6 93 Interprofessional skills and motivation one year after IPE In the control group, students wrote the health care plans on their own (uniprofessional education group, i.e. UPE-group). In the intervention group, the health care plans were written by randomly paired medical and nursing students (interprofessional education group, i.e. IPE-group). In each session different pairs were assembled to create diversity among the collaboration partners. Each session lasted for one hour. Questionnaires To assess the students’ motivation for interprofessional collaboration, a Dutch version of the Academic Self-Regulation Questionnaire (SRQ-A) was used (Ryan & Connell, 1989). This 16-item questionnaire measures individual differences in the four types of regulation: external regulation, introjected regulation, identified regulation and intrinsic motivation. Each of the 16 items was scored on a 5-point Likert scale. A score for autonomous motivation was calculated as an average of intrinsic motivation and identified regulation scores. Controlled motivation was calculated as an average of introjected and external regulation scores. Validity and reliability of the measurement of motivation with the Dutch version of the SRQ-A have been reported in earlier studies, including its suitability for measurement among medical students (Isik et al., 2017; Vansteenkiste et al., 2009; Wouters et al., 2017). The Interprofessional Collaborative Competencies Attainment Survey (ICCAS) was used to assess the change in the students’ interprofessional collaboration-related competencies after the intervention. The ICCAS is validated for such purpose with undergraduate students (Archibald et al., 2014; Schmitz et al., 2017). The ICCAS uses a retrospective pre-test/post-test design to the self-assessment, which means that the participants only fill out the questionnaire once after the intervention and rate their ability for each statement twice: Once for ‘pre’ (before the intervention) and once for ‘post’ (after the intervention, in our study one year after the intervention, see Figure 1). The twenty ICCAS items are related to interprofessional communication, collaboration, roles and responsibilities, collaborative patient-family-centered approach, conflict management/resolution, and team functioning, and are answered on a 1-7 Likert-scale. As recommended by Schmitz et al. (2017) and Lunde et al. (2021) we used 1 overall score ‘pre’ and 1 overall score ‘post’ of the ICCAS and did not analyse all separate items. The overall scores are calculated as the means of all items ‘pre’ and all items ‘post’. The ICCAS was translated from English into Dutch by using the Beaton translation method (Beaton et al., 2000). Before (T1), directly after (T2) and one year after the intervention (T3) the students filled out the SRQ-A. At T3, the students also filled out the ICCAS. At T1 and T2 students were present in the classroom to fill out the questionnaires, at T3 the questionnaires were sent by email. Figure 6.2 depicts the research timeline.
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