Abstract
ABSTRACT This was a validation study of the Norwegian version of The Interprofessional Collaborative Competency Attainment Survey (ICCAS). ICCAS consists of 20 retrospective pre- and post-questions, where respondents rate their agreement with regard to self-assessed competencies after participating in interprofessional education courses. It has been validated across various settings. The questionnaire was translated using the back-translation technique. We investigated evidence of validity regarding content, response process, and internal structure. Data were obtained from health and social care students (n = 1440, response rate 42.8%) participating in 12 different interprofessional courses in seven education institutions in Norway using a cross-sectional design. Exploratory factor analysis indicated one retracted factor for pre-scores and one retracted factor for post-scores. High McDonald’s omega values indicated good internal consistency. Item deletion did not improve the scale’s overall consistency on pre- or post-scores. We observed higher mean post-scores than pre-scores with moderate-to-large effect sizes, indicating a positive change in self-assessed interprofessional capabilities after training. Our findings indicate that the Norwegian version of ICCAS is a valid tool that may be implemented across a wide range of interprofessional education courses. Finally, our findings support earlier recommendations that ICCAS should be analyzed at an overall level to address change in interprofessional capabilities.
Highlights
In 2010, the World Health Organization (WHO) highlighted that, to meet new challenges associated with optimized patient care, health-care professionals must work in interprofessional teams
Our study provides validity evidence for the Norwegian ver sion of Interprofessional Collaborative Competency Attainment Survey (ICCAS) in content, response process, and internal structure in alignment with findings from previous validation studies
A thorough Delphi process involving the interprofessional education (IPE) experts respon sible for conducting the various IPE courses in Norway ensured that the content in the Norwegian version aligned with the construct, providing evidence of content validity
Summary
In 2010, the World Health Organization (WHO) highlighted that, to meet new challenges associated with optimized patient care, health-care professionals must work in interprofessional teams. The use of validated assessment tools that are less context-sensitive can help educators’ measure students’ selfreported achieved competence in IPE and, develop the optimal IPE for future professionals. In Norway, IPC has been highlighted in several white papers as a key factor in improving health and social services, with requirements for graduates’ knowledge of IPC and collabora tive competencies (The Norwegian Ministry of Education and Research, 2012, 2017b; The Norwegian Ministry of Health and Care Services, 2009). In an effort to synthesize experiences and contribute to expanding the IPE field in Norway, This article has been republished with minor changes. These changes do not impact the academic content of the article.
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