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

The University of Iowa College of Public Health's Institute for Public Health Practice, in cooperation with the Iowa Association of Local Public Health Agencies (I-ALPHA), has developed a series of practiced-based educational programs targeted toward new public health administrators and nursing administrators. The programs are part of the Institute's continuing effort to provide training to strengthen the skills and knowledge of the current public health workforce.

Intended Audience

public health administrators and nurse administrators who are relatively new in their positions (3 years or less) and who seek to enhance their skills and knowledge.

Learning Objectives:

At the conclusion of this course, you will be able to:

• Listthree reasons why it is important to put agreements in writing
• Describethe major elements of a contract

• Describethe major guidelines for writing an effective contract

• Describeat least two examples of actual contract used by local public health

Pre-requisites/Learning Level

No pre-requisites

Competencies addressed

Core competencies for Public Health Professionals identified

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)
• 5B6. Facilitates collaborations among partners to improve health in a community (e.g., coalition building)
• 5C6. Establishes written agreements (e.g., memoranda-of-understanding [MOUs], contracts, letters of endorsement) that describe the purpose and scope of partnerships

Domain 7: Planning and Management Skills

• 7A7. Provides information for development of contracts and other agreements for programs and services

CEUs Offered

None

Cost

Free

Modality/format

Online Self-Pace

Length

1 hour

Presenter(s) and/or Content Experts

Marty Ralston

Technical requirements:

• Adobe Acrobat Reader 
• Flash Player 
• Speakers

Registration requirements

Register a free account

Creation and/or update

September 17, 2013

"Communicate to Make a Difference: Practicing Cross-Cultural Communication" is a collection of case studies that examine the practical application of the "Ten Strategies for Effective Cross-Cultural Communication," as described in the "Exploring Cross-Cultural Communication" training. There are many facets of organizational culture. It is the awareness of these facets and how communication can affect an organization that is the focus of the "Community Health Worker Program" module. How can three different groups overcome communication challenges to work together?

Intended Audience:

Public health professionals including nurses, physicians, health educators.

Learning Objectives:

After working through this module, "Community Health Worker Program," you will be better able to apply the following skills in your daily work:

• Distinguish cultural perspectives.
• Listen actively.
• Recognize the complexity of cross-cultural communication.
• Respect cultural differences.
• Build self-awareness.
• Ask questions to develop cultural knowledge.
• Avoid stereotyping.
• Flexibility in applying communication strategies.

Pre-requisites/Learning Level:

None

Competencies addressed:

CEUs Offered:

CNE Credits offered until February 28, 2022. CHES and CME credits offered until May 31, 2023.

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

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

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

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

There are four sections in this course:

• Section 1: Important Terms in Epidemiology
• Section 2: Models for Understanding the Infectious Process
• Section 3: Epidemiology in Practice
• Section 4: Surveillance

There are review questions at the end of modules 1 and 2. These review questions will provide you with an opportunity to apply the knowledge and skills presented in these modules. There is a quiz at the end of module 3. In addition, some modules contain practice exercises to help you better understand the material. 

This course may be taken by itself, or as part of the New Public Health Administrators (NPHA) Curriculum.

Intended Audience

public health practitioners who do not have significant knowledge or experience in the field of epidemiology.

Learning Objectives:

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

• Discuss important terms and concepts for basic epidemiology practice
• Describe the inter-related aspects of the infectious disease process and methods of breaking the chain of infection
• Apply basic epidemiology in practice, using a case study of a food-borne outbreak as an example
• Perform basic surveillance tasks in an appropriate and timely manner
• Utilize your regional epidemiologist as a resource for outbreak investigations

Pre-requisites/Learning Level

No pre-requisites

Competencies addressed

Core Competencies for Public Health Professionals

Domain 1: Analytical/Assessment Skills

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 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).

6A3. Describes how public health sciences (e.g., biostatistics, epidemiology, environmental health sciences, health services administration, social and behavioral sciences, and public health informatics) are used in the delivery of the 10 Essential Public Health Services.

6A6. Describes evidence used in developing, implementing, evaluating, and improving policies, programs, and services.

CEUs Offered

None

Cost

Free

Modality/format

Online Self-Pace

Length

1 hour

Presenter(s) and/or Content Experts

Matt Hobson

Technical requirements:

• Adobe Acrobat Reader 
• Speakers

Registration requirements

Register a free account

Creation and/or update

March 23, 2013

The University of Iowa College of Public Health's Upper Midwest Public Health Training Center (UMPHTC), in cooperation with the Iowa Counties Public Health Association (ICPHA), has developed a series of practiced-based educational programs targeted toward new public health administrators and nursing administrators. The programs are part of the Institute's continuing effort to provide training to strengthen the skills and knowledge of the current public health workforce

Intended Audience

Public health administrators and nurse administrators who are relatively new in their positions (3 years or less) and who seek to enhance their skills and knowledge.

Learning Objectives

At the conclusion of this course, you will be able to:

• Describe the roles and issues that occur in the management of a local public health agency.
• Identify how to balance public health functions within a multi-focused agency.
• Discuss the identification of training needs within an agency and how to address these needs.
• Identify environmental health enforcement issues that may occur when contracting with local boards of health.

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).
• 5B2. Identifies 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).
• 5A3. Suggests relationships that may be needed to improve health in a community.
• 5B3. Suggests relationships that may be needed to improve health in a community.
• 5C3. Suggests relationships that may be needed to improve health in a community.
• 5A5. Collaborates with community partners to improve health in a community (e.g., participates in committees, shares data and information, connects people to resources).
• 5B6. Facilitates collaborations among partners to improve health in a community (e.g., coalition building).
• 5C6. Establishes written agreements (e.g., memoranda-of-understanding [MOUs], contracts, letters of endorsement) that describe the purpose and scope of partnerships.
• 5A6. Engages community members (e.g., focus groups, talking circles, formal meetings, key informant interviews) to improve health in a community.
• 5A8. Uses assets and resources (e.g., Boys & Girls Clubs, public libraries, hospitals,  faith-based organizations, academic institutions, federal grants, fellowship programs) to improve health in a community.
• 5B9. Explains the ways assets and resources (e.g., Boys & Girls Clubs, public libraries, hospitals, faith-based organizations, academic institutions, federal grants, fellowship programs) can be used to improve health in a community.
• 5C9. Negotiates for use of assets and resources (e.g., Boys & Girls Clubs, public libraries, hospitals, faith-based organizations, academic institutions, federal grants, fellowship programs) to improve health in a community.

CEUs Offered

None

Cost

Free

Modality/format

Online Self-Pace

Length

1 hour

Presenter(s) and/or Content Experts

Karen Fread RN, BSN, MBA

Technical requirements

• Adobe Acrobat Reader 
• Flash Player 
• Speakers

Registration requirements

Register a free account

Creation and/or update

October 18, 2013

Course Summary

The University of Iowa College of Public Health's Upper Midwest Public Health Training Center (UMPHTC), in cooperation with the Iowa Counties Public Health Association (ICPHA), has developed a series of practiced-based educational programs targeted toward new public health administrators and nursing administrators. The programs are part of the Institute's continuing effort to provide training to strengthen the skills and knowledge of the current public health workforce. The purpose of the course is to cover topics that are especially relevant to new public health administrators. It is hoped that by the end of the course participants will have enhanced the knowledge, skills, and abilities they need to be a successful public health administrator.

Consists of a one hour video segment which is accessible via video streaming technology. PowerPoint slides of the presentation are provided in PDF format. Participants will be assessed through practice exercises and an online post-test.

Intended Audience

public health administrators and nurse administrators who are relatively new in their positions (3 years or less) and who seek to enhance their skills and knowledge

Learning Objectives:

After conclusion of this course, you will be able to:

• Discusscauses of disease and protection/prevention measures
• Listcomponents of the public health system
• Describethe Ten Essential Services and the three core functions of public health
• Discusschallenges for the public health system

Pre-requisites/Learning Level

No pre-requisites

Competencies addressed

Competencies identified

Domain 1: Analytical/Assessment Skills

• 1A1. Describes factors affecting the health of a community (e.g., equity, income, education, environment).
• 1B1. Describes factors affecting the health of a community (e.g., equity, income, education, environment).
• 1C1. Describes factors affecting the health of a community (e.g., equity, income, education, environment).

Domain 2: Policy Development/Program Planning Skills

• 2A5. Identifies current trends (e.g., health, fiscal, social, political, environmental) affecting the health of a community
• 2A7. Describes implications of policies, programs, and services
• 2B7. Examines the feasibility (e.g., fiscal, social, political, legal, geographic) and implications of policies, programs, and services
• 2B8. Recommends policies, programs, and services for implementation
• 2A9. Explains the importance of evaluations for improving policies, programs, and services
• 2B10. Explains the importance of evaluations for improving policies, programs, and services
• 2C11. Explains the importance of evaluations for improving policies, programs, and services
• 2A12. Describes how public health informatics is used in developing, implementing, evaluating, and improving policies, programs, and services (e.g., integrated data systems, electronic reporting, knowledge management systems, geographic information systems).

