| Title | Course Number | Intended Trainee Audience | Prerequisite Training/Work Experience | Training Design | General Content | Principal Learning Objective 1 | Principal Learning Objective 2 | Principal Learning Objective 3 | Principal Learning Objective 4 | Principal Learning Objective 5 | Principal Learning Objective 6 | Faculty | Evaluation Plan |
| ABNORMAL PAP SMEARS: MANAGEMENT AND COUNSELING | #2000 | Clinicians, nurses, educators, and others involved in the direct examination and counseling of reproductive health clients. May be modified for clinician management issues. Limited to 50 participants. | Previous clinical work or client counseling experience in women’s health highly desirable, but not required. | One-day workshop with lecture, audiovisuals, question and answer, and small group discussion. | New changes in terminology and management, techniques currently available for cervical cancer screening. Review of cervical cell structure, continuum of cellular abnormality, treatment modalities, and counseling concerns with emphasis on pre-referral counseling skills. | describe the normal cervical histology and cytology | discuss the epidemiology and relationship between different pathogens and cervical cancer and the natural history of cervical cancer | list the similarities and differences between Pap smear reporting systems | describe how to obtain a Pap smear and its value and limitations | discuss the rationale of treatment approaches for CIS & CIN and the role of colposcopy | discuss appropriate counseling and referral of women with abnormal Pap smears | RTC staff or consultant. | Immediate post-workshop evaluation form from participants. |
| ADA MADE SIMPLE: PHYSICAL ACCESS & SERVICES DELIVERY ISSUES | #5000 | Women’s health project managers, clinic administrators, educators, and all staff who have responsibility for compliance with the Americans with Disabilities Act (ADA). | Work experience in women’s health desirable. Knowledge of women’s health programs is preferred. Current work experience as a program planner, manager, or educator within a clinic setting. Familiarity with the ADA helpful. | One-day workshop with lecture, large and small group exercises, audiovisuals, group discussion, and individual activities. | Overview of the Americans with Disabilities Act, including history and outline of legal issues. Presents information on how to comply with the law, service issues, and development of a transition plan focus includes cost-effective and creative ideas for compliance. | discuss the ADA definition in terms of its relationship to reproductive health | explain the program access requirements that must be met by the agency | explain when and how to provide both physical and communication access in clinics | list and describe three reasons it is important for a clinic to comply with ADA and become fully accessible | discuss how to evaluate access and plan for change | outline a transition plan for the program | RTC staff or consultant. | Immediate post-workshop evaluation form from participants. Trainer evaluation of transition plans. |
| ADA MADE SIMPLE: UNDERSTANDING PSYCHOLOGICAL CONCERNS OF WOMEN WITH DISABILITIES | #3000 | Nurses, counselors, educators, administrators, support staff, and others who provide direct services for women’s health clients in a clinic setting. | Work experience in women’s health desirable. Current work experience as a clinic manager, nurse, counselor, or educator. | One-day workshop with lecture, small group exercises, simulation, group discussion, and individual activities. | Identifying, counseling, and understanding the needs of the disabled client, with special emphasis on sensitivity to language. Relevant federal and state laws including an overview of the Americans with Disabilities Act will be covered. | discuss the ADA definition of disability and its relationship to reproductive health | describe the socioeconomic status of disabled women and potential stressors | describe the meaning, purpose, and importance of “disability-neutral language ” | give three examples of stereotypes about women with disabilities and the potential psychological impact on women | identify four psycho-social obstacles to equal access that women with disabilities face in the clinic setting | list and describe three ways in which the health care professional can help to improve access and quality of services to women with disabilities | RTC staff or consultant. | Immediate post-workshop evaluation form from participants and Trainer observation of simulation activities. |
| ADDICTION IN WOMEN | #3010 | Nurses, counselors, health educators, and others who have direct contact with clients. Limited to 35 participants. | Previous work in women’s health desirable. Current work experience in patient care role helpful. | One-day workshop with lecture, structured activities, simulation, and discussion. | Aimed at facilitating the health care provider's effective response to substance abusing clients. Emphasis on identification, assessment, referral, and the impact of substance abuse on women's health. | describe the differences between social use, abuse, and addiction/dependence | name four substance abuse screening questions that might be incorporated into the patient interview | identify at least six behavioral characteristics, physical signs, and psychological symptoms which may indicate problematic substance use | describe the impact that misuse of alcohol and other drugs may have on contraceptive behavior, pregnancy, and offspring | identify the impact that one’s own values can have on interactions with clients using alcohol and other drugs | list local drug treatment programs and resources | RTC staff or consultant. | Immediate post-workshop evaluation form from participants. |
| ADDRESSING ISSUES OF GAY, LESBIAN, BISEXUAL, AND TRANSGENDER [GLBT] CLIENTS | #3020 | Clinicians, nurses, educators, and others involved in the direct patient care of reproductive health clients. | Previous clinical work or client counseling experience in women's health highly desirable, but not required. | One day workshop with lecture, audiovisuals, question and answer, and small group discussion. | Addresses the unique psycho-social needs of GLBT patients in women's health settings explores the impact of homophobia and discrimination on patient's lives, strategies for promoting the psycho-sexual health of GLBT clients, incorporating significant others in health care delivery, and legal and ethical issues. | name three cultural biases about GLBT individuals and discuss how these might impact patient care
| identify four recommendations for culturally competent initial patient interview with GLBT patients | define homophobia and list at least four psychological implications for GLBT individuals
| differentiate between transsexuals and transgender individuals and identify three common psychological traits | name at least three important legal issues for same gender partners
| list three health concerns which are unique to GLBT patients | RTC staff or consultant. | Immediate post-workshop evaluation form from participants. Trainer evaluation of transition plans. |
| ADOLESCENT HEALTH | #1000 | Nurses, counselors, educators, and others who work directly with teens in a women’s health setting. Limited to 15-30 participants. | Previous work experience with adolescents highly desirable. | One-day workshop with lecture, audiovisual presentations, and group discussion. | An overview of adolescent mental and physical health for those who work with teens in community programs or clinic settings. Information to be covered includes cognitive development, weight and eating disorders, alcohol and other drug use, violence, and sexuality. Focus will also address family issues facing teens today. | list four behaviors that could indicate violence in a teen’s life including physical abuse, sexual abuse, and suicide | discuss three reasons teens initiate sexual behavior, addressing possible consequences (pregnancy and sexually transmitted diseases) | list two indicators of adolescent substance use | describe family problems, including their effect on the lives of teens | list three indicators of eating disorders | identify the special needs of teens with disabilities | RTC staff or consultant. | Immediate post-workshop evaluation form from participants. |
| ADOLESCENT SEXUALITY | #1010 | Nurses, counselors, educators, and others who work directly with teens in a women’s health clinic setting. Limited to 15-30 participants. | Previous work experience with adolescents highly desirable. | One-day workshop with lecture, audiovisual presentations, and group discussion. | An overview of adolescent sexual health issues including sexual behavior, sexual harassment, relationships with adults and parents, and sexual abuse. Brief overview of adolescent physical and mental health development as it pertains to sexual health. Participants will be able to explore their beliefs and convictions on the subject of adolescent sexuality. | discuss three reasons teens decide to initiate sexual activity | discuss two reasons that teens choose not to involve parents in their health care services | identify two reasons that adolescents become sexually involved with adults | name the primary criteria for peer sexual harassment | indicators of possible sexual abuse | self-identify personal beliefs or convictions that could interfere with the delivery of bias-free health care delivery | RTC staff or consultant. | Immediate post-workshop evaluation form from participants. |
| ADOLESCENTS AS PEER EDUCATORS | #1020 | Nurses, counselors, educators, and others who work directly with teens in a family planning, women's health, or other setting and wish to explore the teen/educator concept. Limited to 15 40 participants. | Previous work experience with adolescents highly desirable, but not required. | One day workshop with lecture, small group sessions to develop a work plan, and group discussion. | Selection, training, implementation, and evaluation of teen educators in the clinic and community setting. Teaching young people to provide other teens with factual information about reproductive health and adolescent health issues including suicide, wellness, abuse, and other related issues. | list three desirable characteristics in a teen educator | describe a training curriculum for peer educators and their role in the designated setting (clinic and/or community) | list two methods for evaluating peer educators | list four common problems encountered with peer educators and possible strategies and/or solutions | list three advantages of peer education for teaching reproductive and related health issues to teens
| identify special concerns that teens with disabilities have and how peer educators can address them | RTC staff or consultant (health educator with experience in directing a teen peer education program). | Immediate post-workshop evaluation form from participants. Trainer evaluation of transition plans. |
| ADVANCED COUNSELING SKILLS | #3030 | Women’s health care staff with direct responsibility for counseling clients. Limited to 15-30 participants. | Basic training in counseling/interviewing communication skills, or two years of women’s health counseling experience. | One-day workshop with lecture, small group discussion, practice exercises, case studies, and audiovisuals. | This course will explore traits for effective counselors and highlight differences between counseling and education. Specialized strategies for working with angry, fearful, non-communicative, and pregnant clients will be discussed. Strategies for assisting clients with family planning decision-making and associated behavior changes will be discussed and simulated. | describe four differences between education and counseling | list five characteristics of effective counselors | produce an outline for short-term counseling | demonstrate, in simulation, ability counsel "difficult" clients | name four recommendations for way to incorporate client's support system: parent(s), partner, or family member in decision-making | list four important factors for successful behavior change to occur | RTC staff or consultant. | Immediate post-workshop evaluation form from participants. Trainer observation of simulation activities. |
| ALTERNATIVE AND COMPLEMENTARY THERAPIES IN WOMEN’S HEALTH CARE | #2010 | Clinicians, nurses, educators, and others involved in the medical care or counseling of women’s health clients. | Previous clinical work or client counseling experience in women’s health highly desirable, but not required. | One-day workshop with lecture, audiovisuals, question and answer, and small group discussion. | Explores the field of psycho-neuroimmunology and the emerging field of mind/body medicine includes impact of stress on physical health, role of self-care in prevention or management of disease, and mental health and its connection to physical well-being includes discussion and review of common alternative and complementary therapies. | describe three negative physiological impacts of stress | name at least four characteristics of survivors of life-threatening illness | list at least four complementary therapies used in health care, and discuss potential benefits or complications | name five vitamins commonly used as supplements and discuss their potential benefits and | discuss at least four folk remedies which may be used by patients seeking to improve their physical health | | RTC staff or consultant. | Immediate post-workshop evaluation form from participants. |
| APPLYING QUALITY MANAGEMENT IN PUBLIC HEALTH | #5010 | Women’s health staff and managers responsible for quality improvement activities. Limited to 15-30 participants. | Knowledge of women’s health program is desired. | One-day workshop with lecture, small group discussion, practice exercises, case studies, and audiovisuals. | This training will address concepts of quality management and how these concepts can be applied in family planning and women's health. | describe basic concepts and definitions related to quality improvement. | understand and implement effective strategies for getting started with quality improvement. | review and discuss the influence of goals on expected results. | formulate effective goals for quality improvement efforts. | | | RTC staff or consultant. | Immediate post-workshop evaluation form from participants. |
| ASPECTS OF PROVIDING IN-HOME CARE | #6000 | Clinicians, nurses, educators, outreach workers and others involved in providing medical and social support services to reproductive health clients in their homes. | Previous clinical work or client counseling experience in women's health highly desirable, but not required. | Half day workshop with lecture, audiovisuals, and small group discussion. | This course explores the unique needs of women's health staff who are providing services via home visits. Emphasis on promoting physical safety, planning for potential problems, effective communication techniques, and the role of law enforcement in assuring safety. | identify four potential safety issues for providers providing in-home services
| discus three important behaviors workers should employ to prevent problems during in-home sessions | name at least four important psychosocial history questions when arranging a plan of in-home care for patients
| describe a five-step intervention for managing angry patients | list at least three possible steps for alerting law enforcement during in-home session.
