دانلود رایگان مقاله انگلیسی یکپارچه سازی خانواده به عنوان یک ناظم با ارائه برنامه های آموزش والدین - اشپرینگر 2017

Abstract

Background While the MCH Leadership Competencies and family as a discipline have been required elements of Leadership Education in Neurodevelopmental and related Disabilities (LEND) programs for over a decade, little research has been published on the efficacy of either programmatic component in the development of the next generation of leaders who can advocate and care for Maternal and Child Health (MCH) populations. Objective To test the effectiveness of integrating the family discipline through implementation of parent led curricula on trainees’ content knowledge, skills, and leadership development in family-centered care, according to the MCH Leadership Competencies. Methods One hundred and two long-term (≥300 h) LEND trainees completed a clinical and leadership training program which featured intensive parent led curricula supported by a full-time family faculty member. Trainees rated themselves on the five Basic and Advanced skill items that comprise MCH Leadership Competency 8: Family-centered Care at the beginning and conclusion of their LEND traineeship. Results When compared to their initial scores, trainees rated themselves significantly higher across all family-centered leadership competency items at the completion of their LEND traineeship. Conclusions The intentional engagement of a full-time family faculty member and parent led curricula that include didactic and experiential components are associated with greater identification and adoption by trainees of family-centered attitudes, skills, and practices. However, the use of the MCH Leadership Competencies as a quantifiable measure of program evaluation, particularly leadership development, is limited.

Discussion

This study was designed to determine, using an MCH leadership competency as an outcome measure, whether a LEND program that includes a full-time family faculty member and intensive parent led curricula can demonstrate an increase in perceived knowledge, skills, and leadership development in family-centered care. The results uniformly demonstrate that graduate trainees who participated in parent led curricula rated themselves as more knowledgeable about what constitutes family-centered care and more supportive of a family-professional partnership at the conclusion of their LEND traineeship.

Parents and families possess a unique perspective on the experience of living with a child with a neurodevelopmental disability, including particular stressors and the need for advocacy across systems. In support of those life experiences, LEND trainees reported being more likely to engage in the Basic skill of soliciting input from families in the design and delivery of services and more committed to ensuring that family perspectives have a significant role in clinical practices, programs, and policy. Additionally, trainees affirmed the important role that the family discipline had in their training and the heightened familycentered awareness it brought to their current leadership development: “The family mentorship experience was an amazing opportunity to gain a better understanding of various cultures, including the family culture and the disability culture. This understanding has influenced how I work with families.”