Improvement of teamwork in health care through interprofessional education

Simin, Dragana; Milutinović, Dragana; Brestovacki, Branislava; Andrijević, Ilija; Cigić, Tomislav

doi:10.2298/sarh1008480s

Cited by 17 publications

(14 citation statements)

References 16 publications

(24 reference statements)

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“…Testing of factor structure was not reported [27]. Psychometrics of the French Canadian version have not been reported [26].…”

Section: Discussionmentioning

confidence: 99%

“…RIPLS has been translated into Swedish [24] and Japanese [25] showing good psychometric properties in the teamwork and collaboration subscale with the need for further refinement and development in the other scales. French Canadian [26] and Serbian [27] translations are also available. The aim of this paper is to describe the translation process of RIPLS into German, to show internal consistency of the translated German instrument and to discuss the use of this instrument at different education stages to measure longitudinal changes.…”

Section: Introductionmentioning

confidence: 99%

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Internal consistency of the readiness for interprofessional learning scale in German health care students and professionals

et al. 2014

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BackgroundThe implementation of a bachelor degree in “Interprofessional Health Care” at the University of Heidelberg, Germany has fostered the need to evaluate the impact of this innovative programme. The Readiness for Interprofessional Learning Scale (RIPLS) was developed by Parsell and Bligh (1999) to assess student’s attitudes towards interprofessional education. The RIPLS consists of 19 items and four subscales were identified by McFadyen (J Interprof Care19:595–603, 2005): “teamwork and collaboration”, “negative professional identity”, “positive professional identity” and “roles and responsibilities”. The RIPLS has been translated into a number of languages and used in a variety of different educational settings. A German version of the RIPLS was not available. Aim of the study was the translation of the RIPLS into German and testing of internal consistency.MethodsThe RIPLS was translated to German according to international guidelines and its psychometric properties were assessed in two online surveys with two different samples a) health care graduates and b) health care students. Descriptive analysis (mean, SD, corrected item-total correlation) of the Readiness for Interprofessional Learning Scale – German (RIPLS-D) was performed for item characteristics and Cronbach’s Alpha was calculated for internal consistency of overall and subscales of the RIPLS-D.ResultsEach sample consisted of 76 datasets. Reliability for the RIPLS-D overall scale was 0.83 in both samples. The subscales displayed internal consistency between 0.42 and 0.88. Corrected item-total correlation showed low values in two subscales in the sample of graduates.ConclusionsWhile the overall RIPLS-D scale is reliable, several subscales showed low values and should be used with caution to measure readiness for interprofessional learning in the German health care context. Internal consistency of the instrument does not seem to be given in health care professionals at different stages of their professional career. In particular the sub-scale “roles and responsibilities” was problematic. For these reasons, the RIPLS-D cannot be recommended for use to assess this concept.

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“…Testing of factor structure was not reported [27]. Psychometrics of the French Canadian version have not been reported [26].…”

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Internal consistency of the readiness for interprofessional learning scale in German health care students and professionals

et al. 2014

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“…An initial glance at RIPLS shows that internal consistency (Cronbach's alpha) seems to be satisfactory in the overall scale of the English version (Coster et al, 2008;Rose et al, 2009) and in most of the translations (Cloutier, Lafrance, Michallet, Marcoux, & Cloutier, 2015;Mahler, Rochon, Karstens, Szecsenyi, & Hermann, 2014;Simin, Milutinovic, Brestovacki, Andrijevic, & Cigic, 2010;Tamura et al, 2012). However, it becomes problematic when looking at the item-level and the subscale results.…”

Section: Problems With the Scalementioning

confidence: 99%

The Readiness for Interprofessional Learning Scale (RIPLS): A problematic evaluative scale for the interprofessional field

Mahler

Berger

Reeves

2015

Journal of Interprofessional Care

111

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“…The Semashko model’s aspirations to provide universal health coverage free of charge resulted in financially burdened health systems due to weak PHC and an emphasis on in-patient care with high demand for specialists, little continuity and poor coordination of care [21]. Inter-professional collaboration eventually emerged as an issue, primarily during the health care reforms that followed the collapse of the Soviet Union [22-25]. …”

Section: Introductionmentioning

confidence: 99%

Teamwork in primary care: perspectives of general practitioners and community nurses in Lithuania

et al. 2013

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BackgroundA team approach in primary care has proven benefits in achieving better outcomes, reducing health care costs, satisfying patient needs, ensuring continuity of care, increasing job satisfaction among health providers and using human health care resources more efficiently. However, some research indicates constraints in collaboration within primary health care (PHC) teams in Lithuania. The aim of this study was to gain a better understanding of the phenomenon of teamwork in Lithuania by exploring the experiences of teamwork by general practitioners (GPs) and community nurses (CNs) involved in PHC.MethodsSix focus groups were formed with 29 GPs and 27 CNs from the Kaunas Region of Lithuania. Discussions were recorded and transcribed verbatim. A thematic analysis of these data was then performed.ResultsThe analysis of focus group data identified six thematic categories related to teamwork in PHC: the structure of a PHC team, synergy among PHC team members, descriptions of roles and responsibilities of team members, competencies of PHC team members, communications between PHC team members and the organisational background for teamwork. These findings provide the basis for a discussion of a thematic model of teamwork that embraces formal, individual and organisational factors.ConclusionsThe need for effective teamwork in PHC is an issue receiving broad consensus; however, the process of teambuilding is often taken for granted in the PHC sector in Lithuania. This study suggests that both formal and individual behavioural factors should be targeted when aiming to strengthen PHC teams. Furthermore, this study underscores the need to provide explicit formal descriptions of the roles and responsibilities of PHC team members in Lithuania, which would include establishing clear professional boundaries. The training of team members is an essential component of the teambuilding process, but not sufficient by itself.

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Improvement of teamwork in health care through interprofessional education

Abstract: The students of the Integrated Studies of Medicine and School of Nursing had a positive attitude toward the influence of interprofessional education on the improvement of collaboration and teamwork.

Cited by 17 publications

References 16 publications

Internal consistency of the readiness for interprofessional learning scale in German health care students and professionals

Internal consistency of the readiness for interprofessional learning scale in German health care students and professionals

The Readiness for Interprofessional Learning Scale (RIPLS): A problematic evaluative scale for the interprofessional field

Teamwork in primary care: perspectives of general practitioners and community nurses in Lithuania

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