Designed for professionals who work with vulnerable adults living with dementia in the community, this training covers the basics of Alzheimer’s disease and dementia as well as how to connect with individuals, identify safety risks or potential abuse, and provide the right support to improve independence.

This course is designed to review the fundamentals of Health Literacy including why it’s important, the concept of universal precautions, and best practices. This course will also demonstration several free resources that can help with health literacy.

Intended Audience

Medical professionals, public health workers, first responders, students, and librarians looking to assist the public health and healthcare community find free information on prescription and OTC drugs.

Learning objectives

At the end of this training module, you will be able to:

• Describe personal and organizational health literacy.
• Define universal precautions for health literacy.
• Identify three resources that you can use to address health literacy.

Pre-requisites/Learning Level

No pre-requisites

Competencies addressed

Core Competencies for Public Health Professionals

Domain 6: Public Health Science Skills

• 6B5. Retrieves evidence (e.g., research findings, case reports, community surveys) from print and electronic sources (e.g., PubMed, Journal of Public Health Management and Practice, Morbidity and Mortality Weekly Report, The World Health Report) to support decision making.

Cost

Free

Modality/format

Online Self-Pace

Length

1 hour

Presenter(s) and/or Content Experts

Nora Barnett, Outreach Specialist, Network of the National Library of Medicine Greater Midwest Regional Office.  Greater Midwest Region

Technical requirements

• Adobe Acrobat Reader 
• Speakers

Registration requirements

Register a free account

Creation and/or update

Released August 2021

This training:

• Provides strategies for considering literacy when creating public health messages for the general public.
• Provides strategies for considering literacy in direct public health services to the public.

This training, second in a series, contains two sections and provides practical techniques for addressing literacy issues in spoken and written communications. Be sure to sure to complete Health Literacy & Public Health: Introduction as a good primer.

Intended Audience:

General

Learning Objectives:

After completing the course, the learner will be able to:

• 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.

Pre-requisites/Learning Level:

No Pre-requisites

Competencies addressed:

CEUs Offered:

CNE Credits offered until February 28, 2022. CHES, CME, and CPH credits offered until March 31, 2024.

Cost:

Free

Modality/format:

Online Self-Pace

Length:

1 hour

Presenter(s) and/or Content Experts:

Technical requirements:

• Adobe Acrobat Reader 
• Speakers

Registration requirements:

Register a free account

Creation and/or update: March 30, 2021

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

WIC Learning Online is a series of online courses designed to train all levels of staff working in the WIC program. Select WIC Learning Online courses are approved for CPEUs by the Commission on Dietetic Registration and CERPs by the International Board of Lactation Consultant Examiners. This continuing education activity was approved by the Maryland Nurses Association, an accredited approver by the American Nurses Credentialing Center's Commission on Accreditation.

Intended Audience

Learning Objectives

Pre-requisites/Learning Level

None

Competencies addressed

CEUs Offered

Cost

Free

Modality/format

Online Self-Pace

Length

1 hour

Presenter(s) and/or Content Experts

United States Department of Agriculture

Technical requirements

• Adobe Acrobat Reader 
• Speakers

Registration requirements

Register a free account

Creation and/or update

June 22, 2017

Course Summary

There are three sections in this course:

• Section 1:CDC Video Excerpts
• Section 2:Managing Concussions
• Section 3:Tracy’s Story

There are review questions at the end of section 2. These review questions will provide you with an opportunity to apply the knowledge and skills presented in the section.

Intended Audience

PK-12 teachers, school nurses, Area Education Agency staff, school psychologists, speech / language therapists, occupational therapists, para educators, school administrators, social workers, parents, and caregivers

Learning Objectives:

After completing this module, participants will be able to:

• Describewhat a concussion is
• Identifysigns of concussion observed in school
• Identifysymptoms of concussion reported by students
• Recognizethe danger signs of concussion
• Discusscoping strategies for returning to activities and school
• Discusshow to prevent long-term problems from concussions
• Manageconcussions in sports based on Iowa Law

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)
• 1A12. Contributes to assessments of community health status and factors influencying 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

