Search Results

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 short presentation discusses the information needs of MCH professionals and identifies distinct online resources to address those needs, from pop and professional sources such as Google, PubMed, and Wikipedia to grant-supported resources that address MCHB topical programs and initiatives. Topics include data warehouses, research centers, epidemiology sites, professional and membership organizations

Learning Objectives: • Identify information needs of professionals • Explain the differences between types of online resources • Differentiate between trusted and questionable online resources • Understand where to go to find additional resources

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 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

Annotation: What is public health informatics (PHI)? Simply put, PHI is a sub-field of public health. Program faculty will journey through the evolution of public health informatics and describe how key events over the past decade have contributed to development and utilization of many computerized systems that support public health practice. Special focus will be given to major PHI applications including syndromic surveillance. Emerging (e.g., geographic information systems, text-messaging) and future (e.g., social networking, public health information exchange) PHI applications will also be discussed.

Learning Objectives: • Discuss how the sub-discipline of public health informatics has evolved over time. • Describe how health information technology (HIT) can be used to enhance public health practice. • List potential ethical, social, and political issues associated with the development of HIT applications for public health purposes.

Special Instructions: Registration is required.

Continuing Education: 2.00 Participation/CE. Tulane Professional and Continuing Education (PaCE) awards 2.00 hour(s) of credit for completing The History of Public Health Informatics: Where Do We Go from Here?

Annotation: This module explores the role of formative evaluation in the implementation and evaluation of a MCH program. It emphasizes the importance of needs assessments to inform program planning, to create realistic goals, objectives, and activities, and to inform program evaluation. The module stresses the importance of formulating appropriate goals and objectives and introduces the concept of the logic model and explains how to develop a logic model to articulate the various components of a program.

Learning Objectives: • Identify the role of formative evaluation when implementing and evaluating a Maternal and Child Health (MCH) program. • Formulate goals and objectives. • Describe the logic model and its use in monitoring and evaluation. • Apply new knowledge by developing a logic model for the Child Wellness Program.

Continuing Education: 2.00 Participation/CE. Tulane Professional and Continuing Education (PaCE) awards 2.00 hour(s) of credit for completing Introduction to Program Monitoring and Evaluation in Maternal and Child Health: Session Two - Program Description and Logic Model