PACE: Progressive Achilles loading via Clinician E-support
Welcome to our Achilles Tendinopathy Educational Series! This program consists of 6 modules designed to provide insights into Achilles tendinopathy, focusing on its diagnosis, treatment, and management. In addition, Module 7 provides exercise progression tools that you can use to guide increasing your activity level. Whether you’ve had Achilles tendon pain for 1 month or several years, these modules will guide you through key aspects of this condition.
Overview of each Module
- Understanding Achilles Tendinopathy
- What You'll Learn: What causes it, symptoms, how doctors diagnose it, and how exercise can help.
- Time Needed: About 15 minutes (20 slides).
- Tendon Loading and Capacity
- What You'll Learn: Different ways to safely put weight on your tendon, how to make it stronger over time, and why ignoring tendinopathy can make things worse.
- Time Needed: About 17 minutes (21 slides).
- Tendon Swelling and Imaging
- What You'll Learn: Why tendons swell, what bone spurs are, what Haglund’s deformity is, and when imaging (like MRIs) can help.
- Time Needed: About 12 minutes (16 slides).
- Pain Management and Recovery
- What You'll Learn: Why pain happens, how it affects your mind, and how to use pain as a guide for recovery.
- Time Needed: About 15 minutes (18 slides).
- Physical Activity and Recovery
- What You'll Learn: Why movement is important, which exercises are best, and how to stay active even with pain.
- Time Needed: About 20 minutes (23 slides).
- Recovery and Treatment Options
- What You'll Learn: How long recovery takes, signs that you're getting better, other treatments to try, and when surgery might be needed.
- Time Needed: About 13 minutes (17 slides).
- Exercise Progression Tools
- What You'll Learn: How to do exercises properly, tips to improve performance, and how to adjust activity levels based on your pain and progress.
- Time Needed: Flexible.
Each module includes videos, practical tips, and summaries to enhance your learning experience. Let’s get started!
Motivational Interviewing: Supporting Patients in Health Behavior Change
This course is designed to equip healthcare providers and ancillary staff with the knowledge and tools to optimize patient behavior change to ultimately improve health outcomes. The following are the topics that will be covered in this course:
- Components of Motivational Interviewing (MI)
- Benefits of Using Motivational Interviewing
- Traditional Expert-Centered Model vs. MI Patient-Centered Model
- Principles of MI
- Readiness to Elicit Change Talk
Script and narration for the presentation is prepared by Dr. Rebecca Lang. There is a posttest at the end of the course.
A Certificate of Completion is awarded on successful completion of this course.
Intended Audience
Any healthcare provider or ancillary staff that has direct patient care, especially those in family and pediatric medicine.
Learning Objectives:
Upon completion of this part, you will be able to:
- Identify two components of motivational interviewing (MI)
- Identify administrative benefits to using MI in a clinic setting
- Describe the difference between the traditional expert-centered medical model and the MI patient-centered model.
- Discuss how the spirit of motivation interviewing supports patient-centered care
- Discuss four principles of motivational interviewing
- Describe how open ended questions, reflective listening, and eliciting change talk can help empower behavior change.
- Apply the readiness scale in office visit to elicit change talk
- Identify key signals when they are connecting with patients
- Discuss the steps of the “less than 3 minutes” brief focused advice
Pre-requisites/Learning Level
No pre-requisites
Competencies addressed
Council of Linkages Core Competencies identified:
Communication Skills, Analytical Skills, Policy Development/Program Planning Skills, Leadership, and Systems Thinking skills
Cost
Free
CEUs
This course no longer provides continuing education by the Iowa Board of Nursing and the Commission on Dietetic Registration
Modality/format
Online Self-Pace
Length
1 hour
Presenter(s) and/or Content Experts
Dr. Rebecca Lang EdD, RDH, CHES
Technical Requirements:
- Adobe Acrobat Reader
- Flash Player
- Speakers
Registration requirements
Register a free account
Creation and/or update
November 12, 2012
The information on this page was updated on August 29, 2018
Motivational Interviewing: Supporting Patients in Health Behavior Change
This course is designed to equip healthcare providers and ancillary staff with the knowledge and tools to optimize patient behavior change to ultimately improve health outcomes. The following are the topics that will be covered in this course:
- Components of Motivational Interviewing (MI)
- Benefits of Using Motivational Interviewing
- Traditional Expert-Centered Model vs. MI Patient-Centered Model
- Principles of MI
- Readiness to Elicit Change Talk
Script and narration for the presentation is prepared by Dr. Rebecca Lang. There is a posttest at the end of the course.
