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Displaying records 1 through 10 of 12 found.

Messaging and Advocacy for Public Health Professionals. Year Developed: 2018. Source: Michigan Public Health Training Center. Presenter(s): n.a.. Type: Online Course. Level: Advanced. Length: unstated.

Annotation: Constructing a powerful message is important to convey essential information, especially in the context of environmental health. This session gives public health professionals guidance on how to construct, frame and distribute messages effectively when communicating with decision makers. This session also provides tools to effectively advocate to local, state and federal decision makers for policies and resources that promote and protect environmental and human health.

Learning Objectives: • Construct effective messages designed to incorporate health broadly in all policies (CHES Area of Responsibility 7.1.1). • Identify key audiences for environmental health messaging (7.1.3). • List tools for communicating and advocating to decision makers (7.2.3,7.2.5). • List resources that promote and protect environmental and human health (7.2.3).

Continuing Education: 1.0 Nursing Contact Hours (expires March 31, 2019); 1.0 CHES Category 1 CECH, Certificate of completion; $3 charge for CE credits

Working With Millennials. Year Developed: 2017. Source: Troy University. Presenter(s): Sharleen Smith. Type: Video Slide Module. Level: Introductory. Length: 51 slides.. AMCHP meetings and presentations page

Annotation: This set of PowerPoint slides in pdf format defines and describes characteristics of Generation Y or Millennials, and what they want. It gives tips to working with Millennials and a set of links to references.

Collaborating Across Cultures. Year Developed: 2017. Source: ASA Community of Applied Statisticians. Presenter(s): Charisse Kosova, M.Ad.Ed.. Type: Webinar Archive. Level: Introductory Intermediate Advanced. Length: 62 minutes.

Annotation: Collaborating across cultures can add an interesting global perspective to the work we do, but intercultural communication also comes with unique challenges. This session explored some of the research-based dimensions of culture that lead to differences in work style preferences and communication styles across cultures. By analyzing mini case studies in which culture interfered with collaboration, this session also offered simple tips and recommended adaptations that can lead to more rewarding and productive collaboration across cultures. A video and presentation slides are available.

The Tool for Sharing Best Practices. Year Developed: 2016. Source: National Collaborating Centre for Methods and Tools. Presenter(s): Lisa Mwaikambo, MPH. Type: Webinar Archive. Level: Introductory. Length: 58 minutes. presentation slides

Annotation: The Tool for Sharing Best Practices helps public health professionals by outlining five practical steps to share best practices throughout their organizations. Sharing best practices can help your organization learn from successes, replicate successful programs, and improve outcomes.

Social Marketing and Public Health: Effective Campaigns and How They Work. Year Developed: 2009. Source: MidAtlantic Public Health Training Center. Presenter(s): W. Douglas Evans, PhD, MA; Terry Long. Type: Video Course. Level: Introductory. Length: 60 minutes.

Annotation: This video provides an overview of social marketing and recent effective public health campaigns. The first presenter, Dr. Evans, discusses social marketing in a broad sense and how it differs from health communications and social media as well as the evidence for effectiveness. The four main theoretical foundations are discussed, followed by various social marketing strategies/tactics commonly used. Dr. Evans discusses major social marketing campaigns recently targeted to adolescents, such as the truth campaign, an anti-tobacco campaign. Additional campaign and initiative examples presented include VERB, mHealth, and text4baby. The second presenter, Terry Long, focuses on the Heart Truth, a successful social marketing campaign initiated by the National Heart, Lung and Blood Institute (NHLBI, presenting its inception, how it was developed, the implementation strategy, and why it works. She begins with an overview about heart disease and women and the impact of awareness, followed by highlights of the campaign such as the branding power, corporate partnerships, and community action. Finally, the impact of the campaign is discussed. A question and answer session follows the two presentations.

Learning Objectives: • Understand what is social marketing. • Learn social marketing theories and strategies. • Describe principals and evidence of effectiveness.

Special Instructions: To access the presentation, scroll down the page to the embedded video screen and click the “play” button.

