About this course

Creating Persuasive Public Health Messaging is a one-hour self paced course for public health managers and leaders. An “online, self-paced” version of the Creating Your Marketing Pitch half day workshop, this version contains examples from Rhode Island and Ohio.

This training is a collaboration project between Region 1 PHTC (New England Public Health Center - NEPHTC) and Region 7 PHTC (Midwestern Public Health Training Center - MPHTC).

What you'll learn

After completing this course, you will be able to...

• Identify the four pillars of a strong brand
• Explain how to formulate a clear, concise, compelling, and consistent elevator pitch
• Explain how to build a strong brand message hierarchy
• Discuss common mistakes to avoid when creating persuasive messaging
• Apply the characteristics of effective messaging using realistic public health case studies

Subject Matter Experts

• 
  Michele Levy 
  Marketing Consultant
  ML Brand Strategy Consulting

Enrollment and Contact Hours

The Certificate of Completion will include the length of the module. Generally 50 – 60 minutes is equivalent to 1 contact hour. Contact hours may be applicable towards continuing education requirements for certain credentials. Check with your credentialing body to verify if the topic meets its continuing education requirements.

_{Acknowledgement: This project is/was supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under grant number UB6HP31685 “Regional Public Health Training Center Program.” This information or content and conclusions are those of the author and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS or the U.S. Government.}

Having trouble accessing the course? Contact support@nephtc.org

Sobre este curso

Como un promotor de salud en la comunidad, una función clave es proveerles cuidados a poblaciones vulnerables para poder conectarlos con los servicios apropiados. Para lograr esto, los trabajadores en el campo de la salud deben identificar cuando debería realizarse una tarea de alcance y como desarrollar un plan de alcance efectivo.

Qué aprenderás

Tras completar este curso, podrás:

• Describir qué son las tareas de alcance y los componentes del Modelo de Alcance de la Salud
• Identificar las cualidades y características de una población vulnerable y qué inicia el trabajo de alcance
• Conocer tips que te mantendrán seguro en tus esfuerzos
• Describir cómo seleccionar métodos y estrategias de alcance efectivos
• Listar los elementos de un plan de alcance efectivo

Experta en el Tema

• 
  Dawn Heffernan, RN, MS, CDE

  Directora
  Western Massachusetts
  Public Health Training Center
  

Horario de Registro y Contacto

El Certificado de Realización incluirá la duración del módulo. Generalmente 50-60 minutos equivalen a 1 hora de contacto. Las horas de contacto pueden utilizarse para cumplir con los requisitos de ciertas credenciales. Confirme con su ente acreditador para verificar si este tema cumple con sus requisitos de educación continua.

¿No puedes acceder al curso? Contacta a support@nephtc.org

Reconocimiento:

Este Proyecto ha sido/fue subsidiado por la Administración de Recursos y Servicios de Salud (HRSA) del Departamento de Salud y Servicios Sociales de los Estados Unidos (HHS) bajo el número de subsidio UB6HP27877 “Programa Centro Regional de Entrenamiento en Salud”. La información, contenido y conclusiones son propias del autor y no deben considerarse como la posición o política oficial del HRSA, HHS o del Gobierno de los Estados Unidos.

About this course

This 10 module training series covers the basic principles of infection prevention and control that form the basis for CDC recommendations for dental health care settings.

The training was recorded with an audience of dental professionals in Vermont on June 10th 2019.  Adhering to the CDC script, presenter comments are excluded.  

Vermont and Rhode Island dental health care personnel and administrative staff  have a new option for learning about infection control in a dental practice setting! This 10 module series takes approximately 3.5 hours to complete and is based on the CDC's Basic Expectations for Safe Care training modules. This free course has been approved for 3.5 CE credits by both the RI and VT Boards of Dental Examiners.

CDC citation:
Centers for Disease Control and Prevention. .Summary of Infection Prevention Practices in Dental Settings: Basic Expectations for Safe Care. Atlanta, GA: Centers for Disease Control and Prevention, US Dept of Health and Human Services; October 2016.

Adapted from: Guide to Infection Prevention for Outpatient Settings: Minimum Expectations for Safe Care

What you'll learn

After completing this course, you will be able to...

• Provide basic infection prevention principles and recommendations for dental health care settings.
• Reaffirm standard precautions as the foundation for preventing transmission of infectious agents during patient care in all dental health care settings.
• Access links to full guidelines and source documents that can be referenced for more detailed background information and recommendations.

