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Transcript of Internship Final Report
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HLTH 4996 InternshipJill Grensing
Summer 2015
Carlton County Public Health & Human Services
Table of Contents
Overview of Agency..........................................................1-2Objectives.............................................................................2-9Areas of Responsibility....................................................10Written and Oral Communication...............................11-12Additional Agency Information....................................12-13Timeheets..............................................................................14
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PurposeCarlton County Public Health and Human Services provides a variety of programs and services to aid communty residents in the promotion of health, education, and financial resources.
MissionTo promote the health, safety, dignity, and self-sufficiency of individuals, families, and communities.
VisionPreserving families and the rights to self-determination
Overview of Agency
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Funding and BudgetThey are funded primarily through grants, waivers, state medical assistance, insurance reimbursements, and some local tax dollars. The budget follows the allotted amount granted and is overviewed by the Director of public health and human services.
Board of Directors/Advisory BoardSupervisors of each area, for example public health education, come together to meet on the progress of their divisions and suggest changes necessary for their department.
Objectives
1) I will create an InDesign document for the Regional Flood Grant Toolkit, which includes information on the development, assessment, implementation, and evaluation of the 2012 flood recovery program by June 30th.
The first draft of the toolkit was finished within objective time. Due to multiple revisions and proof readings be professionals of different departments, the toolkit took the full internship time to complete.
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2) I will enter Duluth East school data, which includes who students would go to during a crisis, into an excel document by July 2nd.
When given the TXT4Life school presentation, each student was asked to write down someone they would go to when they were in a crisis. From there, as shown in the picture above, I put all student response data into an excel document. The categories I kept track of were friends, family, school staff, clergy, law, other adults, and other. From there I counted the number of given answers in each category and created a pie chart. If names were mentioned 2 or more times I added them to a pre-existing excel document of adults previously identified as someone students would go to during a crisis. Those identified adults would later be contacted and suggested to participate in a suicide prevention training, such as the 16 hour Applied Suicide Intervention Skills Training (ASIST) or the hour long Question Persuade Refer (QPR) training.
3) I will shadow a prenatal, postpartum, long term care assessment, and jail experience by August 20th.
Although I wasn’t able to shadow all, I did have the opportunity to shadow a jail experience and long term care assessment. I was set to shadow a prenatal meet up but unfortunately the client never showed up. Although there was no client, the public health nurse that I was going to shadow walked through what she would normally go over, difficulties she experiences, how she would guide the client to a healthy decision and so on. It was still an educational experience!
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4) I will update the list of contacts for the Memorandum of Understanding (MOU) follow up by August 20th.
Using the Minnesota Board of Education website, I was able to update all the superintendents and school information for those involved with TXT4Life. This information would later be used to mail out the MOU’s to the schools.
5) I will follow up with the Question Persuade Refer (QPR) trainers and QPR online people for suicide prevention training re-certification by August 20th.
Through a pre-existing excel document, I checked the names listed that didn’t have a completion date for their QPR training. I then emailed all those missing completion dates with the following questions:
1) Your profession & If you are a mental health provider2) Zip code and County where you took the training3) Have you received previous suicide intervention/prevention training (if yes, which one(s))?4) Date you finished the training and number of hours the training took
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6) I will create a contact list for infographic distribution to send out by August 20th.
The Suicide Prevention Task Force updated the latest infographic on suicide statistics in Carlton County. I contacted a variety of organizations in Carlton County that were believed to be beneficial places to provide the information. When contacting, I asked for a specific person in the organization that may be contacted with additional information. A sample is provided on the following page.
I then forwarded their information to my supervisor. If they did not complete the training and were no longer interested, their training code was reset in order for it to be given to a future trainee. I also took the training myself and highly recommend it!
*Below is a sample of the QPR training completion certificate*
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7) I will use InDesign to create a walkthrough prenatal yoga brochure by August 20th.
Based off my jail shadow experience I created a health education resource document. Two areas I was concerned about was mental health and body weight exercise education. I decided to do my project on prenatal yoga. Through my research, I found that prenatal yoga hits two birds with one stone, by being a safe way to stay active while also promoting mental health benefits.
I created my prenatal yoga quad-fold brochure on InDesign. To make the brochure more relatable, I looked up actual pregnant woman doing the yoga poses on my list, ensuring the photos weren’t over pixelated. With Photoshop, I edited the pictures so they’d all have matching white backgrounds in order for the brochure to look more cohesive. I provided brief sections on the benefits of prenatal yoga along with the safety necessary when participating in the activity. As for design, I decided on a fun feminine and natural theme with a blend of pink and browns to make the overall brochure more aesthetic and appealing to the viewer.
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Prenatal
C A R L T O N C O U N T Y P U B L I CH E A L T H A N D H U M A N S E R V I C E S
14 North 11th St.Cloquet, MN 55720
(218)879-4583 or 888-818-4511www.co.carlton.mn.us
Warrior I
Bridge
The bridge pose stretches the chest, neck, and spine and strengthens the legs.
• Lay on your back and bend your knees, bringing your feet to the floor and your heels a few inches in front of your buttocks. Knees should be directly in line with ankles and feet parallel to hips. Have your arms at your sides with fingertips touching your heels.
• Using your legs, press into your heels to slowly lift your pelvis and hips off the floor until your thighs are almost parallel to the floor. Roll your shoulders under your back until you can clasp your hangs together. (This will add a deep opening in the chest)
Downward-Facing Dog
• Get on your hands and knees, arms shoulder-width apart and legs hip-width apart.
• Using the strength of your legs and support of your arms, lift your hips upwards. Your heels may or may not touch the floor depending on how flexible your lower back, hamstrings, and calf muscles are.
• Start with feet hip-distance apart and arms at sides. Exhale while stepping your feet into a high lunge. Your right foot should be 900 with the left foot inwards at a 450 angle. Square your hips and shoulders forward.
• Inhale while reaching your arms over your head in an H position with the palms facing each other. With weight pressed in front heel, hold for a few breaths and switch sides.
Warrior II
Warrior II opens the hips, chest, and shoulders and also strengthens the thighs, buttocks, abdomen, ankles, and arches of feet..
• From Warrior I, bring arms down so they are parallel to the floor directly over your legs with palms facing down.
• Sink into the lunge for a deeper stretch. Hold for a few breaths and switch sides.
Triangle Pose
• From Warrion II, straighten your front leg.
• Reach your right arm towards the front of the room as far as you can, engaging the right thigh. Now drop your right hand down to your shin or ankle, depnding on your flexibility.
• Now reach your left arm towards the ceiling, opening your chest, drawing your gaze towards your fingertips. Hold for a few breaths and repeat on other leg.
Tree Pose
• Starting with both feet together, lift your right foot and place it on your calf. Push your knee back so your hip bones feel like they’re aligned and pointing forward.
• Bring your palms together in front of chest. Push them together to create gentle pressure.
• Flex your thighs and glutes for balance. Take a few breaths and switch legs.
This pose stretches the thighs, groin, torso, and shoulders. It builds strength in the ankles and calves, and tones the abdominal muscles. It’s also great for balance and focus.
This pose strenghtens legs,stretches the groin, hips,hanmstrings, and opens the chest and shoulders. It also can help relieve back pain.
This pose strengthens the arms, elongates shoulders, and stretches the lower back and hamstrings.
Yoga
As an expecting mother, staying active is important for taking care of both
yourself and your baby. Yoga is a safe and low impact exercise that promotes both
physical and mental health benefits.
Warrior I strengthens the legs, opens the hips and chest and stretchesthe arms and legs.
• Improves sleep• Reduces stress and anxiety Through practiced controlled breathing and mindfulness, it helps you learn to breathe
deeply and relax, which will come in handy as you face the physical demands of labor, birth, and motherhood.
• Improves labor experience Along with improved breathing, yoga increases
strength, balance, energy, and flexibility, great in preparing your muscle endurance for childbirth.
• Reduces pain level As the baby grows, more stress is put on specific
muscle groups. Yoga will help decrease lower back pain, muscle tension, nausea, headaches and shortness of breath.
• Decreases risk Helps reduce pregnancy-induced hypertension
and chances of preterm labor.
• Consult with your health care provider If you are at increased risk of preterm labor or
have certain medical conditions, such as heart disease or back problems, consult with physician.