• 2A7. Describes implications of policies, programs, and services
• 2A8. Implements policies, programs and services

CEUs Offered

None

Cost

Free

Modality/format

Online Self-Pace

Length

1 hour

Presenter(s) and/or Content Experts

Scott Lindgren, PhD

Technical requirements:

• Adobe Acrobat Reader 
• Flash Player 
• Speakers

Registration requirements

Register a free account

Creation and/or update

April 25, 2012

Course Summary

There are three sections in this course

• Section 1:Executive Functions
• Section 2:Behavior
• Section 3:Emotional and Social Language

There are review questions at the end of each section. These review questions will provide you with an opportunity to apply the knowledge and skills presented in these sections.

Intended Audience

PK-12 teachers, school nurses, Area Education Agency staff, school psychologists, speech / language therapists, occupational therapists, para educators, school administrators, social workers, parents, and caregivers

Learning Objectives:

Section 1: Executive Functions

After completing this section, participants will be able to:

• Explain how executive functions can affect learning
• Discuss working memory deficits and strategies that can be used in the classroom to overcome those deficits
• Discuss other executive functions deficits (i.e. organization, sustaining attention, inhibition, task initiation, planning and setting goals, flexibility, and self-monitoring and awareness) and strategies to address them

Section 2: Behavior

After completing this section, participants will be able to:

• List common behaviors after brain injury
• Discuss the problem behaviors that can arise from cognitive changes, physical states, and emotional states
• Explain the focus on antecedents in the ABC Model Behavior
• Discuss interventions for coping with the behavior problems after brain injury

Section 3: Emotional and Social Language

After completing this section, participants will be able to:

• Discuss emotional control, its deficits, and strategies for coping with emotional dyscontrol
• Discuss social skills, their deficits, and strategies for coping with social deficits
• Discuss language deficits, and strategies to overcome receptive and expressive language deficits

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)
• 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)

Domain 6: Public Health Sciences Skills

• 6A4. Retrieves evidence (e.g., research findings, case reports, community surveys) from print and electronic sources (e.g., PubMed, Journal of Public Health Management and Practice, Morbidity and Mortality Report, The World Health Report) to support decision making

CEUs Offered

None

Cost

Free

Modality/format

Online Self-Pace

Length

1 hour

Presenter(s) and/or Content Experts

Valerie Cool, PhD; Paige Burden, MA, CCC-SLP

Technical requirements:

• Adobe Acrobat Reader 
• Flash Player 
• Speakers

Registration requirements

Register a free account

Creation and/or update

March 22, 2012

Course Summary

There are three sections in this course:

• Section 1:Consideration for School Re-entry
• Section 2:General Classroom Strategies and Accommodations
• Section 3:Specific Strategies – Math, Reading, Written Expression

There are review questions at the end of each section. These review questions will provide you with an opportunity to apply the knowledge and skills presented in these sections.

Intended Audience

PK-12 teachers, school nurses, Area Education Agency staff, school psychologists, speech / language therapists, occupational therapists, para educators, school administrators, social workers, parents, and caregivers.

Learning Objectives:

Section 1: Considerations for School Re-entry

After completing this section, participants will be able to:

• Identifyconsiderations in school re-entry and program planning
• Discussthe information that a school needs to know prior to a student returning to school

Section 2: General Classroom Strategies and Accommodations

After completing this section, participants will be able to:

• Explainwhy students with brain injury need bypass strategies to help with learning
• Discusslearning environment and classroom strategies

Section 3: Specific Strategies – Math, Reading, Written Expression

After completing this section, participants will be able to:

• Identfiybypass strategies for math, reading, and writing

Pre-requisites

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)
• 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 options for policies, programs, and services (e.g., secondhand smoking policies, data use policies, HR policies, immunization programs, food safety programs)
• 2A7. Describes implications of policies, programs, and services

Domain 3: Communication Skills

• 3A3. Solicits input from individuals and organizations (e.g., chamgers of commerce, religious organziatoins, schools, social service organizations, hospitals, government, community-based organizations, various populations served) for improving the health of a community