| | RTC staff or consultant. | Immediate post workshop evaluation form from participants. |
| ASSESSING INTERPERSONAL VIOLENCE | #3040 | Clinicians, nurses, educators and counselors providing direct patient care. Limited to 30 participants. | None. | One day work-shop with lecture, small group exercises, group discussion and audiovisuals | This course is designed to increase the comfort of providers working with women experiencing or at risk for interpersonal violence. Skills stressed include screening skills, recognition and comfort addressing violence and implications for primary prevention. | 1 at least three five indicators in female patients who have experienced interpersonal violence | at least three barriers to screening/assessment for interpersonal violence | at least three strategies for increasing patient comfort in disclosing a history of interpersonal violence | the five components of the SAVER strategy for treating women who have experienced interpersonal violence | at least three components of “safety planning” with patients who are experiencing interpersonal violence | | RTC staff or consultant. | Immediate post-workshop evaluation form from participants. |
| ASSISTING CLIENTS TO CHANGE BEHAVIORS | #3060 | Clinicians, nurses, educators, and others who educate, counsel, and manage clients. Limited to 30 participants. | None. | One-day workshop with lecture, small group discussion, practice exercises, case studies, and audiovisuals. | Focuses on the "Stages of Change" theory that identifies the stages through which people move as they work to change a behavior. Emphasis on the challenges and characteristics of each stage to assist health care providers in assessing their clients readiness for change and planning appropriate interventions. (This general course can be tailored to focus on HIV prevention behavior change.) | identify at least four potential barriers to behavior change. | define "Stages of Change" theory as a basis for examining the process of changing and maintaining a behavior | describe each stage and its influencing factors | list five questions that providers can use to demonstrate stage-based assessment | name which influencing factors will be most applicable to clients in each stage | in simulation, deliver appropriate stage-based messages to clients | RTC staff or consultant. | Immediate post-workshop evaluation form from participants. Trainer observation of simulation activities. |
| BASIC CLIENT COMMUNICATION SKILLS | #3070 | All personnel who interview or counsel clients. Limited to 15-30 participants. | Work experience in women’s health highly desirable, but not required. | One-day workshop with lecture, small group work, individual skill practice, and simulation. | Principles of client communication, with an emphasis on actual practice time. Fundamentals of short-term, client/health care worker communication will be stressed including: active listening skills, attending behavior, overcoming barriers to communication, attending to clients' feelings, and applied communication techniques. | name at least five effective qualities in helping relationships | list and discuss six barriers to client/health care worker communication | demonstrate the following skills in simulation -- asking open-ended questions, paraphrasing, reflecting feelings, contracting | list four steps in non-directive problem-solving | identify four key components of an effective referral | | RTC staff or consultant. | Immediate post workshop evaluation form from participants. |
| BASIC SUPERVISORY SKILLS | #5020 | People working in, or about to be promoted to, a supervisory position who have had little or no formal training in supervision. Limited to 15-30 participants. | None. | One-day workshop with lecture, small group discussion, practice exercises, case studies, and audiovisuals. | The intent of this course is to develop a foundation of supervisory skills which will enable the participant to perform her/his job more effectively, and upon which further knowledge can be built. Focus will be on the role and responsibilities of the supervisor, management functions, work behavior styles, performance appraisal and discipline skills, and delegation techniques. | describe at least three responsibilities of the supervisor | list the four functions of the management cycle | identify three supervisor behavior styles, including self-identifying participant’s preferred style | list the three types of motivation and implications for employing each | describe key steps in effectively managing performance appraisals and discipline problems | list two successful delegation techniques | RTC staff or consultant. | Immediate post workshop evaluation form from participants. Trainer observation of simulation activities. |
| BEYOND VALUING DIVERSITY: MANAGING YOUR ORGANIZATION TO SUPPORT DIVERSITY | #5030 | Administrators, clinic managers, and others who will be responsible for implementing a diversity program and/or advancing diversity initiatives in the organization. | Completion of the RTC’s Valuing Cultural Diversity is preferred, but not required. | One-day workshop with lecture, discussion, and audiovisuals. | The differences among Affirmative Action(AA)/EEO, “valuing diversity” and “managing diversity” will be discussed. The organizational philosophy, policy, and cultural components necessary for diversity to thrive will be covered. An overview of successful diversity programs and suggestions for how to begin dealing with diversity in the workplace (based on case studies and real-life examples provided by participants) will be addressed. | describe the differences among AA/EEO, valuing diversity, and managing diversity | list two organizational components that thwart diversity | explain how an organizational culture fosters or hinders diversity | list the phases that organizations go through in moving from cultural incompetence to cultural competence | list two benefits each of valuing and managing diversity approaches | demonstrate an understanding of diversity management by outlining a plan for the organization to become more culturally competent | RTC staff or consultant. | Immediate post workshop evaluation form from participants and review of diversity
outline/plan by instructor.
|
| BREAST EXAMINIATION | #2070 | Clinicians, nurses, and others who manage, counsel, and educate clients. Limited to 15-30 participants. | None. | One-day session with lecture, discussion, and audiovisuals. | This workshop is designed to assist public health nurses to collect appropriate data on interview to perform a physical exam of the breast to evaluate results and to distinguish normal from abnormal findings. | have a basic understanding of breast anatomy and physiology | obtain appropriate breast data during interview | conduct a breast examination in a safe and appropriate manner | understand the stages of breast development throughout the life cycle | have a basic understanding of abnormalities of the breast. • define conditions needing further evaluation | appropriately teach breast self-examination to a client • accurately document breast findings | RTC staff or consultant. | Immediate post workshop evaluation form from participants. |
| BUILDING A WINNING TEAM | #5040 | Administrators, nurses, educators, clinicians, and support staff. It is best if people in the same work group can attend together. Limited to 15-30 participants. | None. | One-day session with lecture, discussion, exercises, and role plays. | Developing and enhancing professional relationships, dealing with coworkers' personal styles, examining conflicting value systems, and skill building for improved team performance. | identify five components of an effective team | list the three phases of team development | identify five individual strategies for improving relationships with other team members and increasing productivity | name three advantages of teamwork in completing a task | list three barriers in team decision-making | list three team-building strategies that can be used to improve the work place | RTC staff or consultant. | Immediate post workshop evaluation form from participants. |
| CHANGE: WHAT’S IN IT FOR ME? | #6010 | Administrators, district/regional level staff, clinic managers, lead staff members and any personnel who are charged with leading a change effort. Also, entire staffs who have undergone excessive change and are having difficulty handling the volume and rate of change. | None. | One-day workshop with interactive video presentation, small and large group exercises, lecture, and discussion (highly participatory). | All organizations are composed of individuals, therefore, this course will examine the concept of organizational change from the perspective of each individual’s role in an organizational change effort. Personal paradigms, resistance to change, overcoming resistance, and making the choice to change will be explored. Strategies to help individuals cope with change will be examined and a change adoption model will be discussed and applied. | define a paradigm | describe how paradigms influence change | list three reasons why people resist change | list three ways that people can more effectively prepare for and cope with change | list three characteristics of organizational change | describe the typical concerns of at least two levels of the Concerns-Based Adoption Model and how to respond to them | RTC staff or consultant. | Immediate post workshop evaluation form from participants. |
| CHLAMYDIA UPDATE: CHLAMYDIA PREVENTION PROJECT | #4000 | Clinicians, nurses, nurse practitioners, STD program managers, family planning providers, clinic managers, educators, and staff persons who participate in the Region IV chlamydia prevalence monitoring project. The training is limited to 15-30 participants. | Previous work experience in women’s health, and medical services to clients receiving testing, treatment, and counseling for Chlamydia Trachomatis infections. | One-day session with lecture, discussion and audiovisuals. | The workshop focuses on an overview of the epidemiology of chlamydia infections, screening, and treatment guidelines, client education, counseling guidelines, laboratory technologies, quality assurance standards and partner management. | describe the organization and purpose of the chlamydia project | identify the populations most at risk for acquiring Chlamydia Trachomatis infections | discuss the clinical manifestations in females and males | list the most common screening and treatment regimens | discuss appropriate education and counseling related to prevention, treatment, and follow-up of infected individuals and their partners | list current laboratory technologies and common errors in collecting specimens | RTC staff or consultant. | Immediate post workshop evaluation form from participants. |
| CLINICAL MANAGEMENT OF HIV-INFECTED CLIENTS: AN UPDATE FOR CLINICIANS | #4010 | Nurses and clinicians. Limited to 30 participants. | General understanding of the basic facts about HIV transmission. | The format is a half-day training/workshop (4 hours with two 15 minute breaks). | The course will provide an overview of clinical care guidelines for HIV-infected patients, review the clinical manifestations of HIV disease, and offer an update on current state-of-the-art medical care for patients living with HIV (primarily focused on women). | name four baseline laboratory tests which should be performed when an HIV-positive patient presents for an initial assessment | identify three antiretroviral medications currently approved for therapy in adults with HIV disease | describe three opportunistic disease that individuals with HIV may develop | name three drug interventions which are used in preventing opportunistic illness in persons with HIV disease | identify four chronic health problems which individuals with symptomatic HIV may encounter and strategies to assist in managing these | discuss the link between classic STDs and HIV transmission | RTC staff or consultant. | Immediate post workshop evaluation form from participants. |
