RIPLS: Readiness for Interprofessional Learning Scale

National Center for Interprofessional Practice and Education's picture
Submitted by National Center... on Nov 4, 2013 - 10:19am CST

Resource Type: 
Tool

The Readiness for Interprofessional Learning Scale (RIPLS) was developed to assess the attitudes and perceptions of students and professionals to determine their readiness for interprofessional learning and change. RIPLS is proposed to measure a change in attitudes, the effect of different interventions, and the effectiveness of interventions on changing perceptions and attitudes.

The Readiness for Interprofessional Scale is  a 19-item tool with a 5-point scale that is used to assess the readiness of health care students for interprofessional education. The tool has 3 subscales: teamwork and collaboration, negative and positive professional identity, and roles and responsibilities.

Reference

Curran, V. R., Sharpe, D., Forristall, J., and Flynn, K. (2008). Attitudes of health sciences students towards interprofessional teamwork and education. Learning in Health and Social Care, 7(3), 146­‐156.

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.

Tool Description

This is a modified version of the Readiness for Interprofessional Scale. It is a 15-item tool with a 5-point scale that is used to assess  health care students' attitudes towards interprofessional education and collaboration. The tool has 1 combined scale about the benefits of IP learning: positive thinking and respect for other healthcare professionals, role understanding, improved communication among providers and with patients, and importance of team skills (Curran et al., 2008).

Country Canada
Setting University
Professions

Medicine (195), Nursing (762), Pharmacy (113) and Social Work (109)

Sample

1179 students from 4 health disciplines.

Subscale(s) & Psychometrics 1 combined scale about the benefits of IP learning: positive thinking and respect for other healthcare professionals, role understanding, improved communication among providers and with patients, importance of team skills.

Cronbach’s α =.91. Factor analysis done.

Contact

vcurran@mun.ca

 

Reference

McFadyen, A. K., Webster, V., Strachan, K., Figgins, E., Brown, H. and McKechnie, J. (2005). The Readiness for Interprofessional Learning Scale: A possible more stable sub-­scale model for the original version of RIPLS. Journal of Interprofessional Care, 19(6), 595-603.

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

Tool Description

Same as Parsell and Bligh (1999).

Country Canada
Setting University
Professions

Dietetics, Nursing, Occupational Therapy, Physiotherapy, Podiatry, Prosthetics and Orthotics, Radiography, Social Work

Sample

308 students from 8 health disciplines

Subscale(s) & Psychometrics teamwork & collaboration

Cronbach’s α
For Time 1/Time 2
Teamwork & collaboration=.79/.88

negative professional identity

Negative professional identity = .60/.76

positive professional identity

Positive professional identity = .76/.81

roles & responsibilities

Roles & responsibilities=.40/.43, Total scale=.84/.89.

Contact

akm@akm-stats.com

www.akm-stats.com

 

Reference

Parsell, G. and Bligh, J. (1999). The development of a questionnaire to assess the readiness of health care students for interprofessional learning (RIPLS). Medical Education, 33(2), 95-­100.

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.

Tool Description

The Readiness for Interprofessional Scale is  a 19-item tool with a 5-point scale that is used to assess the readiness of health care students for interprofessional education. The tool has 3 subscales: teamwork and collaboration, negative and positive professional identity, and roles and responsibilities (Parsell and Bligh, 1999).

Country UK
Setting University
Professions

Medicine, Dentistry, Physical Therapy, Nursing, Occupational Therapy, Orthoptics, Therapy Radiography and Diagnostic Radiography

Sample

120 students from 8 health disciplines

Subscale(s) & Psychometrics teamwork & collaboration

actor analysis: Cronbach's α Total scales=.90
Teamwork & collaboration range=.44 - .79

negative & positive professional identity

Negative & positive professional identity range = .41 - .78

roles & responsibilities

Roles & responsibilities range = .49-.63

Contact

 

Author(s): 
Dr. G. Parsell
Dr. J Bligh
Additional Tags (Optional): 
Notes: 
The PDF listed as "Adapted" links to a 19-item, publicly available, adapted version of RIPLS used by the Latrobe Community Health Service & the Health & Socialcare Interprofessional Network (HSN) August, 2009.
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