Italian Translation and Validation of the Readiness for Interprofessional Learning Scale (RIPLS) in an Undergraduate Healthcare Student Context
Abstract
:1. Introduction
2. Materials and Methods
2.1. Design
2.2. Description of the Version of RIPLS Adopted in This Study
2.3. Phase One: Translation and Cross-Cultural Adaptation of the RIPLS
2.4. Phase Two: Data Collection Procedure
2.5. Data Analysis
2.6. Ethical Consideration
3. Results
3.1. Descriptive Characteristics of the Sample
3.2. Preliminary Item Analysis
3.3. Exploratory Factor Analysis
3.4. Confirmatory Factor Analysis
3.5. Reliability of the Italian RIPLS
4. Discussion
5. Conclusions and Future Implications
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Studies | Number of Final Subscales | Number of Participants | Number of Final Items | Cronbach’s Alpha for the Entire Scale | Language Availability |
---|---|---|---|---|---|
Parsell, Stewart, Bligh (1998) [25] | 2 | 914 | 19 | - | English |
Parsell & Bligh (1999) [15] | 3 | 120 | 19 | 0.90 | English |
McFadyen et al. (2005) ª [20] | 4 | 308 | 19 | 0.84 | English |
Reid et al. (2006) ᵇ [16] | 3 | 66 | 23 | 0.76 | English |
El-Zubeir et al. (2006) ᵇ [19] | 3 | 178 | 20 | 0.61 | Arabic |
Lauffs et al. (2008) [23] | 3 | 214 | 19 | - | Swedish |
Tamura et al. (2012) ᵇ [26] | 3 | 132 | 19 | 0.74 | Japanese |
Tyastuti, D. et al. (2014) [27] | 3 | 378 | 16 | 0.87 | Indonesian |
Peduzzi, M. et al. (2015) [18] | 3 | 327 | 27 | - | Portuguese/Brazil |
Cloutier, J. et al. (2015) [21] | 3 | 141 | 16 | 0.90 | French |
Mahler, C. et al. (2016) [22] | 3 | 531 | 19 | - | German |
Pype, P. et al. (2016) [28] | 3 | 510 | 23 | 0.88 | Dutch |
Nørgaard, B. et al. (2016) [29] | 4 | 570 | 29 | - | Danish |
Oishi, A. et al. (2017) [1] | 4 | 368 | 23 | 0.7 | Japanese |
Ergonul, E. et al. (2018) [24] | 3 | 213 | 19 | 0.85 | Turkish |
Li, Z. et al. (2018) [11] | 4 | 282 | 19 | 0.70 | Chinese |
Milutinović, D. et al. (2018) [12] | 2 | 257 | 19 | 0.90 | Serbian |
Ataollahi, M. et al. (2019) [30] | 4 | 200 | 19 | 0.94 | Persian |
Torsvik et al. (2021) [31] | 4 | 307 | 19 | 0.85 | Norwegian |
Villagrán, I et al. (2022) [32] | 3 | 407 | 24 | 0.86 | Spanish |
Original Items | Translated Items |
---|---|
1. Learning with other students and professionals will make me a more effective health and social care team member. | 1. Imparare con altri studenti/professionisti mi renderà un membro più efficace di una squadra di assistenza sanitaria e sociale. |
2. Patients would ultimately benefit if health and social care student professionals worked together. | 2. Alla fine i pazienti trarrebbero beneficio se gli studenti e i professionisti dell’assistenza sanitaria e sociale lavorassero insieme. |
3. Shared learning with other health and social care students professionals will increase the ability to understand clinical problems. | 3. L’apprendimento condiviso con altri studenti/professionisti della sanità e dell’assistenza sociale aumenterà le mie capacità di comprendere i problemi clinici. |
4. Communications skills should be learned with other health and social care students/professionals. | 4. Le capacità di comunicazione dovrebbero essere apprese con altri operatori sanitari e sociali. |
5. Teamworking skills are vital for all health and social care students/professionals to learn. | 5. Le capacità di lavorare in gruppo sono vitali per tutti gli studenti/professionisti dell’assistenza sanitaria e sociale per apprendere. |
