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Transforming LEND Leadership Training Curriculum through the Maternal and Child Health Leadership Competencies

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Abstract

The purpose of this article is to describe how the Maternal and Child Health (MCH) Leadership Competencies (v 3.0) were used to examine and improve an MCH Leadership Education in Neurodevelopmental and Related Disabilities (LEND) training curriculum for New Hampshire and Maine. Over 15 % of the nation’s children experience neurodevelopmental disabilities or special health care needs and estimates suggest 1 in every 68 children is diagnosed with an autism spectrum disorder. Across the Unites States critical shortages of qualified MCH professionals exist, particularly in poor and rural areas. A continued investment in training interdisciplinary leaders is critical. The MCH Leadership Competencies provide an effective foundation for leadership training through identification of requisite knowledge, skills, and dispositions required of MCH leaders. This paper describes a three-step process, which began in 2010 and included utilizing the MCH Leadership Competencies as a tool to reflect on, develop, and evaluate the NH LEND leadership curriculum. Curriculum development was further supported through participation in a multi-state learning collaborative. Through a series of intentional decisions, the curriculum design of NH LEND utilized the competencies and evidence-based principles of instruction to engage trainees in the development of specific MCH content knowledge and leadership skills. The LEND network specifically, and MCH leadership programs more broadly, may benefit from the intentional use of the MCH competencies to assist in curriculum development and program evaluation, and as a means to support trainees in identifying specific leadership goals and evaluating their leadership skill development.

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Notes

  1. A curriculum crosswalk refers to a process used to align learning outcomes in a pathway to a set of local state or national standards.

  2. Throughout this paper the terms ‘intention’ and ‘intentionality’ are used to connote a planned and purposeful curriculum development process grounded in the MCH Leadership Competencies.

  3. For the remainder of the paper the UNC leadership consortium will be referred to as the UNC model.

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Acknowledgments

The NH LEND Program is supported by a Grant (#T73 MC00024) from the Maternal and Child Health Bureau, Health Resources and Services Administration (HRSA), U.S. Department of Health and Human Services. The Interprofessional Leadership Learning Collaborative was supported by the Association of University Centers on Disabilities through Grant # UA5MC11068 from the Maternal and Child Health Bureau, Health Resources and Services Administration.

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Authors and Affiliations

  1. Institute on Disability, University of New Hampshire, 55 College Road, Durham, NH, 03824, USA

    Betsy P. Humphreys, Rae M. Sonnenmeier & Peter Antal

  2. Department of Education, University of New Hampshire, Morrill Hall, 62 College Road, Durham, NH, 03824, USA

    Leslie J. Couse

  3. Center for Community Inclusion and Disability Studies, University of Maine, 5717 Corbett Hall, Orono, ME, 04469, USA

    Alan Kurtz & Susan M. Russell

Authors
  1. Betsy P. Humphreys
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  2. Leslie J. Couse
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Correspondence to Betsy P. Humphreys.

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Humphreys, B.P., Couse, L.J., Sonnenmeier, R.M. et al. Transforming LEND Leadership Training Curriculum through the Maternal and Child Health Leadership Competencies. Matern Child Health J 19, 300–307 (2015). https://doi.org/10.1007/s10995-014-1587-8

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