Domain 6: Public Health Sciences Skills

• 6A2. Identifies prominent events in the history of public health (e.g., smallpox eradication, development of vaccinations, infectious disease control, safe drinking water, emphasis on hygiene and hand washing, access to health care for people with disabilities)

CEUs Offered

None

Cost

Free

Modality/format

Online Self-Pace

Length

1 hour

Presenter(s) and/or Content Experts

Peg Meder, MA, CBIS

Technical requirements:

• Adobe Acrobat Reader 
• Flash Player 
• Speakers

Registration requirements

Register a free account

Creation and/or update

April 23, 2012

Course Summary

There are three sections in this course:

• Section 1: Brain Structure and Function
• Section 2: Common Deficits Following Brain Injury
• Section 3: Assessment of Functioning after Brain Injury

Intended Audience

PK-12 teachers, school nurses, Area Education Agency staff, school psychologists, speech / language therapists, occupational therapists, para educators, school administrators, social workers, parents, and caregivers.

Learning Objectives:

Section 1: Brain Structure and Function

After completing this section, participants will be able to:

• Explainbasic brain structure and its function
• Identifycommon causes of brain injury
• Describethe mechanisms of brain injury
• Identifybrain regions that are susceptible to damage in traumatic brain injury

Section 2: Common Deficits Following Brain Injury

After completing this section, participants will be able to:

• Identifythe effects of brain injury
• Recognizethe neurobehavioral skills that suffer most after brain injury

Section 3: Assessment of Functioning after Brain Injury

After completing this section, participants will be able to:

• Describespecial considerations in conducting assessments
• Recognizeunique problems associated with assessing brain injury
• Identifystrategies for assessing core neurobehavioral functions

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)
• 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)
• 2A7. Describes implications of policies, programs, and services

Domain 3: Communication Skills

• 3A3. Solicits input form individuals and organizations (e.g., chambers of commerce, religious organizations, schools service organizations, hospitals, government, community-based organizations, various populations served) for improving the health of a community

Domain 6: Public Health Sciences Skills

• Identifies prominent events in the history of public health (e.g., smallpox eradication, development of vaccinations, infectious disease control, safe drinking water, emphasis on hygiene and hand washing, access to health care for people with disabilities)

CEUs Offered

None

Cost

Free

Modality/format

Online Self-Pace

Length

1 hour

Presenter(s) and/or Content Experts

Scott Lindgren, PhD; Angie Smith PsyD

Technical requirements:

• Adobe Acrobat Reader 
• Flash Player 
• Speakers

Registration requirements

Register a free account

Creation and/or update

April 12, 2012

The Pacific West MCH Distance Learning Network was developed in response to the identified training needs of maternal and child health practitioners providing nutrition services in the Pacific West Cluster and to the MCHB continuing education program priority established in maternal and child nutrition. The overall goal of the project is to develop a distance-learning network among MCHB-sponsored training programs and state Title V agencies to strengthen nutrition services for children with special health care needs and their families in Regions VII, IX and X, including Alaska, Arizona, California, Colorado, Hawaii, Idaho, Montana, New Mexico, Nevada, Oregon, Utah, Washington, and Wyoming. This series of six self-study modules is a product of the Pacific West MCH Distance Learning Network. Much of the material was previously presented at in-person training sessions and is also available as a CD-ROM with resource notebook.

Intended Audience:

Maternal and Child Health practitioners providing nutrition services

Learning Objectives:

Pre-requisites/Learning Level:

None

Competencies addressed:

CEUs Offered:

N/A

Cost:

Free

Modality/format:

Online Self-Pace

Length:

1 hour

Presenter(s) and/or Content Experts:

Marion Taylor Baer, PhD, RD; Anne Bradford Harris, PhD, MPH, RD; Cristine Trahms, MS, RD, CD; Beth Ogata, MS, RD, CD

Technical requirements:

• Adobe Acrobat Reader 
• Speakers

Registration requirements:

Register a free account

Creation and/or update: January 31, 2013

Keywords/Themes:

aberrant dentin, achondroplasia, Angelman syndrome, angular cheiltis, anorexia nervosa, bulimia nervosa, bruxism, cachexia, calculus, candidiasis, deLange syndrome, dentin, dentifrice, diabetes, Down syndrome, early intervention services,enamel hypoplasia, fetal alcohol syndrome, fragile X syndrome, galactosemia, gastroesophageal reflux, gingiva, gingival hyperplasia, glossitis, glycogen storage disease, Head Start, HIV/AIDS, hypophosphatemia, Klinefelter syndrome, Lowe syndrome,malocclusion, mandible, marfan syndrome, Maxilla, Morphogenesis, Muscular dystrophy, neutropenia, organic acid disorders, Papillon-Lefevre syndrome, periodontal ligament, phenylketonuria, Rett syndrome, Smith-Lemli-Opitz syndrome, stomatitis, trisomy 18, urea cycle disorders, WIC, Williams syndrome, xerostomia

Pre-requisites/Learning Level:

None

Competencies addressed:

CEUs Offered:

Prior approval for continuing education credit (1 hour per module) has been obtained for Registered Dietitians and dentists and other dental professionals. Other health professionals can request credit from their accrediting agencies.

Cost:

Free

Modality/format:

Online Self-Pace

Length:

1 hour

Presenter(s) and/or Content Experts:

Technical requirements:

• Adobe Acrobat Reader 
• Speakers

Registration requirements:

Register a free account

Creation and/or update: January 24, 2014

This course covers autism - screening, treatment, and vaccine controversy. The content is presented based on the following topics: 

• Terminology
• History
• Prevalence
• Etiology
• Clinical Signs
• Identification and Diagnosis
• Management

Intended Audience

Iowa Child Health Care Providers (CHCP), Pediatricians, Family Physicians, Physician Assistants, and Nurse Practitioners

Learning Objectives:

After completion of this course, the participant will be able to:

• Describeat least three signs or symptoms commonly demonstrated by an 18 month old child who might eventually be diagnosed as experience autism
• Describeat least two current false theories regarding the etiology of autism and how you would explain to parents of a child with autism why each is valid
• Stateat least two sources of contemporary and scientifically valid information you would use relating to Pervassive Developmental Disorders and Autism Spectrum Disorder

Pre-requisites/Learning Level

No pre-requisites

Competencies addressed

Core Competencies for Public Health Professionals identified

Domain 5: Community Dimensions of Practice Skills

• 5A2 Recognizes relationships that are affecting health in a community (e.g., relationships among health departments, hospitals, community health centers, primary care providers, schools, community-based organizations, and other types of organizations)

CEUs Offered

None

Cost

Free

Modality/format

Online Self-Pace

Length

1 ½ hours

Presenter(s) and/or Content Experts

Royann Mraz, MD Nate Noble, DO

Technical requirements:

• Adobe Acrobat Reader 
• Flash Player 
• Speakers

Registration requirements

Register a free account

Creation and/or update

August 19, 2013

This Healthcare Risk Assessment Tool is based on existing hazard and vulnerability assessment tools, such as the Kaiser Permanente HVA tool and the UCLA Center for Public Health and Disaster Hazard Risk Assessment Instrument. This is specific to healthcare facilities and will take an hour or more to complete.

This assessment has three main hazard sections to complete:

• Section 1: Natural Hazards (14 hazards to assess)
• Section 2: Human-Caused Hazards (10 hazards to assess)
• Section 3: Technological/Accidental Hazards (21 hazards to assess)

Intended Audience

Learning Objectives:

Pre-requisites/Learning Level

No pre-requisites

Competencies addressed

Analytical/Assessment Skills, Policy Development/Program Planning Skills, Community Dimensions of Practice Skills

CEUs Offered

None

Cost

Free

Modality/format

Online Self-Pace

Length

1 hour

Presenter(s) and/or Content Experts

Technical requirements:

• Adobe Acrobat Reader 
• Flash Player 
• Speakers

Registration requirements

Register a free account

Creation and/or update

November 26, 2012

There are five main sections in this course:

• Section 1:Risk Communication and Special Populations
• Section 2:General Strategies
• Section 3:Specific Strategies
• Section 4:Scenarios
• Section 5:Knowledge Bank

Intended Audience

anyone responsible for communicating risk to special populations during an emergency situation

