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Course Information

  • Audience: Dental health care personnel and administrative staff
  • Format: Online Self-paced
  • Price: Free
  • Length: 10-part series, approximately 4 hours to complete
  • Credential(s) eligible for contact hours: Certificate of completion, VT: 4 CEUs
  • Competencies: Public Health Sciences Skills, Leadership and Systems Thinking Skills, Analytical/Assessment Skills skills
  • Learning Level: Performance
  • Companion Trainings:
  • Supplemental materials: CDC Power Points of Basic Expectations for Safe Care Training

Pre-requisites:

  • Infection Prevention series for non-clinical staff

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 is a live presentation of the CDC infection control modules that was presented to an audience of dental professionals in Vermont on June 10th 2019, and as such is enhanced with audience questions and expert commentary.

Vermont 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 4 hours to complete and is based on the CDC's Basic Expectations for Safe Care training modules. This free course has been approved for four CE credits by the VT Board 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

Use of Public Health Concepts and Approaches

What is public health?  How do community health workers fit into the public health framework?

UMass logo Enroll

Course Information

  • Format: Self paced
  • Price: Free
  • Length: 2 hours
  • Competencies: Analytical/Assessment, Communication Skills, Community Dimensions of Practice, Cultural Competency
  • Companion Trainings: 10 Essential Services
    CHW Strategies for Outreach
  • Learning Level: Awareness
  • Supplemental materials:

Pre-requisites

  • none

About this course

In this course, learners will learn more about “what is public health", add to what they already know about public health and medical systems, gain a better understanding about the importance of public health and how community health workers fit into the public health framework.

What you'll learn

After completing this training, you will be able to:

  • Explain what is public health and why it is so important.
  • Describe how public health has impacted life expectancy over the past century.
  • Identify the types of public health challenges faced by vulnerable populations.
  • Name the various parties and agencies involved in a public health infrastructure
  • Provide an example of how data is used in public health policy
  • Distinguish between health equity and health disparity
  • Explain how the social determinants of health impact health equity
  • List at least four priority topic areas of the Healthy People 2020 initiative
  • Demonstrate how the public health pyramid can be used to develop a comprehensive intervention
  • Discuss important considerations when developing a public health plan for your community.

Subject Matter Experts


  • Dawn Heffernan, RN, MS, CDE
    Director,
    Western Massachusetts
    Public Health Training Center


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

Introduction to Systems Thinking

How do you solve problems by addressing their underlying causes rather than treating the symptoms?

Enroll

Course Information

  • Audience: Public health professionals, or a related professionals who collaborate to improve population health or work to improve the social determinants of health
  • Format: Self-paced
  • Price: Free
  • Length: 1 hour
  • Credential(s) eligible for contact hours Certificate of completion
  • Competencies: Systems Thinking skills, Communication skills
  • Learning Level: Awareness
  • Companion Trainings 1 day live training, offered periodically through NEPHTC
  • Supplemental materials:

Pre-requisites

  • none

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

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

Coaching Skills

How can you balance employee evaluation and employee coaching to become a more effective manager? 

Boston University School of Public Health Enroll

Course Information

  • Format: Self-paced
  • Price: Free
  • Length: 1.0 hours
  • Competencies: Analytical/Assessment, Communication Skills, Leadership & Systems Thinking Skills
  • Learning Level: Awareness
  • Supplemental materials: Course Guide and Technical Requirements (PDF)

Pre-requisites

  • none

About this course

As a manager, you wear two hats that can be difficult to manage effectively. On one hand, you have to evaluate your employees and make decisions regarding promotions, demotions, salary actions, and terminations. On the other hand, you are also a coach and an advocate for your employees' success. Employees may be reluctant to be frank and discuss weaknesses or mistakes. While there is no perfect solution, this course will help you to understand the problems and provide you with a strategy to effectively balance these two inherently conflicting roles.

What you'll learn

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

  • Apply the four-step coaching process
  • Make clear separations between performance reviews and developmental coaching sessions
  • Demonstrate how to listen effectively and with empathy
  • Recognize how to discuss performance issues that will impact an employee's ability to achieve his/her goals
  • 
    

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


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.

Holding Effective Meetings

How can you make the best use of employee time in meetings? Learn about the key components to running a successful meeting.

Boston University School of Public Health   Enroll

Course Information

Pre-requisites

  • none

About this course

Have you ever attended a meeting that was disorganized, took much longer than it should have, and ended with nothing to show for it? We've all been made to sit through these types of meetings at some point in our careers and we've all come to despise them. Not only are these meetings annoying to the attendees, but they are also a huge waste of one of our most valuable resources: time.