| COMFORT WITH HUMAN SEXUALITY: LEVEL I | #3090 | Nurses, social workers, support staff and educators. Limited to 15 - 30 participants. | No previous sexuality training required although counseling experience helpful. | One-day workshop with exercises, values clarification and small group discussion (highly participatory). | Aimed at helping clinic staff become comfortable dealing with sexual issues which may arise in a clinic setting, and desensitize them to “difficult/embarrassing” sexual language and practices, especially practices related to HIV transmission. | discuss their personal values and attitudes related to sexuality | identify at least four strategies to manage judgmental feelings about sexuality | explain safer sex practices for HIV/STD prevention | describe at least four methods of contraception and criteria to determine which are best suited to the client’s sexual and social life, including women with disabilities | demonstrate (in simulation) effective responses to common sexual questions | | RTC staff or consultant. | Immediate post workshop evaluation form from participants. Trainer observation of simulation activities. |
| COMFORT WITH HUMAN SEXUALITY: LEVEL II | #3100 | Nurses, clinicians, social workers and educators. Limited to 15-30 participants. | Previous human sexuality training or RTC course, Comfort with Human Sexuality - Level I. | One-day workshop with lecture, small group discussion, audio-visuals, and question and answer. | Aimed at increasing knowledge about human sexuality as well as desensitizing staff to sexual behaviors and concerns, especially in the age of HIV. | name five communication strategies which are critical for discussing sexuality issues with clients | identify four important elements in an effective sexual history | describe Masters and Johnson’s four phases of human sexual response and female and male anatomy | list at least five common male and female sexual dysfunction | discuss at least three common sexual concerns or difficulties that people with disabilities may experience | demonstrate ability to us the PLISSIT model to address common sexual concerns and provide appropriate referral for ongoing treatment | RTC staff or consultant. | Immediate post workshop evaluation form from participants. Trainer observation of simulation activities. |
| CONTRACEPTIVE TECHNOLOGY | #2040 | Clinicians, nurses, and others who manage, counsel, and educate clients. Limited to 15-30 participants. | Previous work experience in women’s health desirable but not required. | One-day workshop with lecture, discussion, and audiovisuals. | This workshop is designed to assist the Public Health Nurse to acquire the knowledge and skills in exploring their role in helping | describe current thinking on contraceptive efficacy and the status of experimental contraceptives | describe the interrelationships of medical contraceptive methods with specific drugs, reproductive disorders and other health problems | describe the new World Health Organization’s (WHO) medical eligibility criteria: IUD and teens, IUD and pid spermicides and known thrombogenic mutations and oral contraceptives | discuss management of common contraceptive problems | | | RTC staff or consultant. | Immediate post workshop evaluation form from participants. |
| COUNSELING ADOLESCENTS IN THE CLINIC SETTING | #1040 | Women’s health care staff with direct responsibility for counseling adolescent clients. Limited to 15-30 participants. | Basic training in counseling/interviewing communication skills, or one year work experience in women’s health counseling. | One-day workshop with discussion, lecture, case studies, small group exercises, and audiovisuals. | Designed to equip women’s health care staff to interact effectively with adolescents in the clinic setting. Emphasis on understanding adolescent development, current research on adolescent issues, and developing personal skills needed to assist individual clients. | list five ways adolescents differ psychologically from adults | list two concerns teens commonly express about contraceptives | identify personal convictions about adolescent behaviors and describe techniques for avoiding judgmental interactions on the job | list three reasons adolescents initiate sexual activity, including sexual coercion | discuss ways to increase comfort level (of client and professional) in the clinic setting and | list three benefits of family involvement in adolescent decision-making | RTC staff or consultant. | Immediate post workshop evaluation form from participants. |
| COUNSELING CLIENTS FOR IMPROVED CONTRACEPTIVE COMPLIANCE | #3110 | Nurses, nurse practitioners, health educators, counselors and social workers. Limited to 15-30 participants. | At least one year work experience in women’s health. Previous client counseling experience is highly desirable. | One-day workshop using lecture, small group exercises, and structured activities. | The workshop is designed to help participants explore and learn techniques that help clients process messages and decide to make behavior changes related to their use of contraceptives. Workshop content focuses on ways health care workers can improve message delivery to enhance contraceptive effectiveness for clients. | discuss three factors which interact to support comprehension of instructions by clients | list eight guidelines for developing written instructions developed to support messages given verbally by health care workers | list and use six principles to develop a teaching strategy for use with contraceptive clients | identify the client's preferred communication style and its impact on her/his comprehension of instructions | demonstrate a teaching strategy which enhances the client's ability to make lasting behavior changes related to her/his desired reproductive health goals and | discuss misconceptions they might have about the sexuality of people with disabilities that could function as barriers to effective communication | RTC staff or consultant. | Immediate post workshop evaluation form from participants. Trainer observation of simulation activities. |
| CREATING AN EFFICIENT CLINIC: FROM "HELLO" TO "SEE YOU THE NEXT TIME" | #5050 | Clinic managers. Limited to 15-30 participants. | Work experience as a clinic manager highly desirable. | One-day workshop with lecture, discussion, small group work, simulation, and audiovisuals. | Clinic management principles useful in improving clinic quality and efficiency. Specific content will include appointment systems, staffing, patient flow, no-show controls, and other efficiency strategies. Evaluation and monitoring strategies will be stressed. | identify four types of appointment systems and their advantages and disadvantages | describe how Patient Flow Analysis (PFA) documents patient flow and personnel utilization | name three factors which enhance patient flow in a health clinic | list three aspects of clinic ambience which can be directly and informally monitored by clinic managers | describe three Americans with Disabilities (ADA) requirements with which clinics must comply and | describe the manager's appropriate use of local service statistics in effective clinic management | RTC staff or consultant. | Immediate post workshop evaluation form from participants. |
| CURRENT REPRODUCTIVE HEALTH ISSUES FOR CLINICIANS | #2050 | Women’s health care providers. Limited to 75 participants. | Two years work experience in women’s health, NP certification, or other appropriate experience/certification. | One-day workshop with lecture, question and answer, case histories, discussion, and audiovisuals. | Current issues in the technology of contraception, STDs, sterilization, infertility, and GYN problems. The group will discuss cases and faculty and trainees will present solutions. | describe current thinking on contraceptive efficacy and the status of experimental contraceptives | list current treatment modalities for sexually transmitted diseases including but not limited to chlamydia, genital warts, human papilloma virus (HPV), gonorrhea, and HIV | describe the interrelationships of medical contraceptive methods with specific drugs, reproductive disorders, and other health problems | describe oral contraceptives, IUD, Depo-Provera, implants, Nuvaring, Ortho Evra Patch, and Emergency Contraception (EC) considerations | discuss management of common contraceptive problems and | discuss appropriate follow-up and referral procedures for common abnormal gynecological findings | RTC staff or consultant. | Immediate post workshop evaluation form from participants. |
| CURRENT REPRODUCTIVE HEALTH ISSUES FOR NURSES | #2060 | Nurses, educators, and counselors who provide women’s health care services. Limited to 75 participants. | Work experience in women’s health desirable, but not required. | One-day workshop with lecture, question and answer, and audiovisuals. | Update on medical service issues in women’s health. Content will include: contraceptive methods review, sexual issues related to method use, current developments in reproductive health care, clinic education techniques, and sexually transmitted diseases. | describe three important changes in management techniques with oral contraceptives | describe current treatment guidelines for chlamydia, herpes, genital warts, human papilloma virus (HPV), and gonorrhea | develop a working definition of efficacy as it applies to contraceptives | in simulation, answer common client questions about methods and STDs, including HIV | demonstrate, in simulation how to counsel clients appropriately on reproductive health problems and | discuss current issues regarding implants, Depo-Provera, IUDs, OCs, Nuvaring, Ortho Evra Patch, non-medical contraceptive methods and Emergency Contraception (EC) | RTC staff or consultant. | Immediate post workshop evaluation form from participants. Trainer observation of simulation activities. |
| DEMYSTIFYING DATA: SIMPLIFYING AND USING DATA TO IMPROVE SERVICES | #5060 | Administrators, nurses, educators, clinicians, and support staff. Limited to 15-25 participants. | None. | One-day session with lecture, discussion, exercises, and work groups. | The main purpose of this course is to increase the comfort level of clinic staff in working with data generated at the clinic. The course is designed to demonstrate relationships between data and clinic activities and to show how data can be used to increase program awareness, to evaluate specific clinic activities, and to help determine efficient resource allocation. | identify areas of clinic operation, such as patient registration, chart records, and lab slips, that provide data which can be used improve clinic activities | identify different types and forms of data, both quantitative and qualitative, that are generated at the clinic | describe ways in which data can be organized to collect information about clinic activities such as disease monitoring, educational programs, and resource management | utilize basic statistical methods such as identifying variables for analysis, generating frequencies, and making tables and graphs | present data in a clear and precise manner so that it can be used by people inside the clinic and by people outside the clinic such as health officials and community leaders | | RTC staff or consultant. | Immediate post workshop evaluation form from participants. |
| DIS-STRESS YOUR JOB: MANAGING STRESS FOR THE HEALTH CARE WORKER | #6020 | All health care staff. Limited to 15-30 participants. | None. | One-day session with lecture, individual and small group exercises, discussion, and simulation. | Emphasis will be on identifying job conditions and situations that cause stress recognizing personal habits that contribute to stress inventorying life stresses and their impact on the job using techniques to reduce job stress and using general relaxation techniques to reduce stress. | define stress and list at least three negative effects | identify three work-related situations that can cause stress | list three personal habits that have a negative impact on stress levels | name at least three techniques for more effectively managing stress and | develop a written action plan for controlling the negative impact of stress | | RTC staff or consultant. | Immediate post workshop evaluation form from participants. |
| ENHANCING SELF-ESTEEM: YOURS AND YOUR CLIENTS | #6030 | All staff involved in direct service to family planning clients. STRICTLY LIMITED to no more than 26 participants. | None. | One-day session with lecture, individual and small group exercises, discussion, and audiovisuals (highly participatory). | Concentration will be on recognizing the role self-esteem plays in the effective delivery of family planning services, the relationship between self-esteem and attitude, reducing frustration, and increasing positive/self-esteem building interactions with clients. | define self-esteem and list four components | list two societal influences on women’s self-esteem and their influence on contraceptive use | describe three exercises that can enhance self-esteem | list four benefits of positive attitude and self-talk | describe the importance of modeling high self-esteem for patients and the impact it has on successful contraceptive use | | RTC staff or consultant. | Immediate post workshop evaluation form from participants. Trainer observation of simulation activities. |