Subject Matter Experts

• 
  Kathy J. Eklund

  Director of Occupational Health
  and Safety, RDH MHP 

Ms. Eklund is the Director of Occupational Health and Safety, and the Forsyth Research Subject and Patient Safety Advocate at The Forsyth Institute. She is adjunct faculty at Regis College, Dental Hygiene Program where she teaches senior level courses in Oral Health Research and Evidence-Based Decision Making. Ms. Eklund serves as faculty for the New England AIDS Education and Training Center and HIVdent.org. She is a member and 2017-2019 Chair of the Organization for Safety Asepsis and Prevention (OSAP) Board of Directors. Ms. Eklund is a consultant to the ADA Council on Dental Practice.

Enrollment and Contact Hours

The Certificate of Completion will include the length of the module. Contact hours may be applicable towards continuing education requirements for certain credentials. Check with your credentialing body to verify if the topic meets its continuing education requirements.

Having trouble accessing the course? Contact support@nephtc.org

About this course

A Community Health Worker (CHW) is a frontline public health worker who is a trusted member of and/or has an unusually close understanding of the community served.

Part of the role of a CHW is to help address legal and social challenges facing their clients and the communities they serve. In doing so, it is common to run into a situation that poses an ethical dilemma. CHWs must learn to develop their professional skill of handling these ethical dilemmas. CHWs must become comfortable consulting with supervisors, colleagues, and partners to act decisively in these difficult situations. They must observe the policies and rules of their agency, protect client's privacy rights, and meet legal reporting requirements, while also exercising creativity in helping community members meet their individual and family needs.

This self-paced training will outline the code of ethics CHWs are expected to abide by, address ethical dilemmas that CHWs may face in the field, and summarize the guidelines covered by HIPAA (Health Insurance Portability and Accountability Act of 1996).

What You'll Learn

After completing the training, you will be able to:

• Recognize components of a code of ethics
• Identify conditions for a situation to be considered an ethical dilemma
• Explain the importance of the Health Insurance Portability and Accountability Act of 1996 (HIPAA)

Subject Matter Experts

LaTrischa Miles
Treatment Adherence Specialist
Kansas City, MO

Contact Hours

The Certificate of Completion will include the length of the module. Generally 50 – 60 minutes is equivalent to 1 contact hour. Contact hours may be applicable towards continuing education requirements for certain credentials. Check with your credentialing body to verify if the topic meets its continuing education requirements.

Having trouble accessing the course? Contact support@nephtc.org

About this course

This self-study course introduces learners to the fundamental tools of Systems Thinking.

Systems thinking provides a framework for identifying and addressing the underlying causes of complex problems. This approach minimizes responding to problem symptoms and the associated unintended consequences of quick fixes.

This training will provide an overview of key concepts and specific tools for use with a systems thinking approach.

Systems thinking skills were identified as one of the top new skills needed by the public health workers in a recent report “Building Skills For a More Strategic Workforce” from the National Consortium for Public Health Workforce Development.

What you'll learn

After completing this course, you will be able to...

• Define Systems Thinking and describe its application in understanding and resolving complex problems.
• Explain three Systems Thinking tools (the Iceberg, System Archetypes, and Belief/Action/Results (BAR) framework).
• Apply these Systems Thinking tools to an important issue in your workplace.

Subject Matter Experts

• 
  Julia Ross, Systems Thinking Consultant

  Ross & Company, Inc.
  

Enrollment and Contact Hours

The Certificate of Completion will include the length of the module. Generally 50 – 60 minutes is equivalent to 1 contact hour. Contact hours may be applicable towards continuing education requirements for certain credentials. Check with your credentialing body to verify if the topic meets its continuing education requirements.

Having trouble accessing the course? Contact support@nephtc.org

About this course

School Nurses are responsible for providing care for students so they can be successful, healthy, and safe in school. School Nurses are managers of, and hold full responsibility for, the school's medication administration program. This course provides the key information every School Nurse needs to know about medication administration in Massachusetts public and private schools including:

• Regulations and oversight of medication administration and delegation in Massachusetts
• The School Nurse’s role and responsibilities
• Medication administration resources and compliance tools
• Step-by-step processes required for medication delegation
• Delegation training materials for unlicensed assistive personnel
• Guidance around individual student situations
• Guidance in how to register with the MA Department of Public Health (MDPH) to register for delegation and medication administration in the school setting

This is one of four training workshops mandated by the Massachusetts Department of Public Health in order to be licensed as a School Nurse. Participation in this workshop is also required every five years for School Nurses listed on the school district’s MDPH Medication Delegation Registration Application.

