About this course

Welcome to this course about mpox. Mpox is a growing concern in the United States and around the globe due to its sustained transmission, genetic variability, and potential for severe health complications.

This course is designed to create a heightened awareness among the public health community of the disease and the actions that can be taken to prevent outbreaks, reduce stigma, and educate others.

What you'll learn

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

• Analyze the public health significance of mpox, including its epidemiology, transmission dynamics, and societal impact.
• Evaluate the role of education, prevention, and treatment strategies in addressing mpox outbreaks and reducing stigma.
• Critically examine the challenges and opportunities in mpox management, including global and local efforts to control its spread.
• Develop community-focused approaches to improve awareness, reduce misinformation, and enhance preparedness for future mpox outbreaks.

Subject Matter Expert

• 
  

  Tom Carpino, MPH
  Gordis Teaching Fellow, PhD Candidate,
  Infectious Disease Epidemiology, John Hopkins University

More

Tom Carpino is a teaching fellow and PhD candidate in Infectious Disease Epidemiology at Johns Hopkins University and is supported by the National Institute of Allergies and Infectious Diseases (F31AI178878) to study the epidemiology of mpox in the US. He has a wide set of research interests which includes stigma, emerging infections and outbreaks, and STIs in diverse communities. He is a member of Hopkins’ Center for Public Health and Human Rights.

Prior to his PhD, he earned an MPH from Columbia University in biostatistics and was a co-investigator on several projects to study topics ranging from HIV and Covid-19 to health systems more broadly.

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 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 key attributes of value based and resilient leaders
• Describe strategies for diagnosing your organization’s culture
• Identify basic tools to lead organizational change

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 Recording

This program explored the challenges associated with obtaining data about marginalized and hard-to-reach populations. Which populations are “hidden” from existing public health statistics? What methods and techniques can help us fill these gaps so we can better identify and address the health needs of these populations moving forward?

What you'll learn

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

• List two challenges in identifying invisible populations 
• Discuss how social networks and respondent driven sampling can reach populations that may otherwise be invisible
• Explain internal displacement and some of the health challenges faced by internally displaced persons

Subject Matter Experts

• 
  

  Scarlett Bellamy
  
  Chair and Professor, Department of Biostatistics, Boston University School of Public Health

More



Scarlett Bellamy will join the SPH community as Chair and Professor of Biostatistics on July 1st, 2023. Prior to her arrival at BU she was a professor in the Department of Epidemiology and Biostatistics and the Associate Dean for Diversity and Inclusion at Drexel University Dornsife School of Public Health. Before joining Drexel University in 2016, Bellamy spent 15 years at the University of Pennsylvania (UPenn) Perelman School of Medicine, where she was a professor of biostatistics. She holds a bachelor’s degree in mathematics from Hampton University, and completed her doctoral training in biostatistics at the Harvard University T.H. Chan School of Public Health. Much of Bellamy’s research centers on evaluating the efficacy of interventions in longitudinal behavioral modification trials, including cluster- and group-randomized trials. She is particularly interested in applying this methodology to address health disparities for a variety of clinical and behavioral outcomes, including HIV/AIDS, cardiovascular disease, and health-promoting behaviors. Bellamy previously served as the co-principal investigator of the Data Coordinating Center for the Prematurity and Respiratory Outcomes Program at UPenn, which aimed to improve respiratory outcomes during the first year of life after preterm birth. She was also PI of the Fostering Diversity in Biostatistics Workshop at the Eastern North American Region of the International Biometric Society (ENAR). This federally funded initiative aims to increase the number of underrepresented minorities in graduate training and professional careers in biostatistics. In 2016, Bellamy was elected a fellow of the American Statistical Association (ASA). The designation has been an honor for nearly 100 years, and under ASA bylaws, only one-third of one percent of the total association membership may be elected as fellows each year. In 2017, Bellamy served as the president of ENAR. She also currently serves as a statistical collaborator for the Center for Health Equity Research and Promotion at the Corporal Michael J. Crescenz Veterans Affairs Medical Center in Philadelphia.