| ESSENTIAL SKILLS FOR WORKING IN A TITLE X CLINIC | #6040 | Nurses, counselors, aides, and all staff who are being cross-trained for family planning. Limited to 15-30 participants. | None. This is an orientation level course. | One-day workshop with lecture, small group exercise, discussion, values clarification, simulation, and question and answer. | Overview of family planning clinic services, methods of birth control, policies of client care, and typical problems to expect. Emphasis on importance of professionalism, non-judgmental attitude, protecting the client’s right to privacy and informed consent. | list two positive and two negative ways that personal values about sexuality can affect the work of family planning personnel | name the federal and state documents that outline standards of care for family planning services, including compliance with Americans with Disabilities Act (ADA) | describe the methods of contraception offered in clinics, including effectiveness, risks, benefits, instructions for use, and degree of protection from HIV/STDs | list the seven components of informed consent and 5 common referral issues | list three staff behaviors that protect client confidentiality | name three differences between the needs of teen clients and adult clients | RTC staff or consultant. | Immediate post workshop evaluation form from participants. Trainer observation of simulation activities. |
| ETHICAL ISSUES IN WOMEN’S HEALTH NURSING | #6050 | Nurses, educators, and counselors who provide women’s health care services. Limited to 40 participants. | Work experience in women’s health desirable, but not required. | Half-day workshop with lecture, question and answer, and audiovisuals. | Addresses ethical issues that arise in the delivery of women’s health care services. Issues include reproductive health choices, working with non-adherent patients, child abuse and neglect, and mental health issues. | describe three potential personal biases which might affect ability to assist patients | identify at least five common ethical challenges for providers in women’s health care settings’ | name at least four recommendations for improving adherence for non-adherent patients | identify five examples of situations where providers have a duty to warn law enforcement officials of patient information | discuss current issues regarding contraception, including emergency contraception and the ethical dilemmas that may accompany these choices | | RTC staff or consultant. | Immediate post workshop evaluation form from participants. Trainer observation of simulation activities. |
| EVALUATING YOUR PROGRAM | #5070 | Women’s health staff and managers responsible for program evaluation. Limited to 15-30 participants. | Knowledge of women’s health programs is desired. | One-day workshop with lecture, group discussions, individual and small group exercises. | An overview of program evaluation, designed to equip women’s health staff with the knowledge and basic skills to design and implement an evaluation plan of their programs. Course provides participants with an opportunity to design an evaluation plan for a current program. | describe the importance of evaluation to program success | define the terms goal and objective | write an objective which is time-framed and measurable | name and define four basic types of evaluation | describe the difference between qualitative and quantitative evaluation and | design an evaluation plan | RTC staff or consultant. | Immediate post-workshop evaluation form from participants. Trainer observation of individual and group activities. Completed evaluation work-plan. |
| FAMILY INVOLVEMENT IN THE FAMILY PLANNING SETTING | #1102 | Women’s health care staff including but not limited to nurses, nurse practitioners, health educators, counselors and social workers. Limited to 15-30 participants. | Basic training in counseling/interviewing communication skills, or one year work experience in women’s health counseling. | One-day workshop with lecture, group discussions, individual and small group exercises. | Designed to equip women’s health care staff to interact effectively in the health care setting with parents/care givers of adolescents. Emphasis on understanding the role of family involvement in the health care setting. | Understand the definition and role of family involvement in the Title X Family Planning setting | Understand the importance of family involvement in the Title X Family Planning setting | Identify at least four different types of families and discuss how these families impact the health and behavior of youth | Identify three benefits of and three barriers to family involvement in adolescents’ sexual decision-making | Identify the components for effective/successful family involvement in the family planning setting | Practice ways to encourage family involvement with diverse families: Scenario #1: Fostering family involvement in appointment making/reception/waiting Scenario #2: Fostering family involvement with drop-in clients Scenario #3: Fostering family involvement when the teen comes alone Scenario #4: Fostering family involvement when the teen is accompanied by an adult. Refer to Emory RTC case study samples. | RTC staff or consultant. | Immediate post-workshop evaluation form from participants. Trainer observation of individual and group activities. Completed evaluation work-plan. |
| FUNDAMENTALS OF HIV PREVENTION COUNSELING: LEVEL I | #4020 | Nurses, counselors and educators with direct client contact. Limited to 20 participants. | Must have thorough understanding of the basic facts about HIV/AIDS, risky behaviors and "safer sex" practices, prevention methods, antibody testing, and the ability to answer common questions about HIV. Previous counseling experience is highly desirable, but not required. | One-day workshop with lecture, audiovisuals, values clarification, simulation, and discussion (highly participatory). This workshop requires one full day (9 am - 4 pm) with 1 hour for lunch. | Aims at improving the ability of HIV counselors in testing locations to assist their clients in reducing the risk of acquiring or transmitting HIV. Explores counselors' attitudes and behaviors that can hinder assisting clients with behavioral change. Focuses on concepts and skills of HIV risk reduction counseling. | list three ways in which personal judgment might interfere with effective counseling | name four basic counseling skills: open questions, attending behavior, offering options, and giving information simply | identify at least five HIV risk behaviors | explain the concept of safer goal behaviors and give four examples | list at least four factors which are necessary for behavior change to occur | | RTC staff or consultant. | Immediate post workshop evaluation form from participants. |
| FUNDAMENTALS OF HIV PREVENTION COUNSELING: LEVEL II | #4030 | Nurses, counselors and educators with direct client contact and community HIV/AIDS prevention education responsibility. Limited to 20 participants. | Participation in HIV Prevention Counseling: Level 1 or significant previous HIV counseling experience required. It is suggested that this training be "back to back" with Level I. | One day workshop with lecture, audiovisuals, simulation, and discussion (highly participatory). | Aims at improving the ability of HIV counselors to assist their clients in reducing the risk of acquiring or transmitting HIV. Review of counseling strategies, factors impacting behavior change and interventions for assisting clients with the behavior change process. | list six steps in HIV prevention counseling | identify at least five barriers to risk reduction which might be experienced by clients | name at least four factors which may be including in client action plan to address their risk reduction goals | identify at least three criteria for an effective client-centered referral and | demonstrate the use of appropriate strategies and skills in a prevention counseling role-play | | RTC staff or consultant. | Immediate post workshop evaluation form from participants. Trainer observation of simulation activities. |
| GYN CARE ISSUES FOR NON-NURSES | #6060 | Certified nursing assistants, health educators, counselors, and administrative staff who work in public health settings. | None. | One-day workshop with lecture, question and answer, interactive exercises, small group sessions and round-table discussion. | An overview of issues related to gynecological health care for non-nurses. Emphasis will be on understanding psychosocial issues, contraception, breast health, and impact of hormonal changes on women’s health and well-being. | name at least three possible psychosocial issues for women seeking gynocological care | list four components of a family planning physical examination | describe at least five forms of contraception and the advantages for patients of each one | list the steps in proper breast self-examination and | name four common physical symptoms of menopause and three interventions which can address these problems | | RTC staff or consultant. | Immediate post workshop evaluation form from participants. |
| GYNECOLOGICAL PROBLEMS | #2110 | Clinicians, nurses, and others who manage, counsel, and educate clients. Limited to 15-30 participants. | Previous work experience in women’s health desirable but not required. | One-day workshop with lecture, discussion, and audiovisuals. | This workshop is designed to assist the Public Health Nurse to acquire the knowledge and skills needed to provide comprehensive management and referral of common gynecological problems. | identify the female pelvic structures, internal and external. | describe the normal cervix and different positions of the uterus | identify the signs and symptoms of the following common vaginal infections: Candida albicans, Chlamydia trachomatis, Trichomonas vaginalis, Neisseria gonorrhea, Chemical, allergic and mechanically induced vaginitis, Herpes Simplex Type II, Bacterial vaginosis, Neoplastic processes
| describe appropriate therapy and counseling which should be provided for the vaginal infections listed above. | describe those clients at risk for exposure to vaginal infections. | describe current diagnostic techniques and their reliability for assessing the common vaginal infections | RTC staff or consultant. | Immediate post workshop evaluation form from participants. |
| HANDLING DIFFICULT PEOPLE: CLIENTS AND COWORKERS | #6070 | All public health care personnel who deal directly with clients and/or wish to improve their relationships with coworkers. Limited to 15-30 participants. | None. | One-day workshop with lecture, individual and small group exercises, audiovisuals, and simulation. | Emphasis will be on recognizing what makes someone difficult understanding the influence that our own behavior has on a situation remaining aware of the importance of effective verbal communication maintaining composure with challenging clients and clearing the communication roadblocks coworkers put in our way. | identify at least three personal ‘triggers’ in difficult client situations | name at least five verbal and non-verbal interventions to positively influence a difficult situation | demonstrate their ability in simulation to maintain their “cool” and professional demeanor with an irate client | list the four steps in confronting a difficult coworker situation | identify two effective strategies to remove communication roadblocks. | | RTC staff or consultant. | Immediate post workshop evaluation form from participants. |
| HEPATITIS: UPDATE FOR WOMEN’S HEALTH CARE CLINICIANS | #2120 | Clinicians, nurses, physicians, others who counsel, educate, and manage clients. Limited to 15 - 75 participants. | Previous work in health care setting | One-day session with lecture, discussion, and audiovisuals. | General update on diagnostic and counseling issues for all types of hepatitis and its influence on the general health of women | identify the different types of hepatitis: A,B,C,D,E,F,G | describe the transmission routes and epidemiology of hepatitis | describe the diagnostic criteria of hepatitis in the acute, chronic and immune phases for the three most common types (A,B,C) | describe the potential effects chronic hepatitis could have on women’s contraception choices | describe the potential effects chronic hepatitis could have on pregnancy and the neonate | identify the current immunization recommendations from the Centers for Disease Control National Immunization Program, the American Academy of Family Physicians, and the American Medical Association | RTC staff or consultant. | Immediate post workshop evaluation form from participants. |