• Modify poses Don't over stretch or work yourself. Use support
when needed. • Avoid certain poses 1) Major back bends and deep twists 2) Poses that involve lying on stomach or over stretches abdominal muscles 3) Lying on back for an extended period of
time. This can put pressure on inferior vena cava, the vein that returns blood from the legs to the heart, which can cause
dizziness, shortness of breath, and nausea. • Don't do yoga in rooms heated 900F
or higher
Butterfly
This sitting pose opens your obliques, stretches your spine, hips, and also lengthens your hamstrings.
• Stretch both legs out or just your right leg 450. Fold your other leg with the foot on the root of your thigh.
• Sit up straight and take a deep inhale, then reach up with one arm. Then exhale reaching to right ankle. Repeat on other side.
Seated Side Reach
This sitting pose helps open the pelvis.
• Sit up straight against a wall with the soles of your feet touching each other.
• Gently press your knees down and away from each other, but don't force them apart.
Cat-Cow
This position helps relieve back pain and stretches the spine.
• Get on your hands and knees, arms shoulder-width apart and knees hip-width apart, keeping your arms straight, but not locking the elbows.
• Tuck your buttocks under and round your back as you breathe in.
• Relax your back into a neutral position as you breathe out. Repeat at your own pace.
Bird Dog
This pose strengthens the core, back, glutes and improves balance and stability.
• Get on your hands and knees, arms shoulder-width apart and knees hip-width apart.
• Lift up your right hand and left leg simultaneously. Try best to align with body while holding for a few breaths.
• Bring right hand and left leg down. Repeat with left arm and right leg.
Pigeon
This pose is great for the sciatica. It opens up the hips, releases tension in the lower back and buttocks, and also stretches groin and psoas muscles.
• Starting on your hands and knees, gently slide your right knee forward between the hands and rest on your right hip. Straighten your left leg behind you.
• Bring your right foot towards your left hip then square both hips to the ground so the top of your back foot and thigh are centered to the ground. Stay in this position for a few breaths and repeat on other side.
Goddess Pose
• Stand with feet slightly wider than hip-width apart, toes pointed outward.
• With weight on the heels, lower your tailbone downward as if sitting on a chair
• After a few breaths, push into your legs to rise back into a standing position.
This pose opens the pelvis to help give birth more easily. It also strenghtens the upper legs.
Safety
Benefits
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6) I will complete the Flood Preparedness Resource Document on Microsoft Publisher containing flood related services and information by August 20th.
I researched and located services that are beneficial when preparing for flooding, preventing future flood damage, and finding services that will aid people after flood damage has occured. Topics included are mentioned in the table of contents shown in the picture below. Samples of the document are provided on the following page.
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Areas of ResponsibilityResponsibility 1: Assess Needs, assets, and Capacity for Health Education 23.5 HoursResponsibility 2: Plan Health Education 20 HoursResponsibility 4: Conduct Evaluation and Research Related to Health Education 13 HoursResponsibility 5: Administer and Manage Health Education 38.5 HoursResponsibility 6: Serve as a Health Education Resource Person 84 HoursResponsibility 7: Communicate & Advocate for Health and Health Education 164.5 HoursOther: 16.5 Hours
TOTAL HOURS: 360
5%
46%
23%
11%
4%6%
7%
Responsibility 1: Assess Needs, assets, and Capacity for Health EducationResponsibility 2: Plan Health EducationResponsibility 4: Conduct Evaluation and Research Related to Health EducationResponsibility 5: Administer and Manage Health EducationResponsibility 6: Serve as a Health Education Resource PersonResponsibility 7: Communicate and Advocate for Health and Health EducationOther
5%
46%
23%
11%
4%6%
7%
Responsibility 1: Assess Needs, assets, and Capacity for Health EducationResponsibility 2: Plan Health EducationResponsibility 4: Conduct Evaluation and Research Related to Health EducationResponsibility 5: Administer and Manage Health EducationResponsibility 6: Serve as a Health Education Resource PersonResponsibility 7: Communicate and Advocate for Health and Health EducationOther
Percent of Hours Spent in Areas of Responsibility
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Written and Oral Communication
Oral CommunicationMy greatest oral communication moment during my internship was through the DWI presentation I conducted with a public health nurse. We used a pre-existing powerpoint and script and I also led the group to participate in a beer goggle activity to demonstrate the various effects to ones ability at different blood alcohol levels. Another example is when I was passing out informational flyers on the recent bike sharrows and bump outs temporarily added in Cloquet. I went around Cloquet Avenue explaining what their overall purpose was to the buildings, companies, and stores on that street. Lastly, I tabled for TXT4Life during the Fond Du Lac health fair. I explained to people the purpose of the program and the benefits it brings to the community.
(TXT4Life table at Fond Du Lac Health Fair)
Written CommunicationI spent most of my time creating written forms of public health information. While there were many small projects I did throughout, the major projects include the following: I created an InDesign document to put together all the Regional Flood Grant Toolkit information. I used InDesign to create a prenatal yoga brochure, inspired by my jail shadow experience. I completed a Post Flood Recovery Resource Document through Microsoft Publisher to be put onto the Carlton County Public Health and Human Services website.
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Ability to locate, use, evaluate and synthesize public health information
My supervisors were a great help in guiding me to various resources. When creating the Post Flood Recovery Resource Document, I had to be extra careful with the resources I used, due to it being put forth by a government agency. The information I put together came from credible sources, such as the Minnesota Department of Health, American Red Cross, CDC, Minnesota Sea Grant, pre-existing county information documents, Minnesota Board of Education, and other government officiated websites. When creating information, I was also careful not to promote companies, but rather guide the public to where they can find such services. For my prenatal health project, I used existing material from the WIC and public health nurses in the department.
Additional Agency InformationTheory
What are the major theories used by this agency?The Public Health and Human Services primarily focuses on the Health Belief Model. This is especially common with the public health nurses when making home visits with high risk families.
What theories did you use during your internship?I also used the Health Belief Model when developing my projects and also with the DWI presentation.
ChallengesAs an agency, what do they report as their biggest challenge?
Getting the community involved with their services and programs.
How do they handle it?They provide many outreach opportunities through marketing and community gatherings. They also provide education as needed to the city council and coalitions.
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As an intern, what was your biggest challenge? How did you handle it?My biggest challenge was working with InDesign to put together the Regional Flood Grant Toolkit. There was a lot of trial and error that I had to learn as I went, but I used website forums to help guide me through the difficulties I ran into.
Most RewardingAs an agency, what do they say is the most rewarding thing that they do?
Helping people in the community become more resilient through education and their services.
As an intern, what was your greatest moment of joy?Volunteering for 4-H was great! At first I was scared of working with kids but I ended up really enjoying it! I loved helping some of the more shy campers come out of their shell and see them happily participate with the projects. Another rewarding moment was being able to help some close friends of mine who were going through a hard time. I was able to use my skills learned from my QPR training and observations I made from TXT4Life material. I also referred them to the services like Birch Tree and crisis lines I had found while creating the Flood Preparedness Resource Document, which they said helped them greatly through their personal crisis!
Career ChoiceWhat impact did this experience have upon your career choice?
What did it reveal to you about yourself?I think I need to be around people more so than in a cubicle. Being able to actively interact and create a personal relationship with people of various ages was something I found to be most enjoyable out of the experience and what I’d prefer in my future career. It also reinforced my desire to continue working on mental health awareness and advocacy. There are so many wonderful people in the world that are lost due to the stigmas of mental health. Promoting services like Birch Tree, crisis lines, and suicide prevention trainings are crucial for the publics safety and well being.
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TimesheetsJill Grensing Hlth 4996 timesheets
Week of June 1 – June 4, 2015 !!Responsibility 1: Assess Needs, Assets, and Capacity for Health Educa<on Competency 1.2: Access Exis4ng Informa4on and Data Related to Health Sub-‐competency 1.2.5: Establish collabora4ve rela4onships 2 hours: I went to a Safe Routes To School (SRTS) mee4ng in Moose
Lake involving Alliant Engineers, the Moose lake Mayor, and Meghann. The purpose being as a stakeholder kickoff mee4ng and to go over Moose Lake traffic studies. They discussed issues, deficiencies, and crash rates at high traffic intersec4ons. !
1.5 hours: I aQended a Wellness CommiQee mee4ng. We went over introduc4ons and approval of past agenda changes and May mee4ng minutes. They did a brief recap on the budget for the commiQee. We also discussed exercise room improvements in the LEC basement, the Wellness Rebate, recapped the final details of the Live Well Challenge, and fostering resilience training. !
