenter(s): n.a.. Type: Online Course. Level: Intermediate. Length: Self-paced.

Annotation: This online course is the last in a series of trainings dealing with the development and evaluation of public health programs. This training serves as a comprehensive tutorial on the Evaluation of a Public Health Program. The process of Program Evaluation continues the use of pertussis reduction in Lakeshore County as an example program and utilizes the logic model developed in the "Introduction to Logic Models" training. The primary focus of the course is to explore the six steps and the four standard groups in the Center for Disease Control's Framework for Program Evaluation. This framework represents all of the activities prescribed by the CDC in Program Evaluation, along with sensible guidance under the standards to aid in good decision-making.

Learning Objectives: • List six steps in the CDC Framework for Program Evaluation. • Apply the four standards in the CDC Framework for Program Evaluation. • Identify stakeholders roles and responsibilities. • Compose evaluation questions to focus the evaluation. • Recognize process and outcome indicators. • Compare and contrast methods for gathering evidence. • Recognize sources used in identifying program standards. • Discuss strategies to disseminate findings and share lessons learned.

Special Instructions: Registration required to access this course.

Continuing Education: 1 CHES; 1 CME; 1 CNE Contact Hours

Quality Improvement Quick Guide Tutorial. Year Developed: 2010. Source: Public Health Foundation. Presenter(s): Public Health Foundation . Type: Online Course Video. Level: Introductory. Length: 30 minutes.

Annotation: The problem solving steps of Plan, Do, Check and Act (PFCA) are the focus of this tutorial. An STI case example is used to explore and frame this model in detail. Quality Improvement in Public Health is defined as well. Optional audio-only, slides-only or video are available to complete the tutorial via the learner’s preference. A knowledge assessment is available for personal evaluation.

Learning Objectives: • Identify quality improvement (QI) tools in the Public Health Foundation’s online resource centers. • List the main problem solving steps of Plan-Do-Check-Act (PDCA).

Maximizing your Program’s Potential with Continuous Quality Improvement (Capacity Building Webinar 3). Year Developed: 2010. Source: National Association of County and City Health Officials, CityMatCH. Presenter(s): Grace Gorenflo. Type: Webinar Archive. Level: Intermediate Advanced. Length: 80 minutes.

Annotation: In this webinar, part of the Emerging Issues in Maternal and Child Health Series, the presenter summarizes the purposes and benefits of continuous quality improvement (CQI). She begins by explaining the process of conducting CQI, and then reviews the PDCA framework, using an example of a home visitation program. She concludes the presentation with a discussion of the differences between CQI and program evaluation. Reference materials are available through links provided in the presentation.

Learning Objectives: • Define CQI. • Describe the Plan-Do-Check-Act (PDCA) process. • Understand the difference between quality improvement and evaluation. • Identify 1 - 2 examples of how to apply CQI to a home visitation program.

Continuing Education: CME for non-physicians may receive a certificate of participation; CME for physicians, CNE, and CECH CEUS of 1.5 hours are available; .15 IACET CEUs are available.

Heartland Centers: Quality Improvement Concepts. Year Developed: 2010. Source: Public Health Foundation TRAIN National. Presenter(s): Marty Galutia. Type: Online Course. Level: Introductory. Length: 45 minutes.

Annotation: In this short course, Marty Galutia describes quality improvement concepts and how to apply them to improve processes and systems. The presentation reviews the reasons why quality improvement is sought, the process considered broadly, and provides information specific to the Kano Model of Quality. The roles of customers and consumers in QI also are considered. Interactive exercises are built into the presentation throughout.

Special Instructions: Registration to TRAIN is required. After logging in, the course can be accessed by entering the course id (1025091) into the “Search By Course ID” box on the right side of the landing page. On the next page, click on the "Registration" tab and then click on "Launch."

Implementing and Sustaining Continuous Quality Improvement (CQI) in an Organization. Year Developed: 2009. Source: Upper Midwest Public Health Training Center. Presenter(s): n.a.. Type: Online Course. Level: Intermediate. Length: 60 minutes.

