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Strengthening the evidence for maternal and child health programs

Search Results: MCHLine

Items in this list may be obtained from the sources cited. Contact information reflects the most current data about the source that has been provided to the MCH Digital Library.


Displaying records 1 through 20 (36 total).

U.S. Maternal and Child Health Bureau. 2018. Maternal and child health leadership competencies: Version 4.0. Rockville, MD: U.S. Maternal and Child Health Bureau, 25 pp.

Annotation: This document is intended for MCH interdisciplinary training programs, national, state, and local health agencies, and other MCH organizations. It is designed to support new and practicing MCH professionals by: (1) defining MCH leadership; (2) describing how the MCH Leadership Competencies can be used by a variety of audiences; (3) providing a conceptual framework for the development of an MCH leader;(4) outlining the knowledge and skill areas required of MCH leaders; and (5) linking to tools for implementation. The website includes the competencies document and links to related resources.

Contact: U.S. Maternal and Child Health Bureau, Health Resources and Services Administration, 5600 Fishers Lane, Rockville, MD 20857, Telephone: (301) 443-2170 Web Site: https://mchb.hrsa.gov Available from the website.

Keywords: Competency based education, Leadership, MCH programs, MCH training, Professional education, Public health, Standards

Integrated Clinical and Social Systems for the Prevention and Management of Obesity Innovation Collaborative, Provider Training and Education Workgroup. 2017. Provider competencies for the prevention and management of obesity. Washington, DC: Bipartisan Policy Center, 9 pp.

Annotation: This document outlines competencies for health professionals engaged in obesity prevention and management. Contents include general concepts related to core obesity knowledge, interprofessional obesity care, and patient interactions related to obesity that can be integrated into existing curricula or used as a model for chronic disease curricula.

Contact: Bipartisan Policy Center, 1225 Eye Street NW, Suite 1000, Washington, DC 20005, Telephone: (202) 204-2400 Fax: (202) 318-0876 E-mail: bipartisaninfo@bipartisanpolicy.org Web Site: https://bipartisanpolicy.org Available from the website.

Keywords: Competence, Competency-based education, Curriculum development, Disease management, Models, Nutrition, Obesity, Prevention programs, Preventive health services, Resources for professionals

McLanahan S, Currie JM, Haskins R, Kearney M, Rouse CE, Sawhill I. 2017. Social and emotional learning. Princeton, NJ: Princeton University, Woodrow Wilson School of Public and International Affairs; Washington, DC: Brookings Institution, 2 items. (The future of children; vol. 27, no. 1, Spring 2017)

Annotation: This issue of Future of Children examines the state of the science on social and emotional learning (SEL) intervention and assessment, and related policy issues in education. The eight articles describe how to support SEL in schools and explore how SEL in schools might impact policy questions in education. Topics include SEL as a public health approach to education; SEL interventions in early childhood; promoting social and emotional competencies in elementary school; SEL programs for adolescents; SEL-focused after-school programs; SEL and equity in school discipline; SEL and teachers; and social-emotional assessment, performance, and standards.

Contact: Future of Children, Woodrow Wilson School of Public and International Affairs, Princeton University, 267 Wallace Hall, Princeton, NJ 08544, Telephone: (609) 258-5894 E-mail: foc@princeton.edu Web Site: http://www.futureofchildren.org Available from the website.

Keywords: Academic achievement, Adolescents, After school programs, Assessment, Child development, Competency based education, Discipline, Elementary schools, Emotional development, Intervention, Learning, Policy analysis, Psychosocial development, Standards, Teaching, Young children

Public Health Foundation. 2016–. Competency-based workforce development plans. Washington, DC: Public Health Foundation, multiple items.

Annotation: These resources include sample workforce development plans based on the Core Competencies for Public Health Professionals to assist organizations in incorporating the Core Competencies into their own workforce development plans. Links to the Core Competencies and a workshop about developing a workforce development plan are also provided.

Contact: Public Health Foundation, 1300 L Street, N.W., Suite 800, Washington, DC 20005, Telephone: (202) 218-4400 Fax: (202) 218-4409 E-mail: info@phf.org Web Site: http://www.phf.org Available from the website.

