Search Results

Annotation: The webinar highlights a set of recommendations designed to help local health departments (LHDs) build a formal infrastructure for addressing ethical issues. Guest speakers from two LHDs also share examples of ethical challenges they face, and a panel of public health ethics experts provides technical assistance.

Annotation: This webinar examines the definition of public health ethics, explores how ethical issues in public health may differ from other ethical issues by explaining the 12 Ethical Public Health Guidelines, and reviews several current issues in public health ethics, including the flu vaccine, over-the-counter contraception, medical majijuana, and physician-assisted suicide. Handouts of the presentation (41 slides), CE credit information, and an evaluation and post-test are provided.

Learning Objectives: • Describe the difference between professional ethics, research ethics, clinical ethics, and public health ethics. • List at least two current issues in public health ethics. • Evaluate and apply decision-making frameworks to analyze ethical challenges in public health.

Continuing Education: Nursing Contact Hours, CME, and CHES credits are available. Users need to fill out an evaluation and post-test.

Annotation: In today’s quickly changing, dynamic, and sometimes volatile health care environment, negotiation skills are more important than ever before. In this course, participants learn how to negotiate better agreements and resolve conflicts more effectively, while developing better inter-professional relationships in the process. Other specific topics include: selecting the best negotiation style, how to use time techniques effectively, ways to uncover the other party’s hidden agenda, how to neutralize emotionalism, the secret to protecting oneself against poor agreements, how framing and anchoring strategies can help get better outcomes, and when and how to make creative solutions, compromises and concessions. A proven six-step negotiation process is central to this course.

Learning Objectives: • Identify the differences between hard, soft, and principled negotiation styles. • Apply strategies to neutralize emotionalism in themselves as well as the other party. • Define and apply the BATNA concept as a protection against poor agreements. • Apply framing strategies in ways that contribute to distributive or integrative outcomes. • Identify the three components of establishing a bargaining range. • Use the six-step negotiation process to reach better agreements and resolve conflicts more effectively, while improving inter-professional relationships. • Identify several mistakes that people commonly make when negotiating at an uneven table. • Know how to utilize power effectively during a negotiation when holding greater or lesser power than the other party. • Identify ways to use power strategies to create a more symmetrical power relationship at the negotiating table and thus achieve better outcomes.

Special Instructions: Registration is required.

Continuing Education: 4.00 Participation/CE. Tulane Professional and Continuing Education (PaCE) awards 4.00 hour(s) of credit for completing Negotiating Skills for Changing Times

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 registration 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 is required.

Continuing Education: 4.00 Participation/CE. Tulane Professional and Continuing Education (PaCE) awards 4.00 hour(s) of credit for completing Orientation to the Essentials of Public Health - Advanced Level

Annotation: Professionalism is so important that the Association of Schools of Public Health built it into the competency model for aspiring Master of Public Health students and the Public Health Leadership Society Code of Ethics included professional competence as one of its 12 principles. Professionalism is very important for new public health workers and for students working towards their MPH degree. In this training experts from the field were interviewed and a variety of public health professionals discuss realistic situations and scenarios regarding professionalism in the workplace.

Learning Objectives: • Describe the characteristics of professional behavior in the workplace. • Review the Public Health Leadership Society Code of Ethics. • Recognize the definition of professionalism. • Review the Council on Linkages Competencies related to professionalism and ethical practice.

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.

Annotation: This oral history, focused on interview with Dr. Donna Peterson was produced by the Harrel Center at the University of South Florida's College of Public Health and funded by the Association of Teachers of Maternal and Child Health (ATMCH) as part of their Innovative Teaching Award, lays the framework for MCH in this country. A total of 11 videos, each under 5 minutes, outline the following topics: (1) Title V History, (2) The Importance of MCH, (3) Leadership Skills, (4) Models of Title V Service Delivery, (5) Using Data, Life Course, and the Role of MCH, (6) Changes in MCH Departments, (7) What Makes a Well-Run Health Department, (8) Coalitions, (9) Interpersonal Relationships, (10) Advocacy for Child Health, and (11) Lessons Learned. Each video is followed by related learning opportunities from the MCH Navigator course catalog.

Annotation: Dramatic change will occur in public health and health care in the next decade. This course , the second of a 2-part series, provides public health practitioners and other health care providers with the leadership skills necessary to work effectively in the change environment at a community, state or regional level. These leadership skills are essential for designing and advocating for programs and policies necessary to promote health.

Learning Objectives: • Describe and discuss what leaders do. • Understand the need for a clear, exciting vision for an organization. • Identify the characteristics and components of effective visions. • Understand the need for and role of effective missions. • Identify the characteristics and components of effective missions. • Understand the ends-means relationship of mission, vision and goals and how they narrow the scope of the organization. • Show that new goals will have to be adopted for programs when the vision and mission change. • Identify strategies for understanding and supporting a consistent vision. • Understand that creating coalitions is a process of developing common interests and goals. • Identify important stakeholders. • Understand that organization and leadership are essential if coalitions are to be maintained and achieve their purpose.

Special Instructions: Registration is required.

Continuing Education: 1.00 Participation/CE. Tulane Professional and Continuing Education (PaCE) awards 1.00 hour(s) of credit for completing Advanced Leadership and Practice - Part II

Annotation: Dramatic change will occur in public health and health care in the next decade. This course, the first of a 2-part series, provides public health practitioners and other health care providers with the leadership skills necessary to work effectively in the change environment at a community, state or regional level. These leadership skills are essential for designing and advocating for programs and policies necessary to promote health.

Learning Objectives: • Discuss the nature and role of leadership. • Discuss the difference between leadership and management. • Discuss the relationship of leadership and personality. • Discuss the importance of and how leaders use systems thinking. • Learn how to organize and assess qualitative decisions. • Discuss the importance of and how to set direction for an organization. • Discuss the importance of and how to create an organizational culture. • Understand your personal leadership philosophy.

Special Instructions: Registration is required.

Continuing Education: 6.00 Participation/CE. Tulane Professional and Continuing Education (PaCE) awards 6.00 hour(s) of credit for completing Advanced Leadership and Practice