Heal5. Neighborhood Health Trainer:
Education and Prevention
| Course
Number |
LWK301
(4462) |
| Objectives |
Neighborhood Health Trainers, as lay auxiliary health
advocates, provide basic health education, disease prevention and
referral services for individuals in their neighborhoods. |
| Credit Hours and Fee |
30.0 CE Credit Hours with a fee of
$70.00 |
| Instructor |
Rudolf Klimes, PhD (Indiana University),
MPH (Johns Hopkins University), Adjunct Professor of Health
Education, Folsom Lake College. |
Welcome to this 30-contact-hour Continuing
Education course with instant online processing and certification
24/7. Study the course below, take the 60-question multiple-choice
TEST, register and pay online. If you
score 75% or above, you may print your CE certificate on your printer as
soon as you finish. If you have difficulty printing your certificate, click here..
You may retake the
test once.
Print a NHT Brochure
Print the Healthier6
brochure
Overview
Neighborhood Health Trainers (NHT)
NHTs are volunteers who promote public health in their
neighborhoods through health education and disease prevention without fees.
They are health auxiliaries who help individuals in their communities make
healthier choices and implement their health plans. They do not provide
medical services, medical diagnosis or treatment. They have 120 hours or
more of health training, including 40 hours of First Aid, CPR, AED; this
course of 30 hours; and a 50 hour public health practicum under the
supervision of a health care professional or teacher.
Their health education and disease prevention efforts consist
mainly of 1) exercise, 2) First Aid, CPR and AED, 3) vital signs for
cardiovascular disease monitoring, 4) blood glucose monitoring for diabetes
prevention, 5) general health, including the Body Mass Index (BMI) and
food/drug use monitoring, and 6) emergency preparedness.
The Public Health Practicum of 50 hours may include working with
an individual or group in one or more of the six areas of NHT activities.
The practicum needs to include clearly written 1) objectives for each
activity, 2) activity plans, including times and places 3) activity records,
4) and evaluations. If possible, the practicum should be supervised and
evaluated in writing by a health professional or a teacher. The NHTs
Practicum Record should be cosigned by a health professional or teacher and
be attached to the NHT Certificate for this course together with the first
aid, CPR and AED certificates. Before individuals start the NHT
program, they should check with their physicians to make sure they are
healthy enough to do do.
The NHT Practicum Record may read, in part, as follows: This
is to show that ________(name) of ______ (address) has completed ____ hours
of public health practicum consisting of ____ hours of ______ activities ,
___ hours of _____ activities, etc. Signed by ______ (print name and degree)
and ______ (signed) on ______ (date).
| 1.Walk| 2.First Aid |
3.Vital Signs |
4.Glucose |
5.General Health |
|
For this course, study in-depth for 30 or more hours this page and the main
linked websites. Then take the test, print out your certificate and explore
how you can serve as a NHT in your neighborhood.
Alternative names by which NHTs may be designated are
Public Health Worker, Community Health Trainer, Village Health Worker, or
District Health Worker.
The needed instruments for this course are an electronic
thermometer, a blood glucose meter, and a cloth measuring tape. These are
all easily available at low cost at stores like Walmart and Target. When NHT
programs are well organized in third-world countries, LearnWell will
consider proposals for grants where these may not be readily available. Make
the request to edu@learnwell.org ,
giving all needed information and data. Place "NHT Proposal" in the email
subject line.
Neighborhood Health Trainer STEPS
1. Join or start a Neighborhood Walking Club.
2. Study this course, get your certificate
for this course and for First Aid, CPR, AED and Public Health Practicum.
3. Using NHT, check your own health, and
deal with the issues that need improvement. Practice the measurements at least four
times.
4. Using NHT, help your family and
neighbors to deal with their health. Let them know you are a NHT, explain
the services, and ask if they need/want your help. Make sure they understand that you provide
no medical treatments and services. If possible, let the person do his own tests
and help them record their results.
