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
- Adobe Acrobat Reader
- Flash Player
- Speakers
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:
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
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
Tulane-LMS-logo.pngContact: 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:
- Inside the Newsroom
- Matters of Style
- Properties of a News Release
- Organizing Information
- Elements of a News Release
- Now What?
- 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:
After completing this course the learner will be able to:
- Discuss the importance of deadlines in different types of news releases.
- Describe who’s who in the newsroom.
- Discuss newsworthy elements of the story by using clear and simple language and consistency in the style and usage.
- List the eight properties of a news release.
- Summarize and organize information in a manner that creates clear and accurate understanding.
- Describe the use of the 5 W’s and the inverted pyramid style in newswriting.
- Write the lead, body and headline for a news release.
- Explain the importance of quotations in a news release and use them in an appropriate manner.
- Explain the review process for a news release.
- Explain the dissemination process for a news release.
- Discuss the preparation for follow-up questions from the media.
- Monitor and analyze news reports, utilizing Rapid Response when appropriate.
- Develop talking points using the “message triangle.”
- Describe the criteria used to select broadcast media stories.
- Describe four essential qualities contained in effective broadcast news stories.
- Write effective public service announcements.
- Describe the difference between a news release and a news advisory; write an effective news advisory.
- Distinguish between a news release, a news conference, and a news briefing.
- Prepare for and conduct a news conference or briefing.
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:
FreeModality/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: Effective communication strategies for difficult conversations" presents a new framework for communication in difficult situations. This framework shifts focus away from managing "difficult" people towards and understanding of the process of difficult conversations and accepting responsibility for one's own performance. Given realistic situations and real-world conversations, learners will experience communication strategies and practical techniques in context.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