Domain 3: Communication Skills

• 3A8. Describes the roles of governmental public health, health care, and other partners in improving the health of a community
• 3B8. Describes the roles of governmental public health, health care, and other partners in improving the health of a community
• 3C8. Describes the roles of governmental public health, health care, and other partners in improving the health of a community

Domain 4: Cultural Competency Skills

• 4C5. Advocates for the diversity of individuals and populations being addressed in policies, programs and services to improve the health of a community

Domain 5: Community Dimensions of Practice Skills

• 5A1. Describes the programs and services provided by governmental and non-governmental organizations to improve the health of a community
• 5B1. Distinguishes the roles and responsibilities of governmental and non-governmental organizations in providing programs and services to improve the health of a community

Domain 6: Public Health Sciences Skills

• 6A1. Describes the scientific foundation of the field of public health
• 6B1. Discusses the scientific foundation of the field of public health
• 6C1. Critiques the scientific foundation of the field of public health
• 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)
• 6B2. Describes how 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)
• 6C2. Explains lessons to be learned from 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)
• 6A3. Describes how public health sciences (e.g., biostatistics, epidemiology, environmental health sciences, health services administration, social and behavioral sciences, and public health informatics) are used in the delivery of the 10 Essential Public Health Services
• 6B3. Applies public health sciences (e.g., biostatistics, epidemiology, environmental health sciences, health services administration, social and behavioral sciences, and public health informatics) in the delivery of the 10 Essential Public Health Services
• 6C3. Ensures public health sciences (e.g., biostatics, epidemiology, environmental health services, and social and behavioral sciences, and public health informatics) are applied in the delivery of the 10 Essential Public Health Services

Domain 7: Financial Planning and Management Skills

• 7A1. Describes the structures, functions, and authorizations of governmental public health programs and organizations
• 7B1. Explains the structures, functions, and authorizations of governmental public health programs and organizations
• 7A2. Describes government agencies with authority to impact the health of a community
• 7A10. Describes how teams help achieve program and organizational goals (e.g., the value of different disciplines, sectors, skills, experiences, and perspectives; scope of work and timeline).

Domain 8: Leadership and Systems Thinking Skills

• 8A1. Incorporates ethical standards of practice (e.g., Public Health Code of Ethics) into all interactions with individuals, organizations, and communities
• 8A2. Describes public health as part of a larger inter-related system of organizations that influence the health of populations at local, national, and global levels
• 8A3. Describes the ways public health, health care, and other organizations can work together or individually to impact the health of a community
• 8B3. Explains the ways public health, health care, and other organizations can work together to individually to impact the health of a community
• 8A5. Identifies internal and external facilitators and barriers that may affect the delivery of the 10 Essential Public Health Services (e.g., using root cause analysis and other quality improvement methods and tools, problem solving)
• 8A6. Describes needs for professional development (e.g., training, mentoring, peer advising, coaching)
• 8A9. Describes ways to improve individual and program performance
• 8B10. Advocates for the role of public health in providing population health services
• 8C10. Advocates for the role of public health in providing population health services

CEUs Offered

None

Cost

Free

Modality/format

Online Self-Pace

Length

1 hour

Presenter(s) and/or Content Experts

Christopher Atchison, BA, MPA

Technical requirements:

• Adobe Acrobat Reader 
• Flash Player 
• Speakers

Registration requirements

Register a free account

Creation and/or update

October 15, 2013

Course Summary

There are six sections in this course:

• Section 1: Today’s Workforce and Beyond
• Section 2: ADA Accessibility Information
• Section 3: Master Planning for Accessibility
• Section 4: Accommodating Specific Employee Needs
• Section 5: Tax Provisions for Improving Accessibility
• Section 6: Products and Resources

There are review questions at the end of section 1 to 4. These review questions will provide you with an opportunity to apply the knowledge and skills presented in these sections. There is a post-test at the end of the course.

For a full description of requirements for receiving a Certificate of Completion, please go to the "Certificate of Completion" page.

Intended Audience

This course is designed for individual employees and employers interested in accessible work environments.

Learning Objectives:

After completing this module, participants will be able to:

• Discussthe changing demographics and implications in the work environment, especially for seniors and people with disabilities
• Discussthe Americans with Disabilities Act Accessibility Guidelines and general compliance
• Discussthe workplace modifications for employee specific situations
• Discussthe site considerations such as parking, accessible routes and restrooms
• Provide information regarding tax incentives for modifications and compliance
• Provideinformation regarding products, materials, and resources

Pre-requisites/Learning Level

No pre-requisites

Competencies addressed

Core Competencies for Public Health Professionals 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 4: Cultural Competency Skills

• 4A3. Describes the ways diversity may influence polices, programs, services, and the health of a community
• 4A5. Addresses the diversity of individuals and populations when implementing policies, programs, and services that affect the health of a community

CEUs Offered

None

Cost

Free

Modality/format

Online Self-Pace

Length

1 hour

Presenter(s) and/or Content Experts

Kelly Dinges

Technical requirements:

• Adobe Acrobat Reader 
• Flash Player 
• Speakers

Registration requirements

Register a free account

Creation and/or update

May 1, 2013

Course Summary

There are six sections in this course:

• Section 1:How are we Changing?
• Section 2:The ADA, Building Codes
• Section 3:Home Modification Ideas
• Section 4:Determining a Strategy for Implementation
• Section 5:Additional Resources
• Section 6:Funding/Financial Information

There are review questions at the end of section 1 to 3. These review questions will provide you with an opportunity to apply the knowledge and skills presented in these sections. There is a post-test at the end of the course.

For a full description of requirements for receiving a Certificate of Completion, please go to the "Certificate of Completion" page.

Intended Audience

individual consumers, family members, remodeling contractors and service providers

Learning Objectives:

After completing this module, participants will be able to:

• Discussthe changing demographics and implications on the built environment
• Discussthe ADA standards and how they might be applied in the design, construction and/or remodel of a residential bathroom
• Discussthe importance of a client goals for independence
• Reviewexamples of bathroom modification ideas
• Provideinformation regarding product and resources

Pre-requisites/Learning Level

No pre-requisites

Competencies addressed

Core Competencies for Public Health Professionals identified:

Domain 2: Policy Development/Program Planning Skills

• 2A10. Gathers information for evaluating policies, programs, and services (e.g., outputs, outcomes, processes, procedures, return on investment)

Domain 4: Cultural Competency Skills

• 4A3. Describes the ways diversity may influence policies, programs, services, and the health of a community
• 4A5. Addresses the diversity of individuals and populations when implementing policies, programs, and services that affect the health of a community

Domain 7: Financial Planning and Management Skills

• 7A5. Contributes to development of program budgets
• 7A6. Provides information for proposals for funding (e.g., foundations, government agencies, corporations)

CEUs Offered

None

Cost

Free

Modality/format

Online Self-Pace

Length

2 hours

Presenter(s) and/or Content Experts

Kelly Dinges

Technical requirements:

• Adobe Acrobat Reader 
• Flash Player 
• Speakers

Registration requirements

Register a free account

Creation and/or update

April 24, 2013

Goal

This course is designed for individual consumers and other parties interested in providing safe and useable ramps.

The goals for this course include:

• Increase awareness of ramp design and construction

Intended Audience

The intended audience for this course will include individual consumers, family members, building trades programs and volunteer organizations.

Length

The length of time for participants to take this course is estimated to be 1 1/2 to 2 hours.

Course Content

There are nine sections in this course:

Section 1: How Are We Changing?
Section 2: The ADA and Building Codes
Section 3: Site Considerations
Section 4: Types of Ramps
Section 5: Construction Tips
Section 6: Products and Resources
Section 7: Iowa Contractor Network
Section 8: Funding/Financial Information
Section 9: Ramp Designs 

There are review questions at the end of section 1 to 5. These review questions will provide you with an opportunity to apply the knowledge and skills presented in these sections. There is a post-test at the end of the course. 

For a full description of requirements for receiving a Certificate of Completion, please go to the "Certificate of Completion" page.

Acknowledgement

The following organizations collaborate on the development of this course: Iowa Department of Public Health (IDPH), Living Well Iowa at the Center for Disabilities and Development, Iowa Program for Assistive Technology, Midwest Accessibility Initiative, the Upper Midwest Public Health Training Center (UMPHTC), and Institute for Public Health Practice (IPHP) UI College of Public Health.

Funding for this project has been provided by the Centers for Disease Control and Prevention.

Course Summary

There are six sections in this course:

• Section 1:How are we Changing?
• Section 2:The ADA, Building Codes
• Section 3:Home Modification Ideas
• Section 4:Determining a Strategy for Implementation
• Section 5:Additional Resources
• Section 6:Funding/Financial Information

There are review questions at the end of section 1 to 4. These review questions will provide you with an opportunity to apply the knowledge and skills presented in these sections. There is a post-test at the end of the course.

For a full description of requirements for receiving a Certificate of Completion, please go to the "Certificate of Completion" page.

