Construct validation of the readiness for interprofessional learning scale: A Rasch and factor analysis.
In order to improve efficiency and collaboration in healthcare service provision, it is recommended that students engage in interprofessional education; that is, learning with, from and about professions other than one's own profession. Such endeavors are often impeded by pre-existing attitudes; the...
| Publicado en: | Journal of Interprofessional Care Vol. 26; no. 4; pp. 326 - 333 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Jul2012
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104458311&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104458311 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 13561820 57N jtl: Journal of Interprofessional Care issn: 13561820 maglogo: Y pubinfo: dt: Jul2012 vid: 26 iid: 4 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 104458311 76401085 10.3109/13561820.2012.671384 NLM22458602 104458311 ppf: 326 ppct: 7 formats: fmt: @attributes: type: P tig: atl: Construct validation of the readiness for interprofessional learning scale: A Rasch and factor analysis. aug: au: Williams, Brett Brown, Ted Boyle, Malcolm affil: Department of Community Emergency Health and Paramedic Practice, Monash University, Frankston, Australia sug: subj: Instrument Validation Education, Interdisciplinary Evaluation Students, Health Occupations Psychosocial Factors Human Validation Studies Scales Self Report Rasch Analysis Factor Analysis Quantitative Studies Data Analysis, Statistical Data Analysis Software P-Value Chi Square Test Australia Male Female Adult T-Tests Middle Age Construct Validity Adult: 19-44 years Middle Aged: 45-64 years Male Female ab: In order to improve efficiency and collaboration in healthcare service provision, it is recommended that students engage in interprofessional education; that is, learning with, from and about professions other than one's own profession. Such endeavors are often impeded by pre-existing attitudes; therefore, self-reporting scales such as the Readiness for Interprofessional Learning Scale (RIPLS) have often been used in studies to gauge perspectives. The original 19-item version of the RIPLS was completed by 418 undergraduate healthcare students from a large Australian University. A principal component analysis with a varimax rotation was first carried out followed by Rasch model analyses on the RIPLS data. A four-factor solution was produced by the initial factor analysis, which did not correspond to the original three-factor solution identified by the RIPLS authors. The subsequent Rasch analyses of the four-factor structure produced two misfitting items, and reconfirmed a four-factor solution. The 17-item four-factor RIPLS demonstrated a good fit to the Rasch model and exhibited good reliability and dimensionality. A four-factor RIPLS solution was identified and confirmed via two statistical approaches. Two items were found not to fit the new RIPLS four-factor structure and it is recommended that they be discarded. Further refinement of the RIPLS is recommended. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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