Psychometric analysis and Validity of Readiness for Interprofessional Learning Scale in undergraduate Chilean nurses
Abstract
Introduction: Interprofessional education offers health students an opportunity to learn, practice, and improve communication and collaboration skills through learning experiences with other professions. It is important to determine their willingness to actively engage with other students in their learning process, which is assessed through the Readiness for Interprofessional Learning scale, one of the most widely used internationally. The objective was to adapt and validate the Readiness for Interprofessional Learning Scale to Spanish among nursing students.
Method: The study design was cross-sectional quantitative, with a sample of 330 nursing students of different years. Cronbach's Alpha and exploratory and confirmatory factor analysis were performed.
Results: The original scale had 23 items, only 16 met the validity and reliability criteria. The 16 items are distributed in the dimensions: Teamwork and collaboration (T: 10 items), Patient Centered Work (EP: 4 items) and Professional identity (PI: 2 items). Cronbach's alpha index for the full scale was 0.8259 (CyTE α=0.81; PC α= 0.77 and PI α=0.61).
Conclusion: the RIPL scale validated in this study has adequate reliability and validity for the dimensions Teamwork and collaboration and Patient Centered Work. Elaboration of new items are required for Professional Identity
Downloads
References
Gilbert JH V, Yan J, Hoffman SJ. A WHO Report: Framework for Action on Interprofessional Education and Collaborative Practice. J Allied Health. 2010;39(3):196.
Parsell G, Bligh J. The Development of a Questionnaire to Assess the Readiness (Nurse). Blackwell Med Sci LTD [Internet]. 1999 [cited 2020 Nov 23];33:95–100. Available from: http://www.scribd.com/doc/186659242/The-Development-of-a-Questionnaire-to-Assess-the-Readiness-Nurse
Groessl JM, Vandenhouten CL. Examining Students’ Attitudes and Readiness for Interprofessional Education and Practice. Educ Res Int [Internet]. 2019 Jan. 2019;1–7. Available from: https://doi.org/10.1155/2019/2153292
Reeves S. Why we need interprofessional education to improve the delivery of safe and effective care. Interface Commun Heal Educ [Internet]. 2016 Jan 1 [cited 2020 Nov 23];20(56):185–96. Available from: http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1414-32832016000100185&lng=en&nrm=iso&tlng=en
Kolb DA. Experiential learning: Experience as the source of learning and development. J Organ Behav. 1987;8(4):359–60.
Hewstone M, Carpenter J, Franklin-Stokes A, Routh D. Intergroup contact between professional groups: two evaluation studies. Journal of community and applied social psychology. 1994;4:347-63.
Jacques D. Learning in Groups. 2a ed. London: Kogan Page; 1991: 223 p.
Donald A S. Educating the Reflective Practitioner: Towards a New Design for Teaching and Learning in the Professions. San Francisco, California: jossey-Bass Inc;1987: 349 p.
Haffar M, Al-Karaghouli W, Djebarni R, Gbadamosi G. Organizational culture and TQM implementation: investigating the mediating influences of multidimensional employee readiness for change. Total Qual Manag Bus Excell [Internet]. 2019 [cited 2020 Nov 23];30(11–12):1367–88. Available from:https://doi.org/10.1080/14783363.2017.1369352
Helfrich CD, Blevins D, Smith JL, Kelly PA, Hogan TP, Hagedorn H, et al. Predicting implementation from organizational readiness for change: A study protocol. Implement Sci. 2011;6(1):4–6.
Haugland M, Brenna SJ, Aanes MM. Interprofessional education as a contributor to professional and interprofessional identities. J Interprof Care [Internet]. 2019 Dec 9. [cited 2020 Nov 23];1–7. Available from: https://doi.org/10.1080/13561820.2019.1693354
Karim J, Mohamad N, Gilbert J, Saibon I, Meerah S, Hassan H, et al. Preparing nursing students for interprofessional learning. Educ Med J.[Internet]. 2014 Jun [cited 2020 Nov 24]. 1;6. Available from:https://doi.org/10.5959/eimj.v6i2.238
Estefo S, Paravic T. Enfermería En El Rol De Gestora De Los Cuidados. Cienc y enfermería.[Internet] 2010[cited 2020 Dec 2];16(3):33–9. Available from:http://dx.doi.org/10.4067/S0717-95532010000300005
de Araújo T, de Vasconcelos A, Pessoa T, Fort F. Multiprofissionalidade e interprofissionalidade em uma residência hospitalar: O olhar de residentes e preceptores. Interface Commun Heal Educ[Internet]. 2017[cited 2020 Dec 2];21(62):601–13. Available from:https://doi.org/10.1590/1807-57622016.0295
Parsell G, Spalding R, Bligh J. Shared goals, shared learning: Evaluation of a multiprofessional course for undergraduate students. Med Educ [Internet]. 1998 [cited 2020 Nov 22];32(3):304–11. Available from: https://doi.org/10.1046/j.1365-2923.1998.00213.x
Reid R, Bruce D, Allstaff K, Mclernon D. Validating the Readiness for Interprofessional Learning Scale (RIPLS) in the postgraduate context: are healthcare professionals ready for IPL?. Med Educ[Internet]. 2006. [cited 2020 Nov 23];40(5):415–22. Available from: http://doi.org/10.1111/j.1365-2929.2006.02442.x
Carvajal A, Centeno C, Watson R, Martínez M, Rubiales S. How is an instrument for measuring health to be validated? An Sist Sanit Navar [Internet]. 2011. [cited 2020 Nov 23];34(1):63–72. Available from: http://www.ncbi.nlm.nih.gov/pubmed/21532647
Crocker LM. Introduction to classical and modern test theory. Australia: Australia: Wadsworth Thomson Learning; 1986.