In this course, we'll look at how to put an end to these "time-wasters" and, instead, execute an effective meeting.

What you'll learn

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

  • Determine the need for a meeting
  • Plan a successful meeting
  • Set up a meeting
  • Effectively run a meeting
  • Follow up on a meeting

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


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.

Onboarding New Employees

What are the benefits of an effective onboarding plan for new employees? 

New England Public Health Training Center Enroll

Course Information

  • Format: Self-paced
  • Price: Free
  • Length: 1 hour
  • Competencies: Analytical/Assessment, Communication Skills, Leadership and Systems Thinking Skills
  • Learning Level: Awareness
  • Supplemental materials: Course Guide and Technical Requirements (PDF)

Pre-requisites

  • none

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

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


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.

Marketing Public Health

How can the basic principles of branding and marketing contribute to the success of your public health mission? Learn how to develop an effective marketing communications plan.

Boston University School of Public Health Enroll

Course Information

Pre-requisites

  • none

About this course

Whether you are managing a single community program or an entire public health department, understanding the basic principles of branding and marketing can be crucial to your success. Every program and organization has key stakeholders, and the goal of this course is to offer you concrete strategies for communicating with those stakeholders in order to support your broader program and organizational goals.

What you'll learn

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

  • Describe the four pillars of building a strong brand
  • Outline the steps for developing an effective marketing communications plan which includes:
    • Understanding the mission and goals
    • Knowing the audience
    • Identifying the core umbrella messaging
    • Defining messaging by target audience, and
    • Identifying and prioritizing tactics
  • Describe the importance of educating the staff and other stakeholders on desired brand behaviors, and
  • Identify and track success metrics.

Subject Matter Expert

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.


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.

Introduction to Outreach Methods and Strategies

How can community health workers create effective outreach plans that address the needs of vulnerable populations? Learn about the key components of an effective outreach plan.

UMass logo Enroll

Course Information

  • Format: Self-paced
  • Price: Free
  • Length: 1.5 hours
  • Competencies: Analytical/Assessment, Communication Skills, Community Dimensions of Practice, Cultural Competency, Policy Development/Program Planning
  • Learning Level: Awareness
  • Supplemental materials: Course Guide and Technical Requirements (PDF)

Pre-requisites

  • none

About this course

As a community health outreach worker, a key function of the role is providing health outreach to vulnerable populations in order to connect them with the appropriate enabling services. In order to do so, community health workers must be able to identify when outreach should occur and how to develop the most effective outreach plan.


What you'll learn

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

  • Articulate what outreach is and the components of the Health Outreach Model
  • Identify qualities and characteristics of vulnerable populations and what triggers outreach
  • List tips to keep you safe in your outreach efforts
  • Describe how to choose effective outreach methods and strategies
  • Outline the elements of an effective outreach plan

Subject Matter Expert

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


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.

Foundations of Infection Prevention in the Ambulatory Care Setting

What is the basic science that underlies infection prevention? Learn about how bacteria and viruses are spread and how you can prevent disease transmission. ? 

Boston University School of Public Health Enroll

Course Information

Pre-requisites

  • none

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 (Infectious Diseases)
    and of Epidemiology (Microbial Diseases);
    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.

Human Health Effects of Climate Change

Do you know how climate change will affect health in your community and what you can do to reduce climate-related impacts?

University of Vermont Enroll

Course Information

  • Audience: Workforce in public health, emergency management, health care, natural resources, human services, agriculture, community leaders, and others intersecting with climate change and human health
  • Format: Self-paced
  • Price: Free
  • Length: Level 1: 1 hour
    Level 2: 1.5 hours
  • Competencies: Analytical/Assessment Skills, Policy Development/Program Planning Skills, Community Dimensions of Practice, Public Health Sciences Skills, Leadership and Systems Thinking Skills
  • Learning Level: Awareness
  • Supplemental MaterialsCourse Guide

Pre-requisites

  • none

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.

Monitoring for Cyanobacteria

What is cyanobacteria (blue-green algae) and how do we reduce risk among visitors to recreational waters? Learn how to detect the presence of cyanobacteria and manage recreational waters if cyanobacteria is present.

University of Vermont Enroll

Course Information

Pre-requisites

  • none

About this course

This course provides an overview of cyanobacteria (blue-green algae) and the risks it poses to people and pets. Learn how to monitor recreational waters for cyanobacteria (including distinguishing it from look-alikes), manage recreational waters when cyanobacteria is present, and track blooms. Information is provided on documentation through photographs, water sampling and reporting systems.