1 hour: I joined Meghann for an Ac4ve Transporta4on Webinar. The speaker was discussing the impressively huge success and growth of bike routes made in Tennessee within a short 4me period. Their success can be a resource for crea4ng more safe bike routes in Carlton County. !
1 hour: I joined a TXT4LIFE Coordinator call. During this call, coordinators from different regions of Minnesota were able to hear updates and ask ques4ons for further clarifica4on on what’s going on with the program. They also went over if any coordinators needed more marke4ng materials, such as t-‐shirts and bracelets. !
Responsibility 6: Serve As A Health Educa<on Resource Person Competency: 6.1: Obtain and Disseminate Health-‐Related Informa4on Sub-‐competency 6.1.4: Convey health-‐related informa4on to priority popula4ons 3.5 hours: A Public Health Nurse and I gave a DWI presenta4on for a
group of around 40 adults. Before hand I prac4ced the script provided in order to perform a more smooth
Carlton County Public Health and Human Services
Jill Grensing Hlth 4996 timesheets
Week of June 1 – June 4, 2015 !!Responsibility 1: Assess Needs, Assets, and Capacity for Health Educa<on Competency 1.2: Access Exis4ng Informa4on and Data Related to Health Sub-‐competency 1.2.5: Establish collabora4ve rela4onships 2 hours: I went to a Safe Routes To School (SRTS) mee4ng in Moose
Lake involving Alliant Engineers, the Moose lake Mayor, and Meghann. The purpose being as a stakeholder kickoff mee4ng and to go over Moose Lake traffic studies. They discussed issues, deficiencies, and crash rates at high traffic intersec4ons. !
1.5 hours: I aQended a Wellness CommiQee mee4ng. We went over introduc4ons and approval of past agenda changes and May mee4ng minutes. They did a brief recap on the budget for the commiQee. We also discussed exercise room improvements in the LEC basement, the Wellness Rebate, recapped the final details of the Live Well Challenge, and fostering resilience training. !
1 hour: I joined Meghann for an Ac4ve Transporta4on Webinar. The speaker was discussing the impressively huge success and growth of bike routes made in Tennessee within a short 4me period. Their success can be a resource for crea4ng more safe bike routes in Carlton County. !
1 hour: I joined a TXT4LIFE Coordinator call. During this call, coordinators from different regions of Minnesota were able to hear updates and ask ques4ons for further clarifica4on on what’s going on with the program. They also went over if any coordinators needed more marke4ng materials, such as t-‐shirts and bracelets. !
Responsibility 6: Serve As A Health Educa<on Resource Person Competency: 6.1: Obtain and Disseminate Health-‐Related Informa4on Sub-‐competency 6.1.4: Convey health-‐related informa4on to priority popula4ons 3.5 hours: A Public Health Nurse and I gave a DWI presenta4on for a
group of around 40 adults. Before hand I prac4ced the script provided in order to perform a more smooth
Carlton County Public Health and Human Services
15
Jill Grensing Hlth 4996 timesheets
presenta4on. My por4on of the script went over the effects alcohol has on different body systems and organs, how it affects driving skills, and the effects of combining alcohol with s4mulants or depressants. I was able to get willing volunteers to come up front to catch and throw balls back to me while wearing different BAC leveled beer googles. To wrap up, I hosted a game of Jeopardy that went over the main points of the presenta4on. The group did great on par4cipa4ng and answered nearly all the ques4ons correctly. !
Responsibility 4: Conduct Evalua<on and Research Related to Health Educa<on Competency: 4.3: Collect and Analyze Evalua4on/Research Data Sub-‐competency 4.3.3: Analyze data using descrip4ve sta4s4cs 3 hours: I did data entry from when Meghann presented at Duluth
East High School for TXT4LIFE. Everyone was asked to write down a name(s) of someone they’d go to during a crisis. In an excel document I put in students responses, ranging from friends, family, school faculty, clergy, “other”, law, and other adults. !
Responsibility 7: Communicate and Advocate for Health and Health Educa<on Competency 7.2: Iden4fy and Develop a Variety of Communica4on
Strategies, Methods, and Techniques Sub-‐competency 7.2.2: Tailor messages to priority popula4ons 18 hours: I started developing an InDesign document to insert the
Regional Flood Grant Toolkit informa4on. This grant was made aier the major flood that caused incredible damage in St. Louis and Carlton County a couple years ago. The main outlines of the toolkit included the history of flood recovery and resiliency, the situa4on, needs assessment, partners involved, services provided, mental health access, community forums, resiliency assessment and outreach, long term recovery and mi4ga4on lens, and the budget. This first week required a lot of 4me to freshen up my InDesign skills, reading help forums throughout the internet, and watching many Youtube videos for 4ps on crea4ng, inser4ng, and formalng properly. I also created a basic color scheme, design, format, and typography guide to use throughout the InDesign document. !!
Carlton County Public Health and Human Services
Jill Grensing Hlth 4996 timesheets
!TOTAL WEEK HOURS: 32
Hours Remaining: 328
Carlton County Public Health and Human Services
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Jill Grensing Hlth 4996 timesheets
Week of June 8 – June 11, 2015 Other 1.5 hours: I dropped off Flag Day flyers around Cloquet.
!Responsibility 1: Assess Needs, Assets, and Capacity for Health Educa<on Competency 1.2: Access ExisCng InformaCon and Data Related to Health Sub-‐competency 1.2.5: Establish collaboraCve relaConships 1 hour: I aKended a Statewide Health Improvement Program
(SHIP) AcCve TransportaCon meeCng. They went over the plans and details for the upcoming Flag Day Walk in Cloquet and where to put flyers. They created a list of locaCons for me to leave flyers at. !
1 hour: I joined a Suicide PrevenCon Task Force meeCng. They updated on how tasks were coming along and went over the agenda. We brainstormed people, businesses, companies, etc. that would benefit reaching out to with informaCon about suicide and staCsCcs, such as Gun Clubs. !
1 hour: Meghann and I drove up to Duluth to aKend a Communicators Network meeCng at St. Lukes Hospital. The meeCng went over creaCng an emergency plan for armed intruders. It was informaConal about how to evacuate, hide, take acCon against armed intruder(s), and how to respond when law enforcement arrives. !
Responsibility 6: Serve As A Health Educa<on Resource Person Competency: 6.1: Obtain and Disseminate Health-‐Related InformaCon Sub-‐competency 6.1.4: Convey health-‐related informaCon to priority populaCons 4.5 hours: I tabled for TXT4LIFE at the Fond du Lac Health Fair. There
was a board that provided informaCon of user and suicide staCsCcs and statements from past users. TXT4LIFE bracelets were given out and I was able to answer quesCons about the program, its benefits and guide people to addiConal resources if they were interested in hearing more. It was biKersweet hearing from those that came by share about their loses to suicide and how much they appreciated such a program being around. !!!
Carlton County Public Health and Human Services
Jill Grensing Hlth 4996 timesheets
Responsibility 7: Communicate and Advocate for Health and Health Educa<on Competency 7.2: IdenCfy and Develop a Variety of CommunicaCon
Strategies, Methods, and Techniques Sub-‐competency 7.3.2: Tailor messages to priority populaCons 23 hours: I conCnued working on the InDesign Flood Grant Toolkit.
Due to the research I did the week before, I was able to format and insert informaCon and pictures more easily. !!
TOTAL WEEK HOURS: 32
Hours Remaining: 296
Carlton County Public Health and Human Services
Jill Grensing Hlth 4996 timesheets
Responsibility 7: Communicate and Advocate for Health and Health Educa<on Competency 7.2: IdenCfy and Develop a Variety of CommunicaCon
Strategies, Methods, and Techniques Sub-‐competency 7.3.2: Tailor messages to priority populaCons 23 hours: I conCnued working on the InDesign Flood Grant Toolkit.
Due to the research I did the week before, I was able to format and insert informaCon and pictures more easily. !!
TOTAL WEEK HOURS: 32
Hours Remaining: 296
Carlton County Public Health and Human Services
Jill Grensing Hlth 4996 timesheets
Ci4es and towns around Carlton County and St. Louis came together and shared their projects that involved different genera4ons working together. The second por4on of the event involved a mo4va4onal speaker that used her experience with dog sledding to working with people professionally. She gave examples of how each of her sled dogs played a special and irreplaceable part to the team. She made the point of not dismissing group members for faults, but looking for the special strengths in each member of a group and figuring out how to direct them in order for them to bring out their own unique poten4al. !!!