Learning Objectives:

On successful completion of this course, you will be able to:

• Describefour general strategies to effectively communicate risk to special populations
• Describemethods to identify and map special population groups and explain why it is important
• Utilizecommunity leaders to assist in communicating risk to special populations
• Conductpre-emergency planning to facilitate communicating risk to special populations
• Describeguidelines for media accessibility
• Utilizethe following information about each of nine special population groups to avoid and/or solve communication problems during an emergency
• Potential communication barriers
• Best methods to deliver the message
• Person(s) best suited to deliver the message
• Any special technical or content issues to consider when delivering the message

Pre-requisites/Learning Level

No pre-requisites

Competencies addressed

Core Competencies for Public Health Professionals Identified

Domain 4: Cultural Competency Skills

• 4A5. Addresses the diversity of individuals and populations when implementing policies, programs, and services that affect the health of a community

Domain 5: Community Dimensions of Practice Skills

• 5A2. Recognizes relationships that are affecting health in a community (e.g., relationships among health departments, hospitals, community health centers, primary care providers, schools, community-based organizations, and other types of organizations)
• 5A5. Collaborates with community partners to improve health in a community (e.g., participates in committees, shares data and information, connects people resources)
• 5A9.Informs the public about policies, programs, and resources that improve health in a community

CEUs Offered

None

Cost

Free

Modality/format

Online Self-Pace

Length

1 hour

Presenter(s) and/or Content Experts

Technical requirements:

• Adobe Acrobat Reader 
• Flash Player 
• Speakers

Registration requirements

Register a free account

Creation and/or update

June 18, 2014

Course Description

Assist individuals with developing messaging to convey information to the general and special populations. It includes guidelines and tools that will help you to create an appropriate message.

Intended Audience

Health practitioners who need to increase their ability to effectively communicate with the public, media, health care providers and response community during a public health emergency.

Learning Objectives:

After completion of the course, learners should be able to:

• Discuss the underlying theories of crisis and risk communication guidelines.
• Illustrate principles of developing a message map.
• Explain how to utilize a message map.
• Describe conducting pre-emergency planning to facilitate crisis and risk communication.
• Describe strategies to effectively communicate risk to special populations.
• Identify methods to identify and map special population groups.

Pre-requisites/Learning Level

No pre-requisites

Competencies addressed

Core Competencies for Public Health Professionals identified:

Domain 3: Communication Skills

• 3A2. Communicates in writing and orally with linguistic and cultural proficiency (e.g., using age-appropriate materials, incorporating images)
• 3A4. Suggests approaches for disseminating public health data and information (e.g., social media, newspapers, newsletters, journals, town hall meetings, libraries, neighborhood gatherings)
• 3A5. Conveys data and information to professionals and the public using a variety of approaches (e.g., reports, presentations, email, letters)
• 3A7. Facilitates communication among individuals, groups, and organizations

Domain 4: Cultural Competency Skills

• 4A5. Addresses the diversity of individuals and populations when implementing policies, programs, and services that affect the health of a community

Domain 5: Community Dimensions of Practice Skills

• 5A5. Collaborates with community partners to improve health in a community (e.g., participates in committees, shares data and information, connects people to resources)

Domain 7: Financial Planning and Management Skills

• 7A14. Uses performance management systems for program and organizational improvement (e.g., achieving performance objectives and targets, increasing efficiency, refining processes, meeting Healthy People objectives, sustaining accreditation)

CEUs Offered

None

Cost

Free

Modality/format

Online Self-Pace

Length

1 hour

Presenter(s) and/or Content Experts

Technical requirements

• Adobe Acrobat Reader
• Flash Player
• Speakers

Registration requirements

Register a free account

Creation and/or update

July 6, 2012, First Creation

June 12, 2019, Updated Player, Closed Captioning, New CDC Module on CERC

This course will cover resources that provide information on finding data on health disparities.

1. History, definition of health disparities and how health disparities intertwined with the social determinants of health. 
2. Online resources for accessing data on health disparities
3. Scenario Practices

You will have the opportunity to watch the simulation and then practice it where you have the chance to apply the knowledge.

