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This webinar has been designed as an inter-professional training for all healthcare providers. Nurses, pharmacists, and doctors, both in practice and in training, as well as PA’s, MA's, front desk staff, receptionists, and other staff can benefit from learning about improving cultural competency skills and practices though identifying and removing potential roadblocks to care experienced by patients from different population groups. This webinar focuses on the Culturally and Linguistically Appropriate Services (CLAS) standards of the US Department of Health and Human Services (HHS) Office of Minority Health (OMH), health disparities, and a skills-based approach to culturally competent care: the ASCN model (Ask, Share, Compare and Negotiate).

Learning Objectives:

• Describe the ASCN (Ask, Share, Compare, and Negotiate) model and how this skills-based approach to culturally competent care can be applied to your clinical setting.
• Demonstrate familiarity with the Culturally and Linguistically Appropriate Services (CLAS) standards of the US Department of Health and Human Services (HHS) Office of Minority Health and how they impact the ethical responsibilities of medical service providers.
• Define “health disparities” and how they disproportionately affect ethnic and racial minority populations in the United States.
• Recognize that “ethnicity,” “race,” and “culture” are fluid categories that overlap and also include other aspects of identity that can include religion, sexual orientation, gender, class, etc.

Target Audience:  Allied Health Professionals, Dietitians, Mental Health Professionals, Nurses, Physicians and Other Clinicians, Case Manager

Duration:  ~ 1 hour

Continuing Education Information:  1.0 CECH for CHES

CHES Provider number: 99036

Disclosures: The planners, reviewers, and authors have no declared conflicts of interest.

Format: Web-based Training, Self-Study

Created/Updated:  May 8, 2017

Presenter(s):  John Bormanis, PhD, Randa M. Kutob, MD, MPH

This webinar will review communication and group dynamic issues that can impact the working relationship within health care teams. Participants will learn tools and resources to help improve communication and group interactions to help support successful health care teams.

Learning Objectives:

• Recognize and understand the importance of communication and relationship development in the development of, and ongoing work of a health care team.
• Identify communication strategies for participants to use to foster better communication within their own health care team.
• Understand the theory of group dynamics and how it applies to health care teams.
• Recognize the characteristics of an effective and an ineffective team and identify strategies to move a team from ineffective to effective.

Target Audience:  Dietitians, Environmental Health Professionals, Nurses, Physicians and Other Clinicians, Social Workers, Public Health.

Duration:  ~ 1 hour

Continuing Education Information:  1.0 CECH for CHES

CHES Provider number: 99036

Disclosures:  The planners, reviewers, and authors have no declared conflicts of interest

Format: Web-based Training, Self-Study

Created/Updated:  6/22/1017

Author(s):  Cathy Frey, (CVHN)

Provides an overview of homelessness and food insecurity, discussing the benefits and barriers associated with creating a food program for the homeless.  Various food programs in the United States are highlighted as examples, and resources for starting food programs for the homeless are provided.

Course Objectives:

• Identify the correct definition of homelessness
• List some of the most prominent causes of homelessness
• Describe the link between homelessness and food insecurity
• Summarize the possible benefits of creating a food program for the homeless
• Explain the barriers that are associated with creating a food program for the homeless
• Compare and contrast varying examples of food programs for the homeless that are well established within Southern Arizona as well as on a national level

Target Audience:  Dietitians, Social Workers, Case Managers

Duration:  ~ 30 min.

Continuing Education Information:  0.5 CECH for CHES

Format:  Web-based Training, Self-study

Created/Updated:  6/22/16

• Lauren Kemmer, BS
• Jennie Altman, BS

This webinar will highlight how clinicians and other healthcare providers who care for vulnerable children can play a role in addressing hunger in the summer months. Presenters will discuss food insecurity and describe how to connect children to resources such as the USDA’s Summer Meals Program and HRSA’s Community Health Center network. Additionally, participants will learn how a community health center can serve as a place where children access meals during the summer months and also be connected to important health and social services.

Learning Objectives:

• Explain how food insecurity impacts children and vulnerable families.

• Describe the purpose of the USDA Summer Meals Program.

• Identify how children can be connected to sites that serve meals.

• Describe the role clinicians and healthcare providers play in connecting children to summer meals.

• Discuss the role community health centers can play in providing summer meals to children in need.

Target Audience:  Dietitians, Physicians and Other Clinicians, Social Workers, Public Health, Healthcare

Duration:  1 hr. 20 min

Continuing Education Information:  1.5 CECH for CHES

Disclosures: The planners, reviewers, and authors have no declared conflicts of interest.

Format:  Web-based training, Self-Study

Created/Updated:  June 15, 2016

Presenters:

• Nidhi Jain, MD, MPH
• Hilary Seligman, MD, MAS
• Suzie Ahn

Learners will develop an awareness of the dynamics of domestic violence and sexual violence specific to immigrant populations to be able to implement appropriate interventions for victims of domestic and sexual violence.

Section 1: Module 1 and 2-Understanding the Unique Contexts for Immigrant Victims of Sexual and Domestic Violence

• Essential Information
• The Power and Control Wheel
• Recommendations and Resources

Section 2: Module 3- Legal Remedies for Immigrant Victims under the Violence Against Women Act (VAWA)

• Essential Information
• VAWA Self-Petitions
• U Visas
• Legal Advice vs. Legal Information

Section 3: Module 4-Two Women’s Stories

• Video-Documentary of two women’s personal stories and their journey through the process of seeking help as a result of violence and abuse
• Case Simulation-Culminating activity that takes the learners through the assistance process applying the course principles and objectives.

Learning Objectives:

• Understand how the “Power and Control Wheel” defines and outlines intimidation characteristics used by abusers to control their victims.
• Guide immigrant victims of sexual and domestic violence to agencies and resources that support this population.
• Describe to clients the process of applying for residency in the US through VAWA self-petitions and U Visas.
• Understand the difference between Legal Advice and Legal Information.
• Practice counseling and guiding clients in understanding the self-petition process outlined in the trainings.

Target Audience:  Educators/ Trainers, General Public Health Staff, Case Manager, Human Services

Duration: 1 hour

Continuing Education Information: 1.0 CECH for CHES 

Format: Web-based Training, Self- Study

Created/ Updated: 1/30/2017

Authors: Pima County Immigrant Victims of Violence Task Force