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Annotation: This course provides a holistic approach to planning and evaluating education and outreach programs. It helps program practitioners use and apply logic models – a framework and way of thinking to help us improve our work and be accountable for results. You will learn what a logic model is and how to use one for planning, implementation, evaluation or communicating about your program. This course has 7 sections. It starts with a basic, simple concept and adds to it over the various sections to provide a thorough foundation in the use of logic models. Each section contains resources and activities.

Learning Objectives: • Describe how a logic model can be used for program planning, implementation and evaluation. • Illustrate the relationship between logic model components: Inputs, Activities, Outputs, Outcomes, and Impact or Goal. • Construct a logic model given program information.

Special Instructions: Registration is required. Click on "Enroll" and click on "Create an account now".

Continuing Education: 1 hour

Annotation: Budgeting is key to any health care organization to ensure financial stability and operational effectiveness. This video reviews the basics of budgeting practices and equips learners with the knowledge to successfully budget. Video topics include basic budgeting rules, types of budgets, strategies for developing budgets, and public health funding source.

Learning Objectives: • Define budgeting. • Discuss budgeting attributes of organizations. • Review the difference between a strategic and operational plan. • Review the four basic budget rules. • Review the benefits of effective budgeting. • Discuss the five types of budgets. • Discuss the four strategies for organization-wide budgeting. • Review the basic funding sources for public health.

Annotation: This webinar provides an overview of high quality and purposeful peer support for parents, as well as a brief history of how Peer Parent Support has been integrated into Wraparound projects. Presenters will provide an evolution of peer parent support and the various ways it has been implemented within a Wraparound structure. They discuss the history of implementation strategies that have been tried over the past twenty-five years, reviewing challenges and lessons learned.

Annotation: Self-Assessment data gathered by MCH Navigator staff have shown that knowledge and self-efficacy surrounding the policy-making process is the least understood of the 12 MCH Leadership Competencies. To address this need, we have pulled together these 10 learning opportunities represent some of the most relevant and/or recent online trainings in the field and have been chosen based on their ease of access, focus, brevity, and their integration with principles necessary to advance the transformation of the MCH Block Grant. Trainings have been identified by MCH Navigator staff and further vetted by a group of MCH experts in the states and in academic settings.

Annotation: This is Webinar #1 in a six-part series entitled “Improving your Injury and Violence Prevention Practice with the Core Competencies”. The series is presented by the Southeastern and Southwestern Injury Prevention Network and the Safe States Alliance. In this webinar series, experienced professionals in the field discuss how they use the Core Competencies for Injury and Violence Prevention (IVP) to develop and advance their own skills, as well as those of staff they manage. The Core Competencies can provide a roadmap for gaining or strengthening the essential knowledge, skills and behaviors needed to grow professionally; develop, implement and evaluate IVP programs and policies; and strengthen the field and practice of IVP. Webinar #1 provides the rational for this series, highlighting the ways the competencies can help participants in their work. Webinars #2-6 address Core Competencies for IVP #1-7, and core competencies #8-9 are addressed throughout each presentation. This webinar series is relevant to those with a variety of experiences and/or years of service, including: – Professionals working in IVP and/or other areas of public health – Individuals anywhere along the spectrum of professional development –those new to public health and/or IVP, and those who have been working for several years and want to further develop their competencies.

Learning Objectives: • Gain an understanding of how the core competencies can help you to develop professionally and improve your IVP work. • Learn about and be able to explain the common competencies used in unintentional and intentional injury prevention. • Understand how the competencies cross-link injury and violence prevention to the broader practice of public health and the delivery of essential public health services in any program area or setting. • Understand the relevance of core competencies within the context of the history of injury and violence prevention through the stories of experienced professionals. • Understand the organization, purpose and key content of each session in this webinar series.

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

Annotation: This introductory video explains the basics of performance measurement; the importance of performance measurement; when to use performance measures; and how to develop good performance measures.

Learning Objectives: • Define performance measurement. • Learn why performance measurement is important. • Understand when to use performance measures. • Discuss steps to developing good performance measures.

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

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.

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