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Has “The Ceiling” Rendered the Readiness for Interprofessional Learning Scale (RIPLS) Outdated?

PURPOSE: The present study aimed to investigate the preliminary effects of collaborative learning and simulation on readiness to engage in and attitudes toward future interprofessional learning activities. We translated into Norwegian and validated the original Readiness for Interprofessional Learni...

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Autores principales: Torsvik, Malvin, Johnsen, Hanne Cecilie, Lillebo, Børge, Reinaas, Lars Ove, Vaag, Jonas Rennemo
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Dove 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7920609/
https://www.ncbi.nlm.nih.gov/pubmed/33658790
http://dx.doi.org/10.2147/JMDH.S296418
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author Torsvik, Malvin
Johnsen, Hanne Cecilie
Lillebo, Børge
Reinaas, Lars Ove
Vaag, Jonas Rennemo
author_facet Torsvik, Malvin
Johnsen, Hanne Cecilie
Lillebo, Børge
Reinaas, Lars Ove
Vaag, Jonas Rennemo
author_sort Torsvik, Malvin
collection PubMed
description PURPOSE: The present study aimed to investigate the preliminary effects of collaborative learning and simulation on readiness to engage in and attitudes toward future interprofessional learning activities. We translated into Norwegian and validated the original Readiness for Interprofessional Learning Scale (RIPLS) (part 1) to measure the efficacy and feasibility of a structured collaborative learning activity (part 2). MATERIALS AND METHODS: Undergraduate social and health care professional students from five Norwegian universities (n = 307) participated in the validation stage of this study (part 1). A Norwegian version of the RIPLS was developed using forward and backward translation. An expert panel discussed discrepancies between the translations and professional concepts. We planned to conduct a principal component analysis to evaluate the structure, reliability, and internal consistency of the Norwegian version of the RIPLS, after investigating the skewness, kurtosis, and range of items included. One hundred fifty students participated in collaborative learning activities; 72 (48%) of these individuals answered the translated RIPLS questionnaire. RESULTS: We found a substantial ceiling effect in the majority of items in the RIPLS, making it difficult to use the instrument as a measure of change. We evaluated the efficacy and feasibility of the collaborative activities based on the changes in the single items that had sufficient univariate normality and ultimately confirmed positive changes in two of these items. CONCLUSION: Norwegian students appear ready for interprofessional learning; however, due to significant ceiling effects, the majority of items in the RIPLS no longer seem suitable for measuring and evaluating the effects of interprofessional learning (part 1). Single-item analysis revealed a potential effect of collaborative learning (part 2). A new questionnaire is needed where readiness is instead understood as self-efficacy in areas such as role awareness and interprofessional communication. Researchers should be aware that even previously validated questionnaires may lose their applicability over time and require revision. Demands for interprofessional learning and practice are continuously evolving, and evaluation methods should be adjusted accordingly.
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spelling pubmed-79206092021-03-02 Has “The Ceiling” Rendered the Readiness for Interprofessional Learning Scale (RIPLS) Outdated? Torsvik, Malvin Johnsen, Hanne Cecilie Lillebo, Børge Reinaas, Lars Ove Vaag, Jonas Rennemo J Multidiscip Healthc Original Research PURPOSE: The present study aimed to investigate the preliminary effects of collaborative learning and simulation on readiness to engage in and attitudes toward future interprofessional learning activities. We translated into Norwegian and validated the original Readiness for Interprofessional Learning Scale (RIPLS) (part 1) to measure the efficacy and feasibility of a structured collaborative learning activity (part 2). MATERIALS AND METHODS: Undergraduate social and health care professional students from five Norwegian universities (n = 307) participated in the validation stage of this study (part 1). A Norwegian version of the RIPLS was developed using forward and backward translation. An expert panel discussed discrepancies between the translations and professional concepts. We planned to conduct a principal component analysis to evaluate the structure, reliability, and internal consistency of the Norwegian version of the RIPLS, after investigating the skewness, kurtosis, and range of items included. One hundred fifty students participated in collaborative learning activities; 72 (48%) of these individuals answered the translated RIPLS questionnaire. RESULTS: We found a substantial ceiling effect in the majority of items in the RIPLS, making it difficult to use the instrument as a measure of change. We evaluated the efficacy and feasibility of the collaborative activities based on the changes in the single items that had sufficient univariate normality and ultimately confirmed positive changes in two of these items. CONCLUSION: Norwegian students appear ready for interprofessional learning; however, due to significant ceiling effects, the majority of items in the RIPLS no longer seem suitable for measuring and evaluating the effects of interprofessional learning (part 1). Single-item analysis revealed a potential effect of collaborative learning (part 2). A new questionnaire is needed where readiness is instead understood as self-efficacy in areas such as role awareness and interprofessional communication. Researchers should be aware that even previously validated questionnaires may lose their applicability over time and require revision. Demands for interprofessional learning and practice are continuously evolving, and evaluation methods should be adjusted accordingly. Dove 2021-02-25 /pmc/articles/PMC7920609/ /pubmed/33658790 http://dx.doi.org/10.2147/JMDH.S296418 Text en © 2021 Torsvik et al. http://creativecommons.org/licenses/by-nc/3.0/ This work is published and licensed by Dove Medical Press Limited. The full terms of this license are available at https://www.dovepress.com/terms.php and incorporate the Creative Commons Attribution – Non Commercial (unported, v3.0) License (http://creativecommons.org/licenses/by-nc/3.0/). By accessing the work you hereby accept the Terms. Non-commercial uses of the work are permitted without any further permission from Dove Medical Press Limited, provided the work is properly attributed. For permission for commercial use of this work, please see paragraphs 4.2 and 5 of our Terms (https://www.dovepress.com/terms.php).
spellingShingle Original Research
Torsvik, Malvin
Johnsen, Hanne Cecilie
Lillebo, Børge
Reinaas, Lars Ove
Vaag, Jonas Rennemo
Has “The Ceiling” Rendered the Readiness for Interprofessional Learning Scale (RIPLS) Outdated?
title Has “The Ceiling” Rendered the Readiness for Interprofessional Learning Scale (RIPLS) Outdated?
title_full Has “The Ceiling” Rendered the Readiness for Interprofessional Learning Scale (RIPLS) Outdated?
title_fullStr Has “The Ceiling” Rendered the Readiness for Interprofessional Learning Scale (RIPLS) Outdated?
title_full_unstemmed Has “The Ceiling” Rendered the Readiness for Interprofessional Learning Scale (RIPLS) Outdated?
title_short Has “The Ceiling” Rendered the Readiness for Interprofessional Learning Scale (RIPLS) Outdated?
title_sort has “the ceiling” rendered the readiness for interprofessional learning scale (ripls) outdated?
topic Original Research
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7920609/
https://www.ncbi.nlm.nih.gov/pubmed/33658790
http://dx.doi.org/10.2147/JMDH.S296418
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