Intended Audience

professional home builders, remodelling contractors, and related building trades

Learning Objectives:

After completing this module, participants will be able to:

• Discussthe changing demographics and implications on the built environment, especially for senior and people with disabilities
• Discussthe specific trends regarding institutional, home, and community based services
• Reviewexamples of Universal Design and home modification ideas
• Discusssite conditions
• Provideproduct and resources information
• Providefunding and financial information

Pre-requisites/Learning Level

No pre-requisites

Competencies addressed

Core Competencies for Public Health Professionals identified:

Domain 4: Cultural Competency Skills

• 4A3. Describes the ways diversity may influence policies, programs, services, and the health of a community
• 4A5. Addresses the diversity of individuals and populations when implementing policies, programs, and services that affect the health of a community

CEUs Offered

None

Cost

Free

Modality/format

Online Self-Pace

Length

3 hours

Presenter(s) and/or Content Experts

Kelly Dinges

Technical requirements:

• Adobe Acrobat Reader 
• Flash Player 
• Speakers

Registration requirements

Register a free account

Creation and/or update

April 11, 2013

Course Summary

There are eight sections in this course:

• Section 1:How Are We Changing
• Section 2:The ADA and Building Codes
• Section 3:Universal Design and Home Modifications
• Section 4:Determining a Strategy for Implementation
• Section 5:Additional Resources
• Section 6:Funding/Financial Information
• Section 7:Project Opportunities
• Section 8:Design Scenarios

There are review questions at the end of Sections 1 through 4. These review questions will provide you with an opportunity to apply the knowledge and skills presented in these sections. There is a post-test at the end of the course.

For a full description of requirements for receiving a Certificate of Completion, please go to the "Certificate of Completion Information" page.

Intended Audience

professional home builders, remodelling contractors, and related building trades

Learning Objectives:

After completing this module, participants will be able to:

• Discussthe changing demographics and implications on the built environment
• Discussthe ADA standards that might be applicable in the design and construction of a residential setting
• Reviewexamples of Universal Design concepts in a residential setting
• Reviewsite consideration
• Provideproduct, materials, design solutions and resources
• Provideinformation regarding funding opportunities
• Provideinformation of possible sources of project work and referral opportunities

Pre-requisites/Learning Level

No pre-requisites

Competencies addressed

Core Competencies for Public Health Professionals identified:

Domain 4: Cultural Competency Skills

• 4A3. Describes the ways diversity may influence policies, programs, services, and the health of a community
• 4A5. Addresses the diversity of individuals and populations when implementing policies, programs, and services that affect the health of a community

CEUs Offered

None

Cost

Free

Modality/format

Online Self-Pace

Length

3 hours

Presenter(s) and/or Content Experts

Kelly Dinges

Technical requirements:

• Adobe Acrobat Reader 
• Flash Player 
• Speakers

Registration requirements

Register a free account

Creation and/or update

March 29, 2013

Course Summary

There are eight main topics in this training video :

1. Meeting Your Patient
2. Providing Equal Access to Quality Care
3. Respecting Patient Choices
4. Documenting Need for Medical Equipment
5. Assisting a Person with Visual Impairment
6. Communicating with People Who are Deaf or Hard of Hearing
7. Working with Patients Who are Difficult to Understand
8. Hidden Disabilities

A Certificate of Completion is awarded on successful completion of this training. If you have any questions regarding the contents or materials presented, please email CDD at cdd@training-source.org

Intended Audience

Health care providers

Learning Objectives

After completing this training video, participants will be able to: 

1. Recognize what a disability is.
2. Recognize the prevalence of disabilities and health disparities.
3. Learn strategies for communicating with people with disabilities, including active listening and teach-back.
4. Communicate more effectively with all patients.

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).
• 3B2. Communicates in writing and orally with linguistic and cultural proficiency (e.g., using age-appropriate materials, incorporating images).
• 3C2. 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).
• 3A6. Communicates information to influence behavior and improve health (e.g., uses social marketing methods, considers behavioral theories such as the Health Belief Model or Stages of Change Model).
• 3B6. Communicates information to influence behavior and improve health (e.g., uses social marketing methods, considers behavioral theories such as the Health Belief Model or Stages of Change Model).
• 3C6. Evaluates strategies for communicating information to influence behavior and improve health (e.g., uses social marketing methods, considers behavioral theories such as the Health Belief Model or Stages of Change Model).

Domain 6: Public Health Sciences Skills

• 6A1. Describes the scientific foundation of the field of public health
• 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).
• 6B2. Describes 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).
• 6B3. Applies public health sciences (e.g., biostatistics, epidemiology, environmental health sciences, health services administration, social and behavioral sciences, and public health informatics) in the delivery of the 10 Essential Public Health Services.
• 6C2. Explains lessons to be learned from 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).
• 6A7. Describes the laws, regulations, policies, and procedures for the ethical conduct of research (e.g., patient confidentiality, protection of human subjects, Americans with Disabilities Act).
• 6B8. Identifies the laws, regulations, policies, and procedures for the ethical conduct of research (e.g., patient confidentiality, protection of human subjects, Americans with Disabilities Act).
• 6C8. Ensures the ethical conduct of research (e.g., patient confidentiality, protection of human subjects, Americans with Disabilities Act).

CEUs Offered

None

Cost

Free

Modality/format

Online Self-Pace

Length

1 hour

Presenter(s) and/or Content Experts

Scott Lindgren, PhD; Ann Riley BSN, MA; Mike Hoeing, MA

Technical requirements

• Adobe Acrobat Reader 
• Flash Player 
• Speakers

Registration requirements

Register a free account

Creation and/or update

June 18, 2013

There are three sections in this course:

• Section 1: Evaluating Health Information on the Internet
• Section 2: Utilizing Databases for Finding Health Information on the Internet
• Section 3: Education and Training Opportunities

There are review questions at the end of each part. These review questions will provide you with an opportunity to apply the knowledge and skills presented in these parts. For a full description of requirements for receiving a Certificate of Completion, please go to the Certificate of Completion page.

Intended Audience

public health administrators and nurse administrators who are relatively new in their positions (3 years or less) and who seek to enhance their skills and knowledge.

Learning Objectives:

After completing this course, participants will be able to:

Evaluatehealth information on the internet using standard criteria

Explainhow to enhance searching in electronic resources

Locatepublic health information resources on the Internet

Identifyregional and national public health training opportunities

Pre-requisites/Learning Level

No pre-requisites

Competencies addressed

Core Competencies for Public Health Professionals identified

Domain 1: Analytical/Assessment Skills

• 1A1. Identifies the health status of populations and their related determinants of health and illness (e.g. factors contributing to health promotion and disease prevention; the quality, availability, access to, and use of health services)
• 1A4. Uses methods and instruments for collecting valid and reliable quantitative and qualitative data
• 1A5. Identifies sources of public health data and information
• 1A11. Uses information technology to collect, store, and retrieve data

Domain 3: Communication Skills

• 3A3. Identifies the health literacy of populations served (e.g. language, attitudes, beliefs, access to health information)

CEUs Offered

None

Cost

Free

Modality/format

Online Self-Pace

Length

1 hour

Presenter(s) and/or Content Experts

Christopher Childs, MS

Technical requirements:

• Adobe Acrobat Reader 
• Flash Player 
• Speakers

Registration requirements

Register a free account

Creation and/or update

May 21, 2013

Course Summary

There are four sections in this course:

• Section 1: Cultural Competence
• Section 2: Feeding/Eating Practices
• Section 3: Resources

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. At the end of the course there are scenario and game activities to be used as tool for reinforcing the materials learned in this course. The post-test provided at the end of the course is used as one of the requirements to satisfactory completed the course by having a score of 80% or above. 

Intended Audience

WIC CPAs (competent professional authorities) who perform nutrition assessments for WIC participants

Learning Objectives:

Section 1: Cultural Competence

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

• Define cultural competence and why it is necessary in practice
• Provide examples of eating practices from various cultures, specifically in the context of the WIC food package
• Identify resources, at the local and national levels, that enable WIC personnel and any health care provider to improve services to diverse participants

Section 2: Feeding/Eating Practices

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

• Identify feeding/eating practices and beliefs common to different cultures.
• Distinguish how an individual's culture affects their attitudes towards health and illness with WIC participants
• Determine what kinds of questions to ask a participant of any culture about their feeding/eating practices and beliefs.
• Identify how cultural feeding/eating practices and beliefs can affect the WIC food package prescription.

Section 3: Resources

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

• Identify resources, local and/or national, that can be used to learn about different cultures, the types of food they eat, and their food preparation techniques.
• Locate and access reputable resources that are useful for your own personal knowledge regarding different cultures. knowledge regarding different cultures.
• Identify reputable culturally appropriate resources, local and/or national, that you can provide to WIC participants so that you are able to be a “resource” for them.

Pre-requisites/Learning Level

No pre-requisites

Competencies addressed

Core Competencies for Public Health Professionals identified

Domain 4: Cultural Competency Skills

• 4A3. Describes the ways delivery may influence policies, programs, services, and the health of a community
• 4A5. Addresses the diversity of individuals and populations when implementing policies, programs, and services that affect the health of a community

Contact Hours/CEUs Offered

This course no longer provides continuing education by the Iowa Board of Nursing and the Commission on Dietetic Registration

Cost

Free

Modality/format

Online Self-Pace

Length

2 hours

Presenter(s) and/or Content Experts

Nor Hashidah Abd-Hamid, Med, PhD; Urmil Aggarwall, MS, RD, LD; Brenda Dobson, MS, RD, LD; Dena Fife, MA; Pat Hildebrand, MS, RD, LD; Kim Staab, RN; Marilyn Agler, MSW; Janice Edmunds-Wells, MSW; Debra Kibbe, MS; Michele Devlin, DrPH; Mark Grey, PhD

Technical requirements:

• Adobe Acrobat Reader 
• Flash Player 
• Speakers

Registration requirements

Register a free account

Creation and/or update

October 19, 2012

Contact: Brandi Bordelon
Phone: (504) 988-1342
E-mail: trdirect@tulane.edu

Conflict management skills are used in all aspects of life.  From interpersonal to work situations, all of us need these skills in one way or another.  Some of the fundamentals of effective conflict management are intuitive, and some stretch our preferred methods of dealing with others.   

