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Displaying records 1 through 10 of 21 found.

Building Logic Models. Year Developed: 2017. Source: New York City, Long Island, Lower Tri-County Public Health Training Center. Presenter(s): n.a.. Type: Online Course. Level: Intermediate. Length: Self-paced.

Annotation: In this training program, students will build a logic model based on a scenario – ranging from simple to complex. Students must correctly identify the components in the scenario that belong in the program’s logic model and enter those components into the appropriate place in the logic model framework. This program is ideal for those interested in practicing and enhancing their logic model building skills as part of designing and/or evaluating a program. This course has been revised as of August 31st, 2017 to incorporate scenarios related to food policy and social determinants of health and to improve the interactive components of the logic model activity.

Learning Objectives: • Construct a public health program logic model based on given program information.

Continuing Education: 1 CPHCE

The SOC (Systems of Care) Approach. Year Developed: 2016. Source: National Technical Assistance Center for Children's Mental Health. Presenter(s): n.a.. Type: Online Course. Level: Advanced. Length: Series; various lengths.

Annotation: The SOC Approach Curriculum was developed to assist communities, states, tribes and territories understand the What, Why and How of System of Care Expansion and help them implement, improve, sustain, and expand Systems of Care for children, youth, and young adults with behavioral health challenges. This curriculum was adapted from the Expanding the System of Care Approach Toolkit (2015) authored by Beth Stroul, M.Ed., Joan Dodge, PhD, Sybil Goldman, MSW, Frank Rider, MS and Robert Friedman, PhD. It consists of these 7 modules: (1) The What and Why of the Systems of Care Approach; (2) The SOC Practice Approach; (3) The Beginning; (4) Strategies of SOC Expansion; (5) Progress and Outcome Assessment; (6) Trauma Informed Systems; and (7) The Most Essential Component of the Systems of Care Approach.

Special Instructions: Requires an account with edX edge plus enrollment in each module

Continuing Education: The modules include mastery tests for credit (type not specified).

Adapting Evidence-Based Interventions for New Populations and Settings. Year Developed: 2015. Source: Columbia University Mailman School of Public Health; Region 2 Public Health Training Center. Presenter(s): Rachel C. Shelton, ScD, MPH. Type: Webcast. Level: Introductory Intermediate Advanced. Length: 60 minutes. TRAIN.org link

Annotation: Dissemination and implementation sciences are defined as the systematic study of how a specific set of activities and designated strategies are used to successfully adopt and integrate an evidence-based public health intervention (EBI) within specific settings, and are comprised of four steps: 1) exploration, 2) adoption/preparation, 3) implementation, and 4) sustainment. The overall goal is to reduce the gap between science and practice/policy. Implementation research speaks more to processes and factors associated with successful integration of EBIs within a particular setting, while dissemination research focuses on the processes and factors that lead to widespread adoption and use of EBIs. EBIs are shaped by research evidence, resources, population, and context, and are popularly used due to their demonstrated effectiveness, cost-effectiveness, and fast process. In order to successfully select an EBI, interventionists must Identify community needs, assess organizational capacity, and search program registries to select a program. When preparing for implementation, and EBI can either be adopted as is or adapted to fit the local conditions. Adaptation is an important part of the process in order to enhance engagement, reach the audience, address disparities, increase fit and relevance, and reinforce the message. Adaptations can be either surface or deep structure, and the use of either or both should be a conscious, well thought out decision. Surface adaptations use visual and auditory cues for culturally appropriate messages, while deep structure adaptations involves cultural sensitivity and comprehensive understanding of ethnic group’s core cultural values, norms, and stressors (economic, social, environmental) affecting health behaviors. Models for guiding adaptation include Card, ADAPT-ITT, and MAP.

Continuing Education: 1 CHES; 1 CPHCE

Title V Five Year Needs Assessment Training: Part 2: Nuts and Bolts on Using Data. Year Developed: 2014. Source: Association of Maternal and Child Health Programs. Presenter(s): Samara Viner-Brown, MS; Yvonne Goldsmith, Caroline Stampfel, MPH. Type: Webinar Archive. Level: Intermediate. Length: 59 minutes. Course Resources

Annotation: Title V legislation requires each state and jurisdiction to conduct a state-wide, comprehensive needs assessment every five years. The needs assessment process can be a useful tool for strategic planning, strategic decision-making and resource allocation. It also provides a way for Title V programs to benchmark where they are and assess progress over a five-year period. To assist states or jurisdictions in preparing their assessments AMCHP hosted a series of virtual trainings to provide guidance on the needs assessment process. The second webinar, The Nuts and Bolts on Using Data, features a presentation from Caroline Stampfel, MPH, currently the Senior Epidemiologist at AMCHP and formerly an MCH Lead Analyst with the Virginia Title V program, on using data in the needs assessment process. Ms. Stampfel’s presentation is followed by two states-in-action profiles, Rhode Island and Alaska, who shared their data strategies, resources, and lessons learned from conducting the five-year needs assessment process. In order to capitalize on the information presented in the virtual training, AMCHP recommended that states consider team participation in the training, i.e., participation from both program and data staff.

