Readiness for interprofessional education (IPE) can be an important factor to evaluate because of the influences of attitudes toward the outcomes of interprofessional learning activities. However, a dearth of Japanese evaluation tools hinders its evaluation. The readiness for interprofessional learning scale (RIPLS) was selected, because it has been validated in different countries and its items reflected our local situation best. This research aimed to develop and validate a Japanese version of the original 19-item RIPLS. We developed a Japanese RIPLS employing forward/backward translation. Reliability of the Japanese version was studied using classical test theory and structural equation modeling to construct a model to inform curriculum development. We obtained a 0.74 Cronbach's α, which indicates adequacy. Subscales of "interprofessional education opportunities" (α = 0.90) and "uniqueness of profession" (α = 0.60) have relatively little weight compared to "teamwork and collaboration" (α = 0.92). A one-way structure suggests that readiness for interprofessional learning starts with "teamwork & collaboration" followed by changes in "learning opportunities" and subsequently "uniqueness of profession" (root mean square error of approximation = 0.06, comparative fit index = 0.93). This Japanese RIPLS can be used in undergraduate health sciences students with appropriate caution. Further development of the subscales and a client-centered subscale would be beneficial to fully achieve its potential. The need for further research into its reliability and validity is identified. Recommendations are provided for cross-cultural adaptation and for establishing validity across different contexts.

No abstract

OBJECTIVE -The aim of this study was to assess the reliability and validity of an evaluation scale for self-management behavior related to physical activity of type 2 diabetic patients (ES-SMBPA-2D).RESEARCH DESIGN AND METHODS -Outpatients with type 2 diabetes (n ϭ 146) completed a self-administered questionnaire supported by a semistructured interview based on a literature review. The content, factor, and concurrent validity and internal consistency and reproducibility of the scale were analyzed. Pearson's correlation coefficients for the ES-SMBPA-2D and International Physical Activity Questionnaire (IPAQ) subscale scores were calculated to evaluate the concurrent validity.RESULTS -The ES-SMBPA-2D was divided into two parts, the first dealing with selfmanagement behavior to enhance physical activity in daily life and the second with behavior to maintain the level of physical activity. Factor analysis showed that the first part comprised four factors and the second five. The ES-SMBPA-2D correlated with the IPAQ subscales. Cronbach's ␣ coefficient was between 0.56 and 0.90, and the intraclass test-retest correlation coefficient of the subscales was between 0.60 and 0.88.CONCLUSIONS -The ES-SMBPA-2D is reasonably reliable and valid and is expected to prove useful for the assessment of patients' self-management behavior and for individualized instruction. Diabetes Care 30:2843-2848, 2007R egular physical activity is recommended for type 2 diabetic patients, as it is commonly known to improve metabolic disorders and prevent complications such as cardiovascular disease (1). Even moderately intense physical activity through daily activities is beneficial for management of this condition (2,3). However, many patients fail to achieve the recommended level of physical activity (4) because of barriers such as the commonly given reason of "perceived difficulty in exercising" (5). The aim of self-management education is to enable patients to acquire knowledge and skills to improve their diabetic state, identify barriers that hinder improvement, and attain problem-solving and coping skills to achieve effective self-care behavior (6). Thus, medical personnel need to provide patients with strategies to enhance and maintain the required level of physical activity.Self-management education also involves individualized instruction, based on assessment of patients' psychosocial factors and self-management skills and behaviors (7) and strategies to enhance and maintain the required level of physical activity. Most scales designed for this purpose evaluate environmental and psychosocial factors (8 -11), the frequency of diabetes self-care behaviors (12), and perceived adherence to patients' self-care recommendations (13). No tools exist, however, to evaluate self-management behavior related to patients' physical activity. Therefore, the aim of this study was to develop an evaluation scale for selfmanagement behavior related to physical activity of type 2 diabetic patients (ES-SMBPA-2D). RESEARCH DESIGN AND METHODS -The EthicsCommitt...