| HISPANIC CONTRACEPTIVE AND HEALTH CARE ISSUES | # 2130 | All women’s health staff who have direct patient care interaction. Limited to 40 trainees. | Work experience in women’s health highly desirable, but not required. | One day workshop with lecture, small group work, individual skill practice, and simulation. | Focuses on improving understanding of the cultural characteristics of Hispanic patients and the implications for health care providers. Attention will be paid to understanding health disparities, barriers to receiving care, and using interpersonal skills to manage these problems. Special focus on how the particular contraception/family planning needs of Hispanic patients might be impacted. | describe at least three demographic trends related to Hispanics in the U.S. | name at least four cultural characteristics of Hispanics | list and discuss five barriers to health care for Hispanic patients | identify at least three strategies for health care workers seeking to provide more culturally competent care to Hispanic patients | name four key components of a cultural/heritage assessment of clients | identify at least two goals for continued professional growth | RTC staff or consultant. | Immediate post workshop evaluation form from participants. Trainer observation of simulation activities. |
| HIV INFECTION OVERVIEW FOR NON-NURSING STAFF | #4050 | Certified nursing assistants, laboratory assistants, and phlebotomists who work in public health settings. (This target audience was chosen because these members are often underutilized in disseminating HIV/STD prevention education. As resources become stretched, higher utilization of these members has the potential to help clinic administrators manage their resources more efficiently. | None. | One-day workshop with lecture, question and answer, interactive exercises, small group sessions and round-table discussion. | An overview of the stages of HIV infection, routes of transmission, HIV antibody testing, CD4 cell markers, viral load testing, opportunistic infections and psychosocial implications of HIV disease. Principles of safer sex and skills to screen clients for risk behaviors. | describe the stages of HIV infection | define an opportunistic infection | list the three primary routes of transmission of HIV | identify risky sexual and drug use practices and the language clients may use to describe these practices | name at least three suggestions for risk reduction counseling | discuss at least five psychosocial issues for people living with HIV infection | RTC staff or consultant. | Immediate post workshop evaluation form from participants. |
| HIV/AIDS UPDATE | # 4040 | Nurses, counselors, and educators with direct client contact and community education responsibility. | Must have thorough understanding of the basic facts about HIV infection. Appropriate for any health care professional in reproductive health care this is not a substitute for an “AIDS 101” course. Previous counseling or education experience is highly desirable, but not required. | One day workshop with lecture, audiovisuals, simulation, values clarification, and discussion. This workshop requires a full day (9 am to 4 pm) with 1 hour for lunch. | Focuses on special populations including women and adolescents. Emphasis on the integration of behavior change theory and application within the clinic setting. | identify the magnitude of HIV infection by subgroup and geographic area, indicate changes over time in prevalence and incidence of HIV infection | demonstrate the ability to conduct a reliable HIV risk assessment and make appropriate referrals and recommendations | discuss several strategies for behavior change and the application of these strategies to a client with HIV concerns | list different expressions and concepts of sexuality and the HIV prevention dilemmas that accompany them. | Optional objective. Discuss the role of Patient Flow Analysis (PFA), as a clinic management technique, in the integration of HIV education, counseling, and testing services in family planning clinics (notify RTC coordinator if you would like this objective included). | Optional objective Please contact your RTC liaison if you would like to include a tailored objective specific to your training group | RTC staff or consultant. | Immediate post workshop evaluation form from participants. Trainer observation of simulation activities. |
| IMPROVING FEE COLLECTION | #5080 | Support staff, nurses, nutritionists, managers, and others who provide services to fee-for-service clients. Limited to 50 participants. | None. | One-day workshop with lecture, question and answer, interactive exercises, small group sessions and round-table discussion. | Overview of revenue management with emphasis on financial screening procedures and negotiation of payment plans with clients. | understand the various funding sources for women’s health/family planning services | understand how client fees are established | develop skills in determining client fees using a sliding fee scale | refine skills in conducting a financial interview | understand how to negotiate a payment plan with the client | encourage donations and contributions and manage delinquent accounts successfully | RTC staff or consultant. | Immediate post workshop evaluation form from participants. |
| IMPROVING MALE PARTICIPATION IN REPRODUCTIVE HEALTH | # 3120 | Nurses, educators, and others who recruit, counsel, and educate clients. Limited to 15-30 participants. | Previous work experience in women’s health desirable but not required. | One day session with lecture, discussion, small group work, audiovisuals, and counseling simulation. | Involving the partners of women clients and recruiting men for targeted educational and medical services. Current methods of male contraception and new contraceptive developments are highlighted. | identify at least three cultural and individual attitudes which present barriers to working with men in reproductive health settings | describe three characteristics in adolescent male development and the potential impact on reproductive health issues | list four factors in male socialization which present conflicting messages men receive about "masculinity, involvement, and responsibility" | name at least three health education messages about condom use | identify three factors that contribute to behavior change and relate these to male participation in reproductive health | in simulation, demonstrate the ability to help young men to communicate and make decisions about sexuality, HIV/STD prevention, and birth control | RTC staff or consultant. | Immediate post workshop evaluation form from participants. Trainer observation of simulation activities. |
| INTEGRATING MALE SERVICES INTO FAMILY PLANNING SETTINGS | #2140 | Nurses, physicians, physician assistants providing direct care in women’s health care settings. Limited to 40 participants. | Previous physical assessment course should be currently working as a clinician. | One-day workshop with lecture, question and answer, and audiovisuals. | Focus is on history and physical assessment techniques which enhance diagnosis and management of health care problems seen among male patients in women’s reproductive health settings. | name four psychosocial issues unique to male patients which might be seen in providing services to male patients | describe five important aspects of the history and physical unique to male patients | discuss four components of uro-genital exam for male patients | identify five symptoms of STDs for male patients and their diagnostic implications | name three important aspects of the history and physical that should be obtained when assessing cardiac complaints, including findings which suggest referral. | | RTC staff or consultant. | Immediate post workshop evaluation form from participants. |
| LINKING QUALITY SERVICE WITH QUALITY MANAGEMENT: Using Patient Flow Analysis to Improve Services | #5100 | Administrators, clerks, clinic aides, technicians, paraprofessionals, educators, nurses and all staff involved in direct service to clients. Limited to clinic/site staff. | Patient Flow Analysis (PFA) performed by RTC at your site at least four (4) weeks prior. | One, two, or three-day workshop. One-day workshop will cover Objectives 1 - 4 only. Two-day workshop will include an on-site PFA and a 1-day in-service training that will cover Objectives 1 - 5, plus a debriefing and analysis of the PFA results. Three-day workshop will include all components of the two-day workshop, plus an additional day to accomplish Objective 6--the ability to perform your own PFA using your own software. | Recognition of fundamental changes that can improve clinic performance and service delivery. Description of PFA that documents patient flow and personnel utilization in an individual clinic session. Understanding the graphical representation and statistical documentation can identify barriers to patient services and improve service delivery. | list specific strategies to optimize clinic resources and improve service delivery, including methodologies such as total quality management | define Patient Flow Analysis (PFA) as a team building tool that results in greater communication, better understanding of goals and needs, focused objectives and continuity in patient care | identify key components of PFA graph and generated statistical report | list the components of a patient flow study and the unique roles of clinic staff and PFA consultant during the process | produce a personnel and service delivery plan based on the information provided by the PFA | demonstrate how to use your own PFA software to accomplish a PFA | RTC staff or consultant. | Immediate post workshop evaluation form from particip |
| ants. Observation of simulation activity and/or production assignment by trainer. |
| MARKETING PUBLIC HEALTH: FOCUS ON WOMEN’S HEALTH | #5110 | Decision-makers, administrators, clinic managers, and those responsible for developing and implementing marketing strategies. | Familiarity with basic marketing concepts is helpful, but not required. | One day workshop with lecture, large and small group exercises, audiovisuals, group discussion, and individual activities. | Overview of concepts of marketing in health care and how to target the client service issues, promotion and distribution, market research, and the basics of developing a social marketing plan. | list and describe three basic marketing concepts | name two methods of data collection used for market research | describe the importance of market research | develop an outline of a social marketing plan | outline a social marketing plan for her/his programs | discuss the effectiveness of current reproductive health care marketing strategies for recruitment of clients with disabilities | RTC staff or consultant. | Immediate post workshop evaluation form from participants. Trainer observation of simulation activities. |
| MARKETING THROUGH HOSPITALITY: CREATING THE ENVIRONMENT | #5120 | Project managers, clinic administrators and all of those with staff supervision and/or policy development responsibilities. Limited to 15-30 participants (strictly limited to no more than 30). | Previous experience in women’s health setting. | One-day workshop with lecture, audiovisuals, small group exercise, discussion, and simulation. | The creation, implementation, and evaluation of a hospitality (customer service) program in a women’s health facility. Emphasis on increasing client satisfaction and staff performance leading to an improved attrition rate, increased new client census, and enhanced community image. Service delivery modifications that minimally offset the budget will be emphasized. | describe the commitment that must be made on all staff levels for a hospitality program to succeed | describe the importance of management's modeling hospitality practices and list three ways to do this | develop ways to reward hospitality super-achievers without insulting other staff members | name two ways to assist and encourage employees to practice hospitality | evaluate how current personnel policies support excellent customer relations | evaluate how changes in customer relations’ practices have affected your clients | RTC staff or consultant. | Immediate post workshop evaluation form from participants. |
