Spanish version of the readiness for interprofessional learning scale (RIPLS) in an undergraduate health sciences student context

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dc.contributor.authorVillagran, Ignacio
dc.contributor.authorJeldez, Paz
dc.contributor.authorCalvo, Fernanda
dc.contributor.authorFuentes, Javiera
dc.contributor.authorMoya, Jose
dc.contributor.authorBaranao, Patricio
dc.contributor.authorIrarrazabal, Lisette
dc.contributor.authorRojas, Noelia
dc.contributor.authorSoto, Paula
dc.contributor.authorBarja, Salesa
dc.contributor.authorFuentes Lopez, Eduardo
dc.date.accessioned2024-01-10T13:10:04Z
dc.date.available2024-01-10T13:10:04Z
dc.date.issued2021
dc.description.abstractThe Readiness for Interprofessional Learning Scale (RIPLS) has been widely used to measure students' and professionals' attitudes toward interprofessional learning. However, inconsistencies have been reported concerning its validity and reliability. This study aimed to translate, adapt, and validate the RIPLS questionnaire to be applied to Spanish-speaking health sciences students in Chile. Content and construct validity evidence of the newly created Spanish version of the RIPLS scale were analyzed. An exploratory (EFA) and confirmatory (CFA) analysis were conducted, determining goodness-of-fit indexes. Reliability was evaluated through Cronbach's Alpha Coefficient. We assessed sensitivity to change of the RIPLS scale by comparing pre- and post-interprofessional education workshop scores. The EFA showed that there were three factors. In the CFA, most of the standardized factor loadings were higher than 0.3. Regarding internal consistency, Cronbach's Alpha was 0.86. The differences between the total RIPLS scores before and after the workshops were statistically significant. The Spanish version of RIPLS showed evidence of validity and reliability for use amongst health sciences students. The construct was adequately measured and was shown that it could be used to assess the impact of interprofessional education workshops.
dc.description.funderPontificia Universidad Catolica de Chile under Grant FONDEDOC [2019-2020]
dc.fechaingreso.objetodigital2024-05-09
dc.format.extent9 páginas
dc.fuente.origenWOS
dc.identifier.doi10.1080/13561820.2021.1888902
dc.identifier.eissn1469-9567
dc.identifier.issn1356-1820
dc.identifier.pubmedidMEDLINE:34006180
dc.identifier.urihttps://doi.org/10.1080/13561820.2021.1888902
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/77762
dc.identifier.wosidWOS:000652120400001
dc.information.autorucFacultad de Medicina; Fuentes Cimma, Javiera Carolina; S/I; 1011133
dc.information.autorucFacultad de Medicina; Soto Troncoso, Paula Andrea; S/I; 18734
dc.information.autorucFacultad de Medicina; Irarrazabal Vargas, Lisette Paola; S/I; 2904
dc.language.isoen
dc.nota.accesocontenido parcial
dc.publisherTAYLOR & FRANCIS INC
dc.revistaJOURNAL OF INTERPROFESSIONAL CARE
dc.rightsacceso restringido
dc.subjectInterprofessional education
dc.subjectquestionnaire designs
dc.subjectinterprofessional learning
dc.subjectinterprofessional research
dc.subjectVALIDATION
dc.subjectADAPTATION
dc.subject.ods03 Good Health and Well-being
dc.subject.ods04 Quality Education
dc.subject.odspa03 Salud y bienestar
dc.subject.odspa04 Educación y calidad
dc.titleSpanish version of the readiness for interprofessional learning scale (RIPLS) in an undergraduate health sciences student context
dc.typeartículo
sipa.codpersvinculados1011133
sipa.codpersvinculados18734
sipa.codpersvinculados2904
sipa.indexWOS
sipa.indexPubmed
sipa.trazabilidadCarga SIPA;09-01-2024
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