Learning Objectives: • Give examples of effective uses of qualitative and quantitative data sources for the needs assessment. • Begin to identify possible frameworks to organize needs assessment data. • Develop next steps/strategies for using data in their own Title V five year needs assessment.

Title V Five Year Needs Assessment Training. Year Developed: 2014. Source: Association of Maternal and Child Health Programs. Presenter(s): Donna Petersen, ScD, MHS, CPH; Ron Benham, MDiv; Karin Downs, RN, MPH. Type: Webinar Archive. Level: Intermediate. Length: 90 minutes. Course Resources

Annotation: Title V legislation requires each state and jurisdiction to conduct a state-wide, comprehensive needs assessment every five years. The needs assessment process can be a useful tool for strategic planning, strategic decision-making and resource allocation. It also provides a way for Title V programs to benchmark where they are and assess progress over a five-year period. This archived webinar provides an overview of the needs assessment process with a presentation from Donna Petersen, ScD, MHS, CPH, Dean for the College of Public Health at the University of South Florida. Dr. Petersen presented on the “Nuts and Bolts of the Five Year Needs Assessment”, followed by a state-in-action example from Massachusetts. The Massachusetts MCH team shared their strategies, resources and lessons learned from conducting the five-year needs assessment process. Training Resources include participant pre-work; webinar slides; a resource list developed by the MCH Navigator and MCH Library; and materials from Massachusetts and are available from AMCHP's Course Resources page (above).

Learning Objectives: • Describe the Title V five-year needs assessment purpose and goals. • Articulate the major components of a comprehensive needs assessment. • Develop next steps/strategies for their five-year needs assessment plan.

The Nuts and Bolts of the PHAB Accreditation Process. Year Developed: 2014. Source: Public Health Accreditation Board. Presenter(s): n.a.. Type: Online Course. Level: Introductory. Length: 40 minutes.

Annotation: This module gives health department leaders, Accreditation Coordinators, and accreditation team members a beginning base of knowledge about what is involved in leading their health department through the accreditation process. While targeting Accreditation Coordinators, it gives anyone an idea of what a health department must do to prepare and begin the PHAB accreditation process.

Learning Objectives: • List the different types of information that will be required to include in the PHAB application. • Describe the accreditation process and the responsibilities of the accreditation coordinator in each of the steps. • State the three pre-requisites and the corresponding PHAB standard.

Continuing Education: 1.00 AMA PRA Category 1 Credit(s), 0.75 ANCC contact hours, 1.00 hour of participation, 1.00 hour of Public Health Continuing Education (CPHCE) credit; expires 9/29/2017.

Planning and Budgeting for Public Health: Part II - The Budget. Year Developed: 2013. Source: University of Minnesota School of Public Health. Presenter(s): Anne Barry, JD, MPH. Type: Online Course. Level: Intermediate Introductory. Length: Self-paced. List of all courses

Annotation: All in the practice of public health know the importance of financial resources to carry out their activities. This very basic introduction course provides a definition of the growing field of public health finance, assists students to develop a working knowledge of the planning cycles in governmental public health organizations, understand how to navigate and use budget planning documents, forecasts, governmental financial statements, and grants to support important public health activities and priorities.

Learning Objectives: • Define public health finance • Describe the Minnesota budget and forecast process • Explore public finance using examples from Minnesota health department s budget • Develop an understanding of financial statements • Understand the basics of grant proposals

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

Continuing Education: 0.1 CEU/CE; 1 CPHCE

Planning and Budgeting for Public Health: Part I - The Business Plan. Year Developed: 2013. Source: University of Minnesota School of Public Health. Presenter(s): Anne Barry, JD, MPH. Type: Online Course. Level: Introductory. Length: Self-paced. List of all courses

Annotation: Practitioners in the field of public health find themselves in serious competition for funding. How do we make sure that the activities we advance to protect, maintain and promote the health of the public are a priority for funders. One of the ways we can improve our chances is to make a strong business case for our work. This brief overview will give you a simple outline to assist you in building a business plan for public health activities.

Learning Objectives: • Define public health finance. • Identify three major domains of public health finance competencies (knowledge, skills, and abilities needed in practice). • Describe the financial cycle within organizations. • Explain the reasons for a business plan. • List the major sections of a business plan template.

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

Continuing Education: 0.1 CEU/CE; 1 CPHCE

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: Introductory. 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

MCH and Chronic Disease Prevention: Policy, Science, and Opportunities (Capacity Building Webinar #5). Year Developed: 2011. Source: National Association of County and City Health Officials, CityMatCH. Presenter(s): Kenneth Smith, PhD. Type: Webinar Archive. Level: Introductory Intermediate. Length: 81minutes.

Annotation: In this webinar, part of the Emerging Issues in Maternal and Child Health Series, the presenter explains the Policy, Systems, and Environmental (PSE) change approach in chronic disease prevention and MCH. Specific examples are given related to the home visitation program.

Learning Objectives: • Define policy, systems, and environmental (PSE) change. • Explain the framework, rationale, and opportunities for using the PSE approach in chronic disease and MCH. • Participate in an interactive discussion session to explore how the PSE approach can be used in MCH, and specifically in a home visitation program.

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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.