training-source

Course Type: Course

  • The Messenger Chronicles: Introduction & The Four Cs

    The Messenger Chronicles: Introduction & The Four Cs

    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.

  • How to Manage Conflict so it Does not Manage You

    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:

    No Pre-requisites

    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

  • Building and Maintaining a Collaborative Culture

    Building and Maintaining a Collaborative Culture

    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.

  • Managing Conflict in the Workplace

    Managing Conflict in the Workplace

    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.

    >

  • Inescapable Realities in Public Health – Conflict and Collaboration: Building Competency

    Inescapable Realities in Public Health – Conflict and Collaboration: Building Competency

    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.

  • A Shelter Story: Integrating Functional Needs Support Services (FNSS) Into Emergency Shelter Plans

    A Shelter Story: Integrating Functional Needs Support Services (FNSS) Into Emergency Shelter Plans

    The learner’s goal in this course is to master the knowledge and skills needed to
    collaborate with community stakeholders on integrating Functional Needs Support
    Services (FNSS) into local emergency shelter plans.

    This one-hour
    video-based course consists of five sections with estimated viewing times as
    follows:

    1. Getting Started (5 minutes)
    2. The Hot-Wash Sessions (20 minutes)
    3. >The Demographics of Disaster (15 minutes)
    4. An Open Conversation (10 minutes)
    5. Invitation to Planning (5 minutes)

    Allow an additional five minutes to complete the Post-Test.

    Intended Audience

    Emergency managers, shelter planners, and other mid-level
    public health professionals responsible for community preparedness are the
    intended audience for this course.

    Learning Objectives

    After participating in this scenario, learners should be ableto:

    • Identify FNSS-related gaps in
      shelter plans.
    • Relate demographic information
      to a community’s FNSS-related needs.
    • Adopt strategies for providing
      FNSS in mass-care settings.
    • Partner with FNSS providers by
      means of MOUs and other types of agreements.
    • Engage people with FNSS-related
      needs in shelter planning.

    Pre-requisites/Learning Level

    No Pre-requisites

    Competencies addressed

    PERLC Competencies (KSAs)

    Domain I: Model Leadership

    1.3 – Facilitate collaboration with internal and external
    emergency response partners.

    1. Compare
      the roles of relevant internal and external emergency response partners
      (including, but not limited to, agencies, organizations, authorities,
      elected leaders, and stakeholders).
    2. Develop
      partnerships among internal and external emergency response partners.
    3. Develop
      collaborative emergency response plans and/or policies with appropriate
      internal and external emergency response partners.
    4. Apply
      communication strategies to effectively communicate with internal and
      external response partners.
    5. Maintain
      agreements (e.g., Mutual Aid Agreements or MAAs, Emergency Management
      Assistance Compacts or EMACs, Memoranda of Understanding or MOUs) with
      external emergency response partners to secure and provide assistance and
      resources in all phases of emergency preparedness and response.

    CEUs Offered

    None

    Cost

    Free

    Modality/format

    Online Self-Pace

    Length

    1 hour

    Presenter(s) and/or Content Experts

    Jane Gay, Gay A. Jones, B.J. Dvorak, Mark Martin, Dr. Sally H. Chai, PhD, John Choate, Melissa
    Richlen, Nathan Lothamer, Tim Beachy

    Technical requirements

    • Adobe Acrobat Reader 
    • Flash Player 
    • Speakers

    Registration requirements

    Register a free account

    Creation and/or update

    September 5, 2013

  • Forensic Epidemiology: Joint Training for Law Enforcement and Public Health Officials

    Forensic Epidemiology: Joint Training for Law Enforcement and Public Health Officials

    Course Summary

    There are four modules
    in this course:

    • Module 1: Public Health Epidemiology for Law Enforcement
      Officials
    • Module 2: Criminal Investigation for Public Health Professionals
    • Module 3: The Role of the Laboratory – Public Health and
      Forensic
    • Module 4: Working Together on Investigations

    After completing these modules, you will be presenting with three case studies. Problems and
    questions will be discussed and you may also involve in a discussion board for
    in-depth discussion regarding the case studies.