| MARKETING THROUGH HOSPITALITY: ON THE FRONT LINE | #6100 | Clerks, clinic aides, paraprofessionals, educators, nurses and all staff involved in direct service to clients, but not involved in supervision and/or policy setting. Limited to 15-30 participants. | For supervisors and administrators, combining with “Marketing Through Hospitality: Creating the Environment” is encouraged but not required. | One-day workshop with lecture, audiovisuals, small group exercise, simulation, and discussion. | Personal client relations skills necessary in the women’s health setting. Emphasis on communication skills, handling difficult clients, maintaining a professional attitude, and reducing client and staff stress. | list three activities which can increase client satisfaction and/or comfort for all clients | describe three shared goals necessary, on all staff levels, for hospitality to succeed | name four client communication skills and their describe their relationship to client-friendly environment | identify three ways in which hospitality can reduce staff stress | name three suggestions for directing client feedback to supervisors in an effective manner | describe four steps to solve practical hospitality concerns at their facility | RTC staff or consultant. | Immediate post workshop evaluation form from participants. Trainer observation of simulation activities. |
| NATURAL FAMILY PLANNING: MEDICAL & COUNSELING CONCERNS | #3130 | Physicians, nurse practitioners, nurses, health educators, and others who examine, counsel, and/or educate women’s health clients. Limited to 15-30 participants. | Previous women’s health experience and knowledge of basic reproductive anatomy and physiology desirable, but not required. | One or two-day workshop with lecture, discussion, and counseling simulation. | Informed consent for natural family planning (NFP) as a method of birth control and an understanding of the four principal approaches of the method. How to refer for detailed counseling and instruction. | provide NFP case management to appropriate clients | provide fertility awareness education to all clients | instruct clients in NFP in order to avoid or achieve pregnancy | assess appropriate clients for the NFP method | identify ways to integrate the NFP methods, including fertility awareness, into the provision of comprehensive family planning services. | | RTC staff or consultant. | Immediate post workshop evaluation form from participants. Trainer observation of simulation activities. |
| NUTRITION FOR WOMEN THROUGHOUT THE LIFE CYCLE | #2160 | Nurses, nurse practitioners, and health educators. Limited to 15-30 participants. | Training or work experience in women’s health highly desirable. | One-day workshop with lecture, discussion, small group work, simulation, and audiovisuals. | The workshop is designed to help participants explore the different nutritional needs of women throughout the life cycle. | describe the nutritional needs for the adolescent girl | explain the impact diet has on the reproductive system | identify the nutritional needs of premenopausal women | identify proper nutrition for the pregnant and lactating woman | describe the nutritional needs of the elderly woman | identify the impact nutrition has on chronic diseases | RTC staff or consultant. | Immediate post workshop evaluation form from participants. |
| OPERATING A TEEN-FRIENDLY CLINIC | #1050 | Nurses, counselors, educators, and others who work directly with teens in a women’s health care setting. Limited to 15-30 participants. | Previous work experience with adolescents highly desirable. Experience in clinic setting also desirable. | One-day workshop with lecture, audiovisual presentations, and group discussion. | An overview of adolescent mental and physical health in relation to a potential client. Information will address serving teen clients and how to make the clinic more friendly and accessible for teen clients. Attitudes towards teen sexuality and how it relates to serving teen clients in the clinic will be explored. | list three strategies to make a clinic more accessible for teens | two methods, different from adults, for counseling teens | describe how staff attitudes towards teen sexuality can effect service delivery | describe the physical and emotional development of teens | list two reasons teens initiate use of women’s health services | identify special concerns of teens with disabilities | RTC staff or consultant. | Immediate post workshop evaluation form from participants. |
| OPTIONS COUNSELING FOR FAMILY PLANNING PATIENTS | #3140 | Physicians, clinicians, social workers, nurses, and other professionals responsible for counseling women with unplanned pregnancies. No more than 20 participants. | Thorough understanding of family planning methods and issues basic course in counseling, or active listening. Ability to be non-judgmental and non-directive. | Highly participatory one-day workshop consisting primarily of group work, lecture, and simulation. Extensive use of role-play situations will be employed. | An overview of a successful options counseling referral system. Detailed discussion of staff selection process, evaluation of referral sources and patient follow-up mechanisms, confidentiality concerns, and handout literature. Development of an outline of specific information about prenatal care, adoption, and abortion which should be included in every options counseling session. Opportunity to engage in a role-play of a ½ hour options counseling session. | define options counseling, what information it should be included, and how it should be done | describe appropriate evaluation criteria and how to conduct an evaluation of the “local” referral sources for prenatal care, adoption, and abortion | draft a plan for integrating an options counseling system into her/his clinic and maintaining an up-to-date referral file | demonstrate how to do an appropriate options counseling session | discuss the “more complicated” issues related to options counseling, e.g., partner/parental involvement, substance abusing and HIV+ clients, varying concerns based on length of pregnancy, etc. | list three strategies for coping with co-workers who oppose the availability of options counseling and who may be hostile to those staff engaged in its provision | RTC staff or consultant. | Immediate post workshop evaluation form from participants. Trainer observation of simulation Activities. Pre and post tests (if two day course).
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| PARENTAL/FAMILY INVOLVEMENT | #1060 | Nurses, counselors, educators, and others who work directly with teens in a women’s health care setting. Limited to 15-30 participants. | Previous work experience with adolescents highly desirable. Experience in clinic setting also desirable. | One-day workshop with lecture, audiovisual presentations, and group discussion. | This course will explore family dynamics and their implications for health involvement in adolescent reproductive health. Emphasis will be placed on family assessment, patient communication, and client centered decision-making skills. | identify at least four different types of families and discuss how these families impact the health/behavior of youth | name three strategies for working with diverse families | list at least three characteristics of healthy families | identify three benefits of and three barriers to family involvement | differentiate between the three types of family involvement | identify eight steps for effective family involvement | RTC staff or consultant. | Immediate post workshop evaluation form from participants. |
| PHARMACOLOGY UPDATE FOR WOMEN’S HEALTH CARE STAFF | #2170 | Clinicians, nurses, health educators, counselors, and social workers. | Work experience in women’s health desirable, but not required. | One-day workshop with lecture, question and answer, and audiovisuals. | Provide adequate pharmacological and therapeutic information to patients and prescribers on recently introduced drugs and changes in the therapeutic application(s) of existing drugs and alternative therapies, with emphasis on drugs used in women’s health. | describe the basic principles of pharmacology and therapeutics | identify recently introduced drugs | describe changes in the therapeutic applications of existing drugs and alternative therapies | name the newest NSAIDs and describe their uses | discuss the most recent research on drugs used in reproductive health care. | | RTC staff or consultant. | Immediate post workshop evaluation form from participants. |
| PHYSICAL ASSESSMENT UPDATE FOR GYN/OB NURSE PRACTITIONERS | #2180 | Nurse practitioners working in women’s health care settings. Limited to 50 participants. | Previous physical assessment course work as part of GYN/OB nurse practitioner training. Currently working as a nurse practitioner. | One-day workshop with lecture, question and answer, and audiovisuals. | Focus is on history and physical assessment techniques which enhance diagnosis and management of health care problems seen in women’s reproductive health settings. Emphasis includes addressing findings which are serious and merit immediate referral outside family planning setting. | describe important aspects of the history and physical that should be obtained when assessing complaints of the head, eye, ear, nose, throat, and thyroid, including what findings suggest referral | discuss the physiology of normal and abnormal heart sounds and murmurs, as they relate to physical findings on the cardiac examination | describe important aspects of the history and physical that should be obtained when assessing cardiovascular complaints, including findings which suggest referral | describe important aspects of the history and physical that should be obtained when assessing neurological complaints, including findings which suggest referral. | | | RTC staff or consultant. | Immediate post workshop evaluation form from participants. |
| POSTPONING SEXUAL INVOLVEMENT: ABSTINENCE COUNSELING AND EDUCATION AS PART OF FAMILY PLANNING | #1080 | Family Planning staff and others with responsibility for helping adolescents make reproductive health choices. Limited to 15-35 trainees. | Previous experience in providing family planning information and counseling. | One-day workshop with lecture, exercises, and group discussion. | Designed to help adults consider abstinence as an important method to explore with adolescents in helping them manage and protect their reproductive health. Focus is on how to educate and counsel teens in a family planning clinic setting regarding abstinence. In addition, ancillary programs and services aimed at assisting teens and their families in making healthy choices are also explored. | state four ways that abstinence can benefit adolescents and their families | discuss the role of family planning programs in promoting abstinence | describe one major responsibility of family planning counselors with respect to abstinence education | list three ways to introduce the topic of abstinence to young people | demonstrate the ability to present adolescents with information regarding abstinence. | | RTC staff or consultant. | Immediate post workshop evaluation form from participants. |
| POSTPONING SEXUAL INVOLVEMENT: EDUCATIONAL PROGRAMS ON POSTPONING SEXUAL INVOLVEMENT | #1090 | Family planning staff and others with responsibility for providing educational programs in the community. Limited to 15 to 35 participants | Previous experience in working with adolescents in groups. | Two-day workshop with lecture, exercises, and group discussion. | Designed to help adults learn how to present one or more of the Postponing Sexual Involvement Programs which include: Postponing Sexual Involvement Educational Series for Preteens, Postponing Sexual Involvement Educational Series for Young Teens, Postponing Sexual Involvement Educational Series fro Parents of Preteens, and Postponing Sexual Involvement Educational Series for Parents of Young Teens. | identify one or more of the principles that underlie the Postponing Sexual Involvement Programs for Youth | name two of the educational strategies used in the Postponing Sexual Involvement programs | name two of the teaching methods used in the Postponing Sexual Involvement programs | list three assertive techniques teens may use to resist sexual pressure | name one advantage to parents participation in the Postponing Sexual Involvement program for parents | demonstrate the ability to present a Postponing Sexual Involvement program | RTC staff or consultant. | Immediate post workshop evaluation form from participants. |