6. Shared learning will help to understand my own professional limitations. | 6. L’apprendimento condiviso mi aiuterà a comprendere i miei limiti professionali. |
7. Learning between health and social care students before qualification and for professionals after qualification would improve working relationships after qualification/collaborative practice. | 7. L’apprendimento tra gli studenti dell’assistenza sanitaria e sociale, prima e dopo la qualifica professionale, migliorerebbe i rapporti di lavoro e la pratica collaborativa. |
8. Shared learning will help me think positively about other health and social care professionals. | 8. L’apprendimento condiviso mi aiuterà a pensare positivamente verso gli altri professionisti sanitari e sociali. |
9. For small group learning to work, students/professionals need to respect and trust each other. | 9. Per imparare a lavorare in piccoli gruppi, studenti e professionisti devono rispettarsi e fidarsi l’uno dell’altro. |
10. I do not want to waste time learning with other health and social care students/professionals. | 10. Non voglio perdere tempo a imparare con altri studenti e professionisti sanitari e sociali. |
11. It is not necessary for undergraduate/postgraduate health and social care students/professionals to learn together. | 11. Non è necessario che gli studenti laureati e post laureati nell’assistenza sanitaria e sociale apprendano insieme. |
12. Clinical problem solving can only be learnt effectively with students/professionals from my own school/organization. | 12. La risoluzione dei problemi clinici può essere appresa efficacemente solo con studenti/professionisti della mia scuola/organizzazione. |
13. Shared learning with other health and social care professionals will help me to communicate better with patients and other professionals. | 13. L’apprendimento condiviso con altri professionisti sanitari e sociali mi aiuterà a comunicare meglio con i pazienti e gli altri professionisti. |
14. I would welcome the opportunity to work on small group projects with other health and social care students/professionals. | 14. Gradirei l’opportunità di lavorare su progetti in piccoli gruppi con altri studenti di assistenza sanitaria e sociale. |
15. I would welcome the opportunity to share some generic lectures, tutorials or workshops with other health and social care students/professionals. | 15. Gradirei l’opportunità di condividere alcune lezioni di base, tutorial o seminari con altri studenti/professionisti dell’assistenza sanitaria e sociale. |
16. Shared learning and practice will help me clarify the nature of patients’ or clients’ problems. | 16. L’apprendimento e la pratica condivisi mi aiuteranno a chiarire la natura dei problemi dei pazienti. |
17. Shared learning before and after qualification will help me become a better team worker. | 17. L’apprendimento condiviso prima e dopo la qualifica professionale mi aiuterà a diventare un miglior collaboratore. |
18. I am unsure what my professional role will be/is. | 18. Non sono sicuro di quale sia/sarà il mio ruolo di professionista. |
19. I have to acquire much more knowledge and skill than other students/professionals in my own faculty/organization. | 19. Devo acquisire molte più conoscenze e abilità rispetto ad altri studenti/professionisti nella mia facoltà/organizzazione. |
Tot (n = 414) | EFA (n = 207) | CFA (n = 207) | ||||
