training-source

Course Type: Course

  • Health Disparities

    Health Disparities

  • Helping Students with Brain Injuries – Module 2: Interventions and Accommodations – ADRC

    Helping Students with Brain Injuries – Module 2: Interventions and Accommodations – ADRC

    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

  • Helping Students with Brain Injuries – Module 5: Executive Functions, Behavior, and Emotional & Social Language – ADRC

    Helping Students with Brain Injuries – Module 5: Executive Functions, Behavior, and Emotional & Social Language – ADRC

    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

  • Helping Students with Brain Injuries – Module 4: Concussion – ADRC

    Helping Students with Brain Injuries – Module 4: Concussion – ADRC

    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

  • WIC Works Learning Online Courses – ADRC

    WIC Works Learning Online Courses – ADRC

    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

  • Motivational Interviewing: Supporting Patients in Health Behavior Change – ADRC

    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

  • Health Literacy & Public Health: Strategies for Addressing Low Health Literacy – ADRC

    Health Literacy & Public Health: Strategies for Addressing Low Health Literacy – ADRC

    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

  • Health Literacy: Understanding the Fundamentals – ADRC

    Health Literacy: Understanding the Fundamentals – ADRC

    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

  • Don’t Panic: Principles of Crisis and Risk Communication Scenario – ADRC

    Don’t Panic: Principles of Crisis and Risk Communication Scenario – ADRC

    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

  • Options Counseling Certification

    Options Counseling Certification

    Learn about various topics and access resources for options counseling