Preparing a Qualified Workforce to Support the Disability Community Through the LEND Interprofessional Learning Experience

Authors

• Megan K. Roberts, University of Oklahoma Health Sciences CenterFollow
• Beth W. DeGrace, Autism OklahomaFollow
• Mark J. Fisher, OUHSC College of NursingFollow
• Sandra H. Arnold, University of Oklahoma Health Sciences CenterFollow

Abstract

Leadership and workforce preparation are vital roles of the nation’s academic institutions to advance health care services for the members of our communities. Leadership Education in Neurodevelopmental and other Related Disabilities (LEND) programs aim to prepare leaders in health care services and advocacy to improve systems and the quality of care and supports for the disability community, specifically children with developmental disabilities. LEND programs enhance standard health care pre-service training by providing interdisciplinary learning experiences for student trainees from a minimum of ten disciplines in 300 hours of learning activities over one academic year. An innovative feature of LEND programs is the participation of trainees with lived experience with developmental disability in disciplines of Self-advocacy and Family. The impact of LEND training on our health care workforce is difficult to quantify, however follow-up surveys at 2-years, 5-years, and 10-years after graduating the Oklahoma LEND program find that at least 80% of graduates are demonstrating leadership and interdisciplinary teaming. This research moves beyond follow-up survey questions to more thoroughly explore the experiences of program trainees, and the impact of the LEND training program on graduates in the workforce both short and long-term.

Grounded theory methodology, using in-depth, semi-structured interviews from a sample of interprofessional program graduates between 1998 to 2013, provides valuable data about the impact and quality of LEND training. Data analysis through a process of coding, comparing, categorizing and building theory, culminates in themes and a visual model illustrating an emerging theory about how program graduates are impacted by  the learning experience.

Six emergent themes, illustrated in the form of a tree, represent the interaction of LEND program components in shaping the attitudes and behaviors of the program graduates in formative and enduring ways. This research provides initial theory around how learning involving individuals from multiple disciplines, including individuals and family with lived experience, impacts and ultimately shapes working graduates of interprofessional LEND programs. The impact of sharing multiple perspectives and bringing pre-service professionals together in shared experiential learning to foster collaborative relationships is revealed, and outcomes serve to inform interdisciplinary education to prepare a high-quality workforce.

Plain Language Summary

Colleges and universities help prepare future leaders and workers to improve health care in our communities. One program that helps do this is called LEND. That stands for Leadership Education in Neurodevelopmental and other Related Disabilities. LEND programs train people to become leaders in health care and to speak up for others, especially children with developmental disabilities.

LEND is different from regular training programs. It lasts one year and includes 300 hours learning with trainees from several different fields. People from at least ten different job areas join the program and learn from each other. A special part of LEND is that it includes people with disabilities and their family members as trainees too. This way, they can share their real-life experiences with the other learners.

It is not easy to measure the full impact of LEND on the health care system, but surveys show that at least 80% of graduates from the LEND program studied are using leadership and teamwork skills even 2, 5, or 10 years after they finish.

This study looked deeper than past surveys to help us understand how LEND affects people over time. Researchers interviewed people who completed a LEND program between 1998 and 2013. They used a method called grounded theory, which means they looked for patterns and themes in the interviews to develop ideas about the bigger picture. The researchers found six main themes. These themes are shown in a tree diagram. They explain how the LEND program helped change the graduates’ beliefs, attitudes, and the way they work.

This study gives new ideas about how learning with people from different backgrounds—and including people with personal experience with disability—can help shape future health workers. It shows that learning and working together helps build strong connections. This can lead to better health care teams.

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Recommended Citation

Roberts, Megan K.; DeGrace, Beth W.; Fisher, Mark J.; and Arnold, Sandra H. (2026) "Preparing a Qualified Workforce to Support the Disability Community Through the LEND Interprofessional Learning Experience," Developmental Disabilities Network Journal: Vol. 5: Iss. 2, Article 17.
DOI: 10.59620/2694-1104.1161
Available at: https://digitalcommons.usu.edu/ddnj/vol5/iss2/17