Now to the six areas of health training
1. Exercising
Start or join a Neighborhood Walking Club
Neighborhood
Walking Club (informal): Just three or more people
agreeing to walk together at least weekly and share
their walking records as to time or miles.
http://www.cdph.ca.gov/programs/cpns/Documents/CPNS-WalkingClubTool.pdf
And/or walk/exercise 30 minutes a day
www.learnwell.org/fit3.htm
In most
cases, the minimum exercise program is that of walking.
If the individual has health problems that may make
walking difficult, he or she needs permission form his
or her physician to engage in an exercise program. See
www.learnwell.org/fitness.htm.
How much physical
activity do adults need?
Physical activity is anything
that gets your body moving.
According to the 2008 Physical
Activity Guidelines for Americans,
you need to do two types of physical
activity each week to improve your
health–aerobic and
muscle-strengthening.
For
Important Health Benefits
|
|
Adults need at least:
|
|
10
minutes at a time is fine
We know 150 minutes each
week sounds like a lot of
time, but you don't have to
do it all at once. Not only
is it best to spread
your activity out during the
week, but you can
break it up into
smaller chunks of time
during the day. As
long as you're doing your
activity at a moderate or
vigorous effort for
at least 10 minutes at a
time.
Give it a try
Try going for a 10-minute
brisk walk, 3 times a day, 5
days a week. This will give
you a total of 150 minutes
of moderate-intensity
activity.
http://www.cdc.gov/physicalactivity/everyone/guidelines/adults.html
www.learnwell.org/walkingclub.htm
2.
First Aid Certification
First Aid, CPR,
and AED
http://www.cdc.gov/nasd/docs/d000701-d000800/d000799/d000799.html
http://www.cdc.gov/nasd/docs/d001601-d001700/d001688/d001688.html
In countries where
they are available, take the Red Cross or American Heart Association First
Aid, CPR and AED courses and attach valid certificates to your Neighborhood
Health Trainer Certificate that you receive with this course. The
Neighborhood Health Trainer Certificate is not valid without valid First
Aid, CPR and AED certification and Public Health Record. If you have expired certification in those
areas, you may take an online test to update your certification.
https://www.redcrossonlinetraining.org/Distance/Default.aspx?CID=58
3. Vital Signs
Learn to take and
interpret the basic four vital signs. Some of the vital signs are useful for
monitoring and preventing cardiovascular and other diseases.
3.1 Resting Heart
Rate (HR):
Rest for at least 10 minutes. Your heart rate may be normal and between
60 and 80 beats per minute. Consider seeing your health
professional if your resting heart rate upon repeated testing is lower
than 40 or higher than 100.
You can take the pulse at the neck, the wrist, or the chest.
We recommend the wrist. You can feel the radial pulse on the artery of the
wrist in line with the thumb. Place the tips of the index and middle fingers
over the artery and press lightly. Do not use the thumb. Take a full
60-second count of the heartbeats, or take for 30 seconds and multiply by 2.
Start the count on a beat, which is counted as "zero." If this number falls
between 85 and 119 bpm in the case of the 50-year-old person, he or she is
active within the target range for moderate-intensity activity.
Your pulse should be regular. See your health care provider if
it is usually irregular.
http://www.cdc.gov/physicalactivity/everyone/measuring/heartrate.html
3.2 Breathing Rate
(BR):
The normal resting breathing rate is 12-18 breaths a minute.
3.3 Body
Temperature: The normal
body temperature is between 97.8 and 99.1 degrees F.
| Fever (elevated body temperature) is
one of the first signs of health problems. Persons with fevers
initially attributed to other illnesses may have more serious
problems. |
3.4 Blood Pressure
(BP)
You may take your
BP at any Walmart or supermarket.
Blood pressure is a measurement of the
force applied to the walls of the arteries as the heart pumps blood through
the body. The pressure is determined by the force and amount of blood
pumped, and the size and flexibility of the arteries.