TOTAL WEEK HOURS: 24
Hours Remaining: 272
!!
Carlton County Public Health and Human Services
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Jill Grensing Hlth 4996 timesheets
Week of June 16 – June 18, 2015 Responsibility 1: Assess Needs, Assets, and Capacity for Health Educa<on Competency 1.2: Access Exis4ng Informa4on and Data Related to Health Sub-‐competency 1.2.5: Establish collabora4ve rela4onships and agreements that
facilitate access to data 1 hour: I aFended the Statewide Health Improvement Program
(SHIP) Core Team mee4ng. We discussed with the grant providers of Blue Cross Blue Shield how to go about tracking bike traffic. We came to the conclusion that Carlton County PH&HS will be granted the money to purchase specific cameras to record how many people are using their bikes in certain areas each day. !
Responsibility 4: Conduct Evalua<on and Research Related to Health Educa<on Competency: 4.3: Collect and Analyze Evalua4on/Research Data Sub-‐competency 4.3.3: Analyze data using descrip4ve sta4s4cs 5 hours: Con4nued data entry from when Meghann presented at
Duluth East High School for TXT4LIFE. !Responsibility 6: Serve as a Health Educa<on Resource Person Competency 6.3: Serve as a Health Educa4on Consultant Sub-‐competency 6.3.6: Facilitate collabora4ve efforts to achieve program goals 2 hours: I connected with Marna, a 4-‐H coordinator, and registered
as a 4-‐H Volunteer for an upcoming MOVE Camp I will be par4cipa4ng in. It required filling out an applica4on, having a background check done, watching mandatory orienta4on videos and child safety, following up with a review and evalua4on of the orienta4on given, and mailing a hand signed copy of the applica4on. !
Responsibility 7: Communicate and Advocate for Health and Health Educa<on Competency 7.2: Iden4fy and Develop a Variety of Communica4on
Strategies, Methods, and Techniques Sub-‐competency 7.3.2: Tailor messages to priority popula4ons 10 hours: Con4nued working on the InDesign Flood Grant Toolkit. !Competency: 7.6 Promote the Health Educa4on Profession Sub-‐competency 7.6.9: Engage in professional development ac4vi4es 6 hours: I went to the Age to Ages event in Duluth. This is a non-‐
profit that encourages all genera4ons, young and old, to work together in crea4ng a more connected community.
Carlton County Public Health and Human Services
Jill Grensing Hlth 4996 timesheets
Ci4es and towns around Carlton County and St. Louis came together and shared their projects that involved different genera4ons working together. The second por4on of the event involved a mo4va4onal speaker that used her experience with dog sledding to working with people professionally. She gave examples of how each of her sled dogs played a special and irreplaceable part to the team. She made the point of not dismissing group members for faults, but looking for the special strengths in each member of a group and figuring out how to direct them in order for them to bring out their own unique poten4al. !!!
TOTAL WEEK HOURS: 24
Hours Remaining: 272
!!
Carlton County Public Health and Human Services
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Jill Grensing Hlth 4996 timesheets
Ci4es and towns around Carlton County and St. Louis came together and shared their projects that involved different genera4ons working together. The second por4on of the event involved a mo4va4onal speaker that used her experience with dog sledding to working with people professionally. She gave examples of how each of her sled dogs played a special and irreplaceable part to the team. She made the point of not dismissing group members for faults, but looking for the special strengths in each member of a group and figuring out how to direct them in order for them to bring out their own unique poten4al. !!!
TOTAL WEEK HOURS: 24
Hours Remaining: 272
!!
Carlton County Public Health and Human Services
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Jill Grensing Hlth 4996 timesheets
Week of June 23 – June 25, 2015 Other 1 hour: Meghann and I did a number check on bike supplies that
were lent out to schools to teach bike safety.
!Responsibility 1: Assess Needs, Assets, and Capacity for Health Educa<on Competency 1.2: Access ExisBng InformaBon and Data Related to Health Sub-‐competency 1.2.5: Establish collaboraBve relaBonships and agreements that
facilitate access to data 1 hour: I went to a MoBvaBonal Interviewing meeBng. We went
over Prochaska and DiClemente’s Stages of Change Model and related that back to clients. We went through the basic steps to talk to clients in a way that would moBvate them to engage in a health behavior successfully and what factors may hinder their decision to engage in changed behavior(s), such as their environment, peers, finances, etc. !
1 hour: I joined a Safe Routes to School webinar. It discussed violence prevenBon for kids walking to and from school. Some schools have implemented a “walking school bus” where an adult walks with the kids to/from school and their houses to ensure safety. !
Responsibility 4: Conduct Evalua<on and Research Related to Health Educa<on Competency: 4.4: Interpret Results of the EvaluaBon/Research Sub-‐competency 4.4.2: Compare results to other findings 5 hours: Finished data entry from when Meghann presented at
Duluth East High School for TXT4LIFE. Made a pie chart of final staBsBcs to compare the percentages of friends, family, school faculty, “other”, clergy, law, and other adults that students would go to during crisis. !
Responsibility 7: Communicate and Advocate for Health and Health Educa<on Competency 7.3: IdenBfy and Develop a Variety of CommunicaBon
Strategies, Methods, and Techniques Sub-‐competency 7.3.2: Tailor messages to priority populaBons 17 hours: ConBnued to work on the Flood Grant Toolkit. !!!Carlton County Public Health and Human Services
Jill Grensing Hlth 4996 timesheets
!!!!TOTAL WEEK HOURS: 25
Hours Remaining: 247
Carlton County Public Health and Human Services
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Jill Grensing Hlth 4996 timesheets
Week of June 29 – July 2, 2015 Other 2 hours: I called the Carlton, Cloquet, and Moose Lake public
libraries to find out if they could host Ci>zen Alert registry forms for people that don’t have internet access. I then dropped off forms at the loca>ons. !
0.5 hour: I met with Jodi and Alyssa who worked on the Mental Health informa>on por>on of the Flood Grant Toolkit. They gave me the updated informa>on for their sec>on to edit on the InDesign document. They also answered previous ques>ons I had for their sec>on in the toolkit. !
Responsibility 5: Administer And Manage Health Educa;on Competency 5.3: Demonstrate Leadership Sub-‐competency 5.3.5: Comply with exis>ng laws and regula>ons 0.5 hour: I had a mee>ng with Brenda to sign HIPAA. She gave me
the run down of what rules and policies are required to follow when signing HIPAA. It’s unlikely I’ll run into a situa>on that involves these concerns while I’m interning, but Brenda gave me an example of a rare circumstance that I could run into that requires client privacy. !
Responsibility 6: Serve As A Health Educa;on Resource Person Competency: 6.1: Obtain and Disseminate Health-‐Related Informa>on Sub-‐competency 6.1.3: Cri>que resource materials for accuracy, relevance, and >meliness 6 hours: In order to update the Flood Preparedness Resource
Document for the Carlton County website, I researched credible websites for more informa>on on work towards flood resiliency, financial aid, dealing with stress and anger through places like Birch Tree, preven>ng future flood damage, and emergency preparedness for those with disabili>es, are pregnant, or have pets. I also contacted a contractor company to get a sugges>on on what local company deals best with water restora>on for flooding, which guided me to the water restora>on company SERVPRO. !
Sub-‐competency 6.1.4: Convey health-‐related informa>on to priority popula>ons
Carlton County Public Health and Human Services
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Jill Grensing Hlth 4996 timesheets
10 hours: A]er finding reliable sources for the Flood Preparedness Resource Document, I summarized the informa>on I found and put it into a Publisher document. I added hyperlinks to reach the original informa>on, added contact informa>on for certain companies, and uploaded necessary images. This also included going on a wild goose hunt to find a Carlton County PH&HS website editor that could put the document on the website. !
Responsibility 7: Communicate and Advocate for Health and Health Educa;on Competency 7.3: Iden>fy and Develop a Variety of Communica>on
Strategies, Methods, and Techniques Sub-‐competency 7.3.2: Tailor messages to priority popula>ons 7 hours: Finalized the InDesign Flood Grant Toolkit. !2 hours: I forma`ed the Flood Preparedness Resource Document to
appear more neat and organized so it will look professional on the Carlton County PH&HS website. I also double checked the hyperlinks to make sure if they worked properly. !