What you'll learn

After completing the training, you will be able to:

• Outline a School Nurse's responsibilities around medication administration
  
• Identify a School Nurse's obligations  under Federal, State, and Local Regulations
  
• Describe types of medication delegation in a school setting and identify situations that can and cannot be delegated
  
• Describe the five rights of delegation
• Identify the best practice approach for several common student situations
  

Subject Matter Expert

• 
  Karen Robitaille, MBA, MSN, RN, NCSN

  Director of School Health Services
  Department of Public Health
  




• &



• Mary Ann Gapinski, MSN, RN, NCSN

  (Retired)Director of School Health Services
  Department of Public Health
  

Having trouble accessing the course? Contact support@nephtc.org

The materials for this course may be audited at no cost. No credit or certificates are provided for this option. Auditing is recommended for anyone who wants to review the course material, access resources, or to refresh skills. Completion of a pre-test is required to begin the audit but, once you’ve completed the pre-test, you will have future access to the course without having to repeat it.

Course resources (i.e., forms, regulations, guidelines, ebook) are also available in SHIELD’s Medication Administration and Delegation Resources Section.

About this course

Numbers can be hard for people to understand and apply, especially when related to public health and health care decision making. The concept of risk is particularly abstract and difficult to grasp. Numbers can pose a significant roadblock for people. For example, those with chronic diseases must use numbers to monitor their health on a daily bases. As health professionals, it is important to have the skills needed to assist people with numbers, especially people with basic and below basic numeracy and health literacy skills. This webinar offers tips and strategies health professionals can use to communicate about numbers and help people better manage and improve their health.

What you'll learn

After completing the training, you will be able to...

• Define numeracy and how it impacts health and healthcare
• Outline 10 tips to help adults use numbers for self-care and community health
• Consider risk communication strategies to help people make health related decisions

Subject Matter Experts

• 
  Sue Stableford, MPH, MSB

  Director
  UNE Health Literacy Institute

• 
  Sabrina Kurtz-Rossi, M.Ed.

  Assistant Professor, Director
    Tufts Health Literacy Leadership Institute

Enrollment and Contact Hours

Note there are two different options for enrolling in this course highlighted in the table below.

The Certificate of Completion will include the length of the module. Generally 50 – 60 minutes is equivalent to 1 contact hour. Contact hours may be applicable towards continuing education requirements for certain credentials. Check with your credentialing body to verify if the topic meets its continuing education requirements.

Having trouble accessing the course? Contact support@nephtc.org

About this course

This self-study course introduces learners to Transmission-Based Precautions. This course provides an overview of why and when Transmission-Based Precautions should be used, along with examples of how these precautions can be applied in the ambulatory care setting. The course may be taken in more than one sitting.

What you'll learn

After completing this course, you will be able to...

• Define Transmission-Based Precautions
  
• Recall the three categories of Transmission-Based Precautions
  
• Describe the unique features of each category of Transmission-Based Precautions
  
• Recognize when to use each category of Transmission-Based Precautions
  
• Recognize when to combine Transmission-Based Precautions
  

Subject Matter Experts

• 
  Louise-Marie Dembry, MD, FACP, MS, MBA

  Professor of Medicine 
  (Infectious Diseases)
   and of Epidemiology 
  (Microbial Diseases);
   Director, Hospital Epidemiology
  VA CT Healthcare System
  

Enrollment and Contact Hours

The Certificate of Completion will include the length of the module. Generally 50 – 60 minutes is equivalent to 1 contact hour. Contact hours may be applicable towards continuing education requirements for certain credentials. Check with your credentialing body to verify if the topic meets its continuing education requirements.

Having trouble accessing the course? Contact support@nephtc.org

About this course

This self-study course introduces learners to personal protective equipment (PPE) and safe surfaces, two components of Standard Precautions. After a quick review of Standard Precautions, this course provides an overview of types and use of PPE in the ambulatory setting and when and how to treat potentially contaminated surfaces. The course may be taken in more than one sitting.

What you'll learn

After completing this course, you will be able to...

• Recognize commonly used personal protective equipment
  
• Recall actions to take is a surface may have been exposed to patient body fluid
  

Subject Matter Experts

• 
  David B. Banach, MD, MPH

  Assistant Professor of Medicine
  Head of Infection Prevention 
  and Hospital Epidemiologist
  UConn Health
  

Enrollment and Contact Hours

The Certificate of Completion will include the length of the module. Generally 50 – 60 minutes is equivalent to 1 contact hour. Contact hours may be applicable towards continuing education requirements for certain credentials. Check with your credentialing body to verify if the topic meets its continuing education requirements.