Length

One hour

Intended Audience

Public health professionals and healthcare providers interested working with non-native English speakers that needs to provide access to reliable health information.

Learning objectives

At the end of this training module, you will be able to:

• Discuss health disparities in public health.
• Identify at least three online resources for accessing health disparity data.
• Analyze resources to access data on health disparities.

Pre-requisites/Learning Level

No pre-requisites

Competencies addressed

Core Competencies for Public Health Professionals

Domain 3: Communication Skills

• Analytical/Assessment Skills: 1A2 – Identifies quantitative and qualitative data and information (e.g., vital statistics, electronic health records, transportation patterns, unemployment rates, community input, health equity impact assessments) that can be used for assessing the health of a community.
• Cultural Competence: 4A1 – Describes the concept of diversity as it applies to individuals and populations (e.g., language, culture, values, socioeconomic status, geography education, race, gender, age, ethnicity, sexual orientation, profession, religious affiliation, mental and physical abilities, historical experiences)

Public Health 3.0

• Foundational Infrastructure – Focusing on equity and cultural competence

CEUs Offered

Is offered part of the series, 1.0 hour of MLA CE (Medical Library Association)

Cost

Free

Modality/format

Online Self-Pace

Presenter(s) and/or Content Experts

Derek Johnson, MLIS

Technical requirements

• Adobe Acrobat Reader 
• Flash Player 
• Speakers

Registration requirements

Register a free account

Creation and/or update

Released March 2018

The content of this course includes:

1. Introductions to culture, cultural competence, cultural humility.
2. Resource demonstrations that you can use to help build a more culturally competent and humble workplace.

You will have the opportunity to watch the demo of accessing these resources.

Length

One hour

Intended Audience

Public health professionals and healthcare providers interested working with non-native English speakers that needs to provide access to reliable health information.

Learning objectives

At the end of this training module, you will be able to:

1. Define culture, cultural competence, and cultural humility;
2. Describe the differences between cultural competence and humility; and
3. Utilize three online resources that you can use to help build a more culturally competent and humble workplace.

Pre-requisites/Learning Level

No pre-requisites

Competencies addressed

Core Competencies for Public Health Professionals

Domain 3: Communication Skills

• Cultural Competence: 4A1 – Describes the concept of diversity as it applies to individuals and populations (e.g., language, culture, values, socioeconomic status, geography education, race, gender, age, ethnicity, sexual orientation, profession, religious affiliation, mental and physical abilities, historical experiences)

Public Health 3.0

• Foundational Infrastructure – Focusing on equity and cultural competence

CEUs Offered

Is offered part of the series, 1.0 hour of MLA CE (Medical Library Association)

Cost

Free

Modality/format

Online Self-Pace

Presenter(s) and/or Content Experts

Derek Johnson, MLIS

Technical requirements

• Adobe Acrobat Reader 
• Flash Player 
• Speakers

Registration requirements

Register a free account

Creation and/or update

Released August 2018

This course is designed for participants to access reliable health information resources in multiple languages.

Intended Audience

Public health professionals interested in advancing their ability to locate reliable health information. This may include public health nurses, community health workers, academic researchers, policy makers, and epidemiologists.

Length

The length of time for participants to take this course is estimated to be one hour.

Course Content

This course will cover resources that provide reliable health information in multiple languages.

1. Data on current population of non-native English speakers in the United States
2. Online resources for accessing health information in multiple languages
3. Scenario Practices

You will have the opportunity to watch the simulation and then practice it where you have the chance to apply the knowledge.

Core Competencies for Public Health Professionals

Domain 3: Communication Skills

Communication Skills: 3C1 – Ensures that the literacy of populations served (e.g., ability to obtain, interpret, and use health and other information; social media literacy) is reflected in the organization’s policies, programs, and services

Domain 4: Cultural Competence

Cultural Competence: 4B5 – Ensures the diversity of individuals and populations is addressed in policies, programs, and services that affect the health of the community

Public Health 3.0

Foundational Infrastructure – Focusing on equity and cultural competence

Presenter(s) and/or Content Experts

Derek Johnson, MLIS

Acknowledgements

The following organizations collaborated on the development of this course: Hardin Library University of Iowa; Greater Midwest Region (GMR) National Network of Libraries of Medicine (NNLM); University of Iowa College of Public Health Institute for Public Health Practice (UICPH-IPHP); and Midwestern Public Health Training Center (MPHTC).

