Validation of the Interprofessional Collaborative Competency Attainment Survey (ICCAS) retrospective pre-test measures

Krüger, Jessica; Tona, Janice; Kruger, Daniel J.; Jackson, Jean; Ohtake, Patricia J.

doi:10.1080/13561820.2023.2169261

Cited by 5 publications

(1 citation statement)

References 20 publications

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“…This adds to the literature of the long-term effects of IPE-interventions, since such a finding has not been described before. A few other studies have also used the ICCAS after an IPE-intervention and they have reported a positive change between pre and post scores, but this was measured directly after the intervention [31][32][33]. Gunaldo et al [34] did study the long-term effect of a one-time IPE-intervention on interprofessional collaboration using the ICCAS, one year after the intervention.…”

Section: Discussionmentioning

confidence: 99%

Interprofessional collaboration skills and motivation one year after an interprofessional educational intervention for undergraduate medical and nursing students

Teuwen,

Kusurkar,

Schreurs

et al. 2024

BMC Med Educ

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Background The increasingly complex patient care in the twenty-first century is delivered by interprofessional health care teams. Interprofessional collaboration can be taught during interprofessional education. However, whether a long-term change in collaborative competencies can be achieved by interprofessional education has not been studied sufficiently. Our research questions were: How does motivation for interprofessional collaboration and interprofessional collaborative skills change up to one year after an interprofessional educational intervention? How are they related to each other? Methods During a one-year period, undergraduate medical and nursing students attended four interprofessional (intervention) or uniprofessional (control group) education sessions. Self-determination Theory was used as the theoretical framework. Autonomous and controlled motivation scores for interprofessional collaboration were calculated using the Academic Self-Regulation Questionnaire, before (T1), directly after (T2) and one year post-intervention (T3). At T3, the students also filled out the Interprofessional Collaborative Competencies Attainment Survey (ICCAS), which measured the perceived attainment of collaborative competencies by a retrospective pre-test/post-test design. We used linear mixed effects models to analyse the motivation scores and linear regression for the relation between motivation and competence. Results In the interprofessional group, autonomous motivation scores of the participants were significantly lower at T2 vs. T1. Controlled motivation scores were significantly higher at T3 vs. T1. Controlled motivation scores for T2 were significantly higher in the uniprofessional group than in the interprofessional group. Perceived competence was related to higher autonomous motivation scores. At T3 the interprofessional collaborative competencies seemed to have grown more among students in the interprofessional group. Conclusions The perceived growth in interprofessional collaboration competence lasted at least up to one year after the intervention, and was measurable with the ICCAS. The growth was significantly more in the IPE students than in the UPE students. The few differences found in motivation scores for interprofessional collaboration were probably caused by an imbalance of nursing versus medical students over the different time points. This finding indicates that classroom based IPE can contribute to interprofessional collaboration skills of nursing and medical students at least up to one year after an intervention.

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Section: Discussionmentioning

confidence: 99%

Interprofessional collaboration skills and motivation one year after an interprofessional educational intervention for undergraduate medical and nursing students

Teuwen,

Kusurkar,

Schreurs

et al. 2024

BMC Med Educ

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Improved Soft-Skill Competencies of ABA Professionals Following Training and Coaching: A Feasibility Study

Friedman,

El Roy,

Kerwin

et al. 2024

Behav. Soc. Iss.

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The field of applied behavior analysis currently faces critique regarding the need for increased compassion and interprofessional collaboration training toward culturally and emotionally responsive practice. Mindful self-compassion is evidenced to improve self-compassion and compassion. The purpose of the current study was to improve soft-skill competencies in collaboration and compassion of behavior analytic professionals. In this feasibility study, two cohorts of American behavior analytic professionals (N = 24) received a 4-month training-and-coaching sequence, with a pre-program focus group serving as the program’s needs assessment. The Interprofessional Collaborative Competency Attainment Survey and Self-Compassion Scale, Short Form were administered pre- and post-intervention to ascertain program effectiveness, alongside open-ended survey questions. Training included experiential learning opportunities in small groups, with participants practicing self-compassion and collaboration skills. Coaching included additional individual practice opportunities. Pre- and post-whole test scores were significantly different on both instruments, with p set at .05, demonstrating preliminary effectiveness. Significance on paired-sample t-test for the Interprofessional Collaborative Competency Attainment Survey whole score fell at <.001, while for the Self-Compassion Scale, Short Form, it fell at .004. While prior studies have demonstrated the need for collaboration and compassion training within the ABA workforce, the current study reports on an implementation procedure to improve upon these skill sets, addressing a noted gap. Furthermore, the current study operationalizes collaboration alongside self-compassion, demonstrating the importance of centering collaborative practice within soft-skill awareness and competency. Future research can incorporate direct measures of these skill sets.

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Response-shift effect for self-assessment: Magnitude and accuracy within an interprofessional education course

Peeters,

Masterson

2024

Journal of Interprofessional Education & Practice

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Validation of the Interprofessional Collaborative Competency Attainment Survey (ICCAS) retrospective pre-test measures

Cited by 5 publications

References 20 publications

Interprofessional collaboration skills and motivation one year after an interprofessional educational intervention for undergraduate medical and nursing students

Interprofessional collaboration skills and motivation one year after an interprofessional educational intervention for undergraduate medical and nursing students

Improved Soft-Skill Competencies of ABA Professionals Following Training and Coaching: A Feasibility Study

Response-shift effect for self-assessment: Magnitude and accuracy within an interprofessional education course

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