0.5 hour: I edited the Ci>zen Alert flyer in InDeisgn to include the registra>on form loca>ons that I had contacted earlier (public libraries). I also edited a TXT4LIFE document to include the Medica logo and their sponsor snip-‐it. !
Competency 7.6: Promote the Health Educa>on Profession Sub-‐competency 7.6.9: Engage in professional development ac>vi>es 4 hours: I shadowed at the Carlton jail. I was lucky enough to come
on the doctor check up day. Every week the doctor comes in and assess inmates that have concerns for their health. Some of the inmates had ques>onable symptoms, but the doc and the med student made sure to go through every possible health check and ensure that they were doing their best to help. Holly Compo had great intui>on on whether the inmates were manipula>ng their symptoms because of her close rela>onships and knowledge of everyone that comes in. A]er the medical check-‐ins, I got to sit down for a court hearing, tour the jail, hear about her and her co-‐workers typical day, and got a glimpse of how the system generally works. A]er the experience, I wrote a summary about it and suggested areas that could use addi>onal health educa>on.
Carlton County Public Health and Human Services
Jill Grensing Hlth 4996 timesheets
!!TOTAL WEEK HOURS: 32.5
Hours Remaining: 214.5
Carlton County Public Health and Human Services
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Jill Grensing Hlth 4996 timesheets
Week of July 6 – July 9, 2015
!Responsibility 5: Administer And Manage Health Educa;on Competency 5.3: Demonstrate Leadership Sub-‐competency 5.3.7: Facilitate efforts to achieve organizaBonal mission 18 hours: I was a 4-‐H volunteer for the 2nd Annual Forestry
Adventures Camp (MOVE Camp). This camp included kids in kindergarten to 6th grade. A 4-‐H intern and I assisted Rachel and Marna, the camp leaders, in checking in/out kids, collecBng waiver forms, seXng up and puXng away supplies and food, and keeping track, assisBng and engaging kids in acBviBes. The acBviBes consisted of Tree Hunger Games, informaBon on compasses and ruffed grouse, making toad houses, bird classifying, decomposers, making bird feeders, making boats and animals out of natural materials found outside, boat races, making homemade ice-‐cream, and a wagon ride to classify trees. I led a 15 minute physical acBvity for the campers to steam off some energy. I also paid special aZenBon to some of the more shy campers. One in parBcular was deathly shy of everyone and clung on to his sister the enBre morning of the first day, not parBcipaBng in the acBviBes. I did my best to be as friendly as possible in a non pushy way to get him to open up and eventually trust me and let me help him join the acBviBes. He eventually did and became full of goofiness and felt comfortable enough to parBcipate in the acBviBes without his sister. It was great to see that change! !
Competency 5.4: Manage Human Resources Sub-‐competency 5.4.7: Apply appropriate methods for team development 2 hours: I aZended the MOVE Camp orientaBon. We went over the
two day schedule and what each helpers roles and responsibiliBes would be. We had a large group of 30. Because it was a larger group, we made emphasis on spliXng up groups and helpers to keep beZer track of the kids. Marna, a 4-‐H coordinator, clarified our quesBons and concerns. !
Responsibility 6: Serve As A Health Educa;on Resource Person Competency: 6.1: Obtain and Disseminate Health-‐Related InformaBon Sub-‐competency 6.1.1: Assess informaBon needs
Carlton County Public Health and Human Services
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Jill Grensing Hlth 4996 timesheets
0.5 hour: For the MOVE Camp, I was in charge of puXng together a 15 minute physical acBvity for all the campers. I looked up age appropriate group physical acBviBes that related to outdoor educaBon. The game Park Ranger fit perfectly with what we were teaching at the camp. It is similar to the classic game Fishy Fishy except the runners pick their own animal and the people who are “it” call runners across by asking some animal characterisBc, like if they can fly or if they have scales. All ages were able to parBcipate in the acBvity and appeared to enjoy it. I also saved a couple other acBviBes just in case it wasn’t nice outside or if we had spare Bme between acBviBes. !
Responsibility 7: Communicate and Advocate for Health and Health Educa;on Competency 7.3: IdenBfy and Develop a Variety of CommunicaBon
Strategies, Methods, and Techniques Sub-‐competency 7.3.2: Tailor messages to priority populaBons 6 hours: Finalized the Flood Preparedness Resource Document. !!TOTAL WEEK HOURS: 26.5
Hours Remaining: 188
Carlton County Public Health and Human Services(Photos provided by Rachael Olesiak at the Forestry Adventures MOVE Camp.
Participants signed waivers enabeling permission to take and share their photos.)
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Jill Grensing Hlth 4996 timesheets
Week of July 14 – July 16, 2015
!Responsibility 1: Assess Needs, Assets, and Capacity for Health Educa<on Competency 1.2: Access Exis4ng Informa4on and Data Related to Health Sub-‐competency 1.2.5: Establish collabora4ve rela4onships 1 hour: I aFended an Ac4ve Transporta4on Coali4on mee4ng. We
first reviewed the Family Fit N Fun Day. Sarah from the Fire Department reported that there weren’t many people there, which may be due to the date. They agreed that it’d be best not to plan the event around 4th of July but try for August or September with more ac4vi4es to do. They discussed the Ac4ve Places Grant (BCBS) status by upda4ng about the survey monkey they put out. So far they have had a few responses, which is a preFy good start with them just star4ng to promote bike safety/installment material. Lastly, they discussed how to best present their bicycle installments for the upcoming City Council mee4ng to gain support. !
1 hour: I went to a Communicator’s mee4ng in Hermantown. Here they had a news reporter from the Duluth News Tribune discuss the repor4ng and promo4ng process. He gave advice on how to best present informa4on/press releases to them in order to get covered. As for repor4ng science news, he said it would be more successful if they relate the science finding to how it affects a person or group of people. This makes the news more personable and interes4ng. !
Responsibility 5: Administer And Manage Health Educa<on Competency 5.3: Demonstrate Leadership Sub-‐competency 5.3.7: Facilitate efforts to achieve organiza4onal mission 18 hours: I was a 4-‐H volunteer again for the Forestry Adventures
Camp. !Responsibility 6: Serve As A Health Educa<on Resource Person Competency: 6.1: Obtain and Disseminate Health-‐Related Informa4on Sub-‐competency 6.1.1: Assess informa4on needs 5 hours: I updated the school contact labels for the Memorandum
of Understanding (MOU). I reviewed school district websites and the Minnesota Board of Educa4on website to
Carlton County Public Health and Human Services
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Jill Grensing Hlth 4996 timesheets
find official changes in superintendent posi4ons and school loca4ons (if moved or closed). !
Sub-‐competency 6.1.4: Convey health-‐related informa4on to priority popula4ons 3 hours: I created a contact list of places in Carlton County that we
could send the new Suicide Preven4on Task Force infographic to. !
Competency 6.2: Provide Training Sub-‐competency 6.2.3: Iden4fy priority popula4ons 2 hours: I went back to the data entry document I did for the
Duluth East High School TEXT4LIFE presenta4on. I added every adult that was listed more than once to an excel document with lists of adults IDED mul4ple 4mes by students. Because these adults were men4oned more than once by students, it may be valuable for them to par4cipate in suicide preven4on training courses (ASIST, QPR). I gathered their contact informa4on so we can contact them for poten4al trainings. !
2 hours: Under the Ques4on Persuade Refer (QPR) online training code document, I gathered the email addresses of everyone that didn’t have a date added under “date completed”. I sent them a follow up email asking if they ever completed the QPR training, are going to, or aren’t going to. I forwarded the replies to Meghann to update the document and reset unused codes. !!!
TOTAL WEEK HOURS: 32
Hours Remaining: 156
Carlton County Public Health and Human Services
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Jill Grensing Hlth 4996 timesheets
Week of July 20 – July 23, 2015
!Responsibility 1: Assess Needs, Assets, and Capacity for Health Educa<on Competency 1.2: Access Exis4ng Informa4on and Data Related to Health Sub-‐competency 1.2.5: Establish collabora4ve rela4onships 1.5 hours: I shadowed a Public Health Nurse for a Long Term Care
meet up. Juanita had a friendly and understanding rela4onship with the new mom and her 7 month old baby, which created trust between the two. This trust encouraged the mom to engage in the new educa4on material that was explained. I enjoyed experiencing the different atmosphere of going out to a clients house and siPng down with them and their child in their natural environment. It was easier to see what they were doing well, along with what areas may need to be addressed. Juanita explained a small but very important detail about home visits; don’t make eye contact with the household dog. If so, you may risk your limbs becoming its new chew toy for the next hour and a half. !!!