Objectives:

• Identify the six keys to managing conflict in the workplace.
• List some root causes of workplace conflicts.
• Identify the fundamentals of principled negotiations.
• Describe the four steps for managing workplace conflict.
• List the steps to take when planning for a conversation about conflict.
• State the difference between assertive and aggressive behavior.
• Explain the value of the "long term relationship" in managing workplace conflict.
• Describe how the four style preferences react to conflict.
• Explain the techniques of good listening skills for managing workplace conflict.

Delivery Modality:

Online course composed of five sessions.

Intended Audience/Level of Training:

Aware

Course Length:

3 hours. You have 7 weeks from the day you enroll to finish this course. This course is self-paced

Costs:

Free

Continuing Education Units (CEU):

N/A

Competency:

Conflict Management 2.1.  Apply problem-solving techniques to identify the problem, determine solutions and implement a solution/response.

Contact: Brandi Bordelon
Phone: (504) 988-1342
E-mail: trdirect@tulane.edu

Have you ever found yourself in a conflict, either professional or personal, with no idea how to get out of it without simply surrendering or fighting back?  Just how is it that conflict seems to arise so often?  With all the attention that "win-win" approaches get these days, is collaboration always the best to resolve differences?  Is there an element that is common to both collaborating with partners and resolving differences with them?

Objectives:

• Describe the common connection between collaboration and conflict resolution.
• Describe how acting out of what we know can create conflict or deter collaboration.
• Identify multiple communications issues that support collaboration and conflict resolution.
• Identify when collaboration is appropriate for use in resolving conflict, and when it is not.
• Identify other options for use in resolving conflict and when to use them.
• Describe how collaboration is integral to the emerging paradigm for public health practice.

Delivery Modality:

Online course composed of nine modules.

Intended Audience/Level of Training:

Aware

Course Length:

2 hours. You have 7 weeks from the day you enroll to finish this course. This course is self-paced

Costs:

Free

Continuing Education Units (CEU):

N/A

Competency:

Conflict Management 2.2 and 2.3.  Demonstrate confidence in a conflict situation by focusing on the issues, not the conflict.  Effectively resolve internal employees and/or organizational conflicts through use of conflict management techniques.

Supervisors frequently engage in coaching discussions with their employees to deal with work-related discrepancies, while fostering respectful supervisor-employee relationships.

Intended Audience:

General

Learning Objectives:

• Identify supervisor's role and responsibility when faced with situations requiring coaching/redirecting.
• Learn tools to diagnose performance issues and determine the best course of action.

Pre-requisites/Learning Level:

No Pre-requisites

Competencies addressed:

Conflict Management 2.3 and Human Resources 9.1.  Effectively resolve internal employee and/or organizational conflicts through use of conflict management techniques.  Provide timely and useful performance reviews.

CEUs Offered:

N/A

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: February 21,2014

There are 7 modules in this course:

1. Inside the Newsroom
2. Matters of Style
3. Properties of a News Release
4. Organizing Information
5. Elements of a News Release
6. Now What?
7. Other Skills 

Following these, a Posttest must be completed.

Intended Audience

PIOs/PAOs who need to improve their skills in communicating with the public during an emergency

Learning Objectives:

Pre-requisites/Learning Level

No Pre-requisites

Competencies addressed:

• Core Competencies for Public Health Professionals identified:
• Domain 3: Communication Skills
• 3A5. Conveys data and information to professionals and the public using a variety of approaches (e.g., reports, presentations, email, letters)
• Domain 5: Community Dimensions of Practice Skills
• 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

December 4, 2012

The "Messenger Chronicles" online training series presents ideas for communication in difficult situations.  The "Managing Stress and Time" module, helps learners to recognize the symptoms of stress and the factors that may increase their susceptibility to stress.  Strategies to manage stress are offered in the scenario-based training.  Learners are also given a framework for managing and prioritizing tasks to help minimize "stress-causing" situations.  Job aids like the "Project Startup Tool" and the "Urgent/Important Matrix" are provided for learners' use.

"Managing Stress and Time" features strategies and frameworks used in real world situations that learners can apply to their own environments.  Open-ended and multiple-choice questions give learners the opportunity to reflect on the course content and compare their thoughts to expert recommendations.

Intended Audience:

Learning Objectives:

At the end of this course, you will be able to do the following:

• List four symptoms of stress
• Describe two ways people react to stress
• List some factors that affect a person's vulnerability to stress
• List and describe four ways to manage stress
• Explain the "myth of multi-tasking"
• Describe how the "Urgent/Important" matrix can be applied to your work
• List two reasons why a person may procrastinate

Pre-requisites/Learning Level:

None

Competencies addressed:

Communication 1.5.  Provide clear and concise feedback that communicates expectations to peers, management, and customers

CEUs Offered:

CHES to receive 1 Category / CECH in health education, 1 contact hour in nursing continuing education

Cost:

Modality/format:

Online Self-Pace

Length:

20 minutes

Presenter(s) and/or Content Experts:

Technical requirements:

• Adobe Acrobat Reader 
• Speakers

Registration requirements:

Register a free account

Creation and/or update: October 17, 2012

Contact: Brandi Bordelon
Phone: (504) 988-1342
E-mail: trdirect@tulane.edu

Description:

The "Messenger Chronicles" is organized into a number of modules that simulate realistic conversations.  Many of the conversations are split into three sections:  Read, Think and Analyze.  Learners will read a conversation sand then will be asked to think about certain aspects of the conversation by answering questions or engaging in activities.  Further information can be gained from a interactive analysis of the conversation.

Objectives:

• List the four aspects of communication (content, context, conduct, and character) for which individuals are responsible
• Describe each step in the process of a difficult conversation
• Describe strategies for effective conversations
• Analyze conversations in terms of content, contest, conduct, and character
• Become more aware of their individual communication performance and strive for higher levels of performance.

Delivery Modality:

Online course

Intended Audience/Level of Training:

Public health professionals including nurses, physicians, and health educators.

Course Length:

This training is self-paced approximately 25 minutes.

Costs:

Free

Continuing Education Units (CEU):

CHES to receive 1 Category / CECH in health education, 1 contact hour in nursing continuing education

Competency:

Communication 1.1 and 1.3.  Listen actively and respectfully while acknowledging the thoughts and opinions of others.  Utilize effective communication to facilitate team development.

This presentation provides an overview of the theories behind social marketing, social marketing strategies, how it works, and examples of effective campaigns

Intended Audience:

Learning Objectives:

By the end of the course, you should be able to do the following:

• Understand social marketing.
• Social marketing theories and strategies.
• Principals and evidence of effectiveness.

Pre-requisites/Learning Level:

None

Competencies addressed:

Communications 1.9.  Share information that is understood by the average person using the media, various electronic technologies, and community networks.

CEUs Offered:

N/A

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: October 17, 2012

The purpose of this intermediate course is to acquire a conceptual framework with tools to manage diversity in the workplace as a way of improving service delivery, quality, and accessibility. It is expected that each participant will be able to identify their role in their own organization with respect to diversity and cultural competency and to position their organization as a leading organization in the delivery of culturally competent services.

Intended Audience:

Knowledgeable

Learning Objectives:

• To mange workplace diversity by enhancing communication skills
• To manage workplace diversity by enhancing conflict resolution skills with individuals and groups representing diverse cultures
• To manage workplace diversity by enhancing awareness, acceptance, and understanding of diverse health care beliefs and practices

Pre-requisites/Learning Level:

None

Competencies addressed:

Communication 1.4 and 1.6.  Express empathy and respond accordingly to meet the needs of the interaction or situation.  Apply appropriate methods for interacting sensitively, effectively, and professionally with persons from diverse backgrounds. 

CEUs Offered:

N/A

Cost:

Free

Modality/format:

Online Self-Pace

Length:

2 hours

Presenter(s) and/or Content Experts:

Technical requirements:

• Adobe Acrobat Reader 
• Speakers

Registration requirements:

Register a free account

Creation and/or update: October 16, 2012

On completion of this course, the user will be able to demonstrate written and oral communication skills that are needed as a leader in a health department by:  identifying communication skills, listing effective presentation skills, and distinguishing different writing techniques.

