University of Arizona LEND Program, 1451 N. Warren Ave., Rm. 101, Tucson, AZ 85724, United States.
Carolina Institute for Developmental Disabilities, University of North Carolina-Chapel Hill, Chapel Hill, NC 27599-7255, United States.
Disabil Health J. 2018 Apr;11(2):293-297. doi: 10.1016/j.dhjo.2017.09.002. Epub 2017 Sep 14.
To advance equity and to enhance leadership skills, self-advocates with intellectual/developmental disabilities are now part of the cohort of trainees in the University of North Carolina LEND, which means that they fully participate in the Interdisciplinary Leadership Development Program, a collaboration among programs in public health, social work, and LEND, which meets monthly.
Given this important new participation by self-advocates, this study analyzes the reflections of graduate students on the contributions of self-advocates to their leadership training.
At the conclusion of the program each year, graduate students respond to a questionnaire about how self-advocates influenced the content and interactions/discussions of the monthly workshops and are asked to provide specific examples to explain their perceptions. The 12 MCH leadership competencies were used to guide the coding of the comments for this qualitative, directed content analysis.
Forty-six of 58 students (79.3%) from two consecutive cohorts responded for this cross-sectional study. Interactions with self-advocates prompted comments on 8 of the 12 leadership competencies, including interdisciplinary team building (29% of the comments); developing others through teaching and mentoring (22%); and self-reflection (18%).
The inclusion of self-advocates throughout an interdisciplinary leadership development program for graduate students in health affairs can strengthen MCH leadership competencies for all participants as they enter an increasingly interdisciplinary workforce.
为了促进公平并提高领导能力，现在具有智力/发育障碍的自我倡导者是北卡罗来纳大学 LEND 培训学员中的一部分，这意味着他们将全面参与跨学科领导力发展计划，该计划是公共卫生、社会工作和 LEND 项目之间的合作，每月举行一次会议。
鉴于自我倡导者的重要新参与，本研究分析了研究生对自我倡导者对其领导力培训的贡献的反思。
在每年课程结束时，研究生会对一份关于自我倡导者如何影响每月研讨会的内容和互动/讨论的问卷做出回应，并要求他们提供具体的例子来解释他们的看法。使用 12 项母婴保健领导力能力来指导对评论的编码，以进行定性、有针对性的内容分析。
在这项横断面研究中，连续两个队列的 58 名学生中有 46 名（79.3%）做出了回应。与自我倡导者的互动促使他们对 12 项领导力能力中的 8 项做出了评论，包括跨学科团队建设（29%的评论）；通过教学和指导培养他人（22%）；以及自我反思（18%）。
在面向卫生事务研究生的跨学科领导力发展计划中纳入自我倡导者，可以加强所有参与者的母婴保健领导力能力，因为他们进入了一个日益跨学科的劳动力队伍。
