Reid Ross, Bruce David, Allstaff Katie, McLernon David
NHS Education for Scotland, University of Dundee, Dundee, UK.
Med Educ. 2006 May;40(5):415-22. doi: 10.1111/j.1365-2929.2006.02442.x.
This paper describes the process of validating the Readiness for Interprofessional Learning Scale (RIPLS) for use with postgraduate health care professionals.
The RIPLS questionnaire has proved useful in the undergraduate context, enabling tutors to assess the readiness of students to engage in interprofessional learning (IPL). With the drive in the National Health Service (NHS) to deliver health care in interprofessional teams, it seems logical to ask whether postgraduate education should, or could, be delivered successfully in interprofessional contexts. As a preliminary to undertaking an extended IPL project, the researchers tested the validity of the RIPLS tool in the postgraduate health care context.
A modified version of the RIPLS questionnaire was administered to all general practitioners, nurses, pharmacists and allied health professionals in the Dundee Local Health Care Cooperative (LHCC) (n = 799). A total of 546 staff responded (68%).
Three factors, comprising 23 statements, emerged from the statistical analysis of the survey data, namely, teamwork and collaboration, sense of professional identity and patient-centredness. The internal consistency measure was 0.76. Analysis of variance suggested some key differences between the different professions in respect of the factors.
The RIPLS questionnaire was validated for use in the postgraduate context, thus providing researchers with a tool for assessing health professionals' attitudes towards interprofessional learning at practice level, community health partnership level or at a national level of education and training. Significant differences between professional groups should be taken into account in designing any interprofessional learning programme.
本文描述了对适用于研究生医护专业人员的跨专业学习准备度量表（RIPLS）进行验证的过程。
RIPLS问卷已被证明在本科阶段有用，能使导师评估学生参与跨专业学习（IPL）的准备情况。随着国民医疗服务体系（NHS）推动跨专业团队提供医疗服务，探讨研究生教育是否应该或能够在跨专业环境中成功开展似乎是合乎逻辑的。作为开展一个扩展的IPL项目的初步工作，研究人员在研究生医护环境中测试了RIPLS工具的有效性。
对邓迪地方医疗合作组织（LHCC）的所有全科医生、护士、药剂师和专职医疗人员（n = 799）发放了修改版的RIPLS问卷。共有546名工作人员回复（68%）。
对调查数据的统计分析得出了三个因素，包含23条陈述，即团队合作与协作、职业认同感和以患者为中心。内部一致性度量为0.76。方差分析表明不同专业在这些因素方面存在一些关键差异。
RIPLS问卷在研究生环境中得到了验证，从而为研究人员提供了一个工具，用于在实践层面、社区卫生伙伴关系层面或国家教育培训层面评估卫生专业人员对跨专业学习的态度。在设计任何跨专业学习项目时，应考虑专业群体之间的显著差异。