Responsibility 6: Serve As A Health Educa<on Resource Person Competency: 6.1: Obtain and Disseminate Health-‐Related Informa4on Sub-‐competency 6.1.4: Convey health-‐related informa4on to priority popula4ons 2 hours: The Cloquet Ac4ve Streets Project received temporary
sharrows and bump-‐outs on Cloquet Ave through Blue Cross and Blue Shield’s Center for Preven4on. Many people from the community had been confused as to what these markings and cones were. To get the informa4on out to the community, I was given flyers and handouts to pass all along Cloquet Ave. I also spent extra 4me to explain the informa4on more in detail when people s4ll looked confused. Everyone was greatly thankful for the informa4on and were more than willing to post them on their windows and counters to pass on the word. Having to do this sort of thing for my Prints for Paws event with Dr. Tornabene definitely helped! Compared to that project, I felt no4ceably less anxious and more confident when communica4ng to people about the flyers I was handling.
Carlton County Public Health and Human Services
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2 hours: I con4nued to contact and compile a list of people in Carlton County that we can send the updated Suicide Preven4on Task Force infographic to. Quite a few haven’t go_en back to my message so I will follow up a`er the weekend. !!
Competency 6.2: Provide Training Sub-‐competency 6.2.3: Iden4fy priority popula4ons 1 hour: I con4nued to send out follow up emails for completed
QPR trainings. There were emails that were no longer accessible due to deac4va4on of accounts or switching of school email addresses (k12.mn.us to ISD94.org). Although I wasn’t able to dig up all the new email addresses, I was able to locate most school faculty that had either changed schools or had their email addresses switched. I then resent the QPR follow up email to those new addresses. !
Responsibility 7: Communicate and Advocate for Health and Health Educa<on Competency 7.3: Iden4fy and Develop a Variety of Communica4on
Strategies, Methods, and Techniques Sub-‐competency 7.3.2: Tailor messages to priority popula4ons 24 hours: The Flood Grant Tool Kit dra` I made was revised by
Joanne. I corrected edits, run-‐offs, misplacements, formaPng, etc., moved sec4ons and pages, added addi4onal info, and then had it sent out to another member of the grant project for further revising. Unfortunately a lot of the dele4ons and edits messed with document placements and text, causing it to need major reformaPng on nearly every page. I’m certain this has to do with how I originally put in the text and inserted images/designs. I’m not aware how to at the moment, so I’m at a bit of a confusing trial and error point with trying to find solu4ons for InDesign. Although frustra4ng, this will be very helpful in preven4ng such occurrences in future projects. !!!
TOTAL WEEK HOURS: 30.5
Hours Remaining: 125.5
Carlton County Public Health and Human Services
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Jill Grensing Hlth 4996 timesheets
Week of July 27 – July 30, 2015
!!Other&9&hours:& Marna&from&the&MOVE&camps&I&volunteered&to&in&previous&
weeks&liked&how&I&interacted&with&the&kids&so&she&asked&me&to&be&the&judge&for&a&4@H&fashion&show.&Before&hand,&I&completed&judge&training&webinars&through&the&University&of&Minnesota&4@H&Extension&website.&During&the&event&I&sat&down&one@on@one&with&the&kids.&There&were&two&porJons&of&the&event.&Things&they&made&and&things&they&bought.&Besides&judging&their&clothing,&the&majority&of&their&score&was&based&on&their&communicaJon&skills&and&thought&process.&&Some&would&be&able&to&go&into&elaborate&detail&of&their&steps,&why&it&works&for&them,&what&they’d&change,&and&so&on&while&others&may¬&have&had&much&thought&or&descripJon.&Quite&a&few&of&the&kids&were&inJmidated&or­&at&first&but&they&all&relaxed&aOer&casually&chaPng&with&them&for&a&bit&before&they&started&going&into&their&project.&AOer&judging&all&their&ouRits&they&did&a&fashion&show&catwalk,&which&was&probably&the&most&adorable&and&hilarious&thing&I’ve&seen&all&summer.&At&the&end&I&awarded&everyone&for&parJcipaJng&and&then&ranked&the&top&winners&from&each&category&(things&bought,&things&made).&The&top&3&from&each&category&got&a&pass&to&parJcipate&in&the&county&fair&or&even&the&state&fair.&This&was&such&a&fun&event&and&it&was&nice&to&see&some&of&the&same&kids&from&the&MOVE&camps!&!
0.5&hour:& I&created&a&reflecJon&summary&of&my&past&shadowing&experience&with&Juanita.&She&did&such&a&good&job,&I&had&no&suggesJons&for&potenJal&health&educaJon&pracJces&in&that&area.&!
1&hour:& For&my&midterm&evaluaJon&I&had&lunch&with&Meghann&and&Joanne&at&Pedro’s.&It&was&nice&to&hear&feedback&from&them&on&what&I&was&doing&well&and&areas&to&pracJce&in.&MulJtasking&was&the&main&one,&which&I’ll&learn&to&do&be^er&as&I&conJnue&working&and&start&sePng&my&own&rhythm&for&gePng&things&done.&I&also&enjoyed&hearing&how&they&grew&as&health&educators&and&Jps&they&have&used&to&help&them&
Carlton(County(Public(Health(and(Human(Services
Jill Grensing Hlth 4996 timesheets
through&busy&work&days&and&treaJng&their&nerves&when&public&speaking.&!!
Responsibility(1:(Assess(Needs,(Assets,(and(Capacity(for(Health(Educa@on(Competency&1.2:& Access&ExisJng&InformaJon&and&Data&Related&to&Health&Sub@competency&1.2.5:& Establish&collaboraJve&relaJonships&1&hour:& I&a^ended&a&TXT4LIFE&conference&call.&All&the&coordinators&
were&able&to&a^end&and&give&updates&on&what&was&going&on&in&their®ions.&Because&TXT4LIFE&is&expanding&and&gaining&more&popularity,&they&had&concerns&of&it&coming&off&too&“corporate”&and&gave&suggesJons&as&to&how&to&keep&it&the&same&more&personable&vibe&as&it&has&in&the&past.&They&also&discussed&the&soon&to&be&24/7&service&starJng&September&1st&(exciJng!)&and&the&new&staff&hires&to&cover&the&shiOs.&One&last&thing&they&also&discussed&was&if&they&all&wanted&to&make&one&main&presentaJon/powerpoint.&Because&TXT4LIFE&is&expanding,&they&want&to&make&sure&they&share&the&same&informaJon&for&each&presentaJon.&I&believe&Meghann&has&one&that&she&is&sharing&on&the&TX4LIFE&google&drive&for&everyone&to&have&access&to.&&!!
Responsibility(6:(Serve(As(A(Health(Educa@on(Resource(Person&Competency:&6.1:& & & Obtain&and&Disseminate&Health@Related&InformaJon&Sub@competency&6.1.4:& & Convey&health@related&informaJon&to&priority&populaJons&4&hours:& I&conJnued&trying&to&contact&places&to&get&a&specific&
contact&person&for&the&updated&Suicide&PrevenJon&Task&Force&infographic.&!
2&hours:& I&began&looking&up&health&informaJon&from&trusted&sources&to&add&to&the&On@Call&toolkit.&We&get&quesJons&from&the&public&concerning&certain&health&ma^ers&such&as&mold,&rabies,&STD’s,&and&etc.&By&adding&pre@made&health&informaJon&sheets&to&the&toolkit,&workers&will&have&access&at&the&Jp&of&their&fingers&to&help&callers/clients&with&quesJons.&&!!!!!!
Carlton(County(Public(Health(and(Human(Services
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Jill Grensing Hlth 4996 timesheets
through&busy&work&days&and&treaJng&their&nerves&when&public&speaking.&!!
