CHIS Classes to Teach in Your Community

Class Description:

Get ideas on creating health programs for libraries and community/faith-based organizations in this 90-minute class. First, we’ll discuss the purpose of conducting health outreach programs for libraries and how to plan a program using a logic model. Then, we’ll brainstorm potential partnerships for health programming and outreach and learn how resources from the National Library of Medicine (NLM) and other reputable agencies introduce community members to health resources in fun and engaging ways.  Finally, we’ll share examples of successful programs for children, teens, adults, and seniors using NLM and National Institutes of Health resources that will activate your interest in collaborating with and engaging your community in health outreach and programming.

Format: 

Webinar or Face-to-Face

CHIS: 

Credit Hours: 1.5

Competencies: C1, C3

Pre-class checklist:

• Download class resources
• Review objectives 
• Review class content 
• Review class agenda 
• Check all links 

Learning objectives 

• Recognize the purpose of conducting health outreach programs for libraries.
• Create a plan for the development and implementation of health outreach programming in your library using a logic model.
• Identify potential partnerships for health programming and outreach in your library.
• Identify resources from NLM and other reputable agencies that can be used for support and implementation of health programming in libraries.

Agenda:

• Introduction
• What's the purpose of conducting health outreach programs?
• Potential partnerships
• Logic Models: a tool to plan library health outreach programming 
• NNLM health programming examples
• Wrap-up and Questions

Class Materials:

• Powerpoint Slides 
• Handout

All materials here are in the public domain and freely available for reuse. Please acknowledge NNLM as the source of information. 

Class Description:

How are health communication and health literacy connected? How can you be more effective in providing health information to consumers, patients, clients, library patrons, and your community?  This 1-hour class introduces the concepts of health literacy and health communication, outlines components of clear health communication, and identifies online resources from NLM, government agencies, and other recognized resources for health literacy and health communication.

Format: 

Webinar or Face-to-Face

CHIS: 

Credit Hours: 1

Competencies: C3, C5, C6

Pre-class checklist:

• Download class resources
• Review objectives 
• Review class content 
• Review class agenda 
• Check all links 

Learning objectives 

• Define health literacy​
• Describe universal precautions for health literacy​
• Name 3 components of clear health communication ​
• Identify 3 online resources you can use as tools to promote health literacy​​​

Agenda:

• Introduction to Health Literacy
• Communication
• Print communication 
• Verbal communication
• MedlinePlus to promote health literacy
• EthnoMed

Class Materials:

• Powerpoint slides

• Job aide 

• Handout 

All materials here are in the public domain and freely available for reuse. Please acknowledge NNLM as the source of information. 

Class Description:

Participants will learn about the best electronic resources to consult, as well as ways to improve their print collections. Best approaches for handling interactions with emotional patrons will also be discussed. This class will increase participants' skills for providing mental health information to care providers and the public. NLM resources covered in this class include MedlinePlus, Drug Information Portal, other NIH, and freely available authoritative resources. 

Format: 

Webinar or Face-to-Face

CHIS: 

Credit Hours: 1 - 4 hours

Competencies: C1, C2, C3, C4, C5

Pre-class checklist:

• Download class resources
• Review objectives 
• Review class content 
• Review class agenda 
• Check all links

Learning objectives 

• Recognize the role the library plays in providing mental health information to patrons.
• Apply best practices to respond to questions about mental health information during a reference interview.
• Identify reliable resources for locating mental health information to share with patrons.
• Recall library programs and services that promote mental health awareness.

Agenda:

• Mental Health Statistics & Definitions
• Best Practices for Reference Interviews
• Health Information Resources
• Library Programs and Services

Class Materials:

• Powerpoint slides 
• Handout

All materials here are in the public domain and freely available for reuse. Please acknowledge NNLM as the source of information. 

Class Description:

This class is designed to assist librarians and others who work with diverse populations in locating health information. The resources presented are selected for their emphasis on providing culturally relevant information in the preferred language of the population. Background information on refugees and immigrants in the U.S. and their unique health issues will be presented.

Format: 

Webinar or Face-to-Face

CHIS: 

Credit Hours: 1 

Competencies: C1, C3

Pre-class checklist:

• Download class resources
• Review objectives 
• Review class content 
• Review class agenda 
• Check all links

Learning objectives:

• Explain the current landscape of refugees, immigrants, and asylees in the United States. 
• Summarize the differences between cultural competence and humility and how they influence workplace environments.       
• Identify reliable websites that provide quality health information in multiple languages.
• Apply what is learned to develop an outreach project or service.