Keywords: Competency based education, Health agencies, Program development, Program planning, Work force

Jivanjee P, Brennan E, Gonzalez-Prats MC, Melton R, Hayden-Lewis K. 2016. Promoting positive pathways to adulthood. Portland, OR: Research and Training Center for Pathways to Positive Futures, multiple items.

Annotation: These training modules are designed to help direct service providers engage transition age youth (ages 14–29) with serious mental health challenges in services. Each module includes information on key topics, video clips, interactive questions, and a quiz. Topics include partnering with youth and young adults; promoting recovery; increasing cultural awareness and building community support; fostering resilience and family support; promoting cross-cultural and intergenerational relationships; providing individualized and developmentally appropriate services; developing healthy relationships; planning partnerships with providers of other services and collaborating to bridge service gaps; promoting support from family, peers, and mentors; and using evidence-supported practices and individualizing interventions. An accompanying toolkit provides practice scenarios, video segments, role plays, and questions to help participants apply their learning to practice in their local context.

Contact: Research and Training Center for Pathways to Positive Futures, Portland State University, Portland, OR Web Site: http://www.pathwaysrtc.pdx.edu Available from the website.

Keywords: Adolescents, Collaboration, Competency based education, Continuing education, Families, Family support programs, Health services delivery, Mental health, Multimedia, Peer support programs, Public private partnerships, Relationships, Resilience, Training, Transition planning, Young adults

Langelier M, Surdu S, Gao J, Moore J, Glicken A. 2016. Determinants of oral health assessment and screening in physician assistant clinical practice. Rensselaer, NY: Oral Health Workforce Research Center, 2 pp.

Annotation: This brief presents findings from a survey of graduates from physician assistant professional-education programs to describe their clinical practices related to oral health service delivery. Contents include survey background, objectives, methods, findings, conclusions, and policy implications. Topics include education in oral health competencies, integration of oral health services into clinical practice, and opinions and attitudes.

Contact: Oral Health Workforce Research Center, New York Center for Health Workforce Studies, University of Albany, SUNY, School of Public Health, 1 University Place, Suite 220, Rensselaer, NY 12144-3445, Telephone: (518) 402-0250 Fax: (518) 402-0252 Web Site: http://www.oralhealthworkforce.org Available from the website.

Keywords: Attitudes, Competency based education, Health services delivery, Opinions, Oral health, Physician assistants, Policy development, Primary care, Professional education, Provider surveys, Risk assessment, Screening, Service integration

Dennis D, McKenzie JF, eds. 2015. A competency-based framework for health education specialists. Whitehall, PA: National Commission for Health Education Credentialing; [Washington, DC]: Society for Public Health Education, 136 pp.

Annotation: This book describes responsibilities, competencies, and sub-competencies essential to health education and health promotion practice. Contents include descriptions of the processes, outcomes, and related materials of the psychometric study of the Health Education Specialist Analysis (HESPA) project and how the HESPA model can be used for professional preparation, credentialing, and professional development.

Contact: National Commission for Health Education Credentialing, , 1541 Alta Drive, Suite 303, Whitehall, PA 18052-5642, Telephone: (484)223-0770 Secondary Telephone: (888) 624-3248 Fax: (484) 223-0799, (800) 813-0727 E-mail: admin@nchec.org Web Site: http://www.nchec.org $70.00 plus shipping and handling.

Keywords: Competency based education, Health education, Health promotion, Models, Professional standards review, Resources for professionals, Work force

U.S. Maternal and Child Health Bureau, Division of MCH Workforce Development. 2015. Self-assessment. Washington, DC: Georgetown University Health Information Group,

Annotation: This resource is designed to help students and professionals use the Maternal and Child (MCH) Leadership Competencies. The competencies represent a set of skills desirable for practice that professionals may want to possess as they work to protect and improve the health of MCH populations. The self-assessment can help students and professionals determine their level of knowledge and skill with respect to each of the domains that comprise the MCH competencies, and can serve as a starting point for identifying professional development needs and developing training plans. A brochure and video describing the self-assessment are also available. [Funded by the Maternal and Child Health Bureau]

Contact: Health Information Group at Georgetown University, McCourt School of Public Policy, Box 571271, Washington, DC 20057-1272, E-mail: richarjt@georgetown.edu Web Site: http://www.healthinfogroup.org Available from the website.