Intended Audience:

Learning Objectives:

• Module 1:  Effective Interpersonal Communication - Distinguish the fundamental elements of message, explain the message model, identify tangible and intangible barriers, distinguish the levels of listening, describe the guides to good listening,and explain the key points of basic interpersonal communication
• Module 2:  Presentation Skills - Identify the objectives of a good presentation, Distinguish physical, mechanical, and paralinguistic aspects of a presentation, identify ways to open a presentation, explain three things audiences respond to most, create a checklist of presentation skills, identify correct ways of presenting visual aids, identify ways to close presentations, and list ways to answer questions during and after a presentation
• Module 3:  Good Writing Techniques - Differentiate among the states of writing, identify the proper use of transitions when writing, demonstrate appropriate use of descriptive adjectives, and demonstrate correct document formatting

Pre-requisites/Learning Level:

None

Competencies addressed:

Communication 1.2, 1.3 and 1.10.  Communicate effectively both in writing and orally with level appropriate for content and audience.  Utilize effective communication to facilitate team development.  Deliver organized and effective presentations or messages for diverse audiences and various purposes.

CEUs Offered:

N/A

Cost:

Free

Modality/format:

Online Self-Pace

Length:

3 hours

Presenter(s) and/or Content Experts:

Technical requirements:

• Adobe Acrobat Reader 
• Speakers

Registration requirements:

Register a free account

Creation and/or update: September 28, 2013

No matter how effective a leader/manager you already are, this course is designed to refresh and refine the skills needed to lead your teams to success in today's fast-paced and stressful health care environment.  By exploring effective leadership styles and strategies, this course provides specific tools to enhance leadership/management communication.

Intended Audience:

Learning Objectives:

By the end of the course, you should be able to do the following:

• Identify the differences between leadership and management, describe the tasks and essentials of effective leadership, and identify the differences between dissonant and resonant leadership styles
• Understand how and why well intentioned management strategies sometimes backfire, and how to keep that from happening
• Apply strategies that enable you to think, react, communicate, and lead with high levels of emotional intelligence
• Identify the majority reasons for low employee motivation and utilize strategies that motivate and inspire the workforce to maximize individual and group performance
• Understand ways to identify morale problems and apply strategies that ameliorate or reflect moral problems as well as negative mood contagion
• Increase your ability to promote ideas and plans through the application of specific persuasion and influence strategies
• Understand the qualities of an effective change manager
• Understand the characteristics and components of successful teams and apply strategies to enhance team communication

Pre-requisites/Learning Level:

None

Competencies addressed:

Communication 1.3, Leadership 11.1 and 11.8, and Team Building 16.3.  Utilize effective communication to facilitate team development.  Role model professional values, beliefs and ethics.  Establish an environment within the organization where employees feel empowered and supported.  Ensure that a process is used to share ideas, prioritize and formulate plans among groups.

CEUs Offered:

ASNA Nursing: 2.6 CEU and/or Social Work: 2.5 CEU

Cost:

Free

Modality/format:

Online Self-Pace

Length:

3 hours

Presenter(s) and/or Content Experts:

Technical requirements:

• Adobe Acrobat Reader 
• Speakers

Registration requirements:

Register a free account

Creation and/or update: October 16, 2012

The purpose of this course is to focus on the communication skills you will need as a leader in a public health department. It is well known that having effective communication skills is crucial to managing staff and clients in a cooperative and functional manner, and that being able to clearly present ideas enhances career mobility. The communication elements discussed in this course are designed to provide insight into your professional and personal communication.

Intended Audience:

Aware

Learning Objectives:

• Classify the impact of verbal and non-verbal communication
• Identify behavioral and communication styles
• Explain how different communication styles clash
• Describe how to adjust to the different communication styles
• Weigh the perspectives of others

Pre-requisites/Learning Level:

No Pre-requisites

Competencies addressed:

Communication 1.1.  Listen actively and respectfully while acknowledging the thoughts and opinions of other.

CEUs Offered:

N/A

Cost:

Free

Modality/format:

Online Self-Pace

Length:

2 hours

Presenter(s) and/or Content Experts:

Technical requirements:

• Adobe Acrobat Reader 
• Speakers

Registration requirements:

Register a free account

Creation and/or update: October 16, 2012

This course describes essential strategies to improve effectiveness when dealing with all types of interpersonal and group conflicts that may be experienced with co-workers, bosses, and employees in the workplace.  With the right strategies, even conflict-avoiders and in-your-face confrontational types will learn ways to increase their chances of achieving win-win outcomes, while improving interpersonal communication in the process.

Intended Audience:

Learning Objectives:

• Identify the benefits of adopting a "conflict manager's mindset"
• Identify the five predominate styles of conflict management and the situations when each is most appropriate
• Apply strategies to neutralize your own emotions as well as those of others
• Utilize the four-step conflict resolution process to achieve better outcomes to most simple conflicts
• Deal more effectively with complex or difficult conflicts through the use of seven "turnaround strategies"
• Understand the effects of turf battles on the functioning of state health departments
• Apply structural and interpersonal strategies to identify and resolve turf problems within the department
• Describe the three types of integrated effort that are more likely to be achieved when turf issues have been resolved

Pre-requisites/Learning Level:

Competencies addressed:

Communication 1.3, Conflict Management 2.1, and Leadership 11.3.  Utilize effective communication to facilitate team development.  Apply problem-solving techniques to identify the problem, determine solutions and implement a solution/response.  Examine and evaluate problems and challenges for the organization.

CEUs Offered:

N/A

Cost:

Free

Modality/format:

Online Self-Pace

Length:

3 hours

Presenter(s) and/or Content Experts:

Technical requirements:

• Adobe Acrobat Reader 
• Speakers

Registration requirements:

Register a free account

Creation and/or update: February 21, 2014

This course invites learners to spend time thinking about and developing their own responses to a variety of ideas and situations about culture, communication and public health. Learners will explore the meaning of culture, methods of communications, and strategies for communicating more effectively.

Intended Audience

General

Learning Objectives:

• Give examples of discriminating and non-discriminating practices in providing public health services
• Recognize effective methods/strategies/techniques for unbiased communication
• Explain how effective cross-culture communication influences public health service and program acceptance
• Identify specific factors that influence and individuals or group’s acceptance of public health information and services
• Describe job-specific benefits and effective cross-cultural communication
• Define culture. Explain the importance of a diverse public health workforce
• Develop increased awareness of diversity
• Understand how and why stereotypes/generalizations are created
• Identify the cultural groups served by the unit/organization the participant represents

Pre-requisites/Learning Level

No pre-requisites

Competencies addressed

Communication 1.6. and 1.7. Apply appropriate methods for interacting sensitively, effectively, and professionally with persons from diverse backgrounds. Recognize cultural and linguistic differences when communicating and appropriately seek translation services and/or interpreter.

CEUs Offered

2.5 CHECH in health education, 2.5 contact hours in nursing, 2.5 hours general

Cost

Free

Modality/format

Online Self-Pace

Length

2.5 hours

Presenter(s) and/or Content Experts

Marita Murrman

Technical requirements:

• Adobe Acrobat Reader 
• Flash Player 
• Speakers

Registration requirements

Register a free account

Creation and/or update

October 17,2012

This course is designed for WIC personnel and other health care providers who complete nutrition assessments. Awareness of cross-cultural communication allows WIC personnel to create a more rich and enhanced assessment and counseling experiences with clients. The goals of the course are to:

• Describe cross-cultural communication and why it is necessary in practice.
• Provide examples of effective communication techniques when completing nutrition assessments.
• Identify appropriate communication strategies when working with clients that have a language difference.

Content

There are three sections in this course:

• Section 1: Cross-Cultural and Communication Techniques
• Section 2: Communicating with Language Differences
• Section 3: Scenarios and Game

There are review questions at the end of section 1 and 2. These review questions will provide you with an opportunity to apply the knowledge and skills presented in these sections. In section 3, there are three scenarios that will allow you to apply the knowledge that you just learn. "The Effective Non-Verbal Communication" game is provided as a fun activity to enhance content retention. Finally, there is a posttest at the end of the course.

Intended Audience

WIC CPAs (competent professional authorities) who perform nutrition assessments for WIC participants. The course will provide overview information on cultural competence in relation to feeding and eating practices and is not intended to be inclusive of all information needed. Some contents may also applicable to health care providers and public health professionals who are communicating with clients from diverse background.

Learning Objectives

Section 1: Cross-Cultural and Communication Techniques

After completing this section, participants will be able to:

• Identify client demographics and their backgrounds.
• Recognize the importance of cross-cultural communication.
• Recognize how your culture and background may influence your communication skills during nutrition assessment.
• Identify communication challenges when working with multicultural clients.
• Identify ways to establish trust and build rapport with participants.
• Apply effective communication techniques when completing nutrition assessment.

Section 2: Communicating with Language Differences

After completing this section, participants will be able to:

• Describe the process of selecting and working with interpreters and language lines.
• Identify the appropriate strategies when communicating with clients that have language differences.
• Define low literacy and health literacy.

Section 3: Scenarios and Game

After completing this section, participants will be able to:

• Apply the practice of cultural sensitivity and critical thinking when completing nutrition assessment.

Pre-requisites/Learning Level

No Pre-requisites

Core Competencies for Public Health Professionals

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)
• 3A2. Communicates in writing and orally with linguistic and cultural proficiency (e.g., using age-appropriate materials, incorporating images)

Domain 4: Cultural Competency Skills

• 4A3. Describes the ways diversity may influence policies, programs, services, and the health of a community
• 4A5. Addresses the diversity of individuals and populations when implementing policies, programs, and services that affect the health of a community

Certificate of Completion

A certificate of completion is awarded on successful completion of this course. In order to successfully complete this course, you MUST score 70% or higher on the Posttest.