Hair J, Black W, Babin B, Anderson R. Multivariate data analysis. 8th Edition. Hampshire: Cengage Learning; 2019.
Nunnally JC, Bernstein IJ. Teoría psicométrica. 3a ed. México: México McGraw-Hill; 1995.
Oishi A, Haruta J, Yoshimi K, Goto M, Yoshida K, Yoshimoto H. Cross-cultural adaptation of the professional version of the Readiness for Interprofessional Learning Scale (RIPLS) in Japanese. J Interprof Care[Internet]. 2017[cited 2020 Nov 23];31(1). Available from: https://doi.org/10.1080/13561820.2016.1248814
Li Z, Sun Y, Zhang Y. Adaptation and reliability of the readiness for inter professional learning scale (RIPLS) in the Chinese health care students setting. BMC Med Educ [Internet]. 2018[cited 2020 Nov 23];18(1):309. Available from:https://doi.org/10.1186/s12909-018-1423-8
Kerry MJ, Wang R, Bai J. Assessment of the Readiness for Interprofessional Learning Scale (RIPLS): An item response theory analysis. J Interprof Care[Internet]. 2018[cited 2020 Dec 12];32(5):634–7. Available from: https://doi.org/10.1080/13561820.2018.1459515
Roopnarine R, Boeren E. Applying the Readiness for Interprofessional Learning Scale (RIPLS) to medical, veterinary, and dual degree Master of Public Health (MPH) students at a private medical institution. PLoS One [Internet]. 2020 Jun 11. [cited 2020 Nov 23] 15(6):e0234462. Available from: http://doi.org/10.1371/journal.pone.0234462
El-Zubeir M, Rizk DEE, Al-Khalil RK. Are senior UAE medical and nursing students ready for interprofessional learning? Validating the RIPL scale in a Middle Eastern context. J Interprof Care [Internet]. 2006 [cited 2020 Nov 23];20(6):619–32. Available from:https://doi.org/10.1080/13561820600895952
Mahler C, Rochon J, Karstens S, Szecsenyi J, Hermann K. Internal consistency of the readiness for interprofessional learning scale in German health care students and professionals. BMC Med Educ [Internet]. 2014. [cites 2020 Nov 23];14(1):145. Available from: http://dx.doi.org/10.1186/1472-6920-14-145
Mahler C, Berger S, Reeves S. The Readiness for Interprofessional Learning Scale (RIPLS): A problematic evaluative scale for the interprofessional field. Journal of Interprofessional Care [Internet]. 2015. [cited 2020 Nov 23];29(4):289-91. Available from: http://doi.org/10.3109/13561820.2015.1059652
Schmitz C, Brandt BF. The Readiness for Interprofessional Learning Scale: To RIPLS or not to RIPLS? That is only part of the question. J Interprof Care [Internet]. 2015 [cited 2020 Nov 23];29(6):525–6. Available from: https://doi.org/10.3109/13561820.2015.1108719
Teodosio SS, Padilha MI. “To be a nurse”: a professional choice and the construction of identity processes in the 1970s. Rev Bras Enferm [Internet]. 2016. [cited 2020 Nov 23];69(3):401–8. Available from: http://dx.doi.org/10.1590/0034-7167.2016690303i
Villagrán I, Jeldez P, Calvo F, Fuentes J, Moya J, Barañao P, et al. Spanish version of the readiness for interprofessional learning scale (RIPLS) in an undergraduate health sciences student context. J Interprof Care [Internet]. 2021. [cited 2020 Nov 23];1-9. Available from: https://doi.org/10.1080/13561820.2021.1888902
The works published in this magazine are subject to the following terms:
1. The Publications Service of the University of Murcia (the publisher) preserves the copyright of the published works, and encourages and allows the reuse of the works under the license for use stated in point 2.
© Servicio de Publicaciones, Universidad de Murcia, 2011 (© Publications Service, University of Murcia, 2011)
2. The works are published in the electronic edition of the journal under Creative Commons Reconocimiento-NoComercial-SinObraDerivada 3.0 España(texto legal) “ a Attribution-NonCommercial-NoDerivatives 3.0 Spain license (legal text)”. They can be copied, used, broadcasted, transmitted and publicly displayed, provided that: i) the authorship and original source of their publication (journal, publisher and URL) are cited; (ii) are not used for commercial purposes; iii) the existence and specifications of this license is mentioned.
3. Conditions of self-archiving. Authors are allowed and encouraged to electronically disseminate the pre-print (pre-reviewed ) and / or post-print (reviewed and accepted for publication) versions of their works prior to publication, as it ensures a wider circulation and dissemination which may lead to a possible increase in its mention and a higher scope among the academic community. RoMEO color: green.