Having trouble accessing the course? Contact support@nephtc.org

About this course

After a quick review of Standard Precautions, this course provides an overview of how to prevent respiratory infection transmission. The course may be taken in more than one sitting.

What you'll learn

After completing this course, you will be able to...

• Recall two types of respiratory infection transmission
  
• Recognize the correct approach to patient with a cough
  
• Recognize patient symptoms that require additional infection control actions
  

Subject Matter Experts

• 
  
  David B. Banach, MD, MPH

  Assistant Professor of Medicine
  Head of Infection Prevention 
  and Hospital Epidemiologist
  UConn Health
  

Enrollment and Contact Hours

The Certificate of Completion will include the length of the module. Generally 50 – 60 minutes is equivalent to 1 contact hour. Contact hours may be applicable towards continuing education requirements for certain credentials. Check with your credentialing body to verify if the topic meets its continuing education requirements.

Having trouble accessing the course? Contact support@nephtc.org

About this course

This course provides an overview of standard precautions, the practice of hand hygiene and the role of healthcare staff in preventing the spread of infections to themselves, colleagues and patients. The course may be taken in more than one sitting.

What you'll learn

After completing this course, you will be able to...

• Define Standard Precautions
• List at least two reasons whyhand hygiene is important to infection prevention
• Recall when hand hygiene should be performed
• Recall how long hands should be rubbed when using long soap
• Recall two advantages of using alcohol- based rubs

Subject Matter Experts

• 
  Louise-Marie Dembry, MD, FACP, MS, MBA

  Professor of Medicine 
  (Infectious Diseases) 
  and of Epidemiology 
  (Microbial Diseases);
  Director, Hospital Epidemiology
  VA CT Healthcare System
  

Enrollment and Contact Hours

The Certificate of Completion will include the length of the module. Generally 50 – 60 minutes is equivalent to 1 contact hour. Contact hours may be applicable towards continuing education requirements for certain credentials. Check with your credentialing body to verify if the topic meets its continuing education requirements.

Having trouble accessing the course? Contact support@nephtc.org

About this course

This course provides an overview of basic principles of infection transmission and the role of healthcare staff in preventing the spread of infections to themselves, colleagues and patients. It contains non-graded knowledge checks so learners can interact with the content. The course may be taken in more than one sitting.

What you'll learn

After completing this course, you will be able to...

• Explain the basic modes of infection transmission

• Recall the differences between bacteria and viruses
• Recognize the three basic transmission principles
• Recognize common ways diseases are spread
• Recognize common signs of active infection
• Recognize the three stages of an infection


• Describe your role in preventing infection transmission

• Recall at least three ways you or others can prevent disease transmission
• Recognize the importance of teamwork in infection prevent in healthcare settings

Subject Matter Experts

• 
  Louise-Marie Dembry, MD, FACP, MS, MBA

  Professor of Medicine
  and of Epidemiology
  Director, Hospital Epidemiology
  VA CT Healthcare System
  

• 
  
  David B. Banach, MD, MPH

  Assistant Professor of Medicine
  Head of Infection Prevention 
  and Hospital Epidemiologist
  UConn Health
  

Enrollment and Contact Hours

The Certificate of Completion will include the length of the module. Generally 50 – 60 minutes is equivalent to 1 contact hour. Contact hours may be applicable towards continuing education requirements for certain credentials. Check with your credentialing body to verify if the topic meets its continuing education requirements.

Having trouble accessing the course? Contact support@nephtc.org

Acknowledgement:

This project is/was supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under grant number UB6HP27877 “Regional Public Health Training Center Program”. This information or content and conclusions are those of the author and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS or the U.S. Government.

About this course

The Emergency Preparedness Training Certificate is produced by the Local Public Health Institute of Massachusetts, in conjunction with the Office of Preparedness and Emergency Management (OPEM) of the Massachusetts Department of Public Health. The Emergency Preparedness Training Certificate has been developed for staff and volunteers from municipal or state agencies across Massachusetts who are responsible for public health emergency preparedness and response activities.

