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To Connect and Educate: Why Families Engage in Family-Professional Partnership Training Experiences
Stephanie D Baumann1, Emily Ronkin1, Andrew T Roach1
1Stephanie D. Baumann, Emily Ronkin, Andrew T. Roach, Mark Crenshaw, Emily C. Graybill, and Daniel B. Crimmins, Georgia State University.
Intellectual and Developmental Disabilities
|July 22, 2022
Summary
Family mentors in healthcare training programs positively impact trainees and connect with resources. Their experiences highlight facilitators and barriers, offering insights for effective family-professional partnerships.
Area of Science:
- Healthcare education
- Disability studies
- Family-centered care
Background:
- Family-professional partnerships (FPP) improve outcomes for children with disabilities.
- Healthcare training programs increasingly incorporate FPP, with families as mentors.
- Limited research exists on family mentors' experiences in these roles.
Purpose of the Study:
- To explore the experiences of family mentors in a Leadership Education in Neurodevelopmental and Related Disabilities (LEND) program.
- To identify facilitators and barriers to family mentor participation in training programs.
Main Methods:
- Qualitative interviews were conducted with eight family mentors.
- The study focused on experiences within one LEND program's Family Mentor Experience (FME).
Main Results:
- Family mentors reported positive experiences, valuing connections with trainees, other families, and community resources.
- Mentors found the FME a valuable way to educate future healthcare professionals.
- Key facilitators and barriers to participation were identified.
Conclusions:
- The FME positively impacts family mentors and contributes to trainee education.
- Findings offer guidance for developing sustainable and effective family-professional partnerships in healthcare training.
- Understanding family mentors' perspectives is crucial for optimizing FPP training models.
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