Blood pressure is continually changing depending on activity,
temperature, diet, emotional state, posture, physical state, and medication
use.
How the Test is Performed
Blood pressure is usually measured while you are seated with your arm
resting on a table. Your arm should be slightly bent so that it is at the
same level as your heart. The upper arm should be bare, with your sleeve
comfortably rolled up.
Blood pressure readings are measured in millimeters of mercury (mmHg) and
usually given as 2 numbers. For example, 110 over 70 (written as 110/70).
- The top number is the systolic blood pressure reading. It represents
the maximum pressure exerted when the heart contracts.
- The bottom number is the diastolic blood pressure reading. It
represents the pressure in the arteries when the heart is at rest.
To obtain your blood pressure measurement, your health care provider will
wrap the blood pressure cuff snugly around your upper arm, positioning it so
that the lower edge of the cuff is 1 inch above the bend of the elbow.
The health care provider will locate the large artery on the inside of
the elbow by feeling for the
pulse
and will place the head of the stethoscope over this artery, below the cuff.
It should not rub the cuff or any clothing because these noises may block
out the pulse sounds. Correct positioning of the stethoscope is important to
get an accurate recording.
Your health care provider will close the valve on the rubber inflating
bulb and then will squeeze it rapidly to inflate the cuff until the dial or
column of mercury reads 30 mmHg higher than the usual systolic pressure. If
the usual systolic pressure is unknown, the cuff is inflated to 210 mmHg.
Next, the valve is opened slightly, allowing the pressure to fall
gradually (2 to 3 mmHg per second). As the pressure falls, the level on the
dial or mercury tube at which the pulsing is first heard is recorded. This
is the systolic pressure.
As the air continues to be let out, the sounds will disappear. The point
at which the sound disappears is recorded. This is the diastolic pressure
(the lowest amount of pressure in the arteries as the heart rests).
The procedure may be performed two or more times.
How to Prepare for the Test
The test may be done at any time. When it is performed for comparison
purposes, it is usually done after resting for at least 5 minutes. All you
need to perform a blood pressure measurement is a cuff and a device for
detecting the pulse in the artery (stethoscope or microphone).
How the Test Will Feel
You will feel the pressure of the cuff on your arm. If the test is
repeated a few times, you may feel temporary numbness or tingling in your
hand.
Why the Test is Performed
Adults 18 years and older should have their blood pressure checked every
year.
Most people cannot sense if their blood pressure is high because there
are usually no symptoms.
High blood pressure increases the risk of
heart
failure,
heart
attack,
stroke,
and
kidney failure.
If you have high blood pressure, blood pressure measurements can help
determine if your medicine and diet changes are working.
Low blood pressure may be a sign of a variety of illnesses, including
heart failure, infection, gland disorders, and dehydration.
Normal Results
In adults, the systolic pressure should be less than 120 mmHg and the
diastolic pressure should be less than 80 mmHg.
What Abnormal Results Mean
Pre-high blood pressure:
- Top number is consistently 120 to 139 or the bottom number reads 80
to 89
Stage 1: Mild high blood pressure:
- Top number is consistently 140 to 159 or the bottom number reads 90
to 99
Stage 2: Moderate-to-severe high blood pressure:
- Top number is consistently 160 or over or the bottom number reads
100 or over
Low blood pressure (hypotension):
- Top number reading lower than 90 or pressure 25 mmHg lower than
usual
www.nim.nih.gov
4. Glucose Monitering
The level of blood
glucose (BG) shows if you are diabetic, in danger of becoming diabetic, or well
in that area.
| You can do a test to find out
what your blood glucose is at any moment. Your health care
team can show you how to do the test yourself. Using a
finger prick, you place a drop of blood on a special coated
strip, which “reads” your blood glucose. Many people use an
electronic meter to get this reading.
http://www.cdc.gov/diabetes/pubs/tcyd/ktrack.htm#testing
|
What is Diabetes?