A Certificate of Completion is awarded on successful completion of this course.
Intended Audience
Any healthcare provider or ancillary staff that has direct patient care, especially those in family and pediatric medicine.
Learning Objectives:
Upon completion of this part, you will be able to:
- Identify two components of motivational interviewing (MI)
- Identify administrative benefits to using MI in a clinic setting
- Describe the difference between the traditional expert-centered medical model and the MI patient-centered model.
- Discuss how the spirit of motivation interviewing supports patient-centered care
- Discuss four principles of motivational interviewing
- Describe how open ended questions, reflective listening, and eliciting change talk can help empower behavior change.
- Apply the readiness scale in office visit to elicit change talk
- Identify key signals when they are connecting with patients
- Discuss the steps of the “less than 3 minutes” brief focused advice
Pre-requisites/Learning Level
No pre-requisites
Competencies addressed
Council of Linkages Core Competencies identified:
Communication Skills, Analytical Skills, Policy Development/Program Planning Skills, Leadership, and Systems Thinking skills
Cost
Free
CEUs
This course no longer provides continuing education by the Iowa Board of Nursing and the Commission on Dietetic Registration
Modality/format
Online Self-Pace
Length
1 hour
Presenter(s) and/or Content Experts
Dr. Rebecca Lang EdD, RDH, CHES
Technical Requirements:
- Adobe Acrobat Reader
- Flash Player
- Speakers
Registration requirements
Register a free account
Creation and/or update
November 12, 2012
The information on this page was updated on August 29, 2018
Molly Kellogg Podcasts
Motivational interviewing forms the foundation of this practical program. The focus here is on the basic counseling skills that are essential for Value Enhanced Nutrition Assessment (VENA).
The program can be used by a group of staff together or by individual counselors in their own time. It is all on-line and available immediately upon purchase. It is most appropriate for nutrition counselors, though clerical staff will benefit as well. This program works best when supervisors follow along. Consider using these units to augment your training or as part of on-going in-service sessions.
The Program includes: Eleven units, each with an audio podcast, notes and a practical article (pdf). Suggested topics are provided for group discussion.
- Introduction: Engaging the Client
- The Basics: OARS Open-ended questioning Affirming Reflecting Summarizing
- Resistance: Behavior change and resistance to change
- Attending to the client: What is important to the client? Working with confidence to change Listening for change talk
- When it’s time to provide advice: Providing advice effectively
- Pulling it all together: How this fits into a WIC contact
Intended Audience:
WIC Staff and Counselors
Learning Objectives:
Learn the basic skills that are the foundation of quality nutrition counseling
Pre-requisites/Learning Level:
None
Competencies addressed:
CEUs Offered:
N/A
Cost:
Free
Modality/format:
Online Self-Pace
Length:
2.5 hours
Presenter(s) and/or Content Experts:
Molly Kellogg RD, LCSW
Technical requirements:
- Adobe Acrobat Reader
- Speakers or Headphones
Registration requirements:
None
Creation and/or update: August 1, 2015
Body Mass Index Assessment: Children and Youth with Special Health Care Needs
There are four sections in this course:
- Section 1: Overview of BMI Assessment: Children and Youth with Special Health Care Needs
- Section 2: Weighing the Child with Special Health Care Needs
- Section 3: Measuring Height in the Child with Special Health Care Needs
- Section 4: Managing Behavior while Measuring BMI in the Child with Special Health Care Needs
There is a post-test at the end of the course. You have to score 80% or higher on the post-test to receive a certificate of completion.
A Certificate of Completion is awarded on successful completion of this course.
Intended Audience
school nurses, dietitians, primary physicians, medical residents, pediatricians, and nurses in clinical setting, and anyone who may need a skill to measure body mass index in children and youth with the special health care needs.
