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Validating the readiness for interprofessional learning scale dating services for successful professionals

In the present study, we therefore decided to do a renewed factor analysis of the 19 items of the original RIPL Scale.Our factor analysis gave four item groupings instead of the originally proposed three and also a slightly different order of the 19 items.A recent study reported that students who had been exposed to Interprofessional Education (IPE) curricula were more confident at qualification about their communicative skills, their interprofessional relationships and their professional interactions [].

Nor did the data support the internal consistency values of the subscales as previously reported.

We also believe that the RIPL Scale still can be further adjusted.

At the beginning of their education, students in health and social care often have a strong identification with the professional group into which they are going to graduate, and many of them also tend to be open-minded about collaboration with other professions [].

The factors were: Factor 1 (11 items, questions 1-6, 9 and 13-16), Factor 2 (4 items, questions 10-12 and 18), Factor 3 (2 items, questions 17 and 19) and Factor 4 (2 items, questions 7 and 8). The internal consistency of the total RIPLS (all 19 items) gave a Cronbach's alpha of 0.62 (item mean, 3.57, and a min/max of 1.84/4.68).

The Cronbach's alpha value of 0.88 for the cluster of items in factor 1 indicates a high internal consistency and that these 11 items represent a relatively unitary factor.

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  2. Methods. This was a cross-sectional study. The Readiness for Interprofessional Learning Scale RIPLS was administered to all 2nd-,

  3. The Readiness for Interprofessional Learning Scale. and should be used with caution to measure readiness for interprofessional learning in the German health.

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