Cross-cultural adaptation of the Readiness for Interprofessional Learning Scale in Brazil

Peduzzi, Marina; Norman, Ian; Coster, Samantha; Meireles, Everson

doi:10.1590/S0080-623420150000800002

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ORIGINAL ARTICLE • REEUSPRev. esc. enferm. USP 49 (spe 2) • Dec 2015 • https://doi.org/10.1590/S0080-623420150000800002 copy

Cross-cultural adaptation of the Readiness for Interprofessional Learning Scale in Brazil

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT

Objective

Conduct a cross-cultural adaptation of the expanded version of the 29-items Readiness for Interprofessional Learning Scale (RIPLS) into Brazilian Portuguese.

Method

Five steps were adopted: three translations, synthesis, three back-translations, assessment by an expert committee, and pre-test. Validation comprised 327 students from 13 undergraduate health courses from a public university. Parallel analyses were conducted using the R software and factor analysis using Exploratory Structural Equation Modeling.

Results

¹1. Reeves S, Perrier L, Goldman J, Freeth D, Zwarenstein M. Interprofessional education: effects on professional practice and healthcare outcomes (update). Cochrane Database Syst Rev. 2013;(3):CD002213. ⁹9. Thannhauser J, Russel-Mayhew S, Scott C. Measures of interprofessional education and collaboration. J Interprof Care. 2010;24(4):336-49. ¹²12. Wilhelmsson M, Ponzer S, Dahlgren LO, Timpka T, Faresjö T. Are female studentes in general and nursing students more ready for teamwork and interprofessional collaboration in healthcare? BMC Med Educ. 2011;11:15. doi 10.1186/1472-6920-11-15 ¹⁶16. El-Zubeir M, Rizk DE, Al-Khalil RK. Are senior UAE medical and nursing students read for interprofessional learning? Validating the RIPL scale in a Middle Eastern context. J Interprof Care. 2006;20(6):619-32. ¹⁰10. Coster S, Norman I, Murrells T, Kitchen S, Meerabeau E, Sooboodoo E, et al. Interprofessional attitudes among undergraduate students in the health professions: a longitudinal questionnaire survey. Int J Nurs Stud. 2008;45(11):1667-81. ¹¹11. Aziz Z, Teck LC, Yen PY. The attitudes of medical, nursing and pharmacy studentes to inter-professional learning. Soc Behav Sci. 2011;29:639-45. ¹⁷17. Beaton DE, Bombardier C, Guillemin F, Ferraz MB. Guidelines for the process of cross-cultural adaptation of self-report measures. Spine. 2000;25(24):3186-91. ¹⁹19. Hair JF, Anderson RE, Tathan RL, Black WC. Análise multivariada de dados. 5ª ed. Porto Alegre: Bookman; 2005. ²¹21. Venables WN, Smith DM. The R Development Core Team. An introduction to R, Version 2.2.0 R-Project [Internet]. [cited 2013 Oct 10]. Available from: http://CRAN.R-project.org
http://CRAN.R-project.org... ²⁴24. Hair JF, Black WC, Babin BJ, Anderson RE. Multivariate data analysis. 7nd ed. New Jersey: Pearson Education International; 2010. ²⁵25. Razali NM, Wah YB. Power comparisons of Shapiro-Wilk, Kolmogorov-Smirnov, Lilliefors and Anderson-Darling tests. J Stat Modeling Anal. 2011;2(1):21-33. ²⁹29. Williams B, Brown T, Boyle M. Construct validation of the readiness for interprofessional learning scale: a rasch and factor analysis. J Interprof Care 2012;26(4):326-32.

Conclusion

Evidences were found relating to the validity of the RIPLS version in Brazilian Portuguese in its application in the national context.