Keywords: Competency based education, Leadership, Program planning, Resources for professionals, Self evaluation, Staff development, Training, Work force

Allen L, Kelly BB, ed; Committee on the Science of Children Birth to Age 8: Deepening and Broadening the Foundation for Success. 2015. Transforming the workforce for children birth to age 8: A unifying foundation. Washington, DC: Institute of Medicine; National Research Council, 706 pp.

Annotation: This report explores the science of child development, particularly looking at implications for the professionals who work with children. It also examines the current capacities and practices of the work force, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. Contents include recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning.

Contact: National Academies Press, 500 Fifth Street, N.W., Keck 360, Washington, DC 20001, Telephone: (202) 334-3313 Secondary Telephone: (888) 624-8373 Fax: (202) 334-2451 E-mail: customer_service@nap.edu Web Site: http://www.nap.edu Available from the website. Document Number: ISBN 978-0-309-32485-4 .

Keywords: Child care, Child care workers, Child development, Competence, Competency based education, Early childhood education, Financing, Infants, Learning, Paraprofessional personnel, Program development, Program improvement, Quality assurance, Research, Teachers, Toddlers, Training, Work force, Young children

Association of State and Territorial Health Officials. [2014]. Environmental scan: Best practices for developing and deploying a competency-based training needs assessment. Arlington, VA: Association of State and Territorial Health Officials, 13 pp.

Annotation: This report documents the results of an environmental scan of best practices for developing and deploying a needs assessment related to current capacity and knowledge of the public health work force and identify gaps in training and technical assistance to better meet the demands of the changing health care climate. Contents include current research and needs assessments conducted since the Affordable Care Act was implemented and interviews from organizations in the field.

Contact: Association of State and Territorial Health Officials, 2231 Crystal Drive, Suite 450, Arlington, VA 22202, Telephone: (202) 371-9090 Fax: (571) 527-3189 Web Site: http://www.astho.org Available from the website.

Keywords: Competency based education, Health care reform, Model programs, Needs assessment, Public health infrastructure, Research, Technical assistance, Training, Work force

Council on Linkages Between Academia and Public Health Practice. 2014. Core competencies for public health professionals. Washington, DC: Public Health Foundation, 24 pp.

Annotation: This report comprises a set of core competencies for the broad practice of public health in any setting. The core competencies reflect skills that may be desirable for professionals who deliver essential public health services and exist as a foundation for public health practice. The report provides background on the competencies and presents them according to eight domains: analytic/assessment skills, policy-development/program-planning skills, communication skills, cultural competency skills, community dimensions of practice skills, public health sciences skills, financial planning and management skills, and leadership and systems thinking skills.

Contact: Public Health Foundation, 1300 L Street, N.W., Suite 800, Washington, DC 20005, Telephone: (202) 218-4400 Fax: (202) 218-4409 E-mail: info@phf.org Web Site: http://www.phf.org Available from the website.

Keywords: Assessment, Communication skills, Competence, Competency based education, Cultural competence, Leadership, Management, Policy development, Program planning, Public health, Systems development, Work force

U.S. Health Resources and Services Administration. 2014. Integration of oral health and primary care practice. Rockville, MD: U.S. Health Resources and Services Administration, 21 pp.

Annotation: This report describes the structured approach, processes, and outcomes of an initiative to improve early detection and prevention of oral health problems by enhancing primary care health professionals’ competence in the area of oral health. The recommendations and implementation strategies provide guidance for designing a competency-based, interprofessional practice model to integrate oral health care and primary health care.

Contact: U.S. Health Resources and Services Administration, 5600 Fishers Lane, Rockville, MD 20857, Telephone: (888) 275-4772 Secondary Telephone: (877) 464-4772 Fax: (301) 443-1246 E-mail: ask@hrsa.gov Web Site: http://www.hrsa.gov Available from the website.

