Lauffs Monica, Ponzer Sari, Saboonchi Fredrik, Lonka Kirsti, Hylin Uffe, Mattiasson Anne-Cathrine
Sophiahemmet University College, Stockholm, Sweden.
Med Educ. 2008 Apr;42(4):405-11. doi: 10.1111/j.1365-2923.2008.03017.x.
Interprofessional learning activities in health care are being gradually introduced on an international basis and therefore cross-cultural and internationally collaborative research into the outcomes of these activities is needed. Hence, it is necessary not only to translate research instruments into the language of the culture in which they are to be used, but also to adapt them culturally if they are to fulfil the testing purposes for which they are intended. It is also necessary to test a translated instrument in order to ensure that it retains its intended psychometric properties.
In the present study, the Readiness for Interprofessional Learning Scale (RIPLS) was adapted for use in a Swedish student population. Cross-cultural adaptation was performed according to recommended guidelines. The Swedish version was tested on a group of students from various health care professions (n = 214). Cronbach's alpha coefficient was adopted to ensure internal consistency.
Minor discrepancies during the different translation processes were identified and corrected. Confirmatory factor analysis suggests that the model had an acceptable fit, implying that the factor structure of the scale did not undergo any significant changes by being subjected to translation. The psychometric qualities of the instrument were comparable with those of the English-language version.
This study presents the cross-cultural adaptation of the RIPLS and demonstrates that its subscale Teamwork and Collaboration is the only reliable subscale. The other 2 subscales (Professional Identity, and Roles and Responsibilities) probably require further scrutiny and development, at least in the Swedish population.
医疗保健领域的跨专业学习活动正在国际范围内逐步推行，因此需要开展跨文化及国际合作研究，以探究这些活动的成果。因此，不仅有必要将研究工具翻译成其使用文化的语言，而且如果要实现其预期的测试目的，还需对其进行文化调适。为确保翻译后的工具保留其预期的心理测量特性，对其进行测试也是必要的。
在本研究中，跨专业学习准备量表（RIPLS）被改编以用于瑞典学生群体。根据推荐指南进行跨文化调适。瑞典语版本在一组来自不同医疗保健专业的学生（n = 214）中进行了测试。采用克朗巴哈α系数来确保内部一致性。
在不同翻译过程中发现并纠正了一些小差异。验证性因素分析表明该模型拟合度可接受，这意味着该量表的因素结构在经过翻译后未发生任何显著变化。该工具与英语版本的心理测量质量相当。
本研究展示了RIPLS的跨文化调适，并表明其“团队合作与协作”子量表是唯一可靠的子量表。至少在瑞典人群中，其他两个子量表（“职业认同”和“角色与职责”）可能需要进一步审查和完善。
