Department of Nursing Administration & Education, College of Nursing, King Saud University, 11451, Saudi Arabia.
College of Nursing, King Saud University, 11451, Saudi Arabia.
Nurse Educ Today. 2022 Jan;108:105165. doi: 10.1016/j.nedt.2021.105165. Epub 2021 Oct 12.
Interprofessional education within healthcare has been shown to have many benefits, however, it is a relatively new educational concept within the Arabic setting. Although the Readiness for Interprofessional Learning Scale is a commonly utilised tool to examine student attitudes, there is a lack of evidence for use of an Arabic translated version. The aim of this study was to develop and psychometrically evaluate an Arabic language version of the Readiness for Interprofessional Learning Scale with Saudi nurses. Two independent translators, proficient in both English and Arabic languages, completed a forward-backward translation of the original English version of the Readiness for Interprofessional Learning Scale. Subsequently, this Readiness for Interprofessional Learning Scale-Arabic version was used to collect data from undergraduate nursing students enrolled at a number of Saudi Arabian universities. Exploratory and Confirmatory Factor Analyses were then performed on the scale. Six hundred and fifty-two participants were recruited. Exploratory Factor Analysis of the Readiness for Interprofessional Learning Scale-Arabic version resulted in a 15-item, three-factor model. Subsequent analysis with Confirmatory Factor Analysis and the resultant final 13-item model demonstrated a poor fit between the hypothesized model and the data. Although our three-factor model is supported by previous studies, the proposed model did not perform well on Confirmatory Factor Analysis assessment. This suggests that there may be issues of applicability of the Readiness for Interprofessional Learning Scale-Arabic version within the current cohort. The present study of the Readiness for Interprofessional Learning Scale-Arabic version has demonstrated some psychometric inadequacies and thus it is possible that this scale may not be appropriate for use with Saudi nurses. However further research with different professional groups is suggested to fully explore its utility within the Saudi setting.
跨专业教育在医疗保健领域已经被证明有许多好处，但在阿拉伯语环境中，它是一个相对较新的教育概念。尽管准备参与跨专业学习量表是一种常用的工具，可以用来检查学生的态度，但缺乏使用阿拉伯语翻译版本的证据。本研究的目的是开发和心理测量评估沙特护士准备参与跨专业学习量表的阿拉伯语版本。两位精通英语和阿拉伯语的独立翻译人员完成了准备参与跨专业学习量表的原始英语版本的正向和反向翻译。随后，使用这个准备参与跨专业学习量表阿拉伯语版本从沙特阿拉伯的一些大学的本科护理学生中收集数据。然后对量表进行探索性和验证性因素分析。共招募了 652 名参与者。准备参与跨专业学习量表阿拉伯语版本的探索性因素分析得出了 15 项、三因素模型。随后进行验证性因素分析和由此产生的最终 13 项模型表明，假设模型与数据之间存在较差的拟合。尽管我们的三因素模型得到了先前研究的支持，但所提出的模型在验证性因素分析评估中表现不佳。这表明在当前队列中，准备参与跨专业学习量表阿拉伯语版本可能存在适用性问题。本研究对准备参与跨专业学习量表阿拉伯语版本的研究表明存在一些心理测量上的不足，因此该量表可能不适合在沙特护士中使用。然而，建议对不同的专业群体进行进一步研究，以充分探索其在沙特环境中的效用。
