Resource Center

Street, K. N., Eaton, N., Clarke, B., Ellis, M., Young, P. M., Hunt, L., and Emond, A. (2007). Child disability case studies: an interprofessional learning opportunity for medical students and pediatric nursing students. Medical Education, 41(8), 771­‐780.

PLEASE NOTE: Only those with paid subscriptions to the Wiley Online Library may access the full text of this copyright-protected article. Contact your institutional library or the publisher for details.

The Entry Level Interprofessional Questionnaire is a 9-item tool with a 5-point scale that is used to assess students' attitudes towards interprofessional education and collaboration. The tool specifically looks at attitude towards IP learning and professional stereotyping (Street et al., 2007)

Medicine and Nursing

160 students 2 professions

Internal consistency Cronbach's α Pre=.89, Post=.86 post Validity: concurrent validity

Karen_street_khan@yahoo.co.uk

Pollard, K. C., Miers, M. E., and Gilchrist, M. (2004). Collaborative learning for collaborative working? Initial findings from a longitudinal study of health and social care students. Health and Social Care in the Community, 12(4), 346‐358.

PLEASE NOTE: Only those with paid subscriptions to the Wiley Online Library may access the full text of this copyright-protected article. Contact your institutional library or the publisher for details.

The Entry Level Interprofessional Questionnaire is  a 27-item tool with a 5-point scale that is used to assess  students' attitudes towards  interprofessional education and collaboration. The tool has 4 subscales: communication and teamwork, IP learning, IP interaction, and perceptions of relationships with colleagues (Pollard et al., 2004)

Phase 1: Nursing (420), Physical Therapy (127), Mental Health Nursing (76), Midwifery (43), Diagnostic Imaging (39), Social Work (31), Occupational Therapy (30), Radiotherapy (14) and Learning Diabilities Nursing (11)

Phase 2: Nursing (209)

Students from 10 professional programs: Cohort 1=643, Cohort 2=209

See below

IP learning

See below

IP interaction

See below

perceptions of relationships with colleagues

See below

Test-retest: Pearson’s correlation coefficients (r): Communication and teamwork=.78 IP learning=.86 IP interaction=.77 Internal consistency Cronbach’s α Communication and teamwork=.76, IP learning=.84, IP interaction=.82 Concurrent validity: Pearson correlation (r) UWE-°©‐ IPQ vs RIPLS and Interprofessional Communication Competence scale (ICCS): UWE-IPQ and RIPLS: r=.84 (p<0.001) UWE-IPQ and ICCS: r=.85 (p<0.001)

katherine.pollard@uwe.ac.uk