---|---|---|---|---|---|---|
n | % | n | % | n | % | |
Disciplines | ||||||
Physiotherapy | 219 | 52.9 | 29 | 14.0 | 190 | 91.8 |
Nursing | 34 | 8.2 | 17 | 8.2 | 17 | 8.2 |
Medicine | 120 | 29.0 | 120 | 58.0 | - | - |
Dentistry | 41 | 9.9 | 41 | 19.8 | - | - |
Sex | ||||||
Females | 240 | 58.0 | 147 | 71.0 | 93 | 44.9 |
Males | 174 | 42.0 | 60 | 29.0 | 114 | 55.1 |
Age | ||||||
Years (Mean; standard deviation) | 24.37 | 4.23 | 25.1 | 4.06 | 23.64 | 4.28 |
1° Item Analysis | 2° Item Analysis | |||
---|---|---|---|---|
Corrected Item-Total Correlation | Cronbach’s Alpha if Item Deleted | Corrected Item-Total Correlation | Cronbach’s Alpha if Item Deleted | |
RIPS1 | 0.578 | 0.798 | 0.602 | 0.907 |
RIPS2 | 0.528 | 0.799 | 0.586 | 0.907 |
RIPS3 | 0.580 | 0.797 | 0.604 | 0.907 |
RIPS4 | 0.536 | 0.798 | 0.576 | 0.908 |
RIPS5 | 0.608 | 0.794 | 0.627 | 0.906 |
RIPS6 | 0.570 | 0.795 | 0.608 | 0.907 |
RIPS7 | 0.691 | 0.790 | 0.731 | 0.902 |
RIPS8 | 0.612 | 0.792 | 0.691 | 0.903 |
RIPS9 | 0.538 | 0.799 | 0.549 | 0.909 |
RIPS10 | 0.149 | 0.824 | ||
RIPS11 | 0.197 | 0.820 | ||
RIPS12 | 0.021 | 0.835 | ||
RIPS13 | 0.618 | 0.793 | 0.641 | 0.905 |
RIPS14 | 0.545 | 0.797 | 0.602 | 0.907 |
RIPS15 | 0.561 | 0.796 | 0.587 | 0.907 |
RIPS16 | 0.570 | 0.797 | 0.608 | 0.906 |
RIPS17 | 0.680 | 0.792 | 0.712 | 0.903 |
RIPS18 | −0.130 | 0.843 | ||
RIPS19 | 0.164 | 0.820 |
New Item Scale | Former Item Scale | Factor 1 | Factor 2 | Communalities | Cronbach’s Alpha | |
---|---|---|---|---|---|---|
Factor 1-Teamwork & collaboration | I-RIPLS 1 | RIPLS1 | 0.722 | −0.089 | 0.584 | 0.883 |
I-RIPLS 2 | RIPLS5 | 0.756 | −0.087 | 0.537 | ||
I-RIPLS 3 | RIPLS6 | 0.614 | 0.002 | 0.519 | ||
I-RIPLS 4 | RIPLS7 | 0.782 | 0.016 | 0.622 | ||
I-RIPLS 5 | RIPLS2 | 0.462 | 0.243 | 0.465 | ||
I-RIPLS 6 | RIPLS8 | 0.67 | 0.117 | 0.565 | ||
I-RIPLS 7 | RIPLS3 | 0.415 | 0.195 | 0.476 | ||
I-RIPLS 8 | RIPLS9 | 0.623 | 0.040 | 0.405 | ||
I-RIPLS 9 | RIPLS4 | 0.331 | 0.236 | 0.425 | ||
Factor 2-Positive Professional Identity, Roles and Responsibility | I-RIPLS 10 | RIPLS15 | −0.008 | 0.661 | 0.654 | 0.818 |
I-RIPLS 11 | RIPLS14 | −0.108 | 0.773 | 0.632 | ||
I-RIPLS 12 | RIPLS16 | −0.032 | 0.760 | 0.608 | ||
I-RIPLS 13 | RIPLS17 | 0.182 | 0.621 | 0.645 | ||
I-RIPLS 14 | RIPLS13 | 0.270 | 0.418 | 0.515 |
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Spada, F.; Caruso, R.; De Maria, M.; Karma, E.; Oseku, A.; Pata, X.; Prendi, E.; Rocco, G.; Notarnicola, I.; Stievano, A. Italian Translation and Validation of the Readiness for Interprofessional Learning Scale (RIPLS) in an Undergraduate Healthcare Student Context. Healthcare 2022, 10, 1698. https://doi.org/10.3390/healthcare10091698
Spada F, Caruso R, De Maria M, Karma E, Oseku A, Pata X, Prendi E, Rocco G, Notarnicola I, Stievano A. Italian Translation and Validation of the Readiness for Interprofessional Learning Scale (RIPLS) in an Undergraduate Healthcare Student Context. Healthcare. 2022; 10(9):1698. https://doi.org/10.3390/healthcare10091698
Chicago/Turabian StyleSpada, Florian, Rosario Caruso, Maddalena De Maria, Emiljan Karma, Aisel Oseku, Xhesika Pata, Emanuela Prendi, Gennaro Rocco, Ippolito Notarnicola, and Alessandro Stievano. 2022. "Italian Translation and Validation of the Readiness for Interprofessional Learning Scale (RIPLS) in an Undergraduate Healthcare Student Context" Healthcare 10, no. 9: 1698. https://doi.org/10.3390/healthcare10091698