Learning Objectives:
Upon completion of this part, you will be able to:
Section 1 Learning Objectives
- Recognizethe implications of facts about overweight or underweight children
- Describehow Body Mass Index (BMI) is used in weight assessment
- Calculatea Body Mass Index (BMI) score
- Interpreta child’s Body Mass Index (BMI) percentile
- Recognizethe importance of assessing BMI in CYSHCN
- Explainthe challenges experienced while measuring BMI in this population
Section 2 Learning Objectives
- Propertyimplement the standard procedure for weighting a child
- Propertyimplement two alternative procedures for weighing a child who uses a wheelchair
- Identifythe nuances that may arise when interpreting weight values in CYSHCN
Section 3 Learning Objectives
- Properlyimplement the standard procedure for measuring height of a child
- Identifycertain instances in which specialized methods of obtaining height of a child are required
- Properlyimplement two alternative procedures for measuring height of a child who is wheelchair-bound
Section 4 Learning Objectives
- Anticipatethe behavioral issues that may exist while measuring BMI
- Implementeffective strategies for addressing behavioral issues while measuring BMI
- Makeproper use of picture supports while taking height and weight
- Makeproper use of the Peer Modeling video for height and weight
Pre-requisites/Learning Level
No pre-requisites
Competencies addressed
Core Competencies for Public Health Professionals identified
Domain 1: Analytic/Assessment Skills
- 1A1. Describes factors affecting the health of a community (e.g., equity, income, education, environment)
- 1A10. Uses quantitative and qualitative data
- 1A12. Contributes to assessments of community health status and factors influencing health in a community (e.g., quality, availability, accessibility, and use of health services; access of affordable housing)
Domain 4: Cultural Competency Skills
- 4A3. Describes the ways diversity may influence policies, programs, services, and the health of a community
CEUs Offered
None
Cost
Free
Modality/format
Online Self-Pace
Length
2 hour
Presenter(s) and/or Content Experts
Stephany Mottet
Technical requirements:
- Adobe Acrobat Reader
- Flash Player
- Speakers
Registration requirements
Register a free account
Creation and/or update
November 12, 2012
Cholesterol: Everything You Need to Know to Provide Patient Education
There are ten sections in this course:
Overview
- Section 1: Background
- Section 2: Detection and Evaluation
- Section 3: Goals and Treatment Overview
- Section 4: Therapeutic Lifestyle Changes (TLC)
- Section 5: Drug Therapy
- Section 6: Metabolic Syndrome
- Section 7: Specific Dyslipidemias
- Section 8: Population Groups at Risk
- Section 9: Adherence
- Section 10: Implementation
Intended Audience
Healthcare providers who screen and treat WISEWOMEN patients; Physicians, Physicians Assistants, Nurses, Medical Assistants and health educators.
Learning Objectives
Upon completion of this course, participants should be able to:
- Identify types of patients that need their cholesterol checked regularly
- Explain cholesterol numbers to their patients
- Describe features included in the Adult Treatment Panel III (ATP III) guidelines
- Describe nine guideline steps in the ATP III for the detection and evaluation of high blood cholesterol
- Identify primary and secondary prevention goals and treatment for LDL-lowering therapy
- Describe the relationship between Therapeutic Lifestyle Changes (TLC) and drug therapy in patients with various risk factors
- Explain a model of steps involved in Therapeutic Lifestyles Changes (TLC)
- Identify drug therapy for cholesterol medication and how it affects cholesterol levels
- Discuss how drug therapy can reduce LDL cholesterol for primary and secondary preventions
- Discuss the causes, objectives, and management of metabolic syndrome
- Explain the causes, diagnosis, and management of specific dyslipidemia cases
- Apply the special considerations for cholesterol in different population groups
Pre-requisites/Learning Level
No pre-requisites
Competencies addressed
Core Competencies for Public Health Professionals identified:
Domain 1: Analytical/Assessment Skills
- 1A1. Describes factors affecting the health of a community (e.g., equity, income, education, environment)
- 1A8. Collects valid and reliable quantitative and qualitative data
