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Related Experiment Video

Updated: Nov 15, 2025

The Participant-Reported Implementation Update and Score PRIUS: A Novel Method for Capturing Implementation-Related Data Over Time

The Participant-Reported Implementation Update and Score PRIUS: A Novel Method for Capturing Implementation-Related Data Over Time

Published on: February 19, 2021

Has "The Ceiling" Rendered the Readiness for Interprofessional Learning Scale (RIPLS) Outdated?

Malvin Torsvik¹, Hanne Cecilie Johnsen¹, Børge Lillebo^2,3

¹Faculty of Nursing and Health Sciences, Nord University, Levanger, Norway.

Journal of Multidisciplinary Healthcare

|March 4, 2021

Summary

This summary is machine-generated.

Norwegian students show readiness for interprofessional learning. However, the Readiness for Interprofessional Learning Scale (RIPLS) has ceiling effects, limiting its use for measuring changes in collaborative learning. New tools are needed.

Keywords:

interprofessional collaboration interprofessional learning multidisciplinary health care translation and validation

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Published on: December 9, 2022

Area of Science:

Health Professions Education
Interprofessional Education
Social Work Education

Background:

Assessing readiness for interprofessional learning is crucial for effective healthcare education.
Existing instruments may require validation and adaptation for specific cultural and linguistic contexts.
Collaborative learning and simulation are increasingly used to prepare students for interprofessional practice.

Purpose of the Study:

To translate and validate the Readiness for Interprofessional Learning Scale (RIPLS) into Norwegian.
To investigate the preliminary effects of collaborative learning and simulation on student readiness for interprofessional learning.
To evaluate the efficacy and feasibility of a structured collaborative learning activity.

Main Methods:

Forward and backward translation of the RIPLS into Norwegian, followed by expert panel review.
Principal component analysis planned for evaluating the structure, reliability, and internal consistency of the Norwegian RIPLS.
Administration of the translated RIPLS to undergraduate social and health care students (n=72) after participating in collaborative learning activities.

Main Results:

A substantial ceiling effect was observed in most RIPLS items, hindering their utility for measuring change.
Despite ceiling effects, positive changes were confirmed in two single items evaluating collaborative learning efficacy.
The Norwegian version of RIPLS requires revision due to identified limitations in measuring interprofessional learning readiness.

Conclusions:

Norwegian students demonstrate a readiness for interprofessional learning.
The original RIPLS, due to ceiling effects, is not optimal for evaluating the impact of interprofessional learning interventions in this context.
Future research should focus on developing new assessment tools that capture self-efficacy in role awareness and interprofessional communication, reflecting evolving educational demands.