This training is intended for public health and environmental personnel, state and municipal employees responsible for management of recreational waters, citizen scientists participating in a cyanobacteria monitoring program, as well as anyone interested in learning about cyanobacteria and how recreational waters are monitored and managed from a public health perspective.

This training was developed in conjunction with the University of Vermont, Vermont Department of Public Health, and Lake Champlain Committee to address the concern about water quality in Vermont. Therefore, the regulations and administrative processes cited are specific to Vermont. However, the underlying science and public health implications are applicable to all states and jurisdictions.

What you'll learn

After completing this course, you will be able to address the following questions.

  • What are cyanobacteria?
  • What are the risks to people and pets?
  • How do you monitor for it?
  • What should you do if you find it?
  • How can you track instances?

Subject Matter Expert


  • Lynn Blevins
    Clinical Assistant Professor
    University of Vermont
    College of Medicine
    

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.

If you wish to receive contact hours in Massachusetts, please go to the Massachusetts-specific training on Recreational Waters.

Concussion Management in Massachusetts Schools

Do you know what a concussion is or how to tell if you have one? What actions should be taken if a student has a concussion?

New England Public Health Training Center DPH Logo DPH Logo
Enroll

Course Information

  • Audience: school coaches, school physicians, athletic trainers, nurses, athletic directors, marching band directors, students and their parents who participate in an extracurricular athletic activity, and other trainers and volunteers involved in extracurricular sports
  • Format: Self-paced
  • Price: Free
  • Length: 90 minutes
  • Competencies: Concussion recognition and management for schools and youth sports,
    Annual training
  • Learning Level: Knowledge, Comprehension, Application
  • Supplemental materials:Technical Requirements Guide (PDF)

Pre-requisites

  • none

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

Grant Writing Basics

What are the best practices you should know to write a winning grant proposal and maintain long-term support?

Boston University School of Public Health Enroll

Course Information

Pre-requisites

  • none

About this course

Learners will uncover the essential components of grant writing, including where to find the right funding, the implications of different application processes, and the structural components of a grant proposal. Learners will also have the opportunity to assist a program manager with writing a grant for a hypothetical scenario.

What you'll learn

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

  • Distinguish between different grant types
  • List the three main sources of funding
  • Identify where to look for grants
  • Describe best practices when crafting the various sections of a compelling grant proposal, including
    • organization background
    • statement of need
    • goals and S.M.A.R.T. objectives
    • outcomes and evaluation
    • program budget
  • Outline tips for winning and maintaining a grant proposal

Subject Matter Experts


  • Kathleen MacVarish, MS
    Associate Professor of the Practice,
    Boston University 
    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. 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

Course Information

  • Format: Self-paced
  • Price: Free
  • Length: 1 hour
  • Competencies: 
  • Learning Level: Awareness
  • Supplemental materials:

Pre-requisites:

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

Course Information

  • Audience: New Hampshire Public Health Officers (in every town in the state of NH)
  • Format: Recorded Webinar
  • Date/Time: August, 2017
  • Price: Free
  • Length: Part 1: 10:19
    Part 2: 14:44
  • Credential(s) eligible for contact hours Certificate of completion
  • Competencies: Community Dimensions of Practice Skills
  • Learning Level: Awareness
  • Companion trainings Teach Back
  • Supplemental materials: None

Pre-requisites

  • None

About this Webinar

Contaminants in our communities and potential exposure is a concern for our citizens. What are the ways our citizens are exposed and how can a health officer respond with available resources? This recorded webinar offers practical advice and best practices for health officers, who can play an important role in communication with citizens and the state. Special attention is given to arsenic contamination.

What you'll learn

At the end of the course, participants will be able to:

  • Describe the major categories of enviormental health hazards
  • Identify the most common routes of human exposure
  • Identify environmental health resources to guide health officers in providing advice to their citizens
  • Describe why groundwater arsenic contamination is a public health concern in NH

Subject Matter Expert

  • Carolyn Murray profile
    Carolyn Murray, PharmD, RPh

    Director of Community Outreach and Translation
    Darmouth Children’s Environmental Health
    and Disease Prevention Research Center

    Asst Professor of Medicine and Community and Family Medicine
    Geisel School of Medicine and the Dartmouth Institute
    Deputy Health Officer, Town of Hanover, NH

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 trainingmanager@nephtc.org

LPHI Emergency Preparedness Training Certificate

Do you work in Emergency Preparedness or want to learn more about it? This certificate will give you a broad knowledge base and you will receive a training certificate upon successful completion.