- 1A10. Uses quantitative and qualitative data
- 1A12. Contributes to assessments of community health status and factors influencing health in a community (e.g., quality, availability, accessibility, and use of health services; access to affordable housing)
Domain 2: Policy Development/Program Planning Skills
- 2A6. Gathers information that can inform options for policies, programs, and services (e.g., secondhand smoking policies, data use policies, HR policies, immunization programs, food safety programs)
- 2A8. Implements policies, programs, and services
Domain 3: Communication Skills
- 3A1. Identifies the literacy of populations served (e.g., ability to obtain, interpret, and use health and other information; social media literacy)
- 3C8. Communicates the roles of governmental public health, health care, and other partners in improving the health of a community
CEUs Offered
None
Cost
Free
Modality/format
Online Self-Pace
Length
3 hours
Presenter(s) and/or Content Experts
Laurie Walkner, RN, Terry Meek
Technical requirements
- Adobe Acrobat Reader
- Flash Player
- Speakers
Registration requirements
Register a free account
Creation and/or update
November 12, 2012
Motivational Interviewing: Supporting Patients in Health Behavior Change
Course Overview
This course is designed to equip healthcare providers and ancillary staff with the knowledge and tools to optimize patient behavior change to ultimately improve health outcomes. The following are the topics that will be covered in this course:
- Components of Motivational Interviewing (MI)
- Benefits of Using Motivational Interviewing
- Traditional Expert-Centered Model vs. MI Patient-Centered Model
- Principles of MI
- Readiness to Elicit Change Talk
Script and narration for the presentation is prepared by Dr. Rebecca Lang. There is a posttest at the end of the course.
A Certificate of Completion is awarded on successful completion of this course.
Intended Audience
Any healthcare provider or ancillary staff that has direct patient care, especially those in family and pediatric medicine.
Learning Objectives:
Upon completion of this part, you will be able to:
- Identify two components of motivational interviewing (MI)
- Identify administrative benefits to using MI in a clinic setting
- Describe the difference between the traditional expert-centered medical model and the MI patient-centered model.
- Discuss how the spirit of motivation interviewing supports patient-centered care
- Discuss four principles of motivational interviewing
- Describe how open ended questions, reflective listening, and eliciting change talk can help empower behavior change.
- Apply the readiness scale in office visit to elicit change talk
- Identify key signals when they are connecting with patients
- Discuss the steps of the “less than 3 minutes” brief focused advice
Pre-requisites/Learning Level
No pre-requisites
Competencies addressed
Council of Linkages Core Competencies identified:
Communication Skills, Analytical Skills, Policy Development/Program Planning Skills, Leadership, and Systems Thinking skills
Cost
Free
CEUs
None
Modality/format
Online Self-Pace
Length
1 hour
Presenter(s) and/or Content Experts
Dr. Rebecca Lang EdD, RDH, CHES
Technical Requirements:
- Adobe Acrobat Reader
- Flash Player
- Speakers
Registration requirements
Register a free account
Creation and/or update
November 12, 2012
The information on this page was updated on August 29, 2018
Salt/Sodium Reduction: Opportunities for Change
There are four sections in this course:
- Section 1: Salt and Sodium – Sources and Recommendations
- Section 2: Public Health Imperative
- Section 3: Campaigns and Actions
- Section 4: How Can You Use this Knowledge
Intended Audience
Healthcare providers who screen and treat WISEWOMEN patients; Physicians, Physicians Assistants, Nurses, Medical Assistants and health educators.
Learning Objectives:
At the end of this course, participants will be able to:
- Identifythe sources of salt/sodium intake
- Applythe recommendations of salt/sodium intake
- Discusssalt/sodium reduction efforts as a public health imperative
- Demonstratethe association between salt/sodium intake and high blood pressure
- Recognizethe current campaigns and activates accomplished in the United States at local, state and national levels and on other global levels.