• 
  

  Louisa Yasukawa
  
  Researcher, Internal Displacement Monitoring Center 
  
  
  

More



Louisa is a Researcher at IDMC, where she focuses on the socioeconomic impacts of internal displacement. She currently leads IDMC’s research programmes on gender, children, youth and education, and people with disabilities. Louisa has lead research projects in various countries including Cameroon, Colombia, Kenya, Mali, Niger and Vanuatu, with the aim of informing humanitarian programming and planning on internal displacement. Louisa is a qualified lawyer from Australia and holds an MSc in Refugee and Forced Migration Studies from the University of Oxford. She has previously worked for the UNHCR in Ecuador and Colombia-based research and advocacy organisation, Dejusticia. Louisa speaks English and Spanish.

• 
  

  Renice A. Bunde
  
  Assistant Manager, Governance, Peace and Security Statistics, Kenya National Bureau of Statistics

More



Renice Akinyi Bunde works with Kenya National Bureau of Statistics as an Assistant Manager in Governance, Peace and Security Statistics where she handles statistics on human rights for the vulnerable population especially persons with disability, forcibly displaced, women and girls, children, street families and the elderly. She also handles statistics on crime, social protection, participation in decision making among others. She is a champion for inclusive data. Renice holds both Master and Bachelor’s Degree in Applied Statistics from Maseno University.

• 
  

  Forrest W. Crawford
  
  Associate Professor of Biostatistics, Operations, and Ecology & Evolutionary Biology, Yale University

More



Forrest W. Crawford is an Associate Professor of Biostatistics, Statistics & Data Science, Operations, and Ecology & Evolutionary Biology at Yale University. He is affiliated with the Center for Interdisciplinary Research on AIDS, the Institute for Network Science, the Computational Biology and Bioinformatics Program, and the Public Health Modeling Concentration. His work develops and applies solutions in AI/ML, data science, causal inference, network science, and other methodological domains to solve difficult inferential problems in epidemiology, public health, and social science.

• 
  

  Paul Wesson
  
  Assistant Professor, Epidemiology & Biostatistics, UCSF School of Medicine
  
  

More



Paul Wesson, PhD is an epidemiologist focused on quantifying the health burdens of (and disparities related to) hard-to-reach and socially marginalized populations, particularly as they relate to infectious diseases. His research expertise includes developing and using data driven methods for sampling hard-to-reach and “hidden” populations, population size estimation methods, and using advanced epidemiologic and statistical techniques to study the social determinants of health. Dr. Wesson am particularly interested in the social determinants of infectious disease risk. He sees his research as existing at the nexus of infectious disease, data science, and social epidemiology; as such, he incorporates theories and principles from social epidemiology to inform and guide his study designs and analyses (e.g. intersectionality, minority stress theory). Specifically, as an HIV researcher, Dr. Wesson’s research agenda relates to the unique challenges of sampling hard-to-reach populations for HIV surveillance, and leverages information from the sampling process (and survey data) to generate estimates of the population size. Valid estimates of the population size are a key component of biomedical informatics and epidemiological analyses (providing a denominator for the population at risk) and inform how and where limited public health resources should be targeted. In his research, he has both applied numerous population size estimation methods to data sets derived from bio-behavioral surveillance surveys, public health surveillance, and electronic medical records. As part of his research on population size estimation, Dr. Wesson has also developed novel population size estimation methods to correct for known biases. Additionally, he is interested in extending his research to include Geo-spatial analysis and clinical data to further examine contextual and structural determinants of disparities in health outcomes.

Registration

Select the Enroll Me button below to register for this recording. 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

This course introduces the idea of change management, specifically the ADKAR model. This model can be used by public health leaders to ease the process of change within an organization and increase the likelihood that changes will be successfully implemented. Learners will have the opportunity to use a real health department scenario to apply ADKAR and better understand how it to use it in their own work.

