1
|
Shaabani N, Parvizi MM, Bagheri Z, Saki N, Shahsavar Z, Heydarirad G, Tansaz M. Psychometric properties of a Persian version of the Vulvovaginal Symptoms Questionnaire for measuring vulvovaginal symptoms in postmenopausal women. Menopause 2023; 30:323-328. [PMID: 36598249 DOI: 10.1097/gme.0000000000002137] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/05/2023]
Abstract
OBJECTIVE Vulvovaginal symptoms are common in postmenopausal women and can affect their quality of life and sexual function. Using a sample of postmenopausal Iranian women, we evaluated a Persian translation of the Vulvovaginal Symptoms Questionnaire (VSQ). METHODS This study included 201 postmenopausal Iranian women referred to dermatology and gynecology clinics affiliated with Shiraz University of Medical Sciences, Shiraz, Iran. We translated the VSQ to the Persian language using the forward-backward method. We examined the questionnaire's internal consistency using Cronbach α coefficient and evaluated its construct validity using exploratory and confirmatory factor analyses. RESULTS A Cronbach α coefficient of 0.763 confirmed the overall internal consistency of the Persian VSQ. Exploratory factor analysis indicated that except for three items in the symptoms subscale, others had sufficient α coefficients, although some did not load on the expected subscales. Confirmatory factor analysis confirmed the appropriate allocation of all but two items to the expected subscales. An intraclass correlation coefficient of 0.89 confirmed the reliability of the questionnaire. CONCLUSIONS Although some parts of the Persian VSQ were unsatisfactory, most were appropriate for assessing vulvovaginal symptoms in postmenopausal Iranian women. We recommend further cultural adaptations.
Collapse
Affiliation(s)
- Niloofar Shaabani
- From the Student Research Committee, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Mohammad Mahdi Parvizi
- Molecular Dermatology Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Zahra Bagheri
- Department of Biostatistics, School of Medicine, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Nasrin Saki
- Molecular Dermatology Research Center, Department of Dermatology, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Zahra Shahsavar
- Department of English Language, School of Paramedical Sciences, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Ghazaleh Heydarirad
- Department of Traditional Medicine, School of Traditional Medicine, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Mojgan Tansaz
- Department of Traditional Medicine, School of Traditional Medicine, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| |
Collapse
|
2
|
Italian Translation and Validation of the Readiness for Interprofessional Learning Scale (RIPLS) in an Undergraduate Healthcare Student Context. Healthcare (Basel) 2022; 10:healthcare10091698. [PMID: 36141309 PMCID: PMC9498412 DOI: 10.3390/healthcare10091698] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/30/2022] [Revised: 08/30/2022] [Accepted: 09/02/2022] [Indexed: 11/25/2022] Open
Abstract
Interprofessional education requires that two or more professionals learn from and with each other to allow effective collaboration and improve health outcomes. Thus far, the interprofessional collaboration of healthcare students might be assessed using the Readiness for Interprofessional Learning Scale (RIPLS), which is currently not available in its Italian version. This study aimed to provide the intercultural adaptation of the RIPLS in Italian (I-RIPLS) and assess its validity and reliability. A two-phase validation study was performed in 2020, using a single-centre approach in students enrolled in the medical degree, physiotherapy, nursing, and dentistry courses at an Italian-speaking university in Albania. The first phase of the study determined the cross-cultural adaptation of the items by involving two translators who followed a forward and backward translation process. In the second phase, a sample of 414 students was enrolled. The preliminary corrected item-total correlations showed that five items did not show significant item-to-total correlations. Even if their deletion was not mandatory for generating a suitable correlation matrix for factor analysis, the advantages of keeping only items contributing to a more stable measurement with a shorter scale represented the rationale for removing items with non-significant item-to-total correlation from the correlation matrix before testing the dimensionality of the I-RIPLS with factor analysis. The answers from the first 50% of responders (n = 207) were used to determine the most plausible dimensionality of the I-RIPLS by employing an exploratory factor analysis (EFA), and the second 50% were used to cross-validate the most plausible dimensionality derived from EFA by employing confirmatory factor analysis (CFA) models. The most plausible dimensionality from EFA, by acknowledging the interpretation of the scree plot, the eigenvalues greater than 1, a parallel analysis, and the previous theoretical dimensions of the tool had two factors with adequate internal consistency. The CFA confirmed the two-factor solutions and the internal consistency for each domain. The I-RIPLS has 14 items with adequate evidence of validity and reliability. Future research should revise the tool for pursuing cross-cultural multigroup measurement invariance.