New England Public Health Training Center Enroll

Course Information

  • Format: Self-paced
  • Price: Free
  • Length: 15 Self-paced trainings and exam
  • Competencies: Emergency Preparedness
  • Learning Level: Awareness through performance
  • Supplemental materials: None

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 15 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

Maintaining Safe Recreational Waters

How do we minimize the public health hazards experienced by visitors to recreational waters? Learn about the health hazards common to recreational waters and how to manage them.

University of Vermont Enroll

Course Information

Pre-requisites

  • none

About this course

This course reviews the four health hazards common to recreational waters: biological, chemical, physical, and cyanobacteria (blue-green algae). Information is provided on water sampling and testing, visual monitoring, reporting, and recreational water management (i.e., beach closure, signage). This training is intended for the environmental public health workforce, state and municipal employees responsible for management of recreational waters, as well as anyone interested in understanding how recreational waters are monitored and managed from a public health perspective.

This training is intended for public health and environmental personnel, state and municipal employees responsible for management of recreational waters, citizen scientists participating in a cyanobacteria monitoring program, as well as anyone interested in learning about cyanobacteria and how recreational waters are monitored and managed from a public health perspective.

While the regulations and administrative processes cited are specific to Vermont, the underlying science and public health implications are applicable to all states and jurisdictions.

What you'll learn

After completing this course, you will be able to address the following questions.

  • Identify common recreational water hazards
  • Describe regulations and strategies to prevent recreational waterborne illnesses
  • Describe methods to monitor, sample, and test recreational water
  • Explain the process for posting warning signs and closing beaches

Subject Matter Expert


  • Lynn Blevins
    Clinical Assistant Professor
    University of Vermont
    College of Medicine
    

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.

If you wish to receive contact hours in Massachusetts, please go to the Massachusetts-specific training on Recreational Waters.

Medication Administration in a School Setting: School Nursing Practice in Massachusetts

Learn more about this course!


 

Medication Administration in a School Setting: School Nursing Practice in Massachusetts

What do nurses need to know about managing medication administration in Massachusetts schools?

New England Public Health Training Center DPH Logo
Enroll

Course Information

  • Audience: Nurses seeking Department of Elementary and Secondary Education (DESE) licensure as a School Nurse in Massachusetts (mandated course)

    School Nurse Managers who are listed on a school district’s MDPH Medication Delegation Registration Application (mandated every five years)

    Any School Nurse seeking to refresh their knowledge of the regulations, requirements, and responsibilities for medication administration in MA schools
  • Format: Self-paced
  • Price: $50
  • Length: 3.5 hours
  • Course Release Date: 11/17/2017
  • Reviewed for Accreditation: 10/15/2018
  • Course Expiration Date: 10/14/2019
  • Credential(s) eligible for contact hours: Continuing Nursing Provider Unit, Boston University School of Medicine is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center’s Commission on Accreditation. Contact hours: 3.5
  • Competencies: Medication Administration in MA schools
    Medication delegation in MA schools
  • Learning Level: Knowledge, Comprehension, Application
  • Companion trainings: Foundations of School Nursing Practice (Live program)
    Mandated Screening (Live program)
  • Supplemental materials: Course Guide and Technical Requirements (PDF)

Pre-requisites:

  • Registered Nurse
  • Bachelor of Science in Nursing

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


  • Mary Ann Gapinski, MSN, RN, NCSN
    Director of School Health Services,
    MA 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.

Numbers in Health: Make the Meaning Clear

What are the frameworks to ensure health numeracy among populations?

Enroll

Course Information

  • Audience: Public Health Professionals, Community Health Workers, Medical Professionals
  • Format: Self-paced
  • Price: Free
  • Length: 1 hour
  • Competencies: Communication Skills, Community Dimensions of Practice, Cultural Competency
  • Learning Level: Awareness
  • Supplemental materials: none

Pre-requisites:none

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


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

Professional Skills and Conduct: Ethics

What tools can CHWs use when facing ethical dilemmas in their work?

Enroll

Course Information

  • Audience: Community Health Workers, CHW Supervisors, Community Health Centers
  • Format: Self-paced
  • Price: Free
  • Length: 1 hour
  • Competencies:Community Dimensions of Practice Skills
  • Learning Level: Awareness
  • Supplemental materials:

Pre-requisites:None

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).


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

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