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Innovations in Patient Engagement to Improve Patient Safety in Primary Care. Year Developed: 2018. Source: Clinical Directors Network. Presenter(s): Kelly M. Smith, PhD; Kelley M. Baker, MA. Type: Webinar. Level: Introductory. Length: Series; various lengths.

Annotation: This series of webinars includes the following: Be Prepared to Be Engaged (June 6, 2018) Create a Safe Medicine List Together (June 21, 2018) Teach-Back (August 1, 2018) Warm Handoff Plus (August 9, 2018)0

Learning Objectives: • Review the key threats to patient safety in primary care settings and interventions to engage patients and families to improve safety. • Describe the role and value of each innovation in improving patient safety. • Identify strategies for implementing each innovation in primary care settings.

Special Instructions: Must enter email address to view webinar.

Communicating with Participants. Year Developed: 2016. Source: U.S. Department of Agriculture, Food and Nutrition Service, WIC. Presenter(s): n.a.. Type: Online Course. Level: Introductory Intermediate. Length: 60 minutes.

Annotation: This Web-based course provides continuing education and resources that can be accessed by any WIC staff member. This self-paced, repeatable, and cost-effective course has been designed to assist in all areas of providing WIC nutrition services. There are 3 modules that make up the content for this course: Providing Quality Customer Service, Communicating with Limited Literacy Audiences and Working in a Multicultural Environment.

Learning Objectives: • Recognize the importance of using good communication skills with WIC customers. • Identify examples of quality customer service within a WIC clinic. • Identify examples of key strategies for communicating with limited literacy audiences. • Identify methods for providing nutrition education within a multicultural environment.

Special Instructions: Some users are experiencing trouble accessing these modules with updated Java. You may need to lower your Java security level to the lowest setting. We will post a message here when the modules will no longer require lower Java security. New users will receive password by email within 1-2 business days of registration.

Continuing Education: WIC Certificate [8/1/14-]

Health Literacy for Public Health Professionals. Year Developed: 2014. Source: Centers for Disease Control and Prevention. Presenter(s): Cynthia Baur, PhD, Julie Gazmararian, PhD, MPH. Type: Online Course. Level: Intermediate Advanced. Length: Self-paced.

Annotation: The purpose of this public health literacy web-based training program is to educate public health professionals about public health literacy and their role in providing health information and services and promoting public health literacy. This web-based course uses a 508-compliant template, knowledge checks, evaluation, CE and other credits, include glossary and resources tabs, scenario-based interactions and video clips.

Learning Objectives: • Define and describe public health literacy. • List factors that influence public health literacy. • Identify who is affected by public health literacy. • Recognize the consequences of limited public health literacy. • Determine who are the stakeholders in public health literacy. • Recognize the role of public health literacy in meeting core public health services. • Apply lessons learned to improve public health literacy.

Continuing Education: CME, CNE, CEU, CECH, and ACPE offered

Health Literacy. Year Developed: 2014. Source: Centers for Disease Control and Prevention. Presenter(s): Rima Rudd. Type: Video Webinar. Level: Introductory. Length: 60 minutes.

Annotation: Dr. Rima Rudd, health literacy expert, Harvard T.H. Chan School of Public Health, explains health literacy.

Health Impact Reviews: A Step Toward Health Equity in All Policies. Year Developed: 2014. Source: Northwest Center for Public Health Practice. Presenter(s): Christy Hoff, MPH; Sierra Rotakhina, MPH. Type: Webcast. Level: Introductory. Length: 60 minutes.

Annotation: Representatives from the Washington State Board of Health and Governor's Interagency Council on Health Disparities discuss how they use Health Impact Reviews (HIR) to analyze how proposed legislation or budgetary changes could impact community health. The presentation provides an overview of the HIR framework and methods, a discussion of who can request an HIR, and case examples about bullying and mental health awareness bills. Presenters also discuss their outreach efforts to state legislators and their staff to increase demand for their services.

Learning Objectives: • Describe the health impact review framework and methods. • Outline the types of legislative proposals that make good candidates for a health impact review. • Describe how public health practitioners in every arena can contribute to and benefit from this work.

Implications of Health Literacy for Public Health - Andrew Pleasant Presentation. Year Developed: 2013. Source: Institute of Medicine. Presenter(s): Andrew Pleasant. Type: Video Lecture. Level: Intermediate. Length: 15 minutes.

