Validating the readiness for interprofessional learning scale
The scale was translated and back-translated by two pairs of people independently and tested for feasibility and comprehensibility. Interprofessional education and collaborative practice are gradually gaining importance in the context of growing healthcare complexity. Palliative and terminal care; development of measurement instruments; medical education PMID: Significant differences between professional groups should be taken into account in designing any interprofessional learning programme. Participants were provided with an explanatory statement and were informed that participation was voluntary and anonymous. Students were invited to participate in this study on a voluntary basis. Therefore, the aim of this study was to examine the internal reliability and dimensionality of the RIPLS using a combination of a classical test theory approach factor analysis and an item response theory approach Rasch analysis. The translated scale was used with general practitioners, community nurses, and 53 palliative home-care nurses. As the authors of the RIPLS acknowledge, the interpretation of factor analyses has an element of subjectivity related to it.
It can be used to measure responses to specific interprofessional learning experiences or formatively for planning interprofessional educational activities. A non-teaching member of staff facilitated the process and students were administered the questionnaire. As a preliminary to undertaking an extended IPL project, the researchers tested the validity of the RIPLS tool in the postgraduate health care context. While a range of studies have examined the construct validity of the RIPLS using traditional factor analytic approaches Lauffs et al. Analysis of variance suggested some key differences between the different professions in respect of the factors. The internal consistency measure was 0. It is recommended that validity studies continue to finely hone the items in each subscale with perhaps adding additional questions related to patient care benefits of interprofessional practice. It is divided into three validated subscales. Abstract This Critical Synthesis Package contains: The RIPLS score correlates with the amount of workplace learning during collaboration discriminant validity: All undergraduate students enrolled in one of these seven courses were eligible to participate in the study. Participants were provided with an explanatory statement and were informed that participation was voluntary and anonymous. Confirmatory factor analysis was done to generate a fit model. Interprofessional education and collaborative practice are gradually gaining importance in the context of growing healthcare complexity. As the authors of the RIPLS acknowledge, the interpretation of factor analyses has an element of subjectivity related to it. The original authors did not suggest reversing any items, despite several items having negative item stems. Attitudes cannot be sidestepped, either. Without impacting attitudes and increasing awareness, behavioral issues such as optimal interprofessional teamwork and collaboration cannot be achieved Coster et al. Overall RIPLS scores demonstrate appropriate reliability and validity measures but the subscale factor analyses indicate that they need further study to determine suitability of the items. Students were invited to participate in this study on a voluntary basis. Questionnaire designs, quantitative method, interprofessional learning Healthcare and social service professionals are often required to collaborate together in the workforce. The RIPLS questionnaire has proved useful in the undergraduate context, enabling tutors to assess the readiness of students to engage in interprofessional learning IPL. Significant differences between professional groups should be taken into account in designing any interprofessional learning programme. In other words, items displaying MnSq. Both subscale scores and total scores can be rated.
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