If you do not receive 70% on the posttest, you may review the material and re-take it. The posttest will become available for a re-take 2 business days after your first attempt.

Contact Hours/CEUs Offered

This course no longer provides continuing education by the Iowa Board of Nursing and the Commission on Dietetic Registration

Cost

Free

Modality/format

Online Self-Pace

Length

2 hours

Presenter(s) and/or Content Experts Planning Course Committee Members

Nor Hashidah Abd-Hamid, PhD; Urmil Aggarwall, MS, RD, LD; Brenda Dobson, MS, RD, LD; Dena Fife, MA; Pat Hildebrand, MS, RD, LD; Kim Staab, RN; Marilyn Alger, MSW; Janice Edmunds-Wells, MSW; Debra Kibbe, MS; Michele Devlin, DrPH; Mark Grey, PhD

Technical Requirements

• Adobe Acrobat Reader 
• Flash Player 
• Speakers

Registration requirements

Register a free account

Acknowledgements

The following organizations collaborated on the development of this course: United States Department of Agriculture (USDA), Food and Nutrition Service; Iowa Department of Public Health (IDPH)- Iowa WIC Program; University of Iowa College of Public Health Institute for Public Health Practice (UICPH-IPHP); and Region 7 Midwestern Public Health Training Center (MPHTC).

A special thanks also to our video dialogue models: Charles Dufano, Dena Fife, and Mary Klahn-Ramstad.

This project is funded at least in part with Federal funds from the U.S. Department of Agriculture, Food and Nutrition Service.

Course Redesign and Redevelopment (January 2019):

Nor Hashidah Abd-Hamid, Instructional Design and Development

Melissa Richlen, Audio and Video Production

Brett Borden, Narrator

Tim Beachy, LMS Coordinator

Creation and/or update

January 15, 2019

This course covers the basics behind effective communications.  The "Total Package" of communication helps participants understand the components of communication.  The communication process, the importance of listening, and barriers to effective communications are also discussed.

Intended Audience:

General

Learning Objectives:

• Discuss the communication process
• Discuss the importance of listening
• Explain the barriers of effective communication

Pre-requisites/Learning Level:

No Pre-requisites

Competencies addressed:

Communications 1.1.  Listen actively and respectfully while acknowledging the thoughts and opinions of others.

CEUs Offered:

N/A

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: February 21,2014

Every job position has customers.  This webinar helps participants explore who their customers are.

Intended Audience:

General

Learning Objectives:

• Define who customers are
• Define service
• Explain RATER - the five service quality elements
• Discuss the communications/customer service connection

Pre-requisites/Learning Level:

No Pre-requisites

Competencies addressed:

Communications 1.5.  Provide clear and concise feedback that communicates expectations to peers, management, and customers. 

CEUs Offered:

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: February 21, 2014

This course covers the basics of communication techniques for the telephone.  Immediately following the review of the basics, this webinar will provide some additional information and tips to help improve your effectiveness when answering the telephone.

Intended Audience:

General

Learning Objectives:

• Recognize the importance of three critical values
• Learn three primary telephone skills
• Review basic procedures of answering a telephone
• Learn the importance of taking notes
• Learn what not to do when answering the telephone
• Learn more effective word usage
• Learn how to deal with challenging callers

Pre-requisites/Learning Level:

No Pre-requisites

Competencies addressed:

Communications 1.4.  Express empathy and respond accordingly to meet the needs of the interaction or situation.

CEUs Offered:

N/A

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: February 21,2014

The University of Iowa College of Public Health's Institute for Public Health Practice, in cooperation with the Iowa Association of Local Public Health Agencies (I-ALPHA), has developed a series of practiced-based educational programs targeted toward new public health administrators and nursing administrators. The programs are part of the Institute's continuing effort to provide training to strengthen the skills and knowledge of the current public health workforce.

Intended Audience

for public health administrators and nurse administrators who are relatively new in their positions (3 years or less) and who seek to enhance their skills and knowledge

Learning Objectives:

After completing this course, learners should be able to:

• Identifythe role of public health in community planning

• Definecommunity planning vs. organizational planning

• Describehealthy community concepts in relationships to community health planning

• Definedata collection methodologies

• Identifyplanning models that can be utilized in community health planning

Pre-requisites/Learning Level

No pre-requisites

Competencies addressed

Core Competencies for Public Health Professionals identified

Domain 1: Analytic/Assessment Skills

• 1A8. Collects valid and reliable quantitative and qualitative data

Domain 2: Policy Development/Program Planning Skills

• 2A8. Identifies mechanisms to monitor and evaluate programs for their effectiveness and quality

CEUs Offered

None

Cost

Free

Modality/format

Online Self-Pace

Length

1 hour

Presenter(s) and/or Content Experts

Linda Drey, MPH, MHA, BSN

Technical requirements:

• Adobe Acrobat Reader 
• Flash Player 
• Speakers

Registration requirements

Register a free account

Creation and/or update

September 15, 2013

Contact: Brandi Bordelon
Phone: (504) 988-1342
E-mail: trdirect@tulane.edu

Collaboration is essential to public health professionals in order to carry out their daily job duties successfully and enhance the health outcomes of the population which they serve.  This course covers why collaboration is important, how to build a collaborative culture, and barriers to effective collaboration. 

>Objectives:

• To assist in understanding your personal orientation toward collaboration.
• To examine common themes among different definitions of collaboration.
• To illustrate why collaboration is important.
• To identify the steps involved in successful collaboration.
• To list the elements of a collaborating culture.
• To provide a series of factors against which your organization can be evaluated relative to the ease of collaboration.
• To identify four familiar impediments to effective collaboration.
• To demonstrate why getting the "right people on the team is important, even critical, to effective collaboration.
• To provide a series of guidelines for forming a collaborative team.
• To offer some practical advice for building and maintaining collaborative teams.

Delivery Modality:

Online course composed of three modules.

Intended Audience/Level of Training:

Aware - Policy / Planner, General Public Health Staff and Public Health

Course Length:

2 hours. You have 7 weeks from the day you enroll to finish this course. This course is self-paced

Costs:

Free

Continuing Education Units (CEU):

ASNA Nursing 1.1 CEU and Social Work 1.0 CEU

Competency:

Conflict Management 2.1 and Program Planning and Health Promotion 14.1.  Manages and resolves conflict and disagreements in a positive and constructive manner to minimize negative impact.  Assess internal and external capacity of primary care infrastructure for organizational goal setting.

Prevention and Management of Diabetes:  Current Community-Based Strategies

Keywords

Diabetes, Diabetes Prevention, Diabetes Management, Diabetes Prevention Program, Community-Based Agencies, Social Determinants of Health

Descriptions

This series will include five online modules which provide learners a comprehensive, awareness-level understanding of diabetes, to enable them to effectively support, advise, and monitor programs, and services provided through community-based agencies, including Federally-Qualified Health Centers (FQHCs).  This series includes five training modules with each has their own set of pre and posttest questions.

• Module 1 – Diabetes: The Basic Questions and Answers
• Module 2 – A Closer Look at Diabetes
• Module 3 – Social Determinants of Health and Diabetes
• Module 4 – Prediabetes: The Crisis We can Prevent
• Module 5 – Improving Diabetes Care and Outcomes

Learners will have flexibility to take the modules in whatever sequence they want, but the above sequence is recommended. Throughout the modules, learners will be introduced with fictional characters that may or may not have diabetes.

Type of Training

Online Self-Paced

Intended Audience

The intended audience for this course is anyone who would like to increase their knowledge of diabetes and diabetes prevention and control.

Length of Training

30 to 45 minutes for each module

Learning Objectives

At the end of each module, learners will be able to:

Module 5

• Discuss ways on improving diabetes care and self-management
• Describe the elements of the Chronic Care Model in improving patient and system outcomes
• Explain emerging practices that could be adopted in your own practice

Core Competencies for Public Health Professionals

Domain: Public Health Science Skills – Tier 1

6A6: Describes evidence used in developing, implementing, evaluating, and improving policies, programs, and services

6A8: Contributes to the public health evidence base (e.g., participating in Public Health Practice-Based Research Networks, community-based participatory research, and academic health departments; authoring articles; making data available to researchers)

Domain: Leadership and Systems Thinking Skills – Tier 1

8A3: Describes the ways public health, health care, and other organizations can work together or individually to impact the health of a community

8A4: Contributes to development of a vision for a healthy community (e.g., emphasis on prevention, health equity for all, excellence and innovation)

Pre-requisites (Learning level)

None

CEUS Offered

None

Certificate of Completion

Certificate of Completion for each module will be awarded on successful completion of this module which is getting a score of 70% or higher on the posttest.

Cost

Free

Technical Requirements

In order to successfully view the module in this series, please note the following requirements.

