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dc.contributor.authorLunde, Lene
dc.contributor.authorBaerheim, Anders
dc.contributor.authorJohannessen, Ane
dc.contributor.authorAase, Ingunn
dc.contributor.authorAlmendingen, Kari
dc.contributor.authorAndersen, Irene Aasen
dc.contributor.authorBengtsson, Rutt Venke
dc.contributor.authorBrenna, Sissel Johansson
dc.contributor.authorHauksdottir, Nanna
dc.contributor.authorSteinsbekk, Aslak
dc.contributor.authorRosvold, Elin Olaug
dc.identifier.citationLunde, L., Bærheim, A., Johannessen, A., Aase, I., Almendingen, K., Andersen, I. A., … Rosvold, E. O. (2020). Evidence of validity for the Norwegian version of the interprofessional collaborative competency attainment survey (ICCAS). Journal of Interprofessional Care, 1–8.en_US
dc.description.abstractThis 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.en_US
dc.publisherTaylor & Francisen_US
dc.rightsNavngivelse 4.0 Internasjonal*
dc.subjectinterprofessional educationen_US
dc.subjectstudent assessmenten_US
dc.subjectinstrument validationen_US
dc.titleEvidence of validity for the Norwegian version of the interprofessional collaborative competency attainment survey (ICCAS)en_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.rights.holder© 2020 The Author(s)en_US
dc.subject.nsiVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280en_US
dc.subject.nsiVDP::Medisinske Fag: 700::Helsefag: 800en_US
dc.source.journalJournal of Interprofessional Careen_US

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Navngivelse 4.0 Internasjonal
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