Annotation: This course is designed for leaders and professionals who work in public health. The goal is to provide them with an awareness of quality improvement and how it can be used in public health to "work smarter, not harder". There are four sections in this course: Section 1: CQI Myths Section 2: Brief Overview of CQI Section 3: Incorporating CQI into Organizational Culture Section 4: Demonstrating How CQI works in Governmental Public Health – A Case Study

Learning Objectives: • Describe three common myths of CQI and the corresponding reality. • Define continuous quality improvement and how it can be used to enhance organizational performance. • Describe common characteristics of CQI. • Describe the elements needed for an organization to successfully implement and sustain CQI activities. • Discuss how to successfully incorporate CQI into an organization's culture. • Identify examples of how CQI has been implemented in a local public health agency.

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

Operationalizing Quality Improvement in Public Health. Year Developed: n.a.. Source: University of Minnesota School of Public Health. Presenter(s): William Riley, PhD. Type: Online Course. Level: Intermediate. Length: 90 minutes. Link to all online trainings.

Annotation: This online training module explains what quality improvement collaboration is, its importance in public health, and when to utilize it. Dr. Riley focuses on the model for improvement and how to write an AIM statement. Both process and outcome measures are covered as well as how to create a process map. Videos of working sessions attended by public health professionals seeking to apply quality improvement concepts and tools in their work groups are included. Questions and answers follow each of the speaker’s presentations. The module requires a pre and posttest to receive credit.

Learning Objectives: • Explain the meaning and importance of QI collaboration in public health. • Describe the model for improvement in public health. • Write an AIM statement. • Establish both outcome and process measures for QI. • Develop change strategies to achieve improvement in public health. • Create a process map related to an actual public health issue. • Identify and describe appropriate use for QI tools.

Special Instructions: Registration to the University of Minnesota School of Public Health is required.

Continuing Education: 1.5 Continuing Education Hour is available.

Impacting Process: Quality Improvement in MCH Training. Year Developed: n.a.. Source: University of Tennessee. Presenter(s): n.a.. Type: Interactive Learning Tool. Level: Advanced. Length: Self-Paced.

Annotation: This learning tool is a set of five sessions intended for professional development by personnel in Maternal and Child Health (MCH) leadership education and training programs, Title V programs, and official health agencies, who desire to learn about quality improvement (QI). The series aims to define QI, emphasize the importance of QI in healthcare settings, and present relevant tools for applying QI knowledge and skills in practice. This learning tool was developed for implementation in group settings, but also may be completed individually as a self-study. The sessions include readings and interactive online modules.

Evaluating Effectiveness in Public Health at the Individual and Organizational Level. Year Developed: n.a.. Source: South Central Public Health Partnership. Presenter(s): Sue Ann Sarpy, PhD . Type: Narrated Slide Presentation. Level: Intermediate. Length: Self-paced. Troubleshooting Tips for South Central Public Health Partnership Courses

Annotation: This presentation highlights the importance of a systematic approach in evaluating the effectiveness of public health programs, practices, and policies. The presentation provides applied examples of key concepts and principles and emphasize practical approaches for developing and implementing these evaluation efforts. Participants will be able to more effectively plan public health evaluation strategies, better ensure continuous quality improvement of public health programs, practices, and policies, and demonstrate accountability and return on investment at both the individual and organizational levels.

Learning Objectives: • Define key concepts in systematically evaluating public health programs, practices, and policies. • Name the essential elements of evaluation in public health practice to ensure on-going improvement throughout the public health system. • Review the elements of the logic model and its role in guiding subsequent evaluation efforts. • Describe the importance of evaluating effectiveness at the individual and organizational levels. • Explain the use of a 360 Degree evaluation process to measure individual and organizational effectiveness including considerations regarding each major stakeholder. • Distinguish between objective and subjective measures including guidelines to create standardized measures of effectiveness. • Identify the major pitfalls to evaluating effectiveness of public health programs, practices, and policies. • Describe the use of social network analysis for evaluating effectiveness among public health workers and entities.

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

Continuing Education: Certificate of Attandance

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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 $180,000/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.