Collapse
|
3
|
Reime MH, Aarflot M, Kvam FI. Does Interprofessional Scenario-Based Simulation Training Change Attitudes Towards Interprofessional Learning - A Pretest-Posttest Study. J Multidiscip Healthc 2022; 15:1527-1532. [PMID: 35898951 PMCID: PMC9309294 DOI: 10.2147/jmdh.s370100] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/09/2022] [Accepted: 07/01/2022] [Indexed: 11/23/2022] Open
Abstract
Purpose To investigate readiness for interprofessional learning (IPL) among Norwegian health-care students at bachelor-, postgraduate- and master’s level, before and after participating in a one-day scenario-based simulation-training course. Participants and Methods A pretest-posttest study using readiness for interprofessional learning scale (RIPLS) was conducted with bachelor nursing students (n = 123, 4th semester), postgraduate nursing students from anesthesia, operating theatre and intensive care (n = 61, 1st semester) and medical students (n = 78, 10th semester). Results Bachelor nursing students and postgraduate nursing students scored significantly higher in the posttest on all four subscales and on the total scale. Between professions, medical students scored significantly higher on subscale 1 (teamwork and collaboration) and subscale 3 (positive professional identity) and significantly lower on subscale 4 (roles and responsibilities) in the pretest. In the posttest bachelor nursing students scored significantly higher on subscale 2 (negative professional identity) and medical students scored significantly lower on subscale 4. The internal consistency for RIPLS was acceptable, except for subscale 4. Conclusion The study indicates readiness for IPL in our sample of Norwegian health-care students. RIPLS had the ability to measure significant changes in attitudes both within each profession and between professions.
Collapse
Affiliation(s)
- Marit Hegg Reime
- Department of Health and Caring Sciences, Western Norway University of Applied Sciences, Bergen, Norway
| | | | - Fred-Ivan Kvam
- Department of Health and Caring Sciences, Western Norway University of Applied Sciences, Bergen, Norway
| |
Collapse
|
4
|
Bashatah AS, Alsufyani AM, Samarkandi OA, AlHarbi MK, Alahmary KA, Wajid S, Asiri Y, AlRuthia Y, Beovich B, Williams B. Psychometric appraisal of the Readiness for Interprofessional Learning Scale (RIPLS) Arabic-version. NURSE EDUCATION TODAY 2022; 108:105165. [PMID: 34656937 DOI: 10.1016/j.nedt.2021.105165] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/17/2021] [Revised: 09/29/2021] [Accepted: 10/05/2021] [Indexed: 06/13/2023]
Abstract
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.
Collapse
Affiliation(s)
- Adel S Bashatah
- Department of Nursing Administration & Education, College of Nursing, King Saud University, 11451, Saudi Arabia.
| | | | - Osama A Samarkandi
- Basic Science Department, Prince Sultan College for Emergency Medical Services, King Saud University, Riyadh 11451, Saudi Arabia.
| | - Mohammed K AlHarbi
- Department of Nursing Administration & Education, College of Nursing, King Saud University, 11451, Saudi Arabia.
| | - Khalid A Alahmary
- College of Public Health & Health Informatics, King Saud bin Abdulaziz University for Health Sciences, Riyadh 12461, Saudi Arabia.
| | - Syed Wajid
- Department of Clinical Pharmacy, College of Pharmacy, King Saud University, Riyadh 11451, Saudi Arabia.
| | - Yousif Asiri
- Department of Clinical Pharmacy, College of Pharmacy, King Saud University, Riyadh 11451, Saudi Arabia.
