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Displaying records 1 through 8 of 8 found.

Public Health Systems Modernization: State Approaches to Connecting Siloed Public Health Data. Year Developed: 2022. Source: Altarum. Presenter(s): Jim Kamp, Aasa Schmit, Jeff Duncan, Jon Reid, Rachelle Bouton. Type: Video. Level: Intermediate. Length: 60 minutes.

Annotation: This video provides an engaging discussion with four public health leaders from Utah, Minnesota, and Michigan who shared their approaches to tackling the issue of data silos—what has worked, what challenges remain, and what plans are in place to securely connect data across the public health spectrum.

Learning Objectives: • Learn common data models from public health systems. • Discuss communities of practice that convene public and private stakeholders across jurisdictions to improve sharing of systems and data. • Examine approaches other jurisdictions are taking to remove program silos for more effective data sharing across public health program areas.

Project READY: Reimagining Equity & Access for Diverse Youth. Year Developed: 2019. Source: The University of North Carolina at Chapel Hill's School of Information and Library Science. Presenter(s): n.a.. Type: Professional Development Curriculum. Level: Intermediate. Length: Self-paced.

Annotation: Research shows that youth services library staff in both public and school libraries recognize the need for professional and personal knowledge related to race and racism and anti-racist work (Hughes-Hassell & Stivers, 2015); however, there are currently few comprehensive resources that specifically address the needs of library professionals. The Project READY curriculum addresses this gap in existing professional development opportunities for youth services library staff.

Learning Objectives: • Introduce youth services library staff to research in areas such as race and racism, critical theory, and culturally responsive or sustaining pedagogy. • Establish a shared understanding of foundational concepts and issues related to race, racism, and racial equity. • Encourage self-reflection related to race and racial identity for both white and BIPOC (Black, Indigenous, and People of Color) library staff in public and school libraries. • Amplify the work of practitioners and scholars who are providing inclusive and culturally responsive services for youth of color and Indigenous youth. • Provide concrete strategies for creating and/or improving library programs and services for Black youth, Indigenous youth, and children and teens of color.

The Emerging Theoretical Framework of Life Course Health Development. Year Developed: 2018. Source: UCLA Center for Healthier Children, Families & Communities, Maternal and Child Health Life Course Research Network (LCRN). Presenter(s): Neal Halfon, MD, MPH; Christopher Forrest, MD, PhD. Type: Webinar. Level: Introductory. Length: 15 minutes.

Annotation: In this webinar, Drs. Halfon and Forrest present the 7 principles that comprise their life course health development framework, including the empirical evidence that underlies each principle and the implications for future research. By shining a light on how early experience conditions future biological responses and influences health development pathways, the presenters hope to encourage theory building and testing, inspire innovative transdisciplinary research, and lead to future discussions that can help to mature the framework into a scientific model with descriptive, explanatory, and predictive utility.

Learning Objectives: • Introduce the Handbook of Life Course Health Development • Describe the emergence and maturation the Life Course Health Development (LCHD) Framework • Develop an understanding of each of the seven LCHD principles

Dissemination and Implementation Science: What is it and Why is it Critical to Translational Science? . Year Developed: 2018. Source: Clinical Directors Network. Presenter(s): Enola Proctor, PhD, MSW; Stephen Bartels, MD, MS; Laura-Mae Baldwin, MD, MPH. Type: Webinar. Level: Intermediate Advanced. Length: 56 minutes.

Annotation: This webinar presents the 'why' and 'what' of dissemination and implementation science. Speakers also address reversing health disparities in complex health conditions through implementation science.

Learning Objectives: • Know what dissemination, implementation, implementation science, and dissemination science are. • Understand the features of Dissemination and Implementation (D&I) research studies, and what makes D&I research studies different from usual clinical trials . • Be able to identify funding sources for D&I research.

Special Instructions: Must enter email address to view webinar.

Where To Find MCH Resources: An Introduction. Year Developed: 2017. Source: National Center for Education in Maternal and Child Health. Presenter(s): Keisha Watson and John Richards. Type: Narrated Slide Presentation. Level: Introductory. Length: 18 minutes.

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

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

Orientation to the Essentials of Public Health (Intermediate Level). Year Developed: 2006. Source: South Central Public Health Partnership. Presenter(s): Patrick Flaherty, MPP. Type: Video Course. Level: Intermediate. Length: 240 minutes.

Annotation: This six-module course covers the basics of public health and includes pdf group activity exercises. Module 1 covers the history of public health in the United States and the current state of public health values, ethics and law. Module 2 discusses the concept, determinants and measurement of health status, with particular focus on the Healthy People objectives. Module 3 covers the three core functions and ten essential services of public health, also introducing the National Public Health Performance Standards Program (NPHPSP). Module 4 compares public health functions at the local, state, and federal level, and discusses the role of collaborations/partnerships and community planning (specifically the Mobilizing for Action through Planning and Partnerships (MAPP) model). Module 5 summarizes the core competencies of public health and describes the current public health workforce. Module 6 looks towards the future, discussing some future challenges and strategies for improving public health. Through the lecture, the presenters introduce activities and worksheets to assist the participant in learning important concepts and synthesize the new information.

Learning Objectives: Module 1: History, values, ethics and legal basis of public health • Describe early movements that influenced public health and the key individuals. • Describe the different eras of public health from 1800-2000. • Describe successes/achievements in public health history. • Identify the ethics and values that make public health a unique profession. • Describe the legal basis for public health in America. Module 2: How to define and how to measure health • Identify different definitions of health - including physical, mental, and social well-being. • Describe factors that influence health. • List the ten leading causes of death and the actual causes of death. • Describe health measurement activities such as Healthy People 2010. Module 3: Framework of public health and how it has evolved over time • Describe the difference between population-based public health and personal health services. • Identify the three core functions and ten essential services in public health, and explain their historical development. • Identify strategies to incorporate additional essential services into the participant's program area. • Describe the National Public Health Performance Standards Program and its impact on public health practice. Module 4: Basic steps of community health improvement processes • Describe how the local, state, and federal levels of government impact health. • Describe the importance of collaborations and coalitions, and the basic steps in coalition development. • Describe the community planning model in public health - Mobilizing Action through Planning and Partnerships. Module 5: The competencies needed by public health professionals to support systems that perform the essential services • Identify the eight competency domains for public health workers. • Understand the relationship between core competencies for public health workers and the essential services. • Identify strategies to strengthen individual competencies. Module 6: Future challenges in public health, identify trends, and see yourself as an agent of change • Identify key questions professionals ask in creating a new future. • Identify major challenges facing the public health system in their communities. • Identify new or changed roles for their programs and for themselves based on this course.

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, Intermediate Level.”

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

Study Types in Epidemiology. Year Developed: n.a.. Source: Northwest Center for Public Health Practice. Presenter(s): John Kobayashi, MD, MPH. Type: Narrated Slide Presentation. Level: Introductory. Length: 45 minutes.

Annotation: This module introduces learners to epidemiologic designs and their uses. First, the course describes the goals of epidemiology studies, and then defines the information needed to answer the “five W’s” (what, who, where, when and why). Next, the module describes the differences between descriptive and analytic studies, and gives examples of study designs within each category, using the recent SARS outbreak to illustrate concepts. Learning is reinforced with short exercises and a final assessment.

Learning Objectives: • List the differences between descriptive and analytic epidemiology • Describe the main types of epidemiologic studies and their uses • Identify and provide examples of person, place, and time in descriptive studies • Describe the main differences among case-control, cohort studies, and environmental studies

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.

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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 $225,000/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.