Interprofessional Relation; Education; Methods; Questionnaire

Courses	N	Proportion	N	Rounded N
Pharmacy	148	0,386238	57.16315	57
Psychology	70	0,386238	27.03663	27
Physical Education	35	0,386238	13.51831	14
Dentistry	117	0,386238	45.18979	45
Ph. Act. Sciences	46	0,386238	17.76693	18
Gerontology	36	0,386238	13.90455	14
Obstetrics	53	0,386238	20,47059	20
Medicine	180	0,386238	69.52275	69
Occ. Therapy	23	0,386238	8.883463	9
Physiotherapy	25	0,386238	9.655938	10
Speech Therapy	25	0,386238	9.655938	10
Nursing	73	0,386238	28.19534	28
Nutrition	70	0,386238	27.03663	27

Total	901		348	348

Itens		Saturation loading			r ^it*

		F1	F2	F3
1	Learning with other students will help me become a more effective member of a health care team Learning with other students will help me become a more effective member of a health care team	0,70	-0,02	0,10	0,64
2	Patients would ultimately benefit if health care students worked together to solve patient problems	0,66	-0,05	0,12	0,57
3	Shared learning with other health care students will increase my ability to understand clinical problems	0,75	-0,15	-0,10	0,64
4	Learning with health care students before qualification would improve relationships after qualification	0,84	0,19	-0,19	0,55
5	Communication skills should be learned with other health care students	0,76	0,24	-0,03	0,55
6	Shared learning will help me to think positively about other professionals	0,75	0,14	-0,05	0,58
7	For small group learning to work, students need to trust and respect each other	0,72	0,29	0,08	0,48
8	Team-working skills are essential for all health care students to learn	0,64	-0,03	0,19	0,60
9	Shared learning will help me to understand my own limitations	0,66	0,01	0,01	0,57
12	Clinical problem-solving skills should only be learned with students from my own department	-0,47	0,38	-0,08	0,58
13	Shared learning with other health care students will help me to communicate better with patients and other professionals	0,80	-0,02	-0,08	0,68
14	would welcome the opportunity to work on small-group projects with other health care students	0,62	-0,16	0,03	0,60
15	Shared learning will help to clarify the nature of patient problems	0,84	0,06	0,03	0,72
16	Shared learning before qualification will help me become a better team worker	0,82	-0,02	0,02	0,70
10	I don’t want to waste my time learning with other health care students	-0,41	0,45	-0,11	0,37
11	It is not necessary for undergraduate health care students to learn together	-0,43	0,54	0,00	0,45
17	The function of nurses and therapists is mainly to provide support for doctors	0,01	0,50	0,06	0,35
19	I have to acquire much more knowledge and skills than other health care students	-0,01	0,43	0,03	0,34
21	I would feel uncomfortable if another health care student knew more about a topic than I did	0,01	0,37	0,05	0,27
22	I will be able to use my own judgment a lot in my professional role (professional freedom)	0,11	0,33	0,22	0,19
23	Reaching a diagnosis will be the main function of my role (clinical object)	-0,03	0,68	0,24	0,49
24	My main responsibility as a professional will be to treat my patient (clinical object)	-0,02	0,53	0,34	0,37
25	I like to understand the patient’s side of the problem (patient situation)	0,11	0,01	0,62	0,52
26	Establishing trust with my patients is important to me (patient situation)	0,00	-0,10	0,81	0,60
27	I try to communicate compassion to my patients (patient situation)	0,04	0,27	0,57	0,38
28	Thinking about the patient as a person is important in getting treatment right (patient situation)	0,00	-0,02	0,83	0,35
29	In my profession you need skills in interacting and cooperating with patients (patient situation)	0,01	0,01	0,81	0,57

	Number of items	14	8	5

	Cronbach´s Alpha	0,90	0,66	0,75

Universidade de São Paulo, Escola de Enfermagem Av. Dr. Enéas de Carvalho Aguiar, 419 , 05403-000 São Paulo - SP/ Brasil, Tel./Fax: (55 11) 3061-7553, - São Paulo - SP - Brazil
E-mail: reeusp@usp.br

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[1] Correspondence Addressed to: Marina Peduzzi. Av. Dr. Enéas de Carvalho Aguiar 419, Cerqueira Cesar CEP 05403-000 – São Paulo, SP, Brazil. marinape@usp.br