What you'll learn

After completing the training, you will be able to:

• Define change management
• Recognize the steps of the ADKAR model of change management
• Explain how a collaborative approach can be integrated with the ADKAR model
• Apply  the ADKAR model in a Health Department case study
• Discuss the importance of change management to public health practice

Subject Matter Expert

• 
  Doe Hentschel, PhD

  Leadership of Greater Hartford

More

Dr. Doe Hentschel joined the staff of Leadership Greater Hartford in 2000 after retiring from a long and distinguished career in higher education. She began her LGH career as program director to develop the Third Age Initiative™, LGH’s program to identify, develop and engage older adults in meaningful ways in the community. As Senior Program Director (2006-2007) and then Vice President for Programs (2008-2019), she was involved with developing and implementing many of LGH’s core programs and its consulting and training services. In her current role as “Leadership Preceptor,” she continues to direct the Third Age Initiative™, contribute as curriculum designer and facilitator in many LGH programs and services, and serve as a guide and mentor to her colleagues. A seasoned administrator in higher education, “Dr. Doe” served as Vice President for Academic and Student Affairs at Pine Manor College, Dean of Extended and Continuing Education at the University of Connecticut, and Dean of Adult and Continuing Education at SUNY College at Brockport. She was on the faculty at the University of Wisconsin-Milwaukee in the department of Administrative Leadership/Adult Education where she taught graduate courses in Adult Learning and Development, Continuing Professional Education, Program Development and Implementation, Evaluation, Leadership for Change, and Group Dynamics. Prior to earning her Ph.D. in Urban Education with a focus in Administrative Leadership/Adult Education, she held administrative positions at William Rainey Harper Community College in Palatine, Illinois, and in the statewide public service administration at the University of Illinois. “Dr. Doe” has published more than 50 articles, chapters, and research papers. A leader in curriculum design, she has drawn on her expertise to enrich and expand community leadership programming for people of all ages. In her first book, Look Ma! No Hands! Life’s Lessons Learned the Hard Way (2022) she shares her philosophy of life and leadership drawn from stories about the six months after she broke both elbows in a bicycle accident and had no use of her hands and arms. In 2010, the Association of Leadership Programs honored Dr. Doe with the Preceptor Award, its highest recognition. She was named a Top Ten member of the Connecticut 60 over 60 class of 2018. In 2013, Dr. Hentschel was inducted into the International Adult and Continuing Education Hall of Fame. Dr. Hentschel relocated to Hartford in 2010 from her historic home in Willimantic. She is a trustee of the Watkinson School and serves on the Advisory Board of the Master of Science in Organizational Leadership at Goodwin University. Diagnosed with Parkinson’s Disease in 2009, she serves on the Patient and Family Advisory Council for the Chase Family Movement Disorders Center at Hartford HealthCare. Dr. Doe is the proud mother of two and grandmother of four. Her son and his family live in San Diego, and her daughter and her family live in Preston, CT.

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

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 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

This course introduces the idea of positionality to public health practitioners and researchers. This framework can be used by people working in public health to reflect on their own identity, and how it may show up in the work they do. Through a lecture and several activities, learners will practice reflection to better understand how it can apply to their own work. 

What you'll learn

After completing the training, you will be able to:

• Discuss positionality and its influence
• Reflect on your own positionality using frameworks 
• Describe how positionality shows up in public health practice work

Subject Matter Expert

• 
  Susan Nappi, 

  Executive Director
  Office of Public Health Practice at the Yale School of Public Health

More

Susan Nappi is the Executive Director of the Office of Public Health Practice at the Yale School of Public Health. With a diverse portfolio in public health practice and research, she has held multiple positions in Connecticut including Senior Director of Community Impact at the United Way of Greater New Haven, Executive Director of the Community Center of Excellence in Women's Health (CCOE) at Griffin Hospital, and Practice Administrator of the Griffin Faculty Practice Plan. Susan has also managed research teams at the Yale School of Public Health and the VA Alcohol Research Center. Her primary interest is building collaborative, equitable, and mutually beneficial community-academic partnerships that espouse a multidisciplinary approach to addressing the social drivers of health. Susan is a first-gen college graduate and received her BA in psychology from the State University of New York, Purchase, and her MPH from Yale University in chronic disease epidemiology. She is currently pursuing her DrPH in Public Health Leadership at the University of Illinois Chicago 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

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.

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

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

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.