Humphreys Betsy P, Kurtz Alan J, Portrie Carrie, Couse Leslie J, Hajnaghizadeh Fatemeh
Institute on Disability, University of New Hampshire, 55 College Road, Durham, NH, 03824, USA.
Center for Community Inclusion and Disability Studies, University of Maine, 5717 Corbett Hall, Orono, ME, 04469, USA.
Matern Child Health J. 2018 Oct;22(10):1377-1383. doi: 10.1007/s10995-018-2582-2.
Purpose The current healthcare system requires Maternal and Child Health (MCH) professionals with strong interdisciplinary leadership competence. MCH training programs utilize a conceptual framework for leadership and 12 validated MCH Leadership Competencies. Examining Trainee Perceived Leadership Competence (TPLC) through the competencies has the potential to inform our understanding of leadership development. Description Five cohorts of NH-ME leadership education in neurodevelopmental disabilities trainees (n = 102) completed the MCH Leadership Competencies Self-Assessment at three time points. Paired-sample t tests examined TPLC scores. A one-way analysis of variance tested for statistically significant differences in mean difference scores. A General Linear Model was used to examine the extent to which TPLC scores changed when controlling for specific variables. Assessment Statistically significant differences in mean scores between Time 1 and Time 3 were found. Cohen's d effect sizes fell in the moderate range. A one-way ANOVA demonstrated significant differences between groups in the spheres of self and others. TPLC mean scores between Time 1 and Time 3 in the sphere of wider community had the highest increases in four out of five cohorts. Age, discipline, experience, and relationship to disability did not contribute to the model. Conclusion On average, cohorts began the year with very different evaluations of their leadership competence but finished the year with similar scores. This suggests participation in the NH-ME LEND Program consistently supported the development of leadership self-identity. Small sample sizes limit the ability to draw definitive conclusions from these results. Further study with a larger sample may reveal relationships between cohort characteristics and change scores.
目的 当前的医疗保健系统需要具备强大跨学科领导能力的妇幼保健（MCH）专业人员。妇幼保健培训项目采用了一个领导力概念框架和12项经过验证的妇幼保健领导能力。通过这些能力来考察学员感知到的领导能力（TPLC），有可能增进我们对领导力发展的理解。描述 五组新罕布什尔州-缅因州神经发育障碍学员领导力教育（n = 102）在三个时间点完成了妇幼保健领导能力自我评估。配对样本t检验用于检验TPLC分数。单因素方差分析用于检验平均差异分数的统计学显著差异。使用一般线性模型来考察在控制特定变量时TPLC分数的变化程度。评估 在时间1和时间3之间发现平均分数存在统计学显著差异。科恩d效应大小处于中等范围。单因素方差分析表明在自我和他人领域的组间存在显著差异。在五个队列中的四个队列中，更广泛社区领域在时间1和时间3之间的TPLC平均分数增幅最大。年龄、学科、经验以及与残疾的关系对模型没有贡献。结论 平均而言，各队列在年初对其领导能力的评价差异很大，但在年底时分数相似。这表明参与新罕布什尔州-缅因州LEND项目持续支持了领导自我认同的发展。小样本量限制了从这些结果得出明确结论的能力。更大样本量的进一步研究可能会揭示队列特征与变化分数之间的关系。
