Abstract：
BACKGROUND: The Maternal Child Health (MCH) Bureau created MCH Leadership Competencies to support current and future leaders by defining the knowledge and skills necessary to lead in this field. The Michigan-LEND (MILEND) training program developed a \'LIFE. framework\', an acronym that stands for Leadership, Interdisciplinary, Family-Professional Partnerships, and Equity, to codify the 12 MCH leadership competencies into an easy to remember and easy to apply structure. This manuscript addresses the question, Does the LIFE framework align with the 12 MCH Leadership Competencies? Our hypothesis is that MI-LEND trainees will demonstrate improvement in their self-assessment of the 12 MCH leadership competencies after completing the MI-LEND program which uses the LIFE framework.
METHODS: Data were collected from 24 MI-LEND long-term trainees (> 300 hours) who completed a 100-itemleadership self-assessment questionnaire based on the MCH Navigator at the beginning and the end of the training year. Non-parametric sign tests were used to test the median difference, item by item for each of the questions under each competency. Parametric paired-sample t-tests were used to analyze mean difference, competency by competency when the assumption of normality was met.
RESULTS: All basic and advanced-level competencies had a statistically significant improvement between the beginning and end of the training year. The greatest changes were seen in Family-Professional Partnerships, Policy, Interdisciplinary Team Building, MCH Knowledge Base and Critical Thinking - all areas emphasized in the L.I.F.E.
METHODS:
CONCLUSIONS: While the LIFE framework may oversimplify MCH Leadership Competencies, it is an effective mnemonic tool to organize and articulate MCH leadership competencies and could foster consistency across MCH programs.
METHODS: Data were collected from 24 MI-LEND long-term trainees (> 300 hours) who completed a 100-itemleadership self-assessment questionnaire based on the MCH Navigator at the beginning and the end of the training year. Non-parametric sign tests were used to test the median difference, item by item for each of the questions under each competency. Parametric paired-sample t-tests were used to analyze mean difference, competency by competency when the assumption of normality was met.
RESULTS: All basic and advanced-level competencies had a statistically significant improvement between the beginning and end of the training year. The greatest changes were seen in Family-Professional Partnerships, Policy, Interdisciplinary Team Building, MCH Knowledge Base and Critical Thinking - all areas emphasized in the L.I.F.E.
METHODS:
CONCLUSIONS: While the LIFE framework may oversimplify MCH Leadership Competencies, it is an effective mnemonic tool to organize and articulate MCH leadership competencies and could foster consistency across MCH programs.
摘要：
背景：妇幼保健（MCH）局创建了MCH领导能力，以通过定义领导该领域所需的知识和技能来支持当前和未来的领导者。密歇根-伦德（MILEND）培训计划开发了一种“生活”。框架\'，代表领导的首字母缩写,跨学科,家庭-专业伙伴关系，和公平，将12个妇幼保健领导能力编入一个易于记忆和易于应用的结构。这份手稿解决了这个问题，LIFE框架是否与12种MCH领导能力相一致？我们的假设是，MI-LEND学员在完成使用LIFE框架的MI-LEND计划后，将在对12种MCH领导能力的自我评估中表现出改进。
方法：数据来自24名MI-LEND长期学员（>300小时），他们在培训年度开始和结束时完成了基于MCHNavigator的100项领导力自我评估问卷。非参数符号检验用于检验中位数差异，逐项针对每个能力下的每个问题。参数配对样本t检验用于分析平均差，当满足常态假设时，按能力划分的能力。
结果：在培训年度的开始和结束之间，所有基础和高级能力都有统计学上的显着改善。最大的变化是家庭-专业伙伴关系，政策，跨学科团队建设，MCH知识库和批判性思维-L.I.F.E.中强调的所有领域
方法：
结论：虽然LIFE框架可能过于简化MCH领导能力，它是组织和阐明MCH领导能力的有效助记工具，可以促进MCH计划的一致性。
方法：数据来自24名MI-LEND长期学员（>300小时），他们在培训年度开始和结束时完成了基于MCHNavigator的100项领导力自我评估问卷。非参数符号检验用于检验中位数差异，逐项针对每个能力下的每个问题。参数配对样本t检验用于分析平均差，当满足常态假设时，按能力划分的能力。
结果：在培训年度的开始和结束之间，所有基础和高级能力都有统计学上的显着改善。最大的变化是家庭-专业伙伴关系，政策，跨学科团队建设，MCH知识库和批判性思维-L.I.F.E.中强调的所有领域
方法：
结论：虽然LIFE框架可能过于简化MCH领导能力，它是组织和阐明MCH领导能力的有效助记工具，可以促进MCH计划的一致性。