This project has been funded in whole or in part with Federal funds from the National Library of Medicine, National Institutes of Health, Department of Health and Human Services, under Grant Number 1UG4LM012346-01 with The University of Iowa.

There are five sections in this course:

1. Population Health and Healthy People 2020
2. Medline Plus: Supporting the Public With Easy-to-Read Consumer Health Information
3. An Introduction to PubMed: Finding Peer-Reviewed and Evidence-Based Public Health Articles Surveillance
4. Previewing Ongoing Research With HSRProj
5. Scenario Practices

There are review questions and “Try it Yourself” scenario integrated in the module to provide you with an opportunity to apply the knowledge and skills presented in this module. In addition, section 5 is designed for you to apply the knowledge using the presented scenarios.

Intended Audience

Public health professionals interested in advancing their ability to locate reliable health information. This may include public health nurses, community health workers, academic researchers, policy makers, and epidemiologists.

Learning objectives

At the end of this training module, you will be able to:

• Discuss population health and its relation to Healthy People 2020
• Describe the purpose of MedlinePlus, PubMed, and HSRProj databases
• Identify when to use each database based on the information need
• Perform advanced searching techniques to identify more accurate results

Pre-requisites/Learning Level

No pre-requisites

Competencies addressed

Core Competencies for Public Health Professionals

Domain 1: Analytical/Assessment Skills

• 1A4. Uses information technology in accessing, collecting, analyzing, using, maintaining, and disseminating data and information.

CEUs Offered

1 hour of MLA CE (Medical Library Association)

Cost

Free

Modality/format

Online Self-Pace

Length

1 hour

Presenter(s) and/or Content Experts

Derek Johnson, MLIS

Technical requirements

• Adobe Acrobat Reader 
• Flash Player 
• Speakers

Registration requirements

Register a free account

Creation and/or update

Released April 2017

This course is designed to familiarize local public health administrators and members with program evaluation, which is an essential organizational practice in public health. Program evaluation is defined as “the systematic collection of information about the activities, characteristics, and outcomes of programs to make judgments about the program, improve program effectiveness, and/or inform decisions about future program development." This course will go over the steps of the program evaluation process as well as a basic evaluation plan.

Intended Audience

individuals who are new Public Health Administrators

Learning Objectives:

Upon completion of this part, you will be able to:

• Describethe steps of the program evaluation process
• Identifykey stakeholders of the evaluation
• Describethe components of a program logic model
• Outlinea basic evaluation plan including data collection methods
• Listand describe three ways to use evaluation data to draw conclusions about a program

Pre-requisites/Learning Level

No pre-requisites

Competencies addressed

Core Competencies for Public Health Professionals

• 1A1, 1B1, 1C1 – Describes factors affecting the health of a community (e.g., equity, income, education, environment)
• 1A2, 1B2, 1C2 – Determines quantitative and qualitative data and information (e.g., vital statistics, electronic health records, transportation patterns, unemployment rates, community input, health equity impact assessments) needed for assessing the health of a community
• 1A3, 1B3 – Applies ethical principles in accessing, collecting, analyzing, using, maintaining and disseminating data and information
• 1C3 – Ensures ethical principles are applied in accessing, collecting, analyzing, using, maintaining, and disseminating data and information
• 1A9 – Describes public health applications of quantitative and qualitative data
• 2A2 – Contributes to development of program goals and objectives
• 2B11 – Evaluates policies, programs, and services (e.g., outputs, outcomes, processes, procedures, return on investment)

CEUs Offered

None

Cost

Free

Modality/format

Online Self-Pace

Length

1 hour

Presenter(s) and/or Content Experts

Kellee Thorburn McCrory, Dena Fife

Technical requirements:

• Adobe Acrobat Reader 
• Flash Player 
• Speakers

Registration requirements

Register a free account

Creation and/or update

May 12, 2015