| POSTPONING SEXUAL INVOLVEMENT: INCREASING PARENT-CHILD COMMUNICATION ABOUT ABSTINENCE | #1100 | Family planning staff and others with responsibility for providing structured programs for parents. Limited to 15-35 participants. | Previous experience in providing family planning information and counseling. | One-day workshop with lecture, exercises, and group discussion. | Designed to help adults lead parent groups. Focus is on how to increase the ability of parents to communicate with their child about sex and teach and reinforce positive attitudes and skills regarding abstinence. Course also touches on helping parents help adolescents use protection when they stop abstaining. Ancillary programs and services aimed at assisting teens and their families in making healthy choices are also explored. | describe two areas in which both adolescents and parents are undergoing changes | name four ways that parents can improve communication with their children | describe two ways parents can support adolescent decision-making | list three assertive steps for saying ‘no’ that parents can teach adolescents | list one technique that parents can teach adolescents to use in communicating their right to be protected whenever they stop abstaining | demonstrate the ability to lead a parent group | RTC staff or consultant. | Immediate post workshop evaluation form from participants. |
| POSTPONING SEXUAL INVOLVEMENT: TRAINING TEEN LEADERS TO PRESENT STRUCTURED EDUCATIONAL PROGRAMS | #1101 | Family Planning staff and others with responsibility for providing structured educational programs for youth in the community. Limited to 15-35 participants. | Previous experience in presenting educational programs to adolescents preferred. Priority given to those who have used or are interested in using the Postponing Sexual Involvement Educational Programs. | One-day workshop with lecture, exercises, and group discussion. | Designed to help adults learn how to train older teens to present structured educational programs to youth. Focus is on content of a three-day teen leader training program but also includes information on recruitment and supervision of teen presenters. Attendees will learn how to help teens learn and practice key presentation skills. Examples will be drawn from experience in training teen leaders to present Postponing Sexual Involvement Educational Programs. | list three methods of screening potential teen leaders | describe two or the major responsibilities of teen leaders | identify four key skills needed by teens to present a structured educational program | list three criteria for judging performance of teens | name two benefits of using teen leaders to present structured programs | demonstrate the ability to present the teen leader training program | RTC staff or consultant. | Immediate post workshop evaluation form from participants. |
| PRECONCEPTIONAL COUNSELING | #3150 | Clinicians, nurses, counselors, health educators, and others who work directly with clients in a women’s health care setting. | Work in a women’s health care setting is desirable, but not required. | One-day workshop with lecture, audiovisuals, and group activities. | Content will focus on individuals who have medical conditions which can complicate or be complicated by pregnancy, personal and family medical history, and preparation for pregnancy for optimum outcome. | explain the impact of pregnancy on individuals who have phenylketonuria, asthma, heart disease, chronic hypertension, DVT, kidney disease, systemic lupus, erythematosus, epilepsy, cancer, sickle cell disease, and HIV disease | list the reasons why family history considerations are important prior to conception | demonstrate how to use reproductive health history to identify potential health problems and environmental factors | discuss the importance of reviewing immunization status | describe the steps to be taken to obtain optimal nutritional status prior to conception | identify individuals with significant genetic risk factors in order to allow clients to explore options about childbearing, prenatal testing, and fetal interventions, outside the emotional context of an existing gestation | RTC staff or consultant. | Immediate post workshop evaluation form from participants. |
| PREVENTING SEXUAL COERCION AMONG ADOLESCENTS | #1070 | Women’s health care administrators, clinicians, nurses, counselors and educators. Limited to 15-30 participants. | Current work experience with adolescents. | One-day workshop with lecture, discussion, group discussion, and audiovisuals. | Centered around the new federal guidelines regarding certification, including sexual coercion and family participation. Information covers sexual coercion and statutory rape as well as state reporting mandates for health care providers. | define sexual coercion | cite new federal grant requirements regarding certification language on counseling on sexual coercion and family participation | describe specific counseling techniques to help adolescents to resist sexual coercion | outline specific counseling techniques to facilitate family participation in adolescent sexual decision making | cite current state laws and reporting guidelines regarding sexual abuse | develop a work plan for integrating sexual coercion and family planning counseling into the Title X clinic setting | RTC staff or consultant. | Immediate post workshop evaluation form from participants. |
| PROVIDING CULTURALLY AND LINGUISTICALLY APPROPRIATE HEALTH CARE SERVICES | #6110 | All personnel who provide services to, or work with, people who come from cultural or racial backgrounds different from their own. Limited to 15 – 18 participants. | None. | One-day workshop with lecture, discussion, group discussion, and audiovisuals. | This course is intended to generate collaborative discussion, analysis around the concept of cultural diversity, and to assist participants with the continuum of providing culturally and linguistically appropriate healthcare service delivery in Title X clinical settings. | define and analyze the concept of cultural diversity as it relates to the medical practitioner, healthcare service delivery, and organizational systems | identify personal cultural perspectives | compare and contrast the impact and influence of one’s own cultural perspectives, and how it guides the provision of culturally and linguistically appropriate healthcare services | review and discuss culturally and linguistically appropriate healthcare service standards | plan and discuss one professional activity that can foster improved culturally and linguistically appropriate healthcare services on a practitioner level, service delivery level or organizational level | | RTC staff or consultant. | Immediate post workshop evaluation form from participants. |
| PROVIDING HIV/AIDS EDUCATION TO AFRICAN AMERICAN WOMEN | #4060 | Health educators, nurses, counselors, community outreach workers and health care workers who provide HIV/AIDS education to African American women. | Experience in providing HIV education and or counseling is recommended, but not required. | Half-day workshop with lecture, audiovisuals, and discussion. | This course will raise the health care worker’s knowledge and awareness of how HIV/AIDS disproportionately affects African American women. It will also provide strategies for providing effective HIV prevention education to African American women. | describe the magnitude of HIV infection among African American women | discuss reasons why African American women are disproportionately affected by HIV | discuss high and low risk behaviors for contracting HIV | discuss several strategies for behavior change and the application of these strategies to a client with HIV concerns | discuss at least three barriers to providing HIV prevention education to African American women | demonstrate the ability to provide effective HIV education/counseling to African American women | RTC staff or consultant. | Immediate post workshop evaluation form from participants. Possible content post-test. Trainer observation of simulation activities.
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| PROVIDING NON-JUDGMENTAL COUNSELING | #3160 | Nurses, counselors, educators, administrators and support staff who work directly with clients (especially teens) in a women’s health setting. Limited to 30 participants. | Previous work experience with adolescents highly desirable, but not required. | One- or two-day workshop with lecture, self-evaluation instruments, group discussions and handouts. | Designed to equip women’s health staff to interact effectively with clients in the clinic setting. Emphasis on self-identification and modification of attitudes and behaviors that providers perceive as possible inhibitors to their professional interactions. | identify three personal convictions about adolescent issues | discuss two ways to increase the comfort level of clients and providers in the clinic setting | discuss three ways in which personal issues of providers (stress, issues of childhood, anger, depression, etc.) could affect the client | list five topics or client situations with which some providers are reluctant to deal | describe three ways in which non-therapeutic attitudes and behaviors of providers can be modified | list three factors conducive to positive client/provider encounters | RTC staff or consultant. | Immediate post workshop evaluation form from participants. |
| REPRODUCTIVE HEALTH CARE ISSUES FOR WOMEN OVER 40 | #2190 | Clinicians and nurses working in women’s health care settings. Limited to 15-30 participants. | Work in a women’s health care setting. | One-day workshop with lecture, discussion, and case studies. | Managing the older woman’s health with regard to contraception, perimenopause, general reproductive health, and sexuality concerns at this stage of life. | discuss high risk health problems in relation to contraception | list contraceptives appropriate for women over 40 | discuss benefits, risks and alternatives to HRT | describe the diagnosis and management of reproductive health problems more commonly seen in the over 40 patient (e.g., pelvic relaxation, osteoporosis, DUB, etc.) | list three physical and emotional changes in sexuality among older clients | discuss the impact of contraception and HRT on sexual functioning in the older client | RTC staff or consultant. | Immediate post workshop evaluation form from participants. |
| RISK MANAGEMENT ISSUES IN WOMEN’S HEALTH CARE | #5121 | All women’s health care clinicians, providers, and staff who interact with patients regarding medical care, follow-up, and information. Limited to 15-30 participants. | None. | One-day workshop with lecture, discussion, and case studies. | Focus will be on documentation standards, follow-up procedures, telephone triage practices and documentation, and release of medical information procedures that will minimize the possibility of litigation and malpractice suits. | explain the difference between health care ethics vs. legal issues | discuss the legal boundaries for patients who have financial, transportation, and access to care issues | identify at least two elements needed to establish a malpractice claim | name at least four common errors in documentation, follow-up, informed consent, medical records release, and telephone triage which increase the risk of litigation | list at least four risk management techniques, for the areas listed above, that decrease the potential for liability claims | name at least four components of the Americans with Disabilities Act (ADA) which have implications for health care providers | RTC staff or consultant. | Immediate post workshop evaluation form from participants. Trainer observation of case studies activity |
| ROLE OF PUBLIC HEALTH IN THE CURRENT HEALTH CARE ENVIRONMENT | #6120 | Clinic managers, nurses, nurse practitioners, health educators. Limited to 15-30 participants. | Training or work experience in women’s health and/or public health highly desirable. | One day workshop with lecture, discussion, small group work, simulation, and audiovisuals. | The workshop is designed to help participants explore the goals of public health, discuss the impact managed care has had on public health and the delivery of population-based health programs, and identify the role of the health department and the public health nurse in the era of managed care. | identify the goals and objectives of public health | list three objectives of population-based health programs | list at least four changes in health care delivery which are a result of managed care | describe the role of the health department in the era of managed care | identify three ways to establish coalitions and partnerships between the public and private health sectors and the community | describe role of the public health nurse in the era of managed care | RTC staff or consultant. | Immediate post workshop evaluation form from participants. |