Responsibility(1:(Assess(Needs,(Assets,(and(Capacity(for(Health(Educa@on(Competency&1.2:& Access&ExisJng&InformaJon&and&Data&Related&to&Health&Sub@competency&1.2.5:& Establish&collaboraJve&relaJonships&1&hour:& I&a^ended&a&TXT4LIFE&conference&call.&All&the&coordinators&
were&able&to&a^end&and&give&updates&on&what&was&going&on&in&their®ions.&Because&TXT4LIFE&is&expanding&and&gaining&more&popularity,&they&had&concerns&of&it&coming&off&too&“corporate”&and&gave&suggesJons&as&to&how&to&keep&it&the&same&more&personable&vibe&as&it&has&in&the&past.&They&also&discussed&the&soon&to&be&24/7&service&starJng&September&1st&(exciJng!)&and&the&new&staff&hires&to&cover&the&shiOs.&One&last&thing&they&also&discussed&was&if&they&all&wanted&to&make&one&main&presentaJon/powerpoint.&Because&TXT4LIFE&is&expanding,&they&want&to&make&sure&they&share&the&same&informaJon&for&each&presentaJon.&I&believe&Meghann&has&one&that&she&is&sharing&on&the&TX4LIFE&google&drive&for&everyone&to&have&access&to.&&!!
Responsibility(6:(Serve(As(A(Health(Educa@on(Resource(Person&Competency:&6.1:& & & Obtain&and&Disseminate&Health@Related&InformaJon&Sub@competency&6.1.4:& & Convey&health@related&informaJon&to&priority&populaJons&4&hours:& I&conJnued&trying&to&contact&places&to&get&a&specific&
contact&person&for&the&updated&Suicide&PrevenJon&Task&Force&infographic.&!
2&hours:& I&began&looking&up&health&informaJon&from&trusted&sources&to&add&to&the&On@Call&toolkit.&We&get&quesJons&from&the&public&concerning&certain&health&ma^ers&such&as&mold,&rabies,&STD’s,&and&etc.&By&adding&pre@made&health&informaJon&sheets&to&the&toolkit,&workers&will&have&access&at&the&Jp&of&their&fingers&to&help&callers/clients&with&quesJons.&&!!!!!!
Carlton(County(Public(Health(and(Human(Services
Jill Grensing Hlth 4996 timesheets
Responsibility(7:(Communicate(and(Advocate(for(Health(and(Health(Educa@on(Competency&7.3:& IdenJfy&and&Develop&a&Variety&of&CommunicaJon&
Strategies,&Methods,&and&Techniques&Sub@competency&7.3.2:& Tailor&messages&to&priority&populaJons&14&hours:& Now&the&Flood&Grant&Tool&Kit&draO&I&made&was&revised&
again&by&Jodi,&a&mental&health&worker&that&helped&write&the&toolkit.&I&met&with&her&to&go&over&her&edits.&There&were&many&changes&to&the&narraJve&language&and&cross&connecJng&chapters&of&the&toolkit.&!!
TOTAL(WEEK(HOURS:(31.5(
Hours(Remaining:(94
Carlton(County(Public(Health(and(Human(Services
Jill Grensing Hlth 4996 timesheets
Responsibility(7:(Communicate(and(Advocate(for(Health(and(Health(Educa@on(Competency&7.3:& IdenJfy&and&Develop&a&Variety&of&CommunicaJon&
Strategies,&Methods,&and&Techniques&Sub@competency&7.3.2:& Tailor&messages&to&priority&populaJons&14&hours:& Now&the&Flood&Grant&Tool&Kit&draO&I&made&was&revised&
again&by&Jodi,&a&mental&health&worker&that&helped&write&the&toolkit.&I&met&with&her&to&go&over&her&edits.&There&were&many&changes&to&the&narraJve&language&and&cross&connecJng&chapters&of&the&toolkit.&!!
TOTAL(WEEK(HOURS:(31.5(
Hours(Remaining:(94
Carlton(County(Public(Health(and(Human(Services
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Jill Grensing Hlth 4996 timesheets
Week of August 3 – August 6, 2015
!!Responsibility 1: Assess Needs, Assets, and Capacity for Health Educa<on Competency 1.4: Examine rela5onships Among Behavioral, Environmental,
and Gene5c Factors that Enhance or Compromise Health Sub-‐competency 1.4.3: Iden5fy factors that enhance or compromise health 2 hours: Joanne, Meghann and I drove to a property to view an
environmental public health nuisance. Last 5me they met with the man was last fall to go over necessary changes that needed to be done to his property. Meghann had a bit of difficulty geNng ahold of the man since he no longer lived there or had a phone since he was in treatment, but he actually stopped by CCPH&HS to talk with Meghann and explain his situa5on before we went to check the property. ARer we went to the property, they said that he had made no5ceable changes to it, as they had previously asked him to do last fall. There were only a few other sugges5ons for him to clean up, such as cut tall grass, remove 5res from yard, and pick up other items that may harvest mosquitos or animals. Anything else is a zoning issue. They’ll check it again at a future scheduled date to reveal whether the property needs to be abated or is good to go. !!
Responsibility 6: Serve As A Health Educa<on Resource Person Competency: 6.1: Obtain and Disseminate Health-‐Related Informa5on Sub-‐competency 6.1.1: Assess informa5on needs 22 hours: Joanne suggested addi5onal informa5on to add to the
Flood Preparedness Resource Document for the CCPH&HS website I had previously worked on. She also taught me to be mindful of what a government agency like Carlton County PP&HS can put out for the public. While services like SERVPRO are great, we cannot adver5se for corpora5ons, but rather guide people to where they can find such services. It’s important to look at the bigger picture. Using Joanne’s sugges5ons and emphasis on finding government provided services, I used valid informa5on resources (6.1.2) to gather further help aids
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people can use to prepare for flooding and use aRer flooding has struck. !!
Sub-‐competency 6.1.4: Convey health-‐related informa5on to priority popula5ons 3 hours: I finished contac5ng and researching addresses to send the
suicide preven5on infographic to. In general for this task I was nervous contac5ng certain loca5ons, churches in par5cular. From past experience with my dads passing I had found certain groups to not be accep5ng or even shunning of suicide. I was happy to hear accep5ng aNtudes for obtaining the informa5on. To wrap up, I organized the list of contacts into an excel document and filed it into the CCPH&HS system so that Meghann can get into it later when she sends out the infographic. !
Responsibility 7: Communicate and Advocate for Health and Health Educa<on Competency 7.3: Iden5fy and Develop a Variety of Communica5on
Strategies, Methods, and Techniques Sub-‐competency 7.3.2: Tailor messages to priority popula5ons 5 hours: I con5nued revision edits to the Flood Grant toolkit. !!!!!!TOTAL WEEK HOURS: 32
Hours Remaining: 62
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Week of August 10 – August 13, 2015
!!Responsibility 1: Assess Needs, Assets, and Capacity for Health Educa<on Competency 1.2: Access Exis4ng Informa4on and Data Related to Health Sub-‐competency 1.2.5: Establish collabora4ve rela4onships 1 hour: I aFended a TXT4Life conference call. As usual, updates
were given. They revealed a change to the logo; before the TEXT4Life leFering was placed awkwardly against the people in the logo background. They also introduced a new regional TXT4Life coordinator in, I believe, lower southwestern Minnesota. !
1 hour: I aFended a Public Health mee4ng involving Joanne as the public health supervisor, the PH/WIC nurses, Meghann as the community health educator, and Holly from the Carlton County Jail. This mee4ng involved everyone providing updates in their department and sugges4ons on areas that needed help or changes. They also agreed upon a weekly schedule for people checking on the vaccina4on fridge temperature. !
Responsibility 2: Plan Health Educa<on Competency: 2.4: Develop a scope and sequence plan for the delivery of health educa4on Sub-‐competency 2.4.2: Select resources required to implement health educa4on 20 hours: AVer the midterm evalua4on meet up with Joanne and
Meghann, we thought it’d be a great idea for me to start my own project. Due to my limited 4me leV at my internship I needed a project that would take a reasonable amount of 4me. Although teaching about an alterna4ve health project or topic at the Cloquet community educa4on building would have been a great opportunity, crea4ng a resource brochure was more realis4c with my 4meframe. They men4oned doing something based on the health needs I suggested during my jail shadow experience. Those sugges4ons involved mental health educa4on, alcohol and drug educa4on, and exercise rou4nes using body weight. While all those would be great projects, I double-‐checked the Jail Health folder for material that had already been created in the CCPH&HS
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system so I wouldn’t have to recreate the wheel. I found out that all those subjects had already been covered, so, I con4nued brainstorming. !