Annotation: Andrew Pleasant's presentation of the commissioned paper Health Literacy Around the World: Part 2, Health Literacy Efforts Within the United States and a Global Overview at the November 21, 2013 Institute of Medicine Roundtable on Health Literacy workshop Implications of Health Literacy for Public Health in Irvine, California.

Infusing Cultural and Linguistic Competence into Health Promotion Training. Year Developed: 2004. Source: Georgetown University, National Center for Cultural Competence. Presenter(s): Suzanne Bronheim, PhD; Tawara Goode. Type: Video. Level: Introductory. Length: 90 minutes (this learning opportunity is broken down into multiple sections so the user can learn at their own speed).

Annotation: This learning series discusses integrating cultural and linguistic competence into a health program framework. Six chapters address the rationale and framework for cultural competence, and its application to training personnel as well as in health agencies. The last chapter talks with people who have experienced cultural competence issues as well as MCH professionals’ work in the field around the topic. These discussions are framed around the topic of Sudden Infant Death Syndrome.

Learning Objectives: • Learn the rationale for cultural competence in primary care. • Describe a framework for cultural and linguistic competence. • Learn how to infuse cultural and linguistic competence into health promotion training.

Special Instructions: Click on the link chapter link to view videos.

Health Literacy and Public Health: Introduction. Year Developed: n.a.. Source: New York City, Long Island, Lower Tri-County Public Health Training Center. Presenter(s): n.a.. Type: Online Course. Level: Introductory. Length: Self-paced. Part 2

Annotation: This self-paced online course introduces the concept of health literacy, provides strategies for considering literacy when creating public health messages for the general public and provides strategies for considering literacy in direct public health services to the public. The second part of this online course introduces the concept of health literacy, provides strategies for considering literacy when creating public health messages for the general public, and provides strategies for considering literacy in direct public health services to the public.

Learning Objectives: • Define fundamental literacy. • Define health literacy. • Describe how health literacy relates to public health. • List the four domains of health literacy. • Give an example of each of the four domains of health literacy. • List some coping strategies people use to compensate for their low literacy skills. • List some groups that are more likely to be less literate. • List some reasons why people may have low literacy. • List the consequences of low health literacy for individuals. • Describe why people, regardless of literacy skills, may fail to understand health information. • Give examples of how low literacy affects the essential services of public health. • List seven barriers to good communication in public health. • Provide an example for each barrier. • List seven techniques to improve health communication. • Define plain language. • Describe three communication strategies you can apply in your daily work.

Continuing Education: 1.5 CHES; 1.5 CME; 1.5 CNE Contact Hours

Finding and Evaluating Health Information on the Internet. Year Developed: n.a.. Source: Upper Midwest Public Health Training Center. Presenter(s): Christopher Childs, MS. Type: Online Course. Level: Introductory. Length: 60 minutes.

Annotation: The University of Iowa College of Public Health Upper Midwest Public Health Training Center, in cooperation with the Iowa Counties Public Health Association (ICPHA), has developed a practiced-based education course targeted toward new public health administrators and nursing administrators. The course is part of the UMPHTC’s continuing effort to provide training to strengthen the skills and knowledge of the current public health workforce. Topics discussed include how to enhance searching, and utilize databases for finding health information.

Learning Objectives: • Evaluate health information on the Internet using standard criteria. • Explain how to enhance searching in electronic resources. • Locate public health information resources on the Internet. • Identify regional and national public health training opportunities.

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

Culture and Health Literacy: Case Studies in Culture and Health Literacy. Year Developed: n.a.. Source: University of Minnesota School of Public Health. Presenter(s): n.a.. Type: Webcast. Level: Intermediate Advanced. Length: 60 minutes.

Annotation: This online training discusses how inequalities in health information contribute to unequal treatment and health outcomes for some populations (health disparities) and what communities can do to close the gap and improve health literacy. Three local efforts to address the health literacy gap in Minnesota are discussed. These include: the ECHO Project (Emergency Preparedness with Cultural Communities), PhotoVoice, and the Urban Health Agenda Community Advisory Committee (UHACAC). These projects represent cutting-edge work related to health literacy targeting cultural groups.

Learning Objectives: • Identify innovative strategies that can improve health literacy among cultural groups. • Discuss successes and challenges in designing and implementing strategies to close the health information gap among cultural groups. • Describe what other communities are doing to close the health information gap among cultural groups. • List what steps can be taken to stimulate further discussion on this topic.

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

Continuing Education: 0.1 CEU/CE

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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.