    There are
    practice exercises at the end of each module. These practice exercises will
    provide you with an opportunity to apply the knowledge and skills presented in
    these modules. There is a post-test at the end of case studies.

    Intended Audience

    Groups of law enforcement officers and public health
    professionals who want to learn how to work together in investigating disease
    outbreaks that are or may also be crimes, bioterrorism events, or other
    deliberately caused outbreaks 

    Learning Objectives

    Module 1: Public Health Epidemiology for Law Enforcement

    After completing this module, participants will be able to:

    • Define common public health terminology.
    • Describe how public health agencies approach preventing and
      controlling infectious diseases.
    • Describe how epidemiologists approach finding, investigating, and
      controlling outbreaks.

    Module 2: Criminal Investigations and Basics of the Incident
    Management System

    After completing this module, participants will be able to:

    • Discuss the goals of law enforcement in criminal investigations.
    • Describe the roles and responsibilities of various law enforcement
      agencies.
    • List and describe the steps involved in a
      criminal investigation process.

    Module 3: The Roles of the Laboratories — Public Health and
    Forensic

    After completing this module, participants will be able to:

    • Describe the roles of the public health and forensic (crime)
      laboratories.
    • Discuss public health laboratory procedures in suspected
      bioterrorism events.
    • Discuss forensic laboratory procedures in criminal or terrorism
      events.
    • Outline the chain of custody as it applies to laboratory
      specimens.

    Module 4: Working Together on Investigation

    After completing this module, participants will be able to:

    • Define “Incident Command System.” 
    • Describe the components and factors affecting Incident Command
      System.
    • Explain incident command transition considerations.
    • Describe implementation of the Federal Response Plan (PDD-39,
      PDD-62, HSPD-5) when planning for and responding to a terrorist incident.
    • List factors that contribute for joint investigations to be
      effective.
    • Explain the different phases of sharing sensitive information for
      public health and law enforcement professionals.

    Pre-requisites/Learning Level

    No pre-requisites

    Competencies addressed

    Core Competencies for Public Health
    Professionals identified:

    Domain 1: Analytical/Assessment Skills

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

    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) 

    CEUs Offered

    None

    Cost

    Free

    Modality/format

    Online Self-Pace

    Length

    2.5 hours

    Presenter(s) and/or Content
    Experts

    Technical requirements

    • Adobe Acrobat Reader 
    • Flash Player 
    • Speakers

    Registration requirements

    Register a free account

    Creation and/or update

    September 11, 2013

  • Community Planning to Improve the Quality of Life

    Community Planning to Improve the Quality of Life

    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

  • Contracts

    Contracts

    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

  • Grant Writing

    Grant Writing

    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:

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

    • Identifygrant-awarding organizations in Iowa
    • Describethe steps involved in preparing a grant application
    • Describethe resources needed in preparing a grant application
    • Discussthe reporting obligations once a grant is awarded
    • Discussthe implications of grant awards to agency budgets

    Pre-requisites/Learning Level

    No pre-requisites

    Competencies addressed

    Core Competencies for Public Health Professionals identified:

    Domain 7: Financial Planning and Management Skills

    • 7A4. Describes public health funding mechanisms (e.g., categorical grants, fees, third-party reimbursement, tobacco taxes)
    • 7A6. Provides information for proposals for funding (e.g., foundations, government agencies, corporations)
    • 7B8. Prepares proposals for funding (e.g., foundations government agencies, corporations).

    CEUs Offered

    None

    Cost

    Free

    Modality/format

    Online Self-Pace

    Length

    1 hour

    Presenter(s) and/or Content Experts

    Jane Schadle, RNC, MSHA

    Technical requirements:

    • Adobe Acrobat Reader 
    • Flash Player 
    • Speakers

    Registration requirements

    Register a free account

    Creation and/or update

    September 19, 2013