• Windows computer/laptop: 
  • Any modern, updated browser (i.e. Google Chrome, Firefox, Edge)
  • Mac computer/laptop: Safari 7 and later, Google Chrome (latest version)
  • Apple iOS: Safari in Apple iOS 7 and later
  • Android OS: Google Chrome (latest version) in Android OS 4.1 and later
  • Screen Reader: JAWS 16 or later with Internet Explorer 11 or later
  • Speaker or headphone – the modules have audio

Acknowledgements

The following organizations collaborated on the development of this course: Health Resources & Service Administration (HRSA), Region 7 Midwestern Public Health Training Center (MPHTC); and the University of Iowa College of Public Health Institute for Public Health Practice (UICPH-IPHP).

Course Design & Development

Deputy Director, Strategic Partnerships Division, Office of Quality Improvement Bureau of Primary Health Care, Health Resources and Services Administration: Julia Sheen-Aaron, MPH

Subject Matter Experts: Shirley Orr, MHS, APRN, NEA-BC

MPHTC Coordinator: Laurie Walkner, MA

Instructional Designers and Storyline Developers: Dena Fife, MA and Nor Hashidah Abd Hamid, PhD

Item Writer: Roger Hileman, MA

Narrators: Melissa Richlen and Brett Borden

Audio/Video Productions: Melissa Richlen, BA

LMS Coordinator: Tim Beachy, BA

Communication Specialist: Hannah Morrison Shultz, MA

Creation Date: November 1^st, 2019

Prevention and Management of Diabetes:  Current Community-Based Strategies

Keywords

Diabetes, Diabetes Prevention, Diabetes Management, Diabetes Prevention Program, Community-Based Agencies, Social Determinants of Health

Descriptions

This series will include five online modules which provide learners a comprehensive, awareness-level understanding of diabetes, to enable them to effectively support, advise, and monitor programs, and services provided through community-based agencies, including Federally-Qualified Health Centers (FQHCs).  This series includes five training modules with each has their own set of pre and posttest questions.

• Module 1 – Diabetes: The Basic Questions and Answers
• Module 2 – A Closer Look at Diabetes
• Module 3 – Social Determinants of Health and Diabetes
• Module 4 – Prediabetes: The Crisis We can Prevent
• Module 5 – Improving Diabetes Care and Outcomes

Learners will have flexibility to take the modules in whatever sequence they want, but the above sequence is recommended. Throughout the modules, learners will be introduced with fictional characters that may or may not have diabetes.

Type of Training

Online Self-Paced

Intended Audience

The intended audience for this course is anyone who would like to increase their knowledge of diabetes and diabetes prevention and control.

Length of Training

30 to 45 minutes for each module

Learning Objectives

At the end of each module, learners will be able to:

Module 4

• Recognize the impact prediabetes has the American population
• Explain the testing methods to identify prediabetes
• Discuss the prevention strategies for prediabetes
• Analyze the prevention strategies for Tony’s case based on the scenario presented

Core Competencies for Public Health Professionals

Domain: Public Health Science Skills – Tier 1

6A6: Describes evidence used in developing, implementing, evaluating, and improving policies, programs, and services

6A8: Contributes to the public health evidence base (e.g., participating in Public Health Practice-Based Research Networks, community-based participatory research, and academic health departments; authoring articles; making data available to researchers)

Domain: Leadership and Systems Thinking Skills – Tier 1

8A3: Describes the ways public health, health care, and other organizations can work together or individually to impact the health of a community

8A4: Contributes to development of a vision for a healthy community (e.g., emphasis on prevention, health equity for all, excellence and innovation)

Pre-requisites (Learning level)

None

CEUS Offered

None

Certificate of Completion

Certificate of Completion for each module will be awarded on successful completion of this module which is getting a score of 70% or higher on the posttest.

Cost

Free

Technical Requirements

In order to successfully view the module in this series, please note the following requirements.

• Windows computer/laptop: 
  • Any modern, updated browser (i.e. Google Chrome, Firefox, Edge)
  • Mac computer/laptop: Safari 7 and later, Google Chrome (latest version)
  • Apple iOS: Safari in Apple iOS 7 and later
  • Android OS: Google Chrome (latest version) in Android OS 4.1 and later
  • Screen Reader: JAWS 16 or later with Internet Explorer 11 or later
  • Speaker or headphone – the modules have audio

Acknowledgements

The following organizations collaborated on the development of this course: Health Resources & Service Administration (HRSA), Region 7 Midwestern Public Health Training Center (MPHTC); and the University of Iowa College of Public Health Institute for Public Health Practice (UICPH-IPHP).

Course Design & Development

Deputy Director, Strategic Partnerships Division, Office of Quality Improvement Bureau of Primary Health Care, Health Resources and Services Administration: Julia Sheen-Aaron, MPH

Subject Matter Experts: Shirley Orr, MHS, APRN, NEA-BC

MPHTC Coordinator: Laurie Walkner, MA

Instructional Designers and Storyline Developers: Dena Fife, MA and Nor Hashidah Abd Hamid, PhD

Item Writer: Roger Hileman, MA

Narrators: Melissa Richlen and Brett Borden

Audio/Video Productions: Melissa Richlen, BA

LMS Coordinator: Tim Beachy, BA

Communication Specialist: Hannah Morrison Shultz, MA

Creation Date: November 1^st, 2019

Prevention and Management of Diabetes:  Current Community-Based Strategies

Keywords

Diabetes, Diabetes Prevention, Diabetes Management, Diabetes Prevention Program, Community-Based Agencies, Social Determinants of Health

Descriptions

This series will include five online modules which provide learners a comprehensive, awareness-level understanding of diabetes, to enable them to effectively support, advise, and monitor programs, and services provided through community-based agencies, including Federally-Qualified Health Centers (FQHCs).  This series includes five training modules with each has their own set of pre and posttest questions.

• Module 1 – Diabetes: The Basic Questions and Answers
• Module 2 – A Closer Look at Diabetes
• Module 3 – Social Determinants of Health and Diabetes
• Module 4 – Prediabetes: The Crisis We can Prevent
• Module 5 – Improving Diabetes Care and Outcomes

Learners will have flexibility to take the modules in whatever sequence they want, but the above sequence is recommended. Throughout the modules, learners will be introduced with fictional characters that may or may not have diabetes.

Type of Training

Online Self-Paced

Intended Audience

The intended audience for this course is anyone who would like to increase their knowledge of diabetes and diabetes prevention and control.

Length of Training

30 to 45 minutes for each module

Learning Objectives

At the end of each module, learners will be able to:

Module 3

• Describe the social determinants of health that impact diabetes
• Explain the factors that impact disease management and social determinants of health
• Describe why lack of access to healthy options can influence healthy decision making
• Discuss policy interventions which address social determinants contributing to diabetes

Core Competencies for Public Health Professionals

Domain: Public Health Science Skills – Tier 1

6A6: Describes evidence used in developing, implementing, evaluating, and improving policies, programs, and services

6A8: Contributes to the public health evidence base (e.g., participating in Public Health Practice-Based Research Networks, community-based participatory research, and academic health departments; authoring articles; making data available to researchers)

Domain: Leadership and Systems Thinking Skills – Tier 1

8A3: Describes the ways public health, health care, and other organizations can work together or individually to impact the health of a community

8A4: Contributes to development of a vision for a healthy community (e.g., emphasis on prevention, health equity for all, excellence and innovation)

Pre-requisites (Learning level)

None

CEUS Offered

None

Certificate of Completion

Certificate of Completion for each module will be awarded on successful completion of this module which is getting a score of 70% or higher on the posttest.

Cost

Free

Technical Requirements

In order to successfully view the module in this series, please note the following requirements.

• Windows computer/laptop: 
  • Any modern, updated browser (i.e. Google Chrome, Firefox, Edge)
  • Mac computer/laptop: Safari 7 and later, Google Chrome (latest version)
  • Apple iOS: Safari in Apple iOS 7 and later
  • Android OS: Google Chrome (latest version) in Android OS 4.1 and later
  • Screen Reader: JAWS 16 or later with Internet Explorer 11 or later
  • Speaker or headphone – the modules have audio

Acknowledgements

The following organizations collaborated on the development of this course: Health Resources & Service Administration (HRSA), Region 7 Midwestern Public Health Training Center (MPHTC); and the University of Iowa College of Public Health Institute for Public Health Practice (UICPH-IPHP).

Course Design & Development

Deputy Director, Strategic Partnerships Division, Office of Quality Improvement Bureau of Primary Health Care, Health Resources and Services Administration: Julia Sheen-Aaron, MPH

Subject Matter Experts: Shirley Orr, MHS, APRN, NEA-BC

MPHTC Coordinator: Laurie Walkner, MA

Instructional Designers and Storyline Developers: Dena Fife, MA and Nor Hashidah Abd Hamid, PhD

Item Writer: Roger Hileman, MA

Narrators: Melissa Richlen and Brett Borden

Audio/Video Productions: Melissa Richlen, BA

LMS Coordinator: Tim Beachy, BA

Communication Specialist: Hannah Morrison Shultz, MA

Creation Date: November 1^st, 2019

Contact: Brandi Bordelon
Phone: (504) 988-1342
E-mail: trdirect@tulane.edu

Description:
Conflict is a normal part of our everyday life both at home and in the workplace.  Mismanaged conflict has both direct and indirect costs as it decreases productivity, increases problems with morale and increases liability.  Conflict management is a constructive way of approaching this natural phenomenon so that the result is a positive outcome.   