| | - Yazed AlRuthia
- Department of Clinical Pharmacy, College of Pharmacy, King Saud University, Riyadh 11451, Saudi Arabia.
| | - Bronwyn Beovich
- Department of Paramedicine, Monash University, 3199, Australia.
| | - Brett Williams
- Department of Paramedicine, Monash University, 3199, Australia.
| |
Collapse
|
5
|
Peterson KS, Mishark KJ, Knuttinen G, Hagler D, Speer TM, Stevens CJ. Honors students in the health professions: An academic-practice partnership for developing interprofessional competencies through simulation. J Prof Nurs 2021; 37:985-994. [PMID: 34742532 DOI: 10.1016/j.profnurs.2021.07.011] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/31/2020] [Indexed: 10/20/2022]
Abstract
Abundant literature supports the value of interprofessional education (IPE) in health profession programs, but few studies focus on undergraduate honors students. The goals of this academic-practice partnership quality improvement project were to increase awareness of IPE, provide experiential opportunities to learn the principles of interprofessional practice, assess perceptions of readiness for practice, and to explore motivations and learning expectations of undergraduate nursing and pre-medical honors students. Average scores on the Readiness for Interprofessional Learning Scale (RIPLS) increased in several areas after the IPE simulation experiences, with small to medium effect sizes (Cohen's d) on individual items and two subscales (Teamwork & Collaboration and Positive Professional Identity). Themes identified in the narrative data were opportunity, fun, self-awareness, situational awareness, and the value of teamwork. These findings add to literature on honor students' expectations and motivations for learning and can be used in designing interprofessional collaborative learning activities for undergraduate health profession students.
Collapse
Affiliation(s)
- Katherine S Peterson
- Arizona State University (ASU)/Mayo Clinic Collaborative Pre-Licensure Nursing Program; Adjunct Faculty, ASU Edson College of Nursing and Health Innovation; Faculty, ASU Barrett Honors College; Instructor in Nursing, Mayo Clinic College of Medicine - Mayo Clinic Arizona, United States.
| | - Kenneth J Mishark
- Mayo Clinic College of Medicine - Mayo Clinic Arizona, United States
| | - Grace Knuttinen
- Mayo Clinic College of Medicine - Mayo Clinic Arizona, United States
| | - Debra Hagler
- ASU Edson College of Nursing and Health Innovation; Faculty Honors Advisor, ASU Barrett Honors College, United States
| | - Therese M Speer
- ASU Edson College of Nursing and Health Innovation, United States
| | - Carol J Stevens
- ASU Edson College of Nursing and Health Innovation; Faculty Honors Advisor, ASU Barrett Honors College (Retired), United States
| |
Collapse
|
6
|
Torsvik M, Johnsen HC, Lillebo B, Reinaas LO, Vaag JR. Has "The Ceiling" Rendered the Readiness for Interprofessional Learning Scale (RIPLS) Outdated? J Multidiscip Healthc 2021; 14:523-531. [PMID: 33658790 PMCID: PMC7920609 DOI: 10.2147/jmdh.s296418] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/08/2020] [Accepted: 02/12/2021] [Indexed: 11/23/2022] Open
Abstract
PURPOSE The present study aimed to investigate the preliminary effects of collaborative learning and simulation on readiness to engage in and attitudes toward future interprofessional learning activities. We translated into Norwegian and validated the original Readiness for Interprofessional Learning Scale (RIPLS) (part 1) to measure the efficacy and feasibility of a structured collaborative learning activity (part 2). MATERIALS AND METHODS Undergraduate social and health care professional students from five Norwegian universities (n = 307) participated in the validation stage of this study (part 1). A Norwegian version of the RIPLS was developed using forward and backward translation. An expert panel discussed discrepancies between the translations and professional concepts. We planned to conduct a principal component analysis to evaluate the structure, reliability, and internal consistency of the Norwegian version of the RIPLS, after investigating the skewness, kurtosis, and range of items included. One hundred fifty students participated in collaborative learning activities; 72 (48%) of these individuals answered the translated RIPLS questionnaire. RESULTS We found a substantial ceiling effect in the majority of items in the RIPLS, making it difficult to use the instrument as a measure of change. We evaluated the efficacy and feasibility of the collaborative activities based on the changes in the single items that had sufficient univariate normality and ultimately confirmed positive changes in two of these items. CONCLUSION Norwegian students appear ready for interprofessional learning; however, due to significant ceiling effects, the majority of items in the RIPLS no longer seem suitable for measuring and evaluating the effects of interprofessional learning (part 1). Single-item analysis revealed a potential effect of collaborative learning (part 2). A new questionnaire is needed where readiness is instead understood as self-efficacy in areas such as role awareness and interprofessional communication. Researchers should be aware that even previously validated questionnaires may lose their applicability over time and require revision. Demands for interprofessional learning and practice are continuously evolving, and evaluation methods should be adjusted accordingly.
