The Creighton-Interprofessional Collaborative Evaluation (C-ICE©) is a 26-item measure that allows evaluators to rate students' IPP and can be used developmentally. Evaluators (e.g., teachers) assess students.
Example Items: "Involves patient as a member of health care team"; "Values patients' right to make their own health care decisions"
The Interdisciplinary Education Perception Scale (IEPS) is an 18-item measure that allows students to rate their attitudes towards IPE and others within their field, as an educational outcome. Students evaluate their educational experiences.
Example items: "Individuals in my profession are well-trained"; "Individuals in my profession are able to work closely with individuals in other professions"
The Interprofessional Collaborative Competencies (ICCAS) is a 21-item measure that allows students to rate their competency regarding IPP. Students assess themselves.
Example items: "Promote effective communication among members of an interprofessional (IP) team"; "Actively listen to IP team members' ideas and concerns"
The Interprofessional Education Collaborative Competency Self-Assessment (IPEC Competency Self-Assessment) is a 19-item measure that allows students to rate their own development regarding IPE competencies. Students evaluate themselves.
Example items: "Team members contribute to setting and evaluating goals for improving the practice."; "The team has a culture of mutual continuous learning."
The Nebraska Interprofessional Education Attitudes Scale (NIPEAS) is a 19-item measure that allows students to rate their own opinions and attitudes towards IPE based on the IPEC competencies. Students rate themselves.
Example items: "I am able to communicate effectively about patient care with persons from health care professions different from my own"; "I am able to use terminology that is unique to other health care professions"
The Student Perceptions of Physician- Pharmacist Interprofessional Clinical Education (SPICE-R2) is a 10-item measure that allows for educators to assess medical and pharmacy students in particular regarding their attitudes around collaboration and IPE/IPP between the two fields. Medicine and pharmacy students rate themselves, for developmental purposes.
Example items: "Working with another discipline of students enhances my education"; "Physicians and pharmacists should collaborate in teams"
The UWE Interprofessional Questionnaire (UWE-IPQ) is a 35-item measure that assesses learners on multiple dimensions and can be used as students progress through their education. Students evaluate their own experiences.
Example Items: "I feel comfortable justifying recommendations/advice face-to-face with more senior people"; "Collaborative learning would be a positive learning experience for all health and social care students"
The Patient Education Materials Assessment Tool (PEMAT) has two versions: the PEMAT-P (24 items to assess printed materials) and the PEMAT-A/V (17 items to assess audio and visual materials). The PEMAT (either version) can be used as an educational tool, as students can evaluate patient education materials and learn what makes something easily understandable and actionable.
Example items: "The material makes its purpose completely evident"; "The material uses common, everyday language"
The Assessment for Collaborative Environments-15 (ACE-15) is a 15-item measure that allows students or professionals to evaluate the teamwork quality of their healthcare team. Any student or professional rates their team overall.
Example Items: "Team members contribute to setting and evaluating goals for improving the practice."; "The team has a culture of mutual continuous learning."
The Attitudes Towards Interprofessional Health Care Teams Scale (ATHCTS) is a 14-item measure that allows students to understand their own beliefs around interprofessional teams. Higher scores indicate more positive attitudes toward interprofessional health care teams.
Example Items: "The interprofessional approach improves the quality of care to patients/clients"; "Working in an interprofessional manner unnecessarily complicates things most of the time"
The Collaborative Practice Assessment Tool (CPAT) is a 57-item assessment that allows clinical team members to rate their own teams' collaborative practice skills. Professionals rate themselves and their teams.
Example items: "Our team mission embodies an interprofessional collaborative approach to patient/client care"; "Our team's primary purpose is to assist patients/clients in achieving treatment goals"
The Healthy Work Environment Assessment Tool (HWEAT) is an 18-item measure that uses multiple dimensions to evaluate the professionals' development over time (e.g., pre/ post) regarding interprofessional teamwork. Professionals evaluate themselves and their experiences.
Example Items: "Administrators, nurse managers, physicians, nurses and other staff maintain frequent communication to prevent each other from being surprised or caught off guard by decisions"
The Individual Teamwork Observation and Feedback Tool (iTOFT) comes in two versions: 11-item Basic or 10-item Advanced. Both forms have extra room for written feedback. The iTOFT is purely evaluative and is used for developmental purposes regarding student's professional's observable behaviors, allowing observers to provide tangible and actionable feedback.