State Title V Needs Assessment Practice . Year Developed: 2008. Source: 14th Annual Maternal and Child Health Epidemiology Conference. Presenter(s): Donna Petersen, ScD; Dr. William Sappenfield; Donna Petersen; Dr. Michael Kogan. Type: Conference Archive. Level: Advanced. Length: Series; various lengths.

Annotation: “State Title V Needs Assessment Practice” was presented as a two-day workshop at the 14th Annual Maternal and Child Health Epidemiology Conference in 2008. In order to allow users to view the presentations as they relate to specific topics and skills, key segments are described individually below. Special guidance for locating the applicable materials in the videos and slides is provided as the video links appear for different days, and the videos overlap speakers. Presentation One: Donna Petersen, ScD gives a brief history of Title V Block Grants including the current state of the program and explores the special relevance of needs assessment in MCH. Her presentation covers the role of and sources for data, the role of values, stakeholder involvement and the intersections between needs assessment, planning, resource allocation, performance measurement and evaluation. Length: 77 minutes Presentation Two: Dr. William Sappenfield describes the components and types of needs assessments and shares lessons he learned from his experiences in South Carolina. Specific strategies and tools are illustrated. A series of case study exercises are presented to guide the audience in their thinking about how to approach health problems in their states and communities. Length: 1 hour and 35 minutes Presentation Three: Donna Petersen presents on determining and implementing actions to address needs assessment findings. She explores the opportunities and challenges associated with organizational and programmatic change. Length: 30 minutes Presentation Four: Dr. Michael Kogan demonstrates how to use the information collected from the National Survey of Children’s Health and National Survey of Children with Special Health Care Needs, on the Data Resource Center website. Length: 20 minutes

Special Instructions: Scroll to desired presentation. Click on "Video" to view presentation. Click on "Slides" to view PowerPoint. To view Day 2 of conference Click Here. Point.http://webcast.hrsa.gov/conferences/mchb/mchepi2008/Training_2.htm

Orientation to the Essentials of Public Health (Advanced Level). Year Developed: 2006. Source: South Central Public Health Partnership. Presenter(s): Carolyn C. Johnson, PhD, NCC, LPC; Thomas Farley, MD MPH; Joan Wightkin, Richard Culbertson. Type: Video Course. Level: Advanced. Length: 240 minutes. Troubleshooting Tips for South Central Public Health Partnership Courses

Annotation: This four-module course describes the basics and some advanced components of public health. Module 1 considers the philosophical and historic foundation of public health with additional focus on the concept, determinants and measurement of health. After defining public health and its unique features, this module also discusses the history of the development of the core functions and essential services of public health. Module 2 covers public health at the federal, state, and local levels, with particular emphasis on the application of essential services and connections between levels. Module 3 discusses the concept of assessment in more detail, describing common elements, methods, and data sources. Module 4 describes the ethical foundations of public health, with an introduction to schools of ethical thought, fundamental principles and future ethical challenges. Note: A multi-step registeration process is required to access the module.

Learning Objectives: Module 1: Philosophical and Historical Perspectives of Public Health Module 1, Part 1 • Recognize the difficulty in defining health. • Explain the various definitions of health. • Develop your own definition of health based on your own work priorities. Module 1, Part 2 • Describe population-based measurements of health. • Recognize tools for health promotion and behavior change are available. • Discuss future goals for the nation. Module 1, Part 3 • Identify the domains of health determinants. • List and critically evaluate examples of health determinants in each domain. Module 1, Part 4 • Explain public health. • Argue the pros and cons of public health as a profession. • Describe components and images of public health. Module 1, Part 5 • Discuss the evolution of public health. • Describe the actions of historical heroes in public health. • Discuss public health’s achievements during the 20th century. Module 1, Part 6 • Identify the three core functions for public health work. • Translate the core functions into public health practice. • Apply the core functions of public health to your own work. Module 1, Part 7 • Discuss the unique features (core values) of public health. • Critically evaluate the interaction of these unique features. Module 1, Part 8 • Identify public health’s 10 essential services. • Discuss the practical implications of the essential services. • Compare your own work with the essential services that form the framework of public health. Module 2: The Structure of Public Health • Differentiate and compare local, state and federal public health roles and responsibilities. • Identify funding sources and how they are appropriated via the three levels. Module 3: Assessment as a Core Function Module 3, Part 1 • Explain how assessment fits in as a public health core function. • Describe ways to measure health status and disease rates in population. • Name the importance for monitoring trends in diseases. • Identify ways to find subpopulations at elevated risk. • Determine modifiable antecedents to disease. Module 3, Part 2 • List methods of assessment in assessing the health of a population. • Name forms of surveillance data collection. • Explain how to analyze, interpret and disseminate surveillance data. • Explain how vital statistics are used in assessment and the purpose of using special studies. • List questions and measures that are useful when evaluating public health programs. • Name both federal and state sources of data for overall health assessment. Module 4: The Culture of Public Health • Compare and contrast the ethical bases of public health and medical care. • Explain similarities and differences between law and ethics. • Define the philosophical and religious bases of ethics. • Explain the ethical foundations of public health and their impact on target constituencies.

