Validation of the interprofessional collaborative competency attainment survey (ICCAS)

Abstract

The purpose of this study was to obtain evidence regarding the validity and reliability of an instrument to measure the self-reported competencies of interprofessional care in interprofessional education programs. Five hundred and eighty-four students and clinicians in Canada and New Zealand who were registered in 15 interprofessional education undergraduate, postgraduate, and continuing professional development programs completed the Interprofessional Collaborative Competency Attainment Survey (ICCAS) using a retrospective pre-test/post-test design. Factor analyses showed the presence of two factors in the pre-program items and one factor in the post-program items. Tests conducted provided evidence in support of the validity and reliability of the ICCAS as a self-assessment instrument for interprofessional collaborative practice. Internal consistency was high for items loading on factor 1 (α = 0.96) and factor 2 (α = 0.94) in the pre-program assessment and for the items in the post-program assessment (α = 0.98). The transition from a two factor solution to a single factor structure suggests interventions influence learners' understanding of interprofessional care by promoting the recognition of the high degree of interrelation among interprofessional care competencies. Scores on the ICCAS are reliable and predict meaningful outcomes with regard to attitudes toward interprofessional competency attainment.

The HCAHPS Survey as a Potential Tool for Measuring Organizational Interprofessional Competency at American Hospitals Nationwide: A Content Analysis Study of Concept Validity

“…In summary, all the existing instruments to measure IPC identified here have serious limitations, all of which can be classified as follows: some did not cover all the competency domains identified by the IPEC (Chiu, 2014;Fike et al, 2013;Tilden et al, 2016;Zorek et al, 2016) or went beyond them (Archibald et al, 2014), some relied on the perceptions of healthcare professionals or students regarding their own IPC (Dominguez et al, 2015;Dow et al, 2014;Fike et al, 2013;Tilden et al, 2016;Zorek et al, 2016), and some are either not yet validated (Zabar et al, 2016) or their utility is unclear due to the lack of availability of full study results (Dougherty, 2016). In addition, no instruments that can measure IPC at an organizational level have been identified in the literature to date.…”

“…Unfortunately, this tool is limited to only the domains of teamwork and communication, suggesting that it fails to capture the full construct of interprofessionalism. Another instrument, the Interprofessional Collaborative Competency Attainment Survey (ICCAS), measured this construct using more than the four established IPEC competency domains (Archibald et al, 2014), suggesting that it may potentially be quantifying another construct altogether.…”

“…While many studies have devised measures of interprofessionalism at the individual or team level (Archibald, Trumpower, & MacDonald, 2014;Chiu, 2014;Dominguez, Fike, MacLaughlin, & Zorek, 2015;Dougherty, 2016;Dow, DiazGranados, Mazmanian, & Retchin, 2014;Fike et al, 2013;Godley & Russell-Mayhew, 2010;Tilden, Eckstrom, & Dieckmann, 2016;Zabar et al, 2016;Zorek et al, 2016), there is no validated quantitative measure of interprofessionalism at the organizational level that is rooted in interprofessional competencies (IPC). Consequently, there is insufficient quantitative evidence to demonstrate that greater organizational IPC leads to better patient health outcomes (Brandt, 2014).…”

An Interprofessional Education Nursing Home Dining Simulation Promotes Changes in Student Attitudes

“…Lastly, team functioning is defined as the ability to continually improve collaboration and quality of care. Items are scored on a summated rating scale from 1-7 (1= strongly disagree; 7= strongly agree) (Archibald, Trumpower, & MacDonald, 2014;MacDonald et al, 2010). Higher scores indicate stronger collaborative interprofessional competencies.…”

An Interprofessional Education Nursing Home Dining Simulation Promotes Changes in Student Attitudes

“…The ICCAS assesses six competencies: communication, collaboration, roles and responsibilities, collaborative patient/family-centered approach, conflict management/resolution, and team functioning. These competencies were defined as follows by Archibald, Trumpower, & MacDonald (2014). The competency of communication is defined as the ability to communicate effectively in a responsible and responsive manner with others.…”