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.
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。