Evidence of validity for the Norwegian version of the interprofessional collaborative competency attainment survey (ICCAS)

Abstract

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.

Exploring the Efficacy of a Virtual First Year Interprofessional Education Event

“…The high internal consistency reported in this study is in accord with prior studies [ 12 , 17 , 18 , 19 ], further attesting to the suitability of the ICCAS for assessing IPC competencies.…”

Core Competencies for Interprofessional Collaborative Practice Among Teacher Education, Health and Social Care Students in a Large Scaled Blended Learning Course

“…Self-selection bias may threaten internal validity, but the diversity in our sample enhances the robustness of the findings. The validated Norwegian version of ICCAS (measuring students’ self-reported IPC competencies) was published after the present course was completed, 45 and was not therefore available for the present study. Major study strengths include the large heterogeneous sample size, and anonymous data collection.…”

Trauma-informed interprofessional education: Preliminary evaluation of building student capacity for system-wide collaboration.

“…Trainees and supervisors will be assessed prior to internships and upon program conclusion. Additionally, students’ and supervisors’ interprofessional competency attainment will be assessed upon program conclusion using the Interprofessional Collaborative Competencies Attainment Survey, which has been validated with health professions students and professionals (e.g., Archibald et al, 2014; Lunde et al, 2021; Schmitz et al, 2017). Finally, trainees and their interprofessional teams will use Jefferson Teamwork Observation Guide (e.g., Sicks et al, 2021) to provide feedback about global teamwork functioning.…”