Keywords: Competence, Competency based education, Health care systems, Interdisciplinary approach, Oral health, Primary care, Service delivery systems, Service integration

U.S. Office of Minority Health, Center for Linguistic and Cultural Competence in Health Care. 2014. Cultural competency program for oral health professionals. Washington, DC: U.S. Office of Minority Health, Center for Linguistic and Cultural Competence in Health Care, 1 v.

Annotation: This course is designed to provide oral health professionals and other health professionals with the knowledge and skills they need to promote cultural and linguistic competence in oral health care. The program consists of three modules that address the fundamentals of culturally and linguistically appropriate oral health care, providing culturally and linguistically appropriate oral health care, and culturally and linguistically appropriate communication and messaging.

Contact: U.S. Office of Minority Health, The Tower Building, 1101 Wootton Parkway, Suite 600, Rockville, MD 20852, Telephone: (240) 453-2882 Secondary Telephone: (240) 453-2883 Fax: (240) 453-2883 E-mail: info@minorityhealth.hhs.gov Web Site: http://www.minorityhealth.hhs.gov Available from the website.

Keywords: Clearinghouses, Communication skills, Competency based education, Continuing education, Cultural competence, Culturally competent services, Federal initiatives, Health services, Oral health, Standards, Training

Korfmacher J. 2014. Infant, toddler, and early childhood mental health competencies: A comparison of systems. Washington, DC: Zero To Three, 45 pp.

Annotation: This report presents findings from a review of early childhood mental health competency systems. The report reviews what is meant by infant, toddler, and early childhood mental health competencies and issues of nomenclature; provides an overview of six competency systems (California, Colorado, Florida, Michigan, Ohio, and Vermont); presents results of a comparative analysis, summarizing areas of agreement and disagreement; and discusses the relevance of the competency systems to the early childhood mental health movement.

Contact: ZERO TO THREE: National Center for Infants, Toddlers and Families, 1255 23rd Street, N.W., Suite 350, Washington, DC 20037, Telephone: (202) 638-1144 Fax: (202) 638-0851 Web Site: http://www.zerotothree.org Available from the website.

Keywords: Child development, Collaboration, Competence, Competency based education, Infants, Interdisciplinary approach, Mental health services, Policy development, Systems development, Toddlers, Young children

Goode T, Bronheim S. 2013. Experiential learning: Cultural and linguistic competence checklist for MCH training programs. Washington, DC: National Center for Cultural Competence, 9 pp.

Annotation: This checklist is designed to facilitate the integration of cultural and linguistic competence in experiential learning opportunities offered by maternal and child health training programs. Topics include choosing and monitoring experiential learning settings; preparing trainees to address stereotyping, bias, and discrimination in experiential learning settings; and supporting students in experiential learning settings. Definitions and key concepts are included. [Funded by the Maternal and Child Health Bureau]

Contact: National Center for Cultural Competence, Georgetown University Center for Child and Human Development, P.O. Box 571485, Washington, DC 20057-1485, Telephone: (202) 687-5387 Secondary Telephone: (800) 788-2066 Fax: (202) 687-8899 E-mail: cultural@georgetown.edu Web Site: http://nccc.georgetown.edu Available from the website.

Keywords: Competency based education, Cultural competence, Language barriers, MCH training, Professional education

Johnson H, Ling CG, Gulley KH. 2013. Curriculum recommendations for disaster health professionals: The pediatric population. Rockville, MD: National Center for Disaster Medicine and Public Health, 27 pp.

Annotation: This peer-reviewed set of pediatric-focused curricular recommendations is a reference tool developed to aid in disaster education and training for health professionals. The tool is intended for educators, program directors, and curriculum developers to use in planning education and training on pediatric issues in disaster health for a wide range of health professionals. The resource is organized according to four phases of disaster response: mitigation, preparedness, response, and recovery. The recommendations weave these competencies and critical topics within a framework of an adapted model for disaster response.

Contact: National Center for Disaster Medicine and Public Health, University of the Health Sciences, 11300 Rockville Pike, Suite 1000, Rockville, MD 20852, Telephone: (240) 833-4444 Fax: (240) 833-4435 E-mail: NDCMPH@gmail.com Web Site: http://ncdmph.usuhs.edu/ Available from the website.