Diabetes is a disease in which the body has a shortage of insulin
or a decreased ability to use insulin, a hormone that allows glucose
(sugar) to enter cells and be converted to energy. When diabetes is
not controlled, glucose and fats remain in the blood and, over time,
damage vital organs.
Type 2 diabetes, which is linked to obesity and physical
inactivity, accounts for 90%–95% of diabetes cases and most often
appears in people older than 40. Type 2 is associated with older
age, obesity, family history of diabetes, history of gestational
diabetes, impaired glucose metabolism, physical inactivity, race,
and ethnicity.
http://www.cdc.gov/nccdphp/publications/aag/ddt.htm
-
| For most people, blood
glucose levels that stay higher than 140 mg/dL (before
meals) are too high. Talk with your health care team
about the glucose range that is best for you.
Eating too much food, being less active than usual,
or taking too little diabetes medicine are some common
reasons for
high blood glucose (or
hyperglycemia). Your blood glucose can also go up
when you’re sick or under stress.
Over time, high blood glucose can damage body organs.
For this reason, many people with diabetes try to keep
their blood glucose in control as much as they can.
|
|
Study
www.learnwell.org/disease.htm
5. General Health
General health
monitoring deals here with the possible need for weight management and
abstinence from drugs. For the first, the measuring of the waist and BMI is
helpful. Study
www.lenwell.org/nutri.htm and
www.learnwell.org/weight.htm
The major
concerns for general health are 1) BMI/Waist Measurements, 2)
Exercise, and 3) Food/Drugs.
5.1
Body Mass Index
Body Mass Index (BMI) is a number calculated from a
person's weight and height. BMI is a reliable indicator
of body fatness for people. BMI does not measure body
fat directly, but research has shown that BMI correlates
to direct measures of body fat, such as underwater
weighing and dual energy x-ray absorptiometry (DXA).1,
2 BMI can be considered an alternative for direct
measures of body fat. Additionally, BMI is an
inexpensive and easy-to-perform method of screening for
weight categories that may lead to health problems.
How is
BMI used?
BMI is used as a screening tool to identify possible
weight problems for adults. However, BMI is not a
diagnostic tool. For example, a person may have a high
BMI. However, to determine if excess weight is a health
risk, a healthcare provider would need to perform
further assessments. These assessments might include
skin-fold thickness measurements, evaluations of diet,
physical activity, family history, and other appropriate
health screenings.
Why do we
use BMI to measure overweight and obesity?
Calculating BMI is one of the best methods for
population assessment of overweight and obesity. Because
calculation requires only height and weight, it is
inexpensive and easy to use for clinicians and for the
general public. The use of BMI allows people to compare
their own weight status to that of the general
population.
How is BMI calculated and interpreted?
Calculation of BMI
BMI is calculated the same way for both adults and
children. The calculation is based on the following
formulas:
|
Measurement Units |
Formula and Calculation
|
|
Kilograms and meters (or centimeters)
|
Formula:
weight (kg) / [height (m)]2
With the metric system, the
formula for BMI is weight in kilograms
divided by height in meters squared. Since
height is commonly measured in centimeters,
divide height in centimeters by 100 to
obtain height in meters.
Example: Weight = 68 kg,
Height = 165 cm (1.65 m)
Calculation: 68 ÷ (1.65)2 = 24.98 |
|
Pounds and inches |
Formula:
weight (lb) / [height (in)]2 x
703
Calculate BMI by dividing
weight in pounds (lbs) by height in inches
(in) squared and multiplying by a conversion
factor of 703.
Example: Weight = 150 lbs,
Height = 5'5" (65")
Calculation: [150 ÷ (65)2] x 703
= 24.96 |
Interpretation of BMI for adults
For adults 20 years old and older, BMI is interpreted
using standard weight status categories that are the
same for all ages and for both men and women. For
children and teens, on the other hand, the
interpretation of BMI is both age- and sex-specific. For
more information about interpretation for children and
teens, visit
Child and Teen BMI Calculator.
