This was a validation study of the Norwegian version of The Interprofessional Collaborative Competency Attainment Survey (ICCAS). ICCAS consists of 20 retrospective pre-and post-questions, where respondents rate their agreement with regard to self-assessed competencies after participating in interprofessional education courses. It has been validated across various settings. The questionnaire was translated using the back-translation technique. We investigated evidence of validity regarding content, response process, and internal structure. Data were obtained from health and social care students (n = 1440, response rate 42.8%) participating in 12 different interprofessional courses in seven education institutions in Norway using a cross-sectional design. Exploratory factor analysis indicated one retracted factor for prescores and one retracted factor for post-scores. High McDonald's omega values indicated good internal consistency. Item deletion did not improve the scale's overall consistency on pre-or post-scores. We observed higher mean post-scores than pre-scores with moderate-to-large effect sizes, indicating a positive change in self-assessed interprofessional capabilities after training. Our findings indicate that the Norwegian version of ICCAS is a valid tool that may be implemented across a wide range of interprofessional education courses. Finally, our findings support earlier recommendations that ICCAS should be analyzed at an overall level to address change in interprofessional capabilities.

Artikkelen er vitenskapelig vurdert av forskere utenfor redaksjonenBruk av studenter som medforskereet pilotprosjekt i barnevernsfeltet Av Kjersti Ørvig og Rutt BengtssonSammendrag Denne artikkelen retter fokus mot studenters laering i praksis. Gjennom beskrivelsen av et pilotprosjekt i barnevernet, ønsker vi å synliggjøre hvordan bruken av studenter som medforskere kan bidra til økt kunnskapsutbytte samt en større forstå else av samspillet mellom teori og praksis. Samtidig har feltet sosialt arbeid behov for en modernisering. Denne artikkelen søker å vise at bruk av studenter som medforskere kan bidra til den nevnte modernisering. To spørsmå l reises i artikkelen: Hvordan hå ndterer laerere og studenter utfordringer i forskningsprosessen i prosjekter hvor studenter deltar som medforskere? På hvilken må te kan praksisnaer forskning bidra til å kaste lys over studentens laering?Nøkkelord: Teori-praksis, kunnskapsbase, barnevern, medforskende studenter Abstract Students as research assistants Á a pilot project in child welfare servicesThis article concerns students' learning outcomes. Through a description of a pilot project in child welfare services, the aim is to demonstrate how the use of students as research assistants can contribute to increased knowledge outcomes and provide a better understanding of the interaction between theory and practice. At the same time, the field of social work needs a modernization. The article argues that the use of students as research assistants can contribute to the aforementioned modernization. Two issues are raised in the article: How to deal with teachers' and students' challenges in the research process in projects where students participate as research assistants? In what way can survivor research shed light on students' learning outcomes?

36 En detaljert gjennomgang av framskrivningene gis i Vedlegg 2.1 En grundigere omtale av reformene i tjenestene finnes i Vedlegg 1.