Candidates may include, but not limited to:

• Board of Health or other governing body members
• Municipal Compliance Officers or Sanitarians
• Emergency Preparedness Coordinators
• Environmental Health Inspectors, Sanitarians, or Specialists
• Health Agents
• Health Directors or Commissioners
• Health Inspectors
• Public Health Nurses

The Certificate is a bundle of 14 individual trainings that cover a wide breadth of Emergency Preparedness topics. All required trainings are available on-line, 24/7, and can be taken at the candidate’s own pace. If a candidate has completed one of the required trainings within 5 years, they need not take the training again – submission of their previous certificate will be accepted. The majority of the courses are hosted by the LPHI, but some are hosted by other organizations including the Federal Emergency Management Agency.

Candidates for this Certificate should move through the list of required trainings at their own pace and in the order of their own choosing. Continuing education credits are awarded for completion of most individual trainings, and vary by topic (generally from one to six contact hours). After completion of each individual training, you will need to upload the certificate of completion for that particular block of the certificate to the appropriate section (details on how to do this are provided in the technical help section below.) Once all individual criteria have been completed and verified, you will be given access to the culminating exam.

This culminating exam, developed by Subject Matter Experts, will test the knowledge and skills gained through the individual trainings. The exam is scenario-based, multiple choice, and open book. Upon successful completion of the exam, candidates are awarded the LPHI Emergency Preparedness Certificate.

Enrollment

To enroll in this training, select the Continue box below.

Enrollment Options	Key
For a Certificate of Completion	Enroll-001
To Audit (No Certificate)	Audit-001

Having trouble accessing the course? Contact support@nephtc.org

About this course

In this module you will learn that improving the health of populations is complex work and demands that we define health broadly, that we measure all aspects of health – thinking about cause and effect – and that we recognize the fact that the health system is only one part of the solution for improving health.

What you'll learn

After completing the training, you will be able to...

• Identify 5 factors that may impact the health of a community
• Explain the limitations of Medical Model and Lalonde model of health.
• Describe the importance of social determinants of health for a community.
• Apply Evans/Stoddart model to examine the social determinants of health within a specific community.

Subject Matter Experts

• 
  Dorothy Bazos, PhD

  Adjunct Assistant Professor
  Community & Family Medicine,
  The Dartmouth Institute
  Director, Dartmouth Population 
  Health Research Center
  

• 
  
  Jonathan Stewart, MA, MHA

  Regional Director
   U.S. Health Services,
  Northern New England
  
  

Enrollment and Contact Hours

Note there are two different options for enrolling in this course highlighted in the table below.

The Certificate of Completion will include the length of the module. Generally 50 – 60 minutes is equivalent to 1 contact hour. Contact hours may be applicable towards continuing education requirements for certain credentials. Check with your credentialing body to verify if the topic meets its continuing education requirements.

Having trouble accessing the course? Contact support@nephtc.org

About this course

According to the Centers for Disease Control and Prevention, more than 170,000 kids and teens are treated in an emergency department each year for sports or recreation-related traumatic brain injuries, including concussions. Playing or practicing with a concussion is dangerous and can lead to a longer recovery and an increased risk for more serious brain injury. This course will help you create an environment that supports students who have suffered a concussion and that allows them to safely return to learn and play.

This course contains four lessons with information about concussions, related Massachusetts laws and regulations, and guidelines for students to return to learn and play. After completion of a pre-test, post-test, and evaluation, a certificate of completion will be issued that satisfies the annual training requirement in Massachusetts regulation 105 CMR 201.007.

The certificate will be valid for one year, July 1 - June 30.

For clinicians: Note this course is eligible for participation credit only. For CME/CNE credit, see courses offered by MA Medical Society [ http://www.massmed.org/CME/ConcussionTreatmentManagementandPrevention/] or CDC [ https://www.cdc.gov/concussion/HeadsUp/clinicians/index.html]

Subject Matter Experts

• 
  Michael Beasley, MD Division of Sports Medicine Boston Children's Hospital

• 
  Linda Brown Division of Violence and Injury Prevention Massachusetts Department of Public Health
• 
  Carilyn Rains, MEd, BSN, RN Director, School Health Services Plymouth Public Schools

• Alan Kulberg, MD, Concussion Clinic, Berkshire Medical Center


• Kathy Thornton, MS, LAT Injury Prevention & Athletic Training Southcoast Health

Enrollment and Contact Hours

Note there are two different options for enrolling in this course highlighted in the table below.

The Certificate of Completion will include the length of the module. Contact hours may be applicable towards continuing education requirements for certain credentials. Check with your credentialing body to verify if the topic meets its continuing education requirements.

