Psychometric item analysis and validation of the Indonesian version of the Readiness for Interprofessional Learning Scale (RIPLS)

Tyastuti, Dwi; Onishi, Hirotaka; Ekayanti, Fika; Kawakami, Kiyoshi

doi:10.3109/13561820.2014.907778

Cited by 28 publications

(19 citation statements)

References 30 publications

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“…To our knowledge, the RIPLS has not yet been translated into French and has not been adapted for a French speaking population. Increasing international collaboration and rising numbers of multi-national and multi-cultural research reinforce the need to adapt questionnaires into languages other than the source language (Tamura et al, 2012;Tyastuti, Onishi, Ekayanti, & Kitamura, 2014). Questionnaire will be sent to students: nursing, physiotherapy, nutritioning, midwifery, medical radiology techniques, via their school e-mail.…”

Section: Research Plansmentioning

confidence: 99%

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Design and implementation of an interprofessional education course for undergraduate students at the University of Applied Sciences Western Switzerland: the Geneva experience

Mèche

Meyenberg

Douchamps

et al. 2014

Journal of Interprofessional Care

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The School of Health of Geneva (SHG, part of the University of Applied Sciences Western Switzerland) introduced interprofessional education (IPE) in its Bachelor Programs in 2012. IPE is an approach that encourages collaboration between health care professionals, optimizing health care quality and decision-making processes. The aim of this article is to describe the implementation and evaluation of IPE at our Institution. IPE is a didactic program, comprising discussion about fictional clinical cases, simulated practice and project management, dispensed by an interdisciplinary academic team. Training is focused on communication and collaboration between students of the five health departments of our Institution and students from the Faculty of Medicine and Pharmacy of the Geneva University. The IPE program concerns on average 1000 future caregivers per year. Skill development resulting from IPE will be evaluated by an IPE research team via a student cross-sectional study, using the Readiness for Interprofessional Learning Scale (RIPLS). The results will be used for validating the French version of the RIPLS.

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Section: Research Plansmentioning

confidence: 99%

“…Questionnaire will be sent to students: nursing, physiotherapy, nutritioning, midwifery, medical radiology techniques, via their school e-mail. Psychometric validation of our French version of RIPLS will be done via the usual method (Tamura et al, 2012;Tyastuti et al, 2014).…”

Section: Research Plansmentioning

confidence: 99%

Design and implementation of an interprofessional education course for undergraduate students at the University of Applied Sciences Western Switzerland: the Geneva experience

Mèche

Meyenberg

Douchamps

et al. 2014

Journal of Interprofessional Care

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“…It can be seen that the same recommendation is also valid for the Turkish version of RIPLS; on the other hand, when the scale is considered as a single dimension, the measurement tools obtained from the adaptation studies yield similar results by producing similar Cronbach's Alpha values for single-dimension professional readiness measurements. [21][22][23]25,27 …”

Section: Discussionmentioning

confidence: 99%

A Test Adaptation of the Modified Readiness for Inter-professional Learning Scale in Turkish

Onan¹,

Turan²,

Elçin³

et al. 2017

IJPER

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Background: There is a need for healthcare professionals to develop teamwork and collaboration skills before they graduate. Inter-professional education is a suitable modality for these learning outcomes and it will be effective if it begins early in the undergraduate curriculum. Objectives: "Inter-professional Collaboration for Patient Safety" has been taught as an elective course in Hacettepe University. This new educational modality requires measuring tools to determine the qualifications of the learners and support the learning process. This study aimed to adapt the readiness for inter-professional learning scale (RIPLS) for use in Turkey. Methods: The guideline developed by Sousa and Rojjanasrirat (2011) guided the adaptation processes. The students enrolled in the study from Child Development, Dentistry, Medicine, Nursing, Nutrition and Dietetics, Paramedic, Pharmacy, Physiotherapy and Rehabilitation programs. Four hundred and eighty-four students completed RIPLS questionnaires. Psychometric properties were analysed by confirmatory factor analysis. Results: The results were consistent with the original scale. When Sousa's approach was followed: (i) improvements were needed for four items, (ii) the scale items were clear and understandable, (iii) the Turkish RIPLS presents good content validity, and (iv) the Turkish RIPLS has very good internal consistency (0.87, n=484). Conclusions: The Turkish RIPLS can be used as a valid and reliable measurement tool for evaluating the RIPL. Adaptation studies showed that the RIPLS was sensitive to cultural context. Researchers should be cautious on performing cross-cultural comparisons of subscale 'roles and responsibilities' because The Turkish RIPLS had the lowest value of reliability for this subscale, like the original and the other adapted scales.