Collapse
Affiliation(s)
- Malvin Torsvik
- Faculty of Nursing and Health Sciences, Nord University, Levanger, Norway
| | | | - Børge Lillebo
- Department of Circulation and Medical Imaging, Norwegian University of Science and Technology, Trondheim, Norway
- Clinic of Medicine and Rehabilitation, Levanger Hospital, Nord-Trøndelag Hospital Trust, Levanger, Norway
| | - Lars Ove Reinaas
- Faculty of Nursing and Health Sciences, Nord University, Levanger, Norway
| | - Jonas Rennemo Vaag
- Faculty of Nursing and Health Sciences, Nord University, Levanger, Norway
| |
Collapse
|
7
|
Gharaati Jahromi MS, Amini M, Moosavi M, Salehi A, Delavari S, Hayat AA, Nabeiei P. Psychometric properties of the Persian version of bedside teaching (BST) Instrument. JOURNAL OF ADVANCES IN MEDICAL EDUCATION & PROFESSIONALISM 2021; 9:44-49. [PMID: 33521140 PMCID: PMC7846718 DOI: 10.30476/jamp.2020.88501.1343] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Figures] [Subscribe] [Scholar Register] [Received: 10/12/2020] [Accepted: 12/06/2020] [Indexed: 06/12/2023]
Abstract
INTRODUCTION Bedside teaching plays a crucial role in acquiring essential clinical skills. Therefore, the main aim of this study is assessing the validity and reliability of the Persian version of German bedside teaching (BST) instrument. This instrument was specially developed for evaluation of bedside teaching. METHOD The present cross-sectional study was conducted on 150 last year medical students, using convenience sampling. The Persian version of the bedside teaching (BST) was used for data gathering. To calculate the reliability of the questions, Cronbach's alpha was used and to determine the construct validity of the questionnaire, confirmatory factor analysis was used. All analyses were performed in LISREL 10 and SPSS 21 software. RESULTS Cronbach's alpha indicated excellent reliability for each subscale (α =0.77-0.85). All of the value of the questions are more than a significant number of 1.96 and concluded to be significant. There was an acceptable fit between the hypothetical model and the data and all comparative fit indices (CFI, NFI, RFI, IFI) showed good model fitness. BST is a valid and reliable instrument for the assessment of clinical teaching at bedside. It has 18 items with 5 point Likert scales. CONCLUSION The findings suggest that the Persian version of the BST questionnaire is a valid and reliable tool for the evaluation of teachers and providing feedback in a clinical setting. However, more studies should be conducted in other cities in Iran.