The standard weight status categories associated with
BMI ranges for adults are shown in the following table.
|
BMI
|
Weight Status |
| Below 18.5 |
Underweight |
| 18.5 – 24.9 |
Normal |
| 25.0 – 29.9 |
Overweight |
| 30.0 and
Above |
Obese |
For example, here are the weight ranges, the
corresponding BMI ranges, and the weight status
categories for a sample height.
www.cdc.gov
http://professional.diabetes.org/UserFiles/File/Resources%20for%20Professionals/WYNTK_Eng.pdf
5.2
Waist Measurement
Men: Less than 40 inches
Women: Less than 35 inches
High score on the waist measures and the Body Mass Index may
lead to the consideration of a weight management program of improved eating
and exercise.
http://www.cdc.gov/healthyweight/assessing/index.html
Your waistline may be telling you
that you have a higher risk of
developing obesity-related
conditions if you are:
- A man whose waist
circumference is more than 40
inches
- A non-pregnant woman whose
waist circumference is more than
35 inches
Excessive abdominal fat is
serious because it places you at
greater risk for developing
obesity-related conditions, such as
Type 2 Diabetes, high blood
cholesterol, high triglycerides,
high blood pressure, and coronary
artery disease. Individuals who have
excessive abdominal fat should
consult with their physicians or
other health care providers to
develop a plan for losing weight.
5.3 Foods
and Drugs
|
FOOD BASICS:
Memorize them.
Eat
plenty
of a variety of vegetables, fruits
and whole-grain products and
little
of foods with much fat, sugar and
salt. Exercise
half-hour or more daily. If
overweight,
reduce your eating-out,
sodas-consumption and
enjoy
three small-plate sit-down meals a
day without
seconds or deserts, and without
snacks in between.
See
www.learnwell.org/nutri.htm
Record your daily
and weekly food intake in servings
or calories.
Vitamins
|
A (Fat-soluble):
Helps protect
vision. Men 31+
3,000 IU, women
31+ 2,333 IU.
B6
(Water-soluble):
Reduces artery
damage. Ages
31-50, 1.3
mg/day, 51+ 1.7
mg/day.
B12
(Water-soluble):
Protect nerve
cells.
Vegetarians and
the elderly need
to take
supplements.
Ages 31+ 2.4
mg/day.
C:
(Water-soluble):
Reduces some
cancer risks and
cataracts. Men
31+ 90/mg/day,
Women 31+ 75
mg/day.
D
(Fat-soluble):
With calcium,
prevent
fractures and
some cancers.
From sunshine
and supplements.
200-1000 IU/day.
E (Fat-soluble):
Neutralizes
molecules that
damage cells,
may prevent
prostrate cancer
and delay
Alzheimer's. 31+
22-33 IUs.
K (Fat-soluble):
Maintains
structural
proteins. Men
31+ 120 mg/day,
women 90 mg/day.
|
|
|
|
Drugs, alcohol and Tobacco
Alcohol and tobacco
are drugs that affect the whole body. The unwise use prescription drugs,
over-the-counter drugs and of illegal drugs also contributes to health
problems. In many cases that affect is harmful
and leads to addiction. Thus individuals who use or abuse these and other
unnecessary drugs need to consider abstaining from them. There are helps for
that in
www.learnwell.org/smokefreed.htm,
www.learnwell.org/alcohol.htm,
www.learnwell.org/addiction.htm
www.learnwell.org/drugfree.htm and at other sites.
Optional.
5.4 Cholesteral Data
Optimal Cholesterol Scores are: LDL under 100, HDL over 40.
See
www.learnwell.org/eat.htm
5.5
Online Vision Test:
http://www.sterlingoptical.com/eye_screening/4
http://www.freevisiontest.com/tests.php
5.6 Neighborhood
Book Club
Dealing primary with
books on health.
