The German interprofessional attitudes scale: translation, cultural adaptation, and validation

Pedersen, Tina Heidi; Cignacco, Eva; Meuli, Jonas; Habermann, Ferdinand; Berger-Estilita, Joana; Greif, Robert

doi:10.3205/zma001325

Cited by 4 publications

(2 citation statements)

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“…This is a secondary qualitative analysis of a mixed-methods quantitative-qualitative design study based on a sequential explanatory model (Berger-Estilita et al, 2020a). Six hundred and eighty-three medical students from all 6 years of medical studies at the University of Bern, Switzerland replied to an online survey about attitudes toward interprofessional learning using a validated interprofessional attitudes scale (Pedersen et al, 2020). After completion of the online survey, students could tick a box signalling their availability to participate in semi-structured group interviews.…”

Section: Methodsmentioning

confidence: 99%

Pre-licensure medical students’ knowledge and views on interprofessional learning: A qualitative concept analysis based on real-world data

Berger-Estilita

Merlo²,

Guttormsen³

et al. 2022

Front. Educ.

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BackgroundThe several definitions of Interprofessional Education (IPE) allow for different interpretations and interchangeable terms. This study aims to determine the characteristics and attributes of the definition of IPE.Materials and methodsIn November 2019, 31 medical students (64.5% female) from a single institution took part in nine semi-structured interviews. We created a deductive three-level code system followed by an inductive code system based on several known IPE definitions. We extracted the main entities of the concept of IPE according to both code systems to create a framework. We used MaxQDA software for qualitative analysis. Verification of codes and categories was attained through sequential peer-debrief.ResultsParticipants correctly named the WHO’s definition of IPE, and outlined its four main dimensions according to the Interprofessional Education Collaborative report. We found new IPE attributes and demonstrated the weight of communication and role recognition. Two-thirds of medical students mentioned IPE activities that we classified as a contrary model (without collaboration or patient-centeredness) and a minimum weight was given to the importance of patient-centeredness.ConclusionMedical students’ understanding of the concept of IPE is coherent. We deepened the understanding of previously identified definitions of IPE, and we identified new attributes of the concept. Finally, we added “well-being” as a component of interprofessionality.Clinical Trial Registration[https://www.isrctn.com/], identifier [ISRCTN41715934].

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Section: Methodsmentioning

confidence: 99%

Pre-licensure medical students’ knowledge and views on interprofessional learning: A qualitative concept analysis based on real-world data

Berger-Estilita

Merlo²,

Guttormsen³

et al. 2022

Front. Educ.

Self Cite

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“…validity index (CVI), into the cognitive debriefing phase according to recommendations byPedersen et al (2020). To calculate itemlevel CVI (I-CVI) values, experts assessed the content relevance of each item on a four-point Likert scale (1: not relevant; 2: somewhat relevant; 3: quite relevant; 4: highly relevant).…”

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confidence: 99%

Professional autonomy among Registered Nurses—Validation of the translation of the Dempster Practice Behaviour Scale and survey results

Pursio,

Kankkunen,

Kvist

2024

Nursing Open

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AimTo test the psychometric properties of the Finnish version of the Dempster Practice Behaviour Scale and explore nurses' professional autonomy along with which characteristics are related to it.DesignAn instrument validation and a descriptive cross‐sectional study.MethodsThe web‐based survey was conducted in September 2021 at two university hospitals in Finland. Exploratory factor analysis (EFA) was used to explore the factor structure of the modified instrument, while Cronbach's α coefficients were calculated to determine the reliability of the scale. Descriptive univariate and multivariate analyses were conducted to examine Registered Nurses' professional autonomy. The study followed STROBE guidelines.ResultsDuring the validation process, the 30 items of the Dempster Practice Behaviour Scale were reduced to 25 items. The S‐CVI/Ave for the translated scale was 0.94. When one additional item was omitted from the EFA, the results supported five factors, which explained 45.9% of the total variance. The mean overall autonomy score was 3.63 out of 5, with readiness and empowerment the subscales with the highest and lowest, respectively, mean values. The linear regression models showed that age, nursing experience, unit type, education, shift, and perceptions of the importance of professional autonomy were related to the subscales describing professional autonomy.ConclusionThe psychometric testing provided evidence that the translated instrument was reliable. Nurses assessed that they are skilled professionals who are accountable for their actions. However, they experienced rather low levels of professional autonomy in empowerment and valuation. Health care organizations should consider this through authentic leadership and, thus, possibly strengthen professional autonomy.

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Training kommunikativer Fertigkeiten in der Onkologie

Götze

Weißflog

Mehnert‐Theuerkauf

et al. 2021

Forum

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The German interprofessional attitudes scale: translation, cultural adaptation, and validation

Cited by 4 publications

References 20 publications

Pre-licensure medical students’ knowledge and views on interprofessional learning: A qualitative concept analysis based on real-world data

Pre-licensure medical students’ knowledge and views on interprofessional learning: A qualitative concept analysis based on real-world data

Professional autonomy among Registered Nurses—Validation of the translation of the Dempster Practice Behaviour Scale and survey results

Training kommunikativer Fertigkeiten in der Onkologie

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