Agenda:

• The current landscape of refugees, immigrants, and asylees in the U.S.
• Differences between cultural competence and humility
• Reliable websites for health information in multiple languages

Class Materials:

• Powerpoint Slides
• Handout

All materials here are in the public domain and freely available for reuse. Please acknowledge NNLM as the source of information. 

Class Description:

Evidence shows that there are marked health disparities between those living in rural areas versus their urban counterparts. Not only do rural residents suffer from higher incidence of chronic illness, they also have limited access to primary care services and are more likely to be uninsured or under-insured. This class will describe hallmarks of rural America, identify access challenges of living in rural communities, and equip participants with tools to service the health information needs of those living in rural communities. We will explore websites from the National Library of Medicine, U.S. Department of Agriculture Economic Research Service, Rural Health Information Hub and the Robert Wood Johnson Foundation. The origins of each website will be explained. Each of the websites contain consumer-level information and offers an opportunity for data downloads. The downloads will be demonstrated. These resources are relevant to nurses, librarians, public health workers, allied healthcare professionals, educators, faith- and community-based organizations.

Format: 

Webinar or Face-to-Face

CHIS: 

Credit Hours: 1

Competencies: 3, 5, 6

Pre-class checklist:

• Download class resources
• Review objectives 
• Review class content 
• Review class agenda 
• Check all links 

Learning objectives 

• Describe current demographic trends in rural America.
• Download data sets and visualizations from rural health resources.
• Find information on health conditions, demographic groups and social issues.

Agenda:

• Rural challenges 
• Current demographic trends in America 
• Downloading data sets and visualization from rural health resources
• Finding information on health conditions for a demographic group and on social issues 
• Demonstrations 
  • USDA ERS
  • Rural Health Information Hub 
  • County Health Rankings 
  • MedlinePlus 

Class Materials:

• Powerpoint slides

• Handout - resources 

• Handout - Links

All materials here are in the public domain and freely available for reuse. Please acknowledge NNLM as the source of information. 

Any individual or entity may use NNLM materials to create and offer classes. 

In order to offer Continuing Education credits for the approved class through the Medical Library Association via NNLM, the class must closely follow the approved materials and timing. 
Please reach out to your Region to coordinate. 

Who May Teach CHIS classes:

We recommend instructors either 
A) have a current CHIS Level 1 or 2 
OR 
B) have completed 5 modules of CHIS On-Demand plus review MedlinePlus Tutorial for Librarians and Health Educators

AND complete or review a recording of the class you plan to teach. 

Once you select a class to teach, review the slides and handouts. 

What cannot be changed:

• Title (though you may make additions to specify location, audience, conference, etc.) 
• Learning objectives 
• The overall class outline, including hands-on activities, should be generally followed.
• Length (by more than 30 minutes). 

What can be changed:

• You may change search terms, geographic areas, stories, or other examples to better fit the audience you are teaching.
• Pictures: NNLM strives to use diverse and inclusive images and examples in our classes. You may change the images to connect with your audience. 
• Format: an NNLM webinar may be taught as a face-to-face class.

Process

1. Approximately 4 weeks before a class, email your Region contact with the following information:
   • Class title
   • Class length
   • Instructor name(s) and email address(es)
   • Class date
   • Class location (online, or City and State)
   • Class sponsor (i.e. Library Association or Library System)
   • Is registration required? If so, please provide URL 
   • If you have changed the slides, please include a link to your slides. 
      
2. Your Region will review the slides to ensure that class objectives are met and schedule class with MLA. 
   1. NNLM will not schedule classes for CE that charge a registration fee.
3. Your Region will set up an online class evaluation (Guest Speaker) for you to distribute to attendees. 

  4. Teach the class and collect participant information (LINK TO INFO)

  5. Within 30 days of the class, complete a Training Report [LINK TO FORM]
  6. Your region will send completed evaluations to you. 

Recommendations

1. Review relevant current training from NLM or NNLM on the resources you are teaching. 
   1. For teaching MedlinePlus, review MedlinePlus Tutorial for Librarians and Health Educators
   2. For teaching PubMed, review How PubMed Works (On-Demand)
2. Please direct any unanswered questions about NLM resources or incorrect links to nto@utah.edu. 
3. Combine with Obtain Your CHIS slides