5.7 Emergency Preparedness:
A disaster supplies kit is a collection of basic items
that could be needed in the event of a disaster.
Assemble the following items to create kits
for use at home, the office, at school and/or in a
vehicle:
- Water - three gallons for each
person who would use the kit and an additional four
gallons per person or pet for use if you are
confined to your home
- Food - a three-day supply in
the kit and at least an additional four-day supply
per person or pet for use at home
You may want to consider stocking a two-week
supply of food and water in your home.
- Items for infants - including
formula, diapers, bottles, pacifiers, powdered milk
and medications not requiring refrigeration
- Items for seniors, disabled persons or
anyone with serious allergies - including
special foods, denture items, extra eyeglasses,
hearing aid batteries, prescription and
non-prescription medications that are regularly
used, inhalers and other essential equipment.
- Kitchen accessories - a manual
can opener; mess kits or disposable cups, plates and
utensils; utility knife; sugar and salt; aluminum
foil and plastic wrap; re-sealable plastic bags
- A portable, battery-powered radio or
television and extra, fresh batteries
- Several flashlights and extra, fresh
batteries
- A first aid kit
- One complete change of clothing and
footwear for each person - including sturdy
work shoes or boots, raingear and other items
adjusted for the season, such as hats and gloves,
thermal underwear, sunglasses, dust masks
- Blankets or a sleeping bag for each
person
- Sanitation and hygiene items -
shampoo, deodorant, toothpaste, toothbrushes, comb
and brush, lip balm, sunscreen, contact lenses and
supplies and any medications regularly used, toilet
paper, towelettes, soap, hand sanitizer, liquid
detergent, feminine supplies, plastic garbage bags
(heavy-duty) and ties (for personal sanitation
uses), medium-sized plastic bucket with tight lid,
disinfectant, household chlorine bleach
- Other essential items - paper,
pencil, needles, thread, small A-B-C-type fire
extinguisher, medicine dropper, whistle, emergency
preparedness manual
- Entertainment - including games
and books, favorite dolls and stuffed animals for
small children
- A map of the area marked with
places you could go and their telephone numbers
- An extra set of keys and ids -
including keys for cars and any properties owned and
copies of driver's licenses, passports and work
identification badges
- Cash and coins and copies of credit
cards
- Copies of medical prescriptions
- Matches in a waterproof
container
- A small tent, compass and shovel
Pack the items in easy-to-carry containers, label the
containers clearly and store them where they would be
easily accessible. Duffle bags, backpacks, and covered
trash receptacles are good candidates for containers. In
a disaster situation, you may need access to your
disaster supplies kit quickly - whether you are
sheltering at home or evacuating. Following a disaster,
having the right supplies can help your household endure
home confinement or evacuation.
Make sure the needs of everyone who would use the kit
are covered, including infants, seniors and pets. It's
good to involve whoever is going to use the kit,
including children, in assembling it.
www.bt.cdc.gov
6. Training
|
The pCAT Approach
of Teaching Online, developed by
Rudolf E. Klimes, PhD, deals with
People ( learners and teachers) who
deal with Content (the Web, my Web,
texts) and Act together (through
email and postings). The level of
learning is determined thou Testing
(quizzes and examinations). Thus
pCAT stands for people, content,
action and testing.
1. People: Students, Teachers,
Resource people.
2. Content: Learning objectives, the
Web, Texts.
3. Action: Teacher's actions,
Student's actions.
4. Testing: Assessing if course
objectives are met through examinations.
|
|
|
Course Components developed by the
teacher are:
1. Objectives:
Learner's actions that are
observable and measurable.
Knowledge (cognitive:
identify, select, describe, etc),
Skill, Attitude. For each hour of CE
learning, 2-3 objectives.
2. Outline:
Based on objectives.