| SERVING HIV INFECTED CLIENTS IN WOMEN’S HEALTH | #4070 | Nurses and clinicians who provide direct client care and services. | Extensive training and knowledge concerning HIV/AIDS, as well as clinical experience. | One-day workshop with lecture, audiovisuals, case histories, and question and answer. | This course will enable the clinician to recognize the signs and symptoms of possible HIV-infection in an undiagnosed client. It will also enable a clinician to medically manage an HIV-positive client with regards to birth control, STDs, and other medical problems encountered in the women’s health setting. | list clinical manifestations of HIV infection in women | discuss the emotional impact of HIV infection on clients | describe the latest treatment methodologies, the components of a good health care plan, and appropriate referrals for an HIV-positive client | describe effective contraception for HIV-positive clients | discuss common concerns of HIV-positive pregnant women | list appropriate safety precautions for routine exams of HIV-positive clients | RTC staff or consultant. | Immediate post workshop evaluation form from participants. |
| STAGES OF BEHAVIOR CHANGE: HIV FOCUS | #4080 | Clinicians, nurses, health educators, counselors, community outreach workers and health care workers who provide HIV/AIDS education and counseling. | Experience in providing HIV education, counseling and testing is recommended, but not required. | One-day workshop with lecture, audiovisuals, and discussion. This workshop requires a full day (9am - 4pm) with 1 hour for lunch. | Focuses on the "Stages of Change" theory that identifies the stages through which people move as they work to change their HIV risk behavior. Emphasis on the challenges and characteristics of each stage to assist health care providers in assessing their clients HIV risk-taking and the intervention implications for HIV risk reduction counseling. (This course can be tailored to focus on more general concepts of behavior change. If you want the more general focus, tell your RTC representative when you schedule the course.) | identify at least four potential barriers to behavior change | list the five stages of the “Transtheoretical Model for Behavior Change” | name five questions that providers can use to demonstrate stage-based assessment | describe each stage and its influencing factors | name which influencing factors are applicable to clients in each stage | in simulation, deliver appropriate stage-based messages to clients | RTC staff or consultant. | Immediate post workshop evaluation form from participants. Trainer observation of simulation activities. |
| STD UPDATE FOR CLINICIANS & COUNSELORS | #4090 | Clinicians, nurses, educators, and others who counsel, educate, and manage clients. Limited to 15-75 participants. | Previous work experience in women’s health desirable, but not required. | One-day session with lecture, discussion, and audiovisuals. | General update on diagnostic, therapeutic, and counseling issues for STDs. Special emphasis on HIV/AIDS, chlamydia, HPV, herpes, and PID. | describe the role of women’s health programs in screening for sexually transmitted diseases (STDs) including HIV | identify infection trends, causative organisms, incubation period, signs and symptoms, diagnosis, complications, and treatment for common STDs | list three risk factors for and three preventive measures against acquiring a STD | discuss the relationship between genital warts (human papilloma virus/HPV) and cervical cancer | discuss the relationships among infertility, ectopic pregnancy, chronic pelvic pain, and chlamydia | describe the potential effects of STDs on fertility, pregnancy, and on the neonate | RTC staff or consultant. | Immediate post workshop evaluation form from participants. |
| SUPPORT STAFF ROLES IN FAMILY PLANNING | #6130 | Clerks, clinic aides, and other family planning support staff. Limited to 15 - 30 participants. | None. | One-day session with lecture, audiovisuals, discussion, small group exercises, and simulation. | Professional demeanor with clients, telephone skills, interviewing skills, and effective relationships with other staff. Emphasis on professionalism and enhancing job satisfaction. | list three professional telephone skills | describe the value of client-centered service delivery, including serving clients with special needs | list three techniques for maintaining good staff-to-staff relationships | demonstrate ability (in simulation) to use appropriate communication techniques in asking and answering client questions and managing upset clients | list three techniques for protecting client confidentiality. | | RTC staff or consultant. | Immediate post workshop evaluation form from participants. Trainer observation of simulation activities. |
| TAKING A SEXUAL HISTORY | #3180 | This workshop is designed for nurse practitioners, physicians, physician assistants, nurses, counselors, social workers and other health care providers who take sexual histories from patients in a clinical setting. | Previous human sexuality training or RTC courses. Comfort with Human Sexuality-Level I and II desirable. | One-day session with lecture, audiovisuals, discussion, small group exercises, and simulation. | In this workshop, participants will strengthen their sexual history-taking skills. They will explore their own responses to sexual issues examine the process of psycho-sexual development and its impact on sexual risk-taking briefly explore sexual function and dysfunction and practice approaches to interactions that will facilitate comfort and communication for both provider and clients. | discuss the way in which personal values and biases regarding sexual issues can impact client interactions | identify rationale for and barriers to sexual history taking | describe psycho-sexual development and its impact on sexual behaviors | use effective communication skills to elicit a sexual-history | demonstrate a model for response to difficult questions and concerns when doing sexual history-taking. | | RTC staff or consultant. | Immediate post workshop evaluation form from participants. |
| TALKING WITH TEENS ABOUT HIV/AIDS | #4100 | Nurses, counselors, educators, and social workers with direct client contact and community education responsibility. | General understanding of the basic facts about HIV transmission and previous work experience with adolescents highly desirable, but not required. | One-day workshop lecture, discussion, and group exercises workshop is highly participatory. | The course will examine the most important information teens need to know about HIV/AIDS, review adolescent development, the link between development and communication, principles of responsible AIDS education, and a model of behavior change. Instruction on how to apply these concepts to educational materials and to answering questions will be provided. | identify the most important information teens need to know about AIDS and HIV | make HIV/AIDS information and prevention messages developmentally appropriate | list principles of good and responsible AIDS prevention education | explain one model of behavior change | evaluate AIDS prevention/education materials that target teens | apply principles of good AIDS prevention education to hard questions teens ask about HIV/AIDS and to a “difficult” teen with a minimum amount of time | RTC staff or consultant. | Immediate post workshop evaluation form from participants. |
| TUBERCULOSIS: MEETING THE NEW CHALLENGE | #2200 | Clinicians, nurses, and others who manage, counsel, and educate clients. Limited to 15-30 participants. | Previous work experience in women’s health desirable, but not required. | One-day workshop with lecture, discussion, and audiovisuals. | An overview of tuberculosis (TB) and factors that account for its resurgence. Factors that place persons at increased risk for TB with special emphasis on the connection between HIV and TB will be addressed. Detailed discussion of screening and diagnosing active cases. Review of symptoms and preventive therapies for high-risk clients. | define multi-drug resistant TB (MDR-TB), reasons for resurgence, symptoms of pulmonary tuberculosis, and necessary examinations helpful in making a diagnosis | identify clients at increased risk for TB and groups to screen for infection with a Mantoux tuberculin skin test | classify tuberculin skin test reactions as positive for TB infection including the "booster phenomenon" and BCG-vaccinated persons | determine appropriate preventive therapies and treatment for high-risk clients and infected persons | discuss infection control precautions to reduce TB transmission | list potential referral network resources and protocols in trainees' geographic area | RTC staff or consultant. | Immediate post workshop evaluation form from participants. |
| VALUING CULTURAL DIVERSITY | #6140 | All personnel who provide services to, or work with, people who come from cultural or racial backgrounds different from their own. Limited to 20-40 participants. | None. | One-day session with lecture, discussion, individual and small group exercises, and audiovisuals. | This course is intended to raise the participants' awareness of the differences among races and cultures, and begin to build an understanding and appreciation of these differences. Focus will be on defining cultural diversity, examining changes in the work force, and determining organizational and personal activities that can improve inter-cultural relations in the work place. | identify at least three personal cultural norms and beliefs | define discrimination, intolerance, and prejudice and list four impacts of prejudice on patients in women’s health settings | name at least five skills/traits recommended for culturally competent practitioners | list at least three barriers to cultural competence in organizations | identify three personal activities that can foster improved intercultural relations and improve respect for cultural differences | name at least four ways in which cultural difference may affect contraceptive efficacy | RTC staff or consultant. | Immediate post workshop evaluation form from participants. |
| VIOLENCE AGAINST WOMEN | #3190 | Nurses, educators, social workers, and others who counsel women in health clinics. Limited to 15-30 participants. | None. | One-day workshop with lecture, question and answer, simulation, audiovisuals, group discussion, and small group exercises. | Aimed at increasing knowledge about the forms of violence perpetrated against women with special emphasis on domestic violence and sexual assault. Review counseling and referral techniques for assisting clients. Legal issues and recent changes in legislation will be covered, including age of consent and male responsibility issues. | define abuse, sexual abuse, and sexual assault | identify the dynamics of a battering relationship including cycle of violence, power and control issues, and myths of battering and violence against women | list four clues to abuse in physical appearance, affect, and behavior | discuss family structure in violent settings and the vulnerability of clients with disabilities | demonstrate ability in simulation to probe for information about abuse and assault, and to make referrals and follow-up on referrals | describe current laws regarding sexual consent, abuse, and clinicians’ “duty to report” responsibility | RTC staff or consultant. | Immediate post workshop evaluation form from participants. Trainer observation of simulation activities. |
| WOMEN AND HIV: TESTING AND TREATMENT UPDATE | #4110 | Nurses and clinicians. Limited to 30 participants. | General understanding of the basic facts about HIV transmission. | One-day workshop with lecture, question and answer, simulation, audiovisuals, group discussion, and small group exercises. | Focuses on HIV risk assessment and risk reduction counseling strategies. | describe the AIDS epidemic in women nationally and in the Southeast | explain the methods of HIV transmission from mother to baby | discuss options for contraception for women with HIV | participants will be able to identify two questions to ask when conducting an HIV risk assessment | participants will be able to identify components of pre- and post-test counseling | | RTC staff or consultant. | Immediate post workshop evaluation form from participants. Trainer observation of simulation activities. |