The role perception questionnaire (RPQ): a tool for assessing undergraduate students' perceptions of the role of other professions

Abstract

A systematic review of interprofessional education (Freeth et al., 2002) revealed that there were many weaknesses in the current body of knowledge of interprofessional education outcomes. One reason for this was the lack of good quality study designs for evaluating the outcomes of interprofessional education. This paper discusses the range of tools that were found in the literature and describes the production and validation of two questionnaires that can be used as part of an interprofessional evaluation strategy. Firstly, a Generic Role Perception Questionnaire which can be used for measuring the perception of the role of a range of professions and a Nursing Role Perception Questionnaire used specifically for measuring the perception of the role of a nurse. Repertory grid technique was selected to elicit constructs from a multiprofessional group of final year undergraduate students. This pool was then used to develop the two questionnaires. Factor analysis, internal consistency and test re-test measures are used along with evidence of validity. The questionnaires were found to have acceptable validity and reliability and could be used as part of an IPE evaluation strategy to measure changes in professional role perception in an undergraduate population.

Team decision making: design, implementation and evaluation of an interprofessional education activity for undergraduate health science students

“…Prior to commencement of the lecture, students completed the Readiness for Interprofessional Learning scale (RJPLS: Parsell & Bligh, 1999), the Interdisciplinary Education Perception scale (IEPS: Luecht, Madsen, Taugher, & Petterson, 1990) and the generic (GRPQ) and nurse (NRPQ) versions of the Role Perception Questionnaire (Mackay, 2004).…”

Exploring psychometric properties of the interdisciplinary education perception scale in health graduate students

“…The first part of this review suggested common elements that have been quantitatively measured in this area included flexibility, reflection, interdependence, and role perception (Bronstein, 2003;MacKay, 2004;Heinemann, Schmitt, Farrell, & Brallier, 1999). Items in the IEPS were then divided into these elements based on the content of each item in order to see if an element or a set of elements from this review could be represented by the IEPS items.…”

An Interprofessional Education Panel on Development, Implementation, and Assessment Strategies

“…Students self-reported a significant increase in their ability to communicate and cooperate with others and their ability to identify with their team. 30 Marken et al used simulation with 12 students to demonstrate competence while functioning as a member of an interprofessional team engaged in difficult conversations. 34 The 2-day, 4-hour events started with a 20-minute discussion of difficult topics, followed by multiple simulated scenarios, debriefs, and discussions on roles.…”

“…Educators recognize the importance of effective communication for successfully implementing IPE programs. [30][31][32][33][34] For example, Dow et al used a quality improvement case to address student ability to work as a team and collaborate interprofessionally. 19 Students were provided with specific quality improvement cases in their individual curricula, and given time for interprofessional group work to complete American Journal of Pharmaceutical Education 2015; 79 (6) Article 78.…”