Refinement of the Interprofessional Socialization and Valuing Scale (ISVS-21) and Development of 9-Item Equivalent Versions

King, Gillian; Orchard, Carole; Khalili, Hossein; Avery, Lisa

doi:10.1097/ceh.0000000000000082

Cited by 99 publications

(63 citation statements)

References 18 publications

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“…An example of a scale that also measures beliefs is the Interprofessional Socialization and Valuing Scale (ISVS; King, Orchard, Khalili, & Avery, 2016). Socialization processes are important for identity formation (Blue, Phillips, Born, & Lopez, 2011;Brim, 1968;Cruess et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

The development and psychometric evaluation of an interprofessional identity measure: Extended Professional Identity Scale (EPIS)

Reinders

Nijeholt

Schans

et al. 2020

Journal of Interprofessional Care

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The purpose of this study was to develop and evaluate an interprofessional identity measurement instrument based on Extended Professional Identity Theory (EPIT). The latter states that interprofessional identity is a social identity superordinate to a professional identity consisting of three interrelated interprofessional identity characteristics: belonging, commitment and beliefs. Scale development was based on five stages: 1) construct clarification, 2) item pool generation, 3) review of initial item pool, 4) shortening scale length (EFA to determine top four highest factor loadings per subscale; 97 dental and dental hygiene students), and 5) cross-validation and construct validity confirmation (CFA; 152 students and 48 teachers from six curricula). Explained variance of the EPIS was 65%. Internal consistency of the subscales was 0.79, 0.81 and 0.80 respectively and 0.89 of the overall scale. CFA confirmed threedimensionality as theorized by EPIT. Several goodness-of-fit indexes showed positive results: CFI = 0.968 > 0.90, RMSEA = 0.039 < 0.05, and SRMR = 0.056 ≤ 0.08. The factor loadings of the CFA ranged from 0.58 to 0.80 and factors were interrelated. The Extended Professional Identity Scale (EPIS) is a 12-item measurement instrument with high explained variance, high internal consistency and high construct validity with strong evidence for three-dimensionality.

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Section: Introductionmentioning

confidence: 99%

The development and psychometric evaluation of an interprofessional identity measure: Extended Professional Identity Scale (EPIS)

Reinders

Nijeholt

Schans

et al. 2020

Journal of Interprofessional Care

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show abstract

“…In prior research, interprofessional socialization was analyzed as the result of an interprofessional activity. Seven of these mention the ISVS, both in its 24-item version 25 and its 21-item version 26 , as an instrument to measure interprofessional socialization in undergraduate students. In all cases, they are pre-post studies.…”

Section: Discussionmentioning

confidence: 99%

“…To evaluate interprofessional socialization, the Interprofessional Socialization and Values Scale (ISVS) was used 25,26 . It is a self-report measure specifically designed to measure interprofessional socialization.…”

Section: Methodsmentioning

confidence: 99%

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Increasing interprofessional socialization among psychology and nursing students by means of an educational intervention: A quasi-experimental study with a control group

Pascual¹,

Márquez²,

Rodríguez-Rey³

et al. 2020

Preprint

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Background Interprofessional education helps health sciences students become better able to take part in future interprofessional collaborative practice. In general, interprofessional education activities seek to change knowledge levels, attitudes, and skills. However, a more ambitious objective would be to foster interprofessional socialization. Interprofessional socialization calls for the development of a dual identity: on the one hand, a professional identity, and on the other, an interprofessional identity as a member of a collaborative team. The objective of this research was to evaluate the effectiveness of an interprofessional activity in increasing self-assessment scores regarding interprofessional socialization. Methods This was a quasi-experimental study. Sixty psychology and nursing students at a university were divided into an experimental group and a control group. The experimental group participated in an activity designed in accordance with Khalili's interprofessional socialization framework. The control group performed their usual activities. Self-assessment of interprofessional socialization was measured in both groups using the Interprofessional Socialization and Values Scale (ISVS-21) before and after the activities. After the normality test, the inter-group difference (experimental vs. control groups) in the baseline ISVS score was analyzed using the Mann-Whitney U test. The intra-group variation (within each, the experimental group and control group) in the ISVS-21 score (pre-post change) was analyzed using the Wilcoxon test. Results The baseline ISVS-21 score was 93 for the experimental group and 98 for the control group, p=0.321. The experimental group’s ISVS-21 score increased from 93 to 104 after the educational intervention, p<0.01. There were no statistically significant changes in the control group (p=0.174). Conclusions The educational activity, designed in accordance with the Khalili model and carried out with the nursing and psychology students, favors interprofessional socialization in a statistically significant way, as do other activities described in the scientific literature. This matter should be researched in greater depth, using comparative studies to analyze which activities are more effective and efficient.

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“…The 9-item Interprofessional Socialization and Valuing Scale (ISVS) measures participants' willingness to participate in, and readiness for change towards, interprofessional collaborative practice (King, Orchard, Khalili, & Avery, 2016). Version 9a was used both before and after the workshop where scores range from 1 (not at all) to 7 (to a very great extent).…”

Section: Data Collectionmentioning

confidence: 99%

A multi-method evaluation of interprofessional education for healthcare professionals caring for women during and after pregnancy

Olander

Coates

Brook

et al. 2018

Journal of Interprofessional Care

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This multi-method evaluation assessed the perceived impact of interprofessional workshops targeting enhanced collaboration between healthcare professionals who care for women during and after pregnancy. Current policy recommends partnership working to improve care for women and babies, however, there is little interprofessional education in this area. Five one-day workshops were delivered to 18 healthcare professionals (47.4% of the 38 healthcare professionals registered). The workshop was evaluated through questionnaires before and after the workshop measuring attitudes and willingness towards collaboration; observations of the workshops by a researcher and follow-up interviews 2 months' post-workshop to explore changes in practice. Workshops were attended by midwives, health visitors (trained nurses specialising in community care for children 0-5 years), dietitians, nurses, a general practitioner and a breastfeeding specialist. Attitudes and willingness to participate in interprofessional collaborative practice improved after the workshop. Observations made at the workshop included engaged participants who reported numerous barriers towards collaboration. Follow-up contact with 12 participants identified several examples of collaboration in practice resulting from workshop attendance. These findings suggest that the workshops influenced attendees to change their practice towards more collaborative working. Future work needs to confirm these results with more participants.

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Refinement of the Interprofessional Socialization and Valuing Scale (ISVS-21) and Development of 9-Item Equivalent Versions

Cited by 99 publications

References 18 publications

The development and psychometric evaluation of an interprofessional identity measure: Extended Professional Identity Scale (EPIS)

The development and psychometric evaluation of an interprofessional identity measure: Extended Professional Identity Scale (EPIS)

Increasing interprofessional socialization among psychology and nursing students by means of an educational intervention: A quasi-experimental study with a control group

A multi-method evaluation of interprofessional education for healthcare professionals caring for women during and after pregnancy

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