Having trouble accessing the course? Contact support@nephtc.org

About this course

Following a short overview of the causes and mechanisms of climate change, the course reviews current and expected human health impacts, with particular emphasis on impacts in Vermont and the northeast. These include heat-related illness, water-related impacts, vector borne diseases, air quality impacts, and mental health and well-being. Because climate change affects some people more than others, populations of concern and measures of vulnerability are addressed. The course culminates with examples of strategies used in Vermont and nationally to reduce climate change impacts on health and to improve health through climate change mitigation actions. Learners can select Level 1 for an overview or Level 2 for a deeper exploration of the five types of health impacts.

What you'll learn

After completing this course, you will be able to...

• Explain how and why the climate is changing.
• List the health conditions exacerbated by climate change, explain how weather/climate affects each health condition, and how we expect future climate change to modify health risks.
• List those populations more vulnerable to the effects of climate change and explain why they are vulnerable.
• Describe the health co-benefits of climate change mitigation strategies.
• Describe climate adaptation and preparedness strategies to reduce climate-related health risks.

Subject Matter Experts

• 
  Jared Ulmer, MPH, AICP

  Climate & Health Program
   Coordinator,
  Vermont Department of Health
  

• 
  Lynn Blevins, MD, MPH

  Clinical Assistant Professor,
  University of Vermont 
  College of Medicine
  



• 
  David Grass, PhD

  Environmental Health
   Surveillance Chief,
  Vermont Department of Health
  

• 
  Elizabeth Faye, MPH

  Instructional Technologist
  Activist Lab,
  BU School of Public Health
  

Enrollment and Contact Hours

Note there are two different options for enrolling in this course highlighted in the table below.

The Certificate of Completion will include the length of the module. Contact hours may be applicable towards continuing education requirements for certain credentials. Check with your credentialing body to verify if the topic meets its continuing education requirements.

Having trouble accessing the course? Contact support@nephtc.org

Acknowledgement:

This project is/was supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under grant number UB6HP27877 “Regional Public Health Training Center Program”. This information or content and conclusions are those of the author and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS or the U.S. Government.

About this course

Public health programs are critical to connecting community members with information and services that will improve their health, but often the governmental resources and funding allocated to public health departments aren’t adequate to cover the costs for these important programs. It is then necessary for public health officials to supplement their department’s budget allocation with outside funding opportunities, like grants. Public health professionals should be familiar with how to prepare and write winning grant proposals. This course will introduce the basics of grants and grant writing. Learners will also have the opportunity to practice writing a hypothetical grant.

What you'll learn

After completing the training, you will be able to...

• Distinguish among grants, cooperative agreements, and contracts
• Explain where to find funding opportunities
• Detail the information to include in each of the major sections of a grant proposal
• List five best practices for a successful grant writing and submission process

Subject Matter Experts

• 
  Kathleen MacVarish, MS Associate Professor of the Practice,
  Boston University School of Public Health

Enrollment and Contact Hours

The Certificate of Completion will include the length of the module. Generally 50 – 60 minutes is equivalent to 1 contact hour. Contact hours may be applicable towards continuing education requirements for certain credentials. Check with your credentialing body to verify if the topic meets its continuing education requirements.

Having trouble accessing the course? Contact support@nephtc.org

About this course

An effective onboarding plan helps new employees adjust to their jobs by establishing better relationships, clarifying expectations and objectives, and providing support through feedback, coaching and follow-up. This leads to higher job satisfaction and performance, lower employee stress, greater commitment to the organization, and decreased staff turnover.

What you'll learn

After completing this course, you will be able to...

• Name three ways effective onboarding programs help new employees adjust to their jobs
• List six benefits of an effective onboarding program
• Describe the 4 C’s that every onboarding plan should include
• Design an onboarding plan for new employees that covers day one, week one, and 30/60/90 day check-ins

Subject Matter Expert

• 
  Brenda Wagenknecht-Ivey, Ph.D. CEO

  PRAXIS Consulting, Inc.
  

Enrollment and Contact Hours

The Certificate of Completion will include the length of the module. Generally 50 – 60 minutes is equivalent to 1 contact hour. Contact hours may be applicable towards continuing education requirements for certain credentials. Check with your credentialing body to verify if the topic meets its continuing education requirements.

Having trouble accessing the course? Contact support@nephtc.org

Acknowledgement:

This project is/was supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under grant number UB6HP27877 “Regional Public Health Training Center Program”. This information or content and conclusions are those of the author and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS or the U.S. Government.