3. Content:
Based on outline. With Introduction
(and Assignment, where needed).
4. References:
Based
on outline. (Bibliography,
Library): About 8-10 current
web-sites.
5. Test:
Multiple choice questions based on
objectives, 1-2 per objective. |
|
See
www.learnwell.org/teach.htm
NOTE: LearnWell Resources is not liable for activities and
problems resulting from the work of the NHTs and the Public Health
Practicum. Nothing a NHT may undertake replaces the services of a physician.
7.Basic Health Record of ____
1. Name
__________________, Address _____________________, Telephone__________.
2. Weekly
Walking/Exercise ______________________________________miles or hours.
3. Vital Signs:
HR___________, BR ___, Temp ___, BP ___________________________.
4. Blood Glucose
(BG):
______________________________________________________.
5. BMI ___, Waist
___, Daily calories ___, Drugs___, Alcohol use ___, Tobacco use ____.
8.Library
Explore some of these sites to gain a rounded view on the
above topics.
The Public Health Training Network (PHTN) is a distance
learning network of people and resources that takes training and
information to the learner. PHTN uses a variety of instructional media
ranging from print-based to videotape and multimedia to meet the
training and information needs of the health workforce nationwide. Since
1993, PHTN has delivered nearly 1,000,000 training and information
opportunities to health professionals in a variety of settings.
Evaluation studies demonstrate that programs delivered through PHTN, and
distance learning as a medium, are effective ways to update and enhance
professional competencies. PHTN's success has stimulated state and
federal agencies to produce training programs and to build their own
capacity to meet the training and information needs of the health
workforce through distance learning. State health departments are
expanding their capacity, supporting field operations, and developing
new training and information opportunities that address their unique
needs. International partners are taking similar action and helping PHTN
move toward realization of its long-term vision of a global network that
will serve the training and learning needs of health practitioners
worldwide. Study some modules at
http://www2.cdc.gov/phtn/
Action Guide
CDC's Healthy Communities Program, in collaboration
with Partnership for Prevention®, has
developed step-by-step Action Guides that provide
communities with “how-to” guidance for implementing the
following five effective community-level health
promotion strategies—identified in The Guide to
Community Preventive Services—related to diabetes
self-management, physical activity, and tobacco-use
cessation.
- Establishing a Community-Based Diabetes
Self-Management Education Program for Adults with
Type 2 Diabetes to Improve Glycemic Control.
- Facilitating Development of a Community
Trail and Promoting Its Use to Increase Physical
Activity Among Youth and Adults.
- Working with Schools to Increase Physical
Activity Among Children and Adolescents in Physical
Education Classes.
- Establishing a Community-Based Walking Group
Program to Increase Physical Activity Among Youth
and Adults.
- Working with Healthcare Delivery Systems to
Improve the Delivery of Tobacco-Use Treatment to
Patients.
http://www.cdc.gov/healthycommunitiesprogram/tools/index.htm#rd
NHT Staff
NHT Consultants: Rudolf Klimes, PhD, MPH.
Addtional Resources
Selfhelp for
selfgrowth.com
Family
Caregiving Reference Guide & DVD Set
http://rsh.sagepub.com/cgi/content/abstract/127/5/224
https://www.walkstyles.com/CommWellness.aspx
http://walking.about.com/cs/clubs/a/startingaclub.htm
http://www.walkablock.com/
http://www.healthwalkers.com/
http://www.essortment.com/family/walkingclubexe_swnw.htm
Print a NHT Brochure
Print the Healthier6
brochure
www.learnwell.org/walkingclub.htm
Test
Study this web-site for 30
hours for an approved certificate.
The link to the test is:
http://www.nurseslearning.com/courses/make_test.cfm?Coursekey=4462
Consider taking another
LearnWell course.
Produced for
"Health Trainers" by LearnWell Resources. LearnWell Resources is not liable
for any activities that Neighborhood Health Trainers may undertake. |