Collapse
Affiliation(s)
| | - Mitra Amini
- Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Mahsa Moosavi
- Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Alireza Salehi
- Research Center for Traditional Medicine and History of Medicine, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Somayeh Delavari
- Center for Educational Research in Medical Sciences (CERMS), Department of Medical Education, School of Medicine, Iran University of Medical Sciences, Tehran, Iran
| | - Ali Asghar Hayat
- Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Parisa Nabeiei
- Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
| |
Collapse
|
8
|
Matsuzaka Y, Hamaguchi Y, Nishino A, Muta K, Sagara I, Ishii H, Noguchi I, Kuba S, Shiotani Y, Mine T, Ichikawa T, Ozawa H, Yasutake T, Kawarai Lefor A, Honda S, Maeda T, Nagata Y. The linkage between medical student readiness for interprofessional learning and interest in community medicine. INTERNATIONAL JOURNAL OF MEDICAL EDUCATION 2020; 11:240-244. [PMID: 33170147 PMCID: PMC7883804 DOI: 10.5116/ijme.5f89.83ae] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/12/2020] [Accepted: 10/16/2020] [Indexed: 06/11/2023]
Abstract
OBJECTIVES The purpose of this study is to investigate the relationship between medical student readiness for interprofessional learning and interest in community medicine prior to incorporating community-oriented interprofessional education into the curriculum. METHODS A questionnaire was administered to students at Nagasaki University School of Medicine in Japan during each of three consecutive years (N=2244). The Readiness for Interprofessional Learning Scale (RIPLS) was administered in addition to a questionnaire to evaluate interest in community medicine. The Kruskal-Wallis and Steel-Dwass tests were used to determine differences between school years. Correlation between the RIPLS score and interest in community medicine was evaluated with Spearman's rank correlation coefficient. Relationships between RIPLS score and demographic parameters, and interest in community medicine were evaluated with multiple linear regression analysis. RESULTS Eighty-four percent (1891/2244) of students responded. The RIPLS score was highest in school year 1, followed by year 6, year 5, year 3, and years 4 and 2. Interest in community medicine correlated with the RIPLS score (rs = 0.332, p < 0.001), but less in year 1 (rs = 0.125, p = 0.002) than in other years. RIPLS score was significantly associated with gender, age, school year, interest in community medicine, but not the year that the survey was conducted. CONCLUSIONS Community-oriented interprofessional education has the potential to improve attitudes towards interprofessional learning. When introducing this promising education into the curriculum from year 1, attracting students' interest in community medicine should be considered.
Collapse
Affiliation(s)
- Yusuke Matsuzaka
- Center for Comprehensive Community Care Education, Nagasaki University Graduate School of Biomedical Sciences
| | - Yuko Hamaguchi
- Center for Comprehensive Community Care Education, Nagasaki University Graduate School of Biomedical Sciences
| | - Ayako Nishino
- Center for Comprehensive Community Care Education, Nagasaki University Graduate School of Biomedical Sciences
| | - Kumiko Muta
- Center for Comprehensive Community Care Education, Nagasaki University Graduate School of Biomedical Sciences
| | - Ikuko Sagara
- Center for Comprehensive Community Care Education, Nagasaki University Graduate School of Biomedical Sciences
| | - Hiroyuki Ishii
- Center for Comprehensive Community Care Education, Nagasaki University Graduate School of Biomedical Sciences
| | - Ikue Noguchi
- Center for Comprehensive Community Care Education, Nagasaki University Graduate School of Biomedical Sciences
| | - Sayaka Kuba
- Center for Comprehensive Community Care Education, Nagasaki University Graduate School of Biomedical Sciences
| | - Yuji Shiotani
- Department of Comprehensive Community Care Service, Nagasaki Junshin Catholic University
| | - Takashi Mine
- Department of Comprehensive Community Care Systems, Nagasaki University Graduate School of Biomedical Sciences
| | - Tatsuki Ichikawa
- Department of Comprehensive Community Care Systems, Nagasaki University Graduate School of Biomedical Sciences
| | - Hiroki Ozawa
- Department of Neuropsychiatry, Nagasaki University Graduate School of Biomedical Sciences
| | - Toru Yasutake
- Advanced Medical Education Center, School of Medicine, Nagasaki University
| | | | - Sumihisa Honda
- Department of Nursing, Nagasaki University Graduate School of Biomedical Sciences
| | - Takahiro Maeda
- Department of Community Medicine, Nagasaki University Graduate School of Biomedical Sciences
| | - Yasuhiro Nagata
- Center for Comprehensive Community Care Education, Nagasaki University Graduate School of Biomedical Sciences
| |
Collapse
|