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“…14 Previous research has explored the use of the RIPLS and mRIPLS in students or practitioners from various health care professions, such as nursing, 3,9,10,14 physicians, 3,9,10,13,14 and pharmacists 3,9,10,13,14 ; however, little is known about the usefulness of this instrument in practicing athletic trainers. Therefore, the purpose of this study was to determine select psychometric properties of the mRIPLS in practicing athletic trainers.…”

Section: Introductionmentioning

confidence: 99%

“…8 One of the early tools established for this purpose, the Readiness for Interprofessional Learning Scale (RIPLS) was developed for use in health professional students 8 and has been adapted and widely used since. 3,[9][10][11][12][13][14][15] Eventually, the RIPLS was modified (mRIPLS) for use in postcertification health care professionals as the need arose for an outcome measure which could assess postcertification or practicing health care professionals' beliefs toward IPP and IPE.…”

Section: Introductionmentioning

confidence: 99%

The Modified Readiness for Interprofessional Learning Scale in Currently Practicing Athletic Trainers

Welsch

Rutledge

Hoch

2017

Athletic Training Education Journal

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Context: Athletic trainers are encouraged to work collaboratively with other health care professionals to improve patient outcomes. Interprofessional education (IPE) experiences for practicing clinicians should be developed to improve interprofessional collaborative practice postcertification. An outcome measure, such as the modified Readiness for Interprofessional Learning Scale (mRIPLS), could be used to determine the clinician's attitudes toward IPE and to determine the effectiveness of the experience.Objective: To determine select psychometric properties of the mRIPLS in practicing athletic trainers.Design: Cross-sectional.Setting: Online survey. Patients or Other Participants:A survey was sent to 2000 randomly selected practicing athletic trainers. A total of 173 (8.7%) participated, and complete data were available for 145 (7.3%). Intervention(s):The survey consisted of a demographic section and the mRIPLS. The mRIPLS consists of 23 statements scored on a 5-point Likert scale divided into 3 subscales: teamwork and collaboration (TWC), patient-centeredness (PC), and sense of professional identity (PI).Main Outcome Measure(s): Cronbach a was used to examine the internal consistency. The presence of a ceiling effect (.50% respondents selected the highest score) was determined for each question by examining means and percentages.Results: The overall internal consistency of the mRIPLS was acceptable (a ¼ 0.872) along with the TWC (a ¼ 0.917) and PC (a ¼ 0.862) subscales. The PI subscale (a ¼ 0.632) was not acceptable. A ceiling effect was identified for 10 questions, and !70% of respondents selected highly agree or agree for 22 questions.Conclusions: While the mRIPLS demonstrated overall acceptable internal consistency, all 3 subscales did not. In addition, the presence of a ceiling effect makes the use of this instrument as an outcome measure trivial. Therefore, the current version of the mRIPLS may not be the best outcome to assess openness for IPE or to measure the effectiveness of IPE experiences in practicing athletic trainers.

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Psychometric item analysis and validation of the Indonesian version of the Readiness for Interprofessional Learning Scale (RIPLS)

Cited by 28 publications

References 30 publications

Design and implementation of an interprofessional education course for undergraduate students at the University of Applied Sciences Western Switzerland: the Geneva experience

Design and implementation of an interprofessional education course for undergraduate students at the University of Applied Sciences Western Switzerland: the Geneva experience

A Test Adaptation of the Modified Readiness for Inter-professional Learning Scale in Turkish

The Modified Readiness for Interprofessional Learning Scale in Currently Practicing Athletic Trainers

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