Validating the readiness for interprofessional learning scale

Natural Sciences and Engineering Research Council of Canada, and Social Sciences and Humanities Research Council of Canada, Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans, December 2010 (online).

CIHC [Canadian Interprofessional Health Collaboration]. Available at: files/CIHC_Interprofessional competencies_Feb1210

The Readiness for Interprofessional Learning Scale (RIPLS) was developed by Parsell and Bligh (1999) to assess student’s attitudes towards interprofessional education.

The RIPLS consists of 19 items and four subscales were identified by Mc Fadyen ( 5–603, 2005): “teamwork and collaboration”, “negative professional identity”, “positive professional identity” and “roles and responsibilities”.

The development of a questionnaire to assess the readiness of health care students for interprofessional learning (RIPLS).

Initial findings from a longitudinal study of health and social care students.

The RIPLS was translated to German according to international guidelines and its psychometric properties were assessed in two online surveys with two different samples a) health care graduates and b) health care students. Journal of the American Medical Association, 282, 267-70. The Readiness for Interprofessional Learning Sale: a possible more stable sub-scale model for the original version. Pharmacist participation on physician rounds and adverse drug events in the intensive care unit. M., Bhushan, A., Broeseker, A., Conway, S., Duncan-Hewitt, W., Hansen, L. American Journal of Pharmaceutical Education, 73, 59. Interprofessional education: definitions, student competencies, and guidelines for implementation.

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