University of the West of England Entry Level Interprofessional Questionnaire (UWE-ELIQ)

National Center for Interprofessional Practice and Education's picture
Submitted by National Center... on Sep 30, 2016 - 4:52pm CDT

Pollard, K.C.
Meirs, M.E.
Gilchrist, M.

The UWE-ELIQ is the first of three surveys designed to assess changes in student attitudes and perceptions over the course of their training and entry into practice.  The ELIQ survey is administered at the beginning of schooling.  The UWE Interim Professional Questionnaire (IIE) is administered during the second year of study, and the UWE Final Interprofessional Questionnaire (FIQ) is administered after qualification and again after 9 months of professional practice.  All three surveys collect students' self-assessments of their communication skills, their attitudes towards interprofessional learning, and their perceptions of different professions and interprofessional interactions.  The lIE and FIQ also measure students' perceptions of their own relationships within and across professional groups. The 35-item ELIQ was administered to over 900 students representing a variety of professional programs, with the majority targeting nursing professions. In addition to studying change over time, the results can be used to gauge students’ attitudes to ensure a positive learning environment in interprofessional settings. The ongoing validation effort has demonstrated good test-retest reliability, internal stucture validity, and strong concurrent relationships to similar measures. 

Link to Resources
Descriptive Elements
Who is Being Assessed or Evaluated?: 
Instrument Type: 
Self-report (e.g., survey, questionnaire, self-rating)
Source of Data: 
Health care trainees
Notes for Data Sources: 

The longitudinal research program to date has been used with two cohorts of students from two intakes.  Cohort 1 (n=852) comprised  students in ten professional programs: Adult nursing, Physiotherapy, Mental health nursing, Children’s nursing, Midwifery, Diagnostic imaging, Social work, Occupational therapy, Radiotherapy, and Learning disabilities nursing. Cohort 2 (n=232) comprised only adult, children's and mental health nursing students.  Notably, MD students were not included in either cohort.

Instrument Content: 
Attitudes, values, beliefs regarding IPE, IPCP, professions
Reported perceptions, experiences of working relationships, teamwork
Behaviors / skills
Notes for Content: 

All three surveys contains the first three core measures.  Only the IIQ and FIQ contain the fourth scale.

1. The Communication and Teamwork Scale (self-assessment of skills)

2. The Interprofessional Learning Scale (attitudes towards learning in an interprofessional setting)

3. The Interprofessional Interaction Scale (perceptions of other interprofessional colleagues and interactions)

4. The Interprofessional Relationships Scale (perception of their own relationships with health and social care colleagues)

Instrument Length: 

35 items; no time length is specified.

Item Format: 
The Communication and Teamwork Scale has a 4-point likert-type scale ranging from 1 (strongly agree) to 4 (strongly disagree); the other scales have a 5-point likert-type scale ranging from 1 (strongly agree) to 5 (strongly disagree).
The longitudinal research plan calls for data collection at four time points. Students complete the UWE-ELIQ during the first weeks of their first year in school, on-site in paper form. They complete the IIE during their second year of students, and the FIQ at graduation (qualification), and again after nine months of practice.
The Communication and Teamwork Scale is summed, and scores between 9-20, 21-25, and 26-36 indicate positive, neutral, and negative groupings. The Interprofessional Learning and Interprofessional Interaction Scales are summed, and scores between 9-22, 23-31, and 32-45 indicate positive, neutral, and negative groupings. The Interprofessional Relationships Scale is summed, and scores between 8-20, 21-27, and 28-40 indicate positive, neutral, and negative groupings.
None described.
Open access (available on this website)
Notes on Access: 

The statements marked with an asterisk are protected under copyright.  Contact the author to confirm permission to use.

Psychometric Elements: Evidence of Validity
Researchers from adult nursing, midwifery, physiotherapy, social work, psychology, and epidemiology developed the UWE-ELIQ from literature on teamwork, collaboration, and interprofessional education.
Response Process: 
The UWE-ELIQ was piloted with 27 students to identify issues with question wording. The response rate was 90.6% for the 710 students in cohort 1, and 09.1% for the 232 students in cohort 2. Response rates to the IIQ were 85.4% for cohort 1 and 89.4& for cohort 2.
Internal Structure: 
Cronbach’s alpha estimates reported in the initial 2004 study for the three core scales were good (alpha = 0.76-0.84). Test-retest reliability estimates reported for these scales were good (r = 0.77-0.86, p < 0.001). Cronbach's alpha estimate of the fourth scale, Interprofessional Relationships Scale, reported in the 2005 interim study was satisfactory (alpha = 0.71) and test-re-test reliability was good (r = 0.83).
Relation to Other Variables: 
In the 2004 study the authors were able to explore concurrent validity for two of the three core scales using existing instruments from the field. The ELIQ Communication and Teamwork Scale was related to Rubin and Martin's (1994) Interpersonal Communication Competence, r = 0.85, p < 0.001. The ELIQ's Interprofessional Learning Scale was related to Parsell and Blighs' (1999) Readiness for Interprofessional Learning, r = 0.84, p < 0.001. In the 2005 study, the authors found similar levels of association for the Interprofessional Relationships Scale with Leucth, et al.'s (1990) Interdisciplinary Education Perception Scale, r = 0.72, p <0.001.
None described.