Spanish version of the readiness for interprofessional learning scale (RIPLS) in an undergraduate health sciences student context

Villagrán, Ignacio; Jeldez, Paz; Calvo, Fernanda; Fuentes, J. Rodrigo; Moya, José Luís Medina; Barañao, Patricio; Irarrázabal, Lisette; Rojas, Noelia Pilar; Soto, Paula; Barja, Salesa; Fuentes‐López, Eduardo

doi:10.1080/13561820.2021.1888902

Cited by 9 publications

(4 citation statements)

References 48 publications

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“…A psychometric study of the most recent version of the instrument underpins its reliability and validity [ 21 ]. The reliability and validity of the RIPLS scale have further been assessed in a range of cultural contexts, such as in China [ 22 ], in Japan [ 23 ], in Spain [ 24 ], in Turkey [ 25 ], and in United Kingdom [ 26 ]. However, psychometric information about the RIPLS in the Vietnamese context is unavailable.…”

Section: Methodsmentioning

confidence: 99%

Comparison of students' readiness from six health education programs for interprofessional learning in Vietnam: a cross-sectional study

Huyen,

Tam,

Wens

et al. 2023

BMC Med Educ

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Background Interprofessional education (IPE) is expected to help prepare undergraduate health profession students to collaborate with other healthcare professionals in realising quality of care. Studies stress the necessity of students’ readiness for interprofessional learning (IPL) in view of designing IPE programs. The present study aims to determine students' IPL-readiness and looks at related differences in students enrolled in different programs and at different phases in their educational program. Methods A cross-sectional survey study was set up among 1139 students from six health programs at HueUMP, using the Readiness for Interprofessional Learning Scale (RIPLS). Statistical analysis was performed using Kruskal–Wallis H and Mann–Whitney U tests. Results The overall mean RIPLS score was 68.89. RIPLS scores significantly differed between programs and between phases in the educational programs. Medical students presented a lower readiness level for IPL than students from other programs. In contrast to a significant increase in RIPLS scores of students in the clinical phase in Vietnamese traditional medicine, medicine, and pharmacy, a decrease in RIPLS scores was observed in students in the clinical phase in odonto-stomatology. Conclusions The differences could be related to differences in educational programs and the study phases in a particular program. These results offer insights to direct the design and implementation of IPE in health education curricula and especially underscore the need to provide IPE throughout the curriculum.

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Section: Methodsmentioning

confidence: 99%

Comparison of students' readiness from six health education programs for interprofessional learning in Vietnam: a cross-sectional study

Huyen,

Tam,

Wens

et al. 2023

BMC Med Educ

View full text Add to dashboard Cite

show abstract

“…A psychometric study of the most recent version of the instrument underpins its reliability and validity (21). The reliability and validity of the RIPLS scale have further been assessed in a range of cultural contexts, such as in China (22), in Japan (23), in Spain (24), in Turkey (25), and in United Kingdom (26). However, psychometric information about the RIPLS in the Vietnamese context is unavailable.…”

Section: Instrumentmentioning

confidence: 99%

Comparison of students' readiness from six health education programs for interprofessional learning in Vietnam: A cross-sectional study

Huyền

Tâm

Wens

et al. 2023

Preprint

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Background Interprofessional education (IPE) is expected to help prepare undergraduate health profession students to collaborate with other healthcare professionals in realising quality of care. Studies stress the necessity of students’ readiness for interprofessional learning (IPL) in view of designing IPE programs. The present study aims to determine students' IPL-readiness and looks at related differences in students enrolled in different programs and at different phases in their educational program. Methods A cross-sectional survey study was set up among 1139 students from six health programs at HueUMP, using the Readiness for Interprofessional Learning Scale (RIPLS). Statistical analysis was performed using Kruskal-Wallis H and Mann-Whitney U tests. Results The overall mean RIPLS score was 68,89. RIPLS scores significantly differed between programs and between phases in the educational programs. Medical students presented a lower readiness level for IPL than students from other programs. In contrast to a significant increase in RIPLS scores of students in the clinical phase in Vietnamese traditional medicine, medicine, and pharmacy, a decrease in RIPLS scores was observed in students in the clinical phase in odonto-stomatology. Conclusions The differences could be related to differences in educational programs and the study phases in a particular program. These results offer insights to direct the design and implementation of IPE in health education curricula and especially underscore the need to provide IPE throughout the curriculum.