Example Items: "Plans patient/client care or group/community intervention with team members"; "When leading is sensitive to the needs of the team"
The Interprofessional Collaborator Assessment Rubric (ICAR) is a 17-item measure that allows evaluators to provide feedback to learners regarding their competency in interprofessional practice. Evaluators rate students or professionals.
Example Items: "Communicates with others in a confident, assertive, and respectful manner"; "Establishes collaborative relationships with others"
The Interprofessional Socialization and Valuing Scale (ISVS) is a 21-item measure that allows students or professionals to understand how their beliefs about interprofessional teamwork and how prepared they are for interprofessional teamwork. Students and professionals rate themselves and their experiences.
Example Items: "I am aware of my preconceived ideas when entering into team discussions"; "I have a better appreciation for using a common language across the health professionals in a team"
The Jefferson Teamwork Observation Guide (JTOG)® is a 14-item measure that can be filled out by multiple raters, meaning that a comprehensive feedback system can be implemented. It is used to evaluate the interprofessional team's behaviors.
Example Items: "There appeared to be a team leader that coordinated the discussion"; "Members of the team came prepared to discuss the case/ situation from their profession-specific perspective"
The McMaster-Ottawa Scale is a 4-item measure that allows evaluators to rate students in clinical settings. Evaluators rate students' teamwork behaviors as observed in practice and with patients.
Example Items: "Establishes collaborative relationships"; "Describes roles and responsibilities"
The Team Skills Scale is a 17-item measure that allows learners to evaluate their teamwork skills, especially in regard to geriatric care. Students, especially those in geriatric care settings, rate themselves and their own experiences.
Example Items: "Function effectively in an interdisciplinary team"; "Treat team members as colleagues"
The TeamSTEPPS Teamwork Attitudes (T-TAQ) is a 30-item measure that allows for the measurement of core teamwork competencies, as established by the Agency for Healthcare Research and Quality, and to increase team performance and quality of care. Any student or professional can evaluate themselves or be rated by an observer.
Example Items: "It is important to ask patients and their families for feedback regarding patient care"; "It is important for leaders to share information with team members"
The Teamwork VALUE Rubric allows educators to evaluate the students' teamwork behaviors on a continuum from benchmark behaviors (e.g., the most basic behaviors) to capstone behaviors (e.g., the most effective teamwork behaviors). This is not a survey-based measurement tool but rather a rubric that can be used by evaluators (e.g., teachers) to rate students.
Example Behaviors: "Helps the team move forward by articulating the merits of alternative ideas or proposals"; "Offers alternative solutions or courses of action that build on the ideas of others"
The Hospital Survey on Patient Safety Culture Version 2.0 is a measure with 3 or 4 items measuring 12 dimensions of patient safety culture. The SOPS® Hospital survey is unique in that it can assess patient safety culture at different "levels" within a professional organization. It is also available in English and Spanish.
Example Items: "In this unit, we work together as an effective team"; "In this unit, we have enough staff to handle the workload"
The Medical Office Survey on Patient Safety Culture is a measure with 10 dimensions that allows staff and providers to rate the patient safety culture of their specific outpatient clinic. It is used to evaluate the patient safety culture of staff and providers' outpatient settings.
Example items: "A patient was unable to get to an appointment within 48 hours for an acute/serious problem"; "A patient's chart/medical record was not available when needed"
The Healthcare Conflict Scale is a 7-item measure that allows professionals to indicate the extent of conflict between themselves and their patients. Professionals evaluate themselves and their experiences with patients and patients' families.
Example Items: "The family perceive that resources are limiting the standard of care"; "The patient and/or family do not trust clinical expertise and/or the healthcare system"
The Interprofessional Professionalism Assessment (IPA) Instrument is a 26-item measure that allows professionals to rate themselves or be rated by an observer on their professionalism on an interprofessional team. It measures observable behaviors of these early career professionals, and professionals can rate themselves or be rated by an observer.
Example items: "Works with members of other health professions to coordinate communication with patients/clients and family members." "Demonstrates confidence, without arrogance while working with members of other health professions"