Special Instructions: Registration to the South Central Public Health Partnership is required. For new users it will take one weekday to receive an access email. If you are registered in TRAIN, you should login using that username and password. Click on “Course Offerings” and search for “Orientation to Essentials of Public Health, Advanced Level.”

Continuing Education: A completion certificate will be awarded if you receive 70% or higher on the course quiz.

Improving Your Communication Skills. Year Developed: 2004. Source: South Central Public Health Partnership. Presenter(s): Dr. Timothy Keogh. Type: Video Course. Level: Advanced Intermediate Introductory. Length: 120 minutes. Troubleshooting Tips for South Central Public Health Partnership Courses

Annotation: In this two hour module, Dr. Timothy Keogh introduces different types of communication styles and components and describes how recognition of these differences can improve public health services. In part one, he describes the four components of the Johari window (arena, facade, blind spot, and the unknown) and how this group dynamics tool relates to self perception and public image. He also demonstrates how individuals have their own unique Johari windows that show the amount of information they share or recognize about themselves. In part two, Dr. Keogh details four communication styles (practice, social, analytical, and conceptual) and presents tips for how to “style flex” and improve communication. After watching a short video of a work interaction, learners are encouraged to complete short, open-ended workbook questions that are answered in a video debrief. A post-quiz is used to reinforce learning.

Learning Objectives: • Classify the impact of verbal and non-verbal communication. • Identify behavioral and communication styles. • Examine how we are seen by others. • Explain how different communication styles clash. • Describe how to adjust to the different communication styles. • Weigh the perspectives of others.

Special Instructions: Registration to the South Central Public Health Partnership is required. For new users it will take one weekday to receive an access email. If you are registered in TRAIN, login using that username and password. Click on “Course Offerings” and search for “Improving Your Communication Skills.”

Introduction to Outbreak Investigation. Year Developed: n.a.. Source: Northwest Center for Public Health Practice. Presenter(s): Jeff Duchin, MD. Type: Narrated Slide Presentation. Level: Introductory. Length: 60 minutes.

Annotation: This module provides a brief overview of outbreak investigation. After defining common terms, the module walks through common steps in outbreak investigations: verify accuracy of disease reports, determine existence of outbreak, establish a case definition, identify additional cases, conduct descriptive epidemiology, generate/test hypotheses, monitor the course of the outbreak, conduct environmental and lab investigation, implement disease control measures, and communicate findings. For each step, the course describes relevant methods and considerations. The module concluded with information about types of outbreak investigators, methods of detecting outbreaks, and provides tips for running a successful outbreak investigation. Examples, sort exercises, and a final assessment are used to reinforce learning.

Learning Objectives: • Recognize indicators of a potential disease outbreak. • Describe the steps in conducting an outbreak investigation. • Identify key communication considerations during outbreak investigations. • Understand public health actions that may result from outbreak investigations.

Special Instructions: Registration is required. Look to the right of the screen and click on "Register in PHLearnLink".

Continuing Education: Continuing Nursing Education (CNE) credits are available. Participants who successfully complete the course are eligible to receive a certificate for 1.0 contact hours for a processing fee of $35.

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.

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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.