Keywords: Child health, Competency based education, Curricula, Disaster planning, Educational materials, Emergencies, Training materials

Mascarenhas AK, Atchison KA. 2013. Developing dental public health competencies and curriculum for predoctoral dental and dental hygiene programs. Springfield, IL: American Association of Public Health Dentistry, multiple items.

Annotation: This resource provides a list of eight dental public health competencies and a curriculum to provide predoctoral dental students and dental hygiene students with the necessary foundation of knowledge and skills to meet the needs of the U.S. population. Topics of the courses include principles in dental public health; oral health literacy; ethics; dental public health policy and advocacy; oral health promotion and disease prevention; and evidence-based dentistry. Contents include presentations, instructor guides, syllabi, and other material.

Contact: American Association of Public Health Dentistry, P.O. Box 7317, Springfield, IL 62791-7317, Telephone: (217) 529-6941 Fax: (217) 529-9120 E-mail: info@aaphd.org Web Site: http://www.aaphd.org Available from the website.

Keywords: Advocacy, Competency based education, Curriculum development, Dental education, Disease prevention, Evidence based medicine, Health literacy, Health policy, Health promotion, Oral health, Professional education, Professional ethics

Centers for Disease Control and Prevention, Office of Public Health Preparedness and Response and Association of Schools of Public Health. 2012. Knowledge, skills, and attitudes (KSAs) for the Public Health Preparedness and Response Core Competency Model. Washington DC: Association of Schools of Public Health, 31 pp.

Annotation: This report provides specific statements of observable and measurable behaviors necessary to master the competencies in the Public Health Preparedness and Response (PHPR) Core Competency Model. It includes knowledge, skills, and attitudes (KSAs) to support competency-based training that have been defined and vetted by national work groups composed of content experts. The KSAs were selected to enable public health professionals, regardless of work setting, to identify areas of training needed in order to become proficient in the competencies required to address their areas of responsibilities. The report includes planning and process steps to consider in developing or adapting training curriculum for competency-based education, as well as background information on the core competency model.

Contact: Association of Schools and Programs of Public Health, 1900 M Street, NW, Suite 710, Washington, DC 20036, Telephone: (202) 296-1099 Fax: (202) 296-1252 E-mail: info@aspph.org Web Site: http://www.aspph.org Available from the website.

Keywords: Competency based education, Measures, Models, Public health, Training

Association of American Medical Colleges. 2012. Oral health in medicine for the undergraduate medical education curriculum. Washington, DC: Association of American Medical Colleges, 4 pp.

Annotation: This document presents eight key topic areas for integrating oral health in the undergraduate medical education curriculum and outlines comprehension and behavioral expectations. Topics include general oral health screening, dental caries, emergency care, medical dental interface, oral cancer and prevention, oral-systemic health interaction, periodontal disease, and public health. [Funded in part by the Maternal and Child Health Bureau]

Contact: Association of American Medical Colleges, 655 K Street, N.W., Suite 100, Washington, DC 20001-2399, Telephone: (202) 828-0400 Web Site: https://www.aamc.org Available from the website.

Keywords: Competency based education, Curricula, Medical education, Oral health

Interprofessional Education Collaborative Expert Panel. 2011. Core competencies for interprofessional collaborative practice: Report of an expert panel. Washington, DC: Interprofessional Education Collaborative, 47 pp.

Annotation: This report presents a common core set of competencies relevant across six health professions (nursing, medicine, dentistry, pharmacy, public health, and osteopathy) to address essential preparation of clinicians for interprofessional collaborative practice. It also recommends learning experiences and educational strategies for achieving the competencies and related objectives. The report concludes with a discussion of key challenges to interprofessional competency development.

Contact: National Center for Interprofessional Practice and Education, University of Minnesota Academic Health Center, Minneapolis, MN Web Site: http://nexusipe.org Available from the website.

Keywords: Barriers, Collaboration, Competency based education, Health professions, Interdisciplinary approach, Professional education

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This project is supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under grant number U02MC31613, MCH Advanced Education Policy, $3.5 M. 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.