Objectives:

• Define conflict and conflict management.
• Describe how to structure a conflict management process.
• Understand the importance of successful conflict management in the workforce environment. 
• Feel more confident about approaching conflicts.

Delivery Modality:
Online broadcast.

Intended Audience/Level of Training:

Aware

Course Length:
2 hours. You have 7 weeks from the day you enroll to finish this course. This course is self-paced

Costs:
Free

Continuing Education Units (CEU):
N/A

Competency:
Conflict Management 2.2 and 2.3.  Demonstrate confidence in a conflict situation by focusing on the issues, not the conflict.  Effectively resolve internal employee and/or organizational conflicts through use of conflict management techniques.

Launch:

External Training - South Central Public Health Partnership

Course Summary

There are three sections in this course:

• Section 1: Software
• Section 2: Assistive Devices
• Section 3: Troubleshooting

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: Software

After completing this section, participants will be able to:

• Discusssoftware products to consider when working with students with brain injury
• Identifysoftware for struggling learners

Section 2: assistive Devices

After completing this section, participants will be able to:

• Identifyassistive devices that are useful for students with brain injury
• Discusshow software applications can be used for bypass strategies

Section 3: Troubleshooting

After completing this section, participants will be able to:

• Matchweakness and bypass strategies for students with brain injury
• Applythe strategies using software and assistive devices to help students with brain injury

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 from individuals and organizations (e.g., chambers of commerce, religious organizations, 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 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 25, 2012

Prevention and Management of Diabetes:  Current Community-Based Strategies

Keywords

Diabetes, Diabetes Prevention, Diabetes Management, Diabetes Prevention Program, Community-Based Agencies, Social Determinants of Health

Descriptions

This series will include five online modules which provide learners a comprehensive, awareness-level understanding of diabetes, to enable them to effectively support, advise, and monitor programs, and services provided through community-based agencies, including Federally-Qualified Health Centers (FQHCs).  This series includes five training modules with each has their own set of pre and posttest questions.

• Module 1 – Diabetes: The Basic Questions and Answers
• Module 2 – A Closer Look at Diabetes
• Module 3 – Social Determinants of Health and Diabetes
• Module 4 – Prediabetes: The Crisis We can Prevent
• Module 5 – Improving Diabetes Care and Outcomes

Learners will have flexibility to take the modules in whatever sequence they want, but the above sequence is recommended. Throughout the modules, learners will be introduced with fictional characters that may or may not have diabetes.

Type of Training

Online Self-Paced

Intended Audience

The intended audience for this course is anyone who would like to increase their knowledge of diabetes and diabetes prevention and control.

Length of Training

30 to 45 minutes for each module

Learning Objectives

At the end of each module, learners will be able to:

Module 2

• Discuss the causes, symptoms, risks, and management of Type 1 diabetes
• Describe the causes, symptoms, risks, and management of Type 2 diabetes  
• Describe the causes, symptoms, risks, and management of gestational diabetes  
• Describe the causes, symptoms, risks, and management of prediabetes
• Assess the symptoms and the management based on the scenario presented

Core Competencies for Public Health Professionals

Domain: Public Health Science Skills – Tier 1

6A6: Describes evidence used in developing, implementing, evaluating, and improving policies, programs, and services

6A8: Contributes to the public health evidence base (e.g., participating in Public Health Practice-Based Research Networks, community-based participatory research, and academic health departments; authoring articles; making data available to researchers)

Domain: Leadership and Systems Thinking Skills – Tier 1

8A3: Describes the ways public health, health care, and other organizations can work together or individually to impact the health of a community

8A4: Contributes to development of a vision for a healthy community (e.g., emphasis on prevention, health equity for all, excellence and innovation)

Pre-requisites (Learning level)

None

CEUS Offered

None

Certificate of Completion

Certificate of Completion for each module will be awarded on successful completion of this module which is getting a score of 70% or higher on the posttest.

Cost

Free

Technical Requirements

In order to successfully view the module in this series, please note the following requirements.

• Windows computer/laptop: 
  • Any modern, updated browser (i.e. Google Chrome, Firefox, Edge)
  • Mac computer/laptop: Safari 7 and later, Google Chrome (latest version)
  • Apple iOS: Safari in Apple iOS 7 and later
  • Android OS: Google Chrome (latest version) in Android OS 4.1 and later
  • Screen Reader: JAWS 16 or later with Internet Explorer 11 or later
  • Speaker or headphone – the modules have audio

Acknowledgements

The following organizations collaborated on the development of this course: Health Resources & Service Administration (HRSA), Region 7 Midwestern Public Health Training Center (MPHTC); and the University of Iowa College of Public Health Institute for Public Health Practice (UICPH-IPHP).

Course Design & Development

Deputy Director, Strategic Partnerships Division, Office of Quality Improvement Bureau of Primary Health Care, Health Resources and Services Administration: Julia Sheen-Aaron, MPH

Subject Matter Experts: Shirley Orr, MHS, APRN, NEA-BC

MPHTC Coordinator: Laurie Walkner, MA

Instructional Designers and Storyline Developers: Dena Fife, MA and Nor Hashidah Abd Hamid, PhD

Item Writer: Roger Hileman, MA

Narrators: Melissa Richlen and Brett Borden

Audio/Video Productions: Melissa Richlen, BA

LMS Coordinator: Tim Beachy, BA

Communication Specialist: Hannah Morrison Shultz, MA

Creation Date: November 1^st, 2019

Prevention and Management of Diabetes:  Current Community-Based Strategies

Keywords

Diabetes, Diabetes Prevention, Diabetes Management, Diabetes Prevention Program, Community-Based Agencies, Social Determinants of Health

Descriptions

This series will include five online modules which provide learners a comprehensive, awareness-level understanding of diabetes, to enable them to effectively support, advise, and monitor programs, and services provided through community-based agencies, including Federally-Qualified Health Centers (FQHCs).  This series includes five training modules with each has their own set of pre and posttest questions.

• Module 1 – Diabetes: The Basic Questions and Answers
• Module 2 – A Closer Look at Diabetes
• Module 3 – Social Determinants of Health and Diabetes
• Module 4 – Prediabetes: The Crisis We can Prevent
• Module 5 – Improving Diabetes Care and Outcomes

Learners will have flexibility to take the modules in whatever sequence they want, but the above sequence is recommended. Throughout the modules, learners will be introduced with fictional characters that may or may not have diabetes.

Type of Training

Online Self-Paced

Intended Audience

The intended audience for this course is anyone who would like to increase their knowledge of diabetes and diabetes prevention and control.

Length of Training

30 to 45 minutes for each module

Learning Objectives

At the end of each module, learners will be able to:

Module 1

• Identify specific data related to diabetes in the United States
• Identify who is at risk for diabetes
• Explain the economic and human cost of diabetes
• Analyze the overall impact diabetes has in the United States

Core Competencies for Public Health Professionals

Domain: Public Health Science Skills – Tier 1

6A6: Describes evidence used in developing, implementing, evaluating, and improving policies, programs, and services

6A8: Contributes to the public health evidence base (e.g., participating in Public Health Practice-Based Research Networks, community-based participatory research, and academic health departments; authoring articles; making data available to researchers)

Domain: Leadership and Systems Thinking Skills – Tier 1

8A3: Describes the ways public health, health care, and other organizations can work together or individually to impact the health of a community

8A4: Contributes to development of a vision for a healthy community (e.g., emphasis on prevention, health equity for all, excellence and innovation)

Pre-requisites (Learning level)

None

CEUS Offered

None

Certificate of Completion

Certificate of Completion for each module will be awarded on successful completion of this module which is getting a score of 70% or higher on the posttest.

Cost

Free

Technical Requirements

In order to successfully view the module in this series, please note the following requirements.

• Windows computer/laptop: 
  • Any modern, updated browser (i.e. Google Chrome, Firefox, Edge)
  • Mac computer/laptop: Safari 7 and later, Google Chrome (latest version)
  • Apple iOS: Safari in Apple iOS 7 and later
  • Android OS: Google Chrome (latest version) in Android OS 4.1 and later
  • Screen Reader: JAWS 16 or later with Internet Explorer 11 or later
  • Speaker or headphone – the modules have audio

Acknowledgements

The following organizations collaborated on the development of this course: Health Resources & Service Administration (HRSA), Region 7 Midwestern Public Health Training Center (MPHTC); and the University of Iowa College of Public Health Institute for Public Health Practice (UICPH-IPHP).

Course Design & Development

Deputy Director, Strategic Partnerships Division, Office of Quality Improvement Bureau of Primary Health Care, Health Resources and Services Administration: Julia Sheen-Aaron, MPH

Subject Matter Experts: Shirley Orr, MHS, APRN, NEA-BC

MPHTC Coordinator: Laurie Walkner, MA

Instructional Designers and Storyline Developers: Dena Fife, MA and Nor Hashidah Abd Hamid, PhD

Item Writer: Roger Hileman, MA

Narrators: Melissa Richlen and Brett Borden

Audio/Video Productions: Melissa Richlen, BA

LMS Coordinator: Tim Beachy, BA

Communication Specialist: Hannah Morrison Shultz, MA

Creation Date: November 1^st, 2019