- Predictfuture strategies and actions by local, state, and national level organizations
- Applythe knowledge gained in this training to their own patients
Pre-requisites/Learning Level
No pre-requisites
Competencies addressed
Core competencies for Public Health Professionals identified
Domain 2: Policy Development/Program Planning Skills
- 2A6. Gathers information that can inform options for policies and services (e.g., secondhand smoking policies, data uses policies, HR policies, immunization programs, food safety programs)
- 2A7. Describes implications of policies, programs, and services
- 2A8. Implements policies, programs, and services
- 2A10. Gathers information for evaluating policies, programs, and services (e.g., outputs, outcomes, processes, procedures, return on)
CEUs Offered
None
Cost
Free
Modality/format
Online Self-Pace
Length
1 hour
Presenter(s) and/or Content Experts
Terry Meek
Technical requirements:
- Adobe Acrobat Reader
- Flash Player
- Speakers
Registration requirements
Register a free account
Creation and/or update
November 12, 2012
A Guide To Educating Patients
There are five sections in this course:
- Section 1: Introduction
- Section 2: Step 1 – Assessment
- Section 3: Step 2 - Planning
- Section 4: Step 3 – Implementing
- Section 5: Step 4 – Documenting
There is a post-test at the end of the course.
Intended Audience
healthcare providers that contract with the Iowa Department of Public Health WISEWOMAN/Care for Yourself program to provide cardiovascular screening and treatment to eligible women, ages 40-64. The training course would also prove beneficial for any healthcare providers considering the implementation of patient education into their practice
Learning Objectives:
After completing this course, participants should be able to:
- Describewhat benefits can be gained from providing patient education
- Describehow the elements of the patient education model can affect patient outcomes
- Explainwhat is involved in each of the four steps to patient education
- Demonstratehow evaluation is used in all four steps of patient education
- Identifyquestions that would be used to assess the patient’s needs, concerns and preferences
- Recognizehow culture will affect the assessment, planning, implementation and evaluation of patients education
- Identifyimportant considerations when developing mutual goals when building your plan
- Explainwhat the important elements are to get the message conveyed to your patient
- Indicateways in which challenges and barriers can be overcome
- Describethe importance of documenting and/or keeping detailed records
Pre-requisites/Learning Level
No pre-requisites
Competencies addressed
Competencies identified
Domain 2: Policy Development/Program Planning Skills
- 2A8. Implements policies, programs, and services
- 2A10. Gathers information for evaluating policies, programs, and services (e.g. outputs, outcomes, processes, procedures, return on investment)
Domain 3: Communication Skills
- 3A1. Identifies the literacy of populations served (e.g. ability to obtain, interpret, and use health and other information; social media literacy.)
CEUs Offered
None
Cost
Free
Modality/format
Online Self-Pace
Length
1 hour
Presenter(s) and/or Content Experts
Terry Meek
Technical requirements:
- Adobe Acrobat Reader
- Flash Player
- Speakers
Registration requirements
Register a free account
Creation and/or update
November 12, 2012
Smoking Cessation Training for Emergency Nurses
Smoking Cessation Training for Emergency Physicians and PAs
CPR Training: Basic Life Support for Healthcare Providers
Course Description: This training is designed to provide healthcare professionals with the ability to recognize several life-threatening emergencies and to provide CPR, use of an AED and relief of choking in a safe, timely and effective manner. This course includes adult, child and infant rescue skills in both out-of-hospital and in-hospital settings. There is a charge for the class that is to be paid by the employee. 1. $11.00 book charge (2005/2006 edition) 2. $5.00 certification card If you already have the 2005/2006 edition you only need to pay $5.00. Payment must be received prior to attending this class. Make your check payable to Iowa Department of Public Health and deliver to Marilyn Alger, Lucas Building, 5th floor, SW corner. Learning Objectives: • Describe the links in the “Chain of Survival” • Describe the signs of 4 common life-threatening emergencies in adults (cardiac arrest, choking, stroke and heart attack) • Describe the steps of CPR • Describe the signs and actions for severe airway obstruction in the responsive and unresponsive victim Speaker/ Instructors: John Kraemer, Matthew Lunn, Certified BLS Instructors, State Medical Examiner’s Office Target Audience: Health providers who need CPR certification for their license Please direct your questions to the Marilyn Alger, IDPH Community Education Coordinator Email: malger@idph.state.ia.us or Office Number: 515-242-5096