About this course

Disasters and emergencies are emotionally-charged events that occur with little, if any, warning. They can result in severe life-threatening situations, prevent vast segments of the population access to shelter, food, water, and medical care, and interfere with communication and transportation. Those affected often experience feelings of confusion, fear, hopelessness, sleeplessness, anxiety, grief, shock, guilt, and shame. Local public health workers and emergency responders assume the responsibility of ensuring the health and safety of affected people, helping them cope with the devastating situation, and re-establishing normal function. However, this responsibility can take a heavy toll on public health workers and emergency responders as well, particularly in emotionally-charged situations with widespread turmoil. Public health workers and emergency responders should be able to identify and cope with stressful situations and build psychological resilience to mitigate the emotional toll that emergencies and disasters take on them.

What you'll learn

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

• Summarize the biology and physiology of the stress response and the effects on health
• Recognize three major types of stress as categorized by severity and chronicity
• Identify the types of compassion fatigue, risk factors, and coping strategies
• List attributes of psychological resilience and individual coping strategies
• Describe other types of resilience (group, family, community, cultural, organizational)
• Discuss the goals of Psychological First Aid (PFA) and five components when caring for others

Subject Matter Expert

• 
  Ojaswini Bakshi
  

  MPH
  Program Director, Local Public Health Institute of Massachusetts

• 
  
  

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 supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) as part of award 2 UB6HP31685‐05‐00 “Public Health Training Centers.” The contents are those of the author(s) and do not necessarily represent the official views of, nor an endorsement, by HRSA, HHS or the U.S. Government.

About this course

This informative and engaging leadership series explores the relationship between organizational culture and the ability of an organization to adapt and respond to external and internal challenges. The three part self-paced virtual series introduces participants to what culture means in the health profession settings, culture diagnosis, values based and resilient leadership, and makes a case for integrating kindness and appreciation into culture.

What you'll learn

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

• Define organizational culture
• List two attributes of culture unique to health serving organizations
• Summarize the relationship between culture, leadership, and performance
• Identify methods to determine core organizational values

Subject Matter Experts

• 
  Joan Bohlke Kaijala, MPP
More

Joan is an independent consultant currently working on public health projects related to health professions workforce, health equity and organizational development. For many years, Joan worked in both federal and state service. In these positions she was an integral part of the creation of the Massachusetts Health Care Workforce Center and helped establish the first health professions workforce surveys tied to licensure. As an organizational development specialist she helped institute a first of it’s kind culture survey within a federal agency, while also leading numerous people and culture projects. Other leadership roles include President, Board of Directors of the TSC Childcare, Inc., and Vice President of USA Track and Field New England. An avid runner, Joan competed for the New Balance Boston track club, qualifying for the U.S. Nationals. Joan holds a Bachelor of Science degree in Health Policy and Management from Providence College, and a Master of Arts in Public Policy from Stony Brook University; she is the proud mom of Theo and Kai.

Enrollment and Contact Hours

Select the Enroll Me button below to register for this course. If you have any trouble accessing the recording, contact  support@nephtc.org.

Acknowledgement: This project is supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) as part of award 2 UB6HP31685‐05‐00 “Public Health Training Centers.” The contents are those of the author(s) and do not necessarily represent the official views of, nor an endorsement, by HRSA, HHS or the U.S. Government.

About this course

The world's health needs are changing - evolving day to day, sometimes even hour to hour. It is the role of public health to investigate pressing challenges and to develop meaningful interventions that improve conditions affecting population health. Through this course created by PHX, and adapted by NEPHTC, local board of health officials in Massachusetts have the opportunity to gain foundational knowledge in public health in order to be more effective health and wellness leaders in their community.

What you'll learn

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

• Explain the differences between health and public health
• Understand how data is collected and used in practice
• Advocate effectively for change
• Detail the laws and policies related to your daily practice
• Determine root causes of public health issues, and use a public health approach to address them

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.

Registration and Contact Hours

Select the Enroll button below to register for this webinar. If you have any trouble accessing the webinar, contact trainingmanager@nephtc.org.

The Certificate of Completion will include the length of the webinar. 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.

About this course

Local health departments are responsible for creating and maintaining conditions that keep people in their communities healthy and safe. The Centers for Disease Control and Prevention (CDC) has defined and recently updated 10 essential public health services that communities should undertake to protect and promote the health of all people in their community. This training uses a case study (based on an actual infectious disease outbreak) to relate each step of the investigation to one of the 10 essential public health services. Public health professionals should be able to describe each of these essential services, and should work to ensure that all 10 services are provided in their community.

What you'll learn

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

• Summarize the 10 essential public health services
• Describe the three local board of health (LBOH) responsibilities for infectious disease investigation: reporting, case investigation, and controlling further spread of infectious diseases
• Classify disease investigation activities into one of the 10 essential public health services
• Give examples of partners that are necessary to deliver the 10 essential public health services
• List the signs and symptoms of a specific pathogen linked to this case study

Subject Matter Experts

• 
  Anne Fidler, ScD
  
  

  Assistant Dean and
  Professor,
  Boston University
  School of Public Health

• 
  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. Select the Enroll Me button below to enroll for this course. 

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

* Yale School of Public Health, Office of Public Health Practice, a New England Public Health Training Center partner, is a designated provider of continuing education contact hours (CECH) in health education by the National Commission for Health Education Credentialing, Inc. All CHES credit inquiries are managed by YSPH

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.

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 Expert

• 
  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

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

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

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
• 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

Select the Enroll Me button below to register for this course. If you have any trouble accessing the recording, contact  support@nephtc.org.

Acknowledgement: This project is supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) as part of award 2 UB6HP31685‐05‐00 “Public Health Training Centers.” The contents are those of the author(s) and do not necessarily represent the official views of, nor an endorsement, by HRSA, HHS or the U.S. Government.

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

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 sat through meetings like that at some point in our careers. Not only are they frustrating to the attendees, but they also deplete one of our most valuable resources, time. In this training, you'll learn about the key components of successful meetings so you can plan, set up, and run a meeting that makes the best use of everyone's time.

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 after a meeting

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

By the nature of their role, community health workers manage sensitive information about clients and communities. Community health worker practice relies on laws and protocols to guide their decisions about how to handle client information. One of the most important laws established to protect the privacy and confidentiality of health information is commonly referred to as HIPAA, also known as Health Insurance Portability Act. Note: If working in a HIPAA covered organization this training is only an introduction and you may still be required to attend HIPAA training through your employer. Not all organizations are HIPAA covered entities.

What you'll learn

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

• Define HIPAA
• List key components of protected health information
• Identify at least three circumstances where CHWs apply HIPAA during their workday
• Recognize one circumstance when you have an obligation to report HIPAA covered information

Subject Matter Expert

• 
  

  Dawn Heffernan
  

More

Dawn Heffernan is a nurse and a public health professional who has supervised and trained community health workers for over a decade. Ms. Heffernan is passionate about community health and education. In addition to developing training for the New Public Health Training Center, she is currently working for Partners in Health as a case investigator for the corona virus pandemic.


Enrollment and Contact Hours

Select the Enroll button below to register for the course. If you have any 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 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.

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

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

• 
  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. 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.