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“…Como limitación del estudio, se reconoce que la muestra requiere ampliarse a estudiantes de otras carreras e idealmente a otras universidades, para tener mayor diversidad de experiencias en la formación de los estudiantes y hacer una validación a mayor escala. Un avance en este tema se observa en el estudio de validación de la escala RIPLS en estudiantes de ciencias de la salud (30) .…”

Section: Discusión Y Conclusionesunclassified

Análisis psicométrico y validez de la Escala de Disposición al Aprendizaje Interprofesional en estudiantes de enfermería en Chile

Irarrázabal

Förster²,

Villagrán³

et al. 2022

Enf Global

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Introduction: Interprofessional education offers health students an opportunity to learn, practice, and improve communication and collaboration skills through learning experiences with other professions. It is important to determine their willingness to actively engage with other students in their learning process, which is assessed through the Readiness for Interprofessional Learning scale, one of the most widely used internationally. The objective was to adapt and validate the Readiness for Interprofessional Learning Scale to Spanish among nursing students.Method: The study design was cross-sectional quantitative, with a sample of 330 nursing students of different years. Cronbach's Alpha and exploratory and confirmatory factor analysis were performed.Results: The original scale had 23 items, only 16 met the validity and reliability criteria. The 16 items are distributed in the dimensions: Teamwork and collaboration (T: 10 items), Patient Centered Work (EP: 4 items) and Professional identity (PI: 2 items). Cronbach's alpha index for the full scale was 0.8259 (CyTE α=0.81; PC α= 0.77 and PI α=0.61).Conclusion: the RIPL scale validated in this study has adequate reliability and validity for the dimensions Teamwork and collaboration and Patient Centered Work. Elaboration of new items are required for Professional Identity Introducción: La educación interprofesional ofrece a los estudiantes de salud una oportunidad para aprender, practicar y mejorar las habilidades de comunicación y colaboración a través de la experiencia de aprendizaje con otras profesiones. Es importante determinar la disposición que tienen de involucrarse activamente con otros estudiantes en su proceso de aprendizaje, lo que se evalúa a través de la Escala de disposición al aprendizaje interprofesional, una de las más usadas internacionalmente. El objetivo fue adaptar y validar al español la Escala de disposición al aprendizaje interprofesional (RIPLS) en estudiantes de enfermería.Método: Diseño de estudio cuantitativo transversal, a una muestra de 330 estudiantes de enfermería de diferentes años, se realizó Alfa de Cronbach y análisis factorial exploratorio y confirmatorio.Resultados: La escala original tenía 23 ítems, solo 16 cumplen con los criterios de validez y confiabilidad. Los 16 ítems, se distribuyen en las dimensiones: Colaboración y trabajo en equipo (CyTE: 10 ítems), Trabajo centrado en el paciente (PC: 4 ítems) y Sentido e Identidad Profesional (PI: 2 ítems). El índice alfa de Cronbach de la escala completa fue de 0.8259 (CyTE α=0.81; PC α= 0.77 and PI α=0.61).Conclusión: La escala RIPL validada en este estudio tiene confiabilidad y validez adecuada para las dimensiones Trabajo en equipo y colaboración y Trabajo centrado en el paciente. Se requiere elaborar nuevos ítems para Sentido e Identidad profesional.

show abstract

Spanish version of the readiness for interprofessional learning scale (RIPLS) in an undergraduate health sciences student context

Cited by 9 publications

References 48 publications

Comparison of students' readiness from six health education programs for interprofessional learning in Vietnam: a cross-sectional study

Comparison of students' readiness from six health education programs for interprofessional learning in Vietnam: a cross-sectional study

Comparison of students' readiness from six health education programs for interprofessional learning in Vietnam: A cross-sectional study

Análisis psicométrico y validez de la Escala de Disposición al Aprendizaje Interprofesional en estudiantes de enfermería en Chile

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