I remembered mee4ng a pregnant woman during the jail shadow doctor check up and thought of doing something on prenatal health. I did research on everything prenatal health and created an informa4on document on google drive. I also visited with Juanita, a public health nurse, to obtain material she uses during her visits. While all the informa4on I found was great, I thought general prenatal health would be best leV for a presenta4on rather than a brochure, since there is so much informa4on to go over. Without puZng all my work to waste, I decided to pick one topic from all the informa4on I had researched and go from there. Making sure the topic hadn’t been created by CCPH&HS before, I decided to do my project on prenatal yoga. While pregnant, it’s important to stay ac4ve but ac4vi4es are limited for the sake of mother and baby safety. This makes it even trickier for pregnant women in jail, especially when having a poor gym center provided like the one I saw. Prenatal yoga hits two birds with one stone, by being a safe way to stay ac4ve while also promo4ng mental health benefits. I really enjoyed crea4ng my own solo project, especially because yoga is an ac4vity I’m passionate and knowledgable about.
Although mul4ple sources suggest prenatal yoga, I double
checked cer4fied websites for scholarly ar4cles and studies done on the topic to ensure it was a safe, beneficial ac4vity. AVer confirming, I made a list of low impact yoga poses that would be beneficial for mothers and also easy enough for beginners. AVer making my personal list of suggested poses, I checked mul4ple sites dedicated to prenatal yoga for what would be considered safe for mothers to perform during most trimesters of pregnancy. I edited my list of poses from there. AVer that I wrote up easy steps to follow in order to perform each pose correctly. I would later use this informa4on gathered to create a brochure. !!!
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Responsibility 6: Serve As A Health Educa<on Resource Person Competency: 6.1: Obtain and Disseminate Health-‐Related Informa4on Sub-‐competency 6.1.1: Assess informa4on needs 3 hours: I wrapped up the Flood Preparedness Resource Document
for the CCPH&HS website un4l it could be proofread one last 4me by Joanne. !
Sub-‐competency 6.1.2: Iden4fy valid informa4on resources 3 hours: I updated the radon mi4ga4on resource list. I double
checked the links provided to see if they were s4ll up to date. One of them was no longer available so I searched the MDH website to find a new resource for people to refer to. I also updated the radon mi4ga4on provider list. I called the providers on the resource list to see if they were s4ll in the business and if the same rates applied for their work. Unfortunately, I found that one of the providers passed away last summer and the other no longer had cer4fica4on. AVer, I went to the MDH website to find cer4fied radon mi4ga4on workers in Carlton, Pine, Aitkin, and St. Louis County. When calling, I asked if they provided services in Carlton County, their rates, and any other deals they may provide. I then added the available workers to the resource list with their informa4on. !
Responsibility 7: Communicate and Advocate for Health and Health Educa<on Competency 7.3: Iden4fy and Develop a Variety of Communica4on
Strategies, Methods, and Techniques Sub-‐competency 7.3.2: Tailor messages to priority popula4ons 4 hours: I also wrapped up the Flood Grant toolkit un4l it could be
further proofread by Joanne. Along with text revisions to update, I mostly focused on formaZng, spacing issues, and finalizing the table of contents with official sec4on and page numbers. !!!
TOTAL WEEK HOURS: 32
Hours Remaining: 30
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Week of August 17 – August 20, 2015
!!Other 15 minutes: I photo copied this years two day MOVE camp schedule
and filed it under the MOVE camp folder in the CCPH&HS system. !
Responsibility 1: Assess Needs, Assets, and Capacity for Health Educa<on Competency 1.2: Access ExisFng InformaFon and Data Related to Health Sub-‐competency 1.2.5: Establish collaboraFve relaFonships 2 hours: I went to a Safe Routes To School (SRTS) meeFng in Moose
Lake involving Alliant Engineers, local plowing/construcFon, the Moose Lake Mayor, Chief of police, and Meghann. They went over driving entrances on a busy street in Moose Lake that they wanted to either close off or make smaller. They had to consider semi truck entrances, snow removal, whether closing certain entrances affected nearby businesses, and pedestrian safety. It was interesFng to see all the thought and techniques used in decision making. I never thought driving entrances could have such an impact on driver and pedestrian safety. !
Competency 1.2: Access ExisFng InformaFon and Data Related to Health Sub-‐competency 1.2.5: Establish collaboraFve relaFonships 0.5 hour: I joined a collaboraFve meeFng involving professionals
from many different fields and programs. Meghann gave everyone a TXT4Life brief while the others discussed new school addiFons, situaFons and so forth. I didn’t stay for the enFre meeFng so I was unable to hear the news from the other professional representaFves. !
Competency 1.4: Examine relaFonships Among Behavioral, Environmental, and GeneFc Factors that Enhance or Compromise Health
Sub-‐competency 1.4.3: IdenFfy factors that enhance or compromise health 2 hours: Joanne, Meghann and I drove to another property to view
an environmental public health nuisance. He had done most of what they had asked him to do last visit, with only a few suggesFons, like scrap metal piles. I was able to meet the property owner this Fme around. He had a stroke not
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too long again and explained that what most people would find as “junk” on his property were actual projects he keeps busy with, which helps with his mental health aber his incident. His story, like the visit we made last week, gave perspecFve on how important it is to keep in mind that everyone has their story and not every nuisance is due to messy people trying to annoy their neighbors. !
Responsibility 6: Serve As A Health Educa<on Resource Person Competency: 6.1: Obtain and Disseminate Health-‐Related InformaFon Sub-‐competency 6.1.1: Assess informaFon needs 3 hours: Aber receiving Joanne’s revisions, I updated the Flood
Preparedness Document. There were only minor suggesFons. To go more in-‐depth on well water tesFng, I looked up and called surrounding county public health offices to see if they provided water tesFng kits and water tesFng. Aitkin, Pine, and Carlton have government agencies that provide such services, but St. Louis County can only refer people to the Duluth MDH office for quesFons and have their water tested at cerFfied water tesFng laboratories in Minnesota, which I listed in the document. Aber I completed all the revisions, I met up with one of the website developers to decide where to link the document PDF in the website. !
Sub-‐competency 6.1.4: Convey health-‐related informaFon to priority populaFons 0.5 hours: I updated the On-‐Call toolkit with addiFonal mold related
informaFon. Workers who have been on-‐call have reported receiving calls about rental properFes dealing with mold and landlords who are not working with them to get it cleaned up. Meghann provided a useful link to refer people to in a mass PH email and one of the PH nurses suggested having it put into the On-‐Call toolkit. As followed, I created a new document under the Mold folder containing the link Meghann provided along with providing the main informaFon from the link, in case the link doesn’t work for some people. !
Responsibility 7: Communicate and Advocate for Health and Health Educa<on Competency 7.3: IdenFfy and Develop a Variety of CommunicaFon
Strategies, Methods, and Techniques Sub-‐competency 7.3.2: Tailor messages to priority populaFons
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3 hours: With Joanne’s final revisions, I updated the Flood Grant toolkit one last Fme. Joanne was conscienFous of text cuts and page edits due to not wanFng me to have to refigure out the table of contents and page numbers, which I was very grateful for! Aber triple-‐checking headings, spacing, formahng, and so forth, I packaged and saved the document as an IDML (she has the older version of Adobe) to Joanne’s jump drive in case she needs to get into the document when I’m gone. I also saved a PDF version to the system. !
21 hours: With the informaFon I gathered earlier, I created my Prenatal Yoga quad-‐fold Brochure on inDesign. Due to limited spacing, I had to cut some of the poses on my list along with some of the educaFonal informaFon. To make the brochure more relatable, I looked up actual pregnant woman doing the yoga poses on my list, ensuring the photos weren’t over pixelated. With Photoshop, I edited some of the pictures so they’d all have matching white backgrounds in order for the brochure to look more cohesive. I provided brief secFons on the benefits of prenatal yoga along with the safety necessary when parFcipaFng in the acFvity. As for design, I decided on a fun girly and natural theme with a blend of pink and browns to make the overall brochure more aestheFc and appealing to the viewer. As menFoned above, I had to conFnue ediFng picture and type size, along with breaking down the steps even more for poses so they’d fit the document. Aber ediFng placement, sizing, and so on, I saved the document as a PDF and saved it into the Jail Health folder in the CCPH&HS system. I also printed off copies and will provide one in my final report. !!!!!
TOTAL WEEK HOURS: 32 + 15 minutes
Hours Remaining: -‐0!!!