Measuring interprofessional team collaboration in expanded school mental health: Model refinement and scale development
Measuring interprofessional team collaboration in expanded school mental health: Model refinement and scale development
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DOI：
10.3109/13561821003624622
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发表时间：
2010-09-01
影响因子：
2.7
通讯作者：
Green, Jennifer
中科院分区：
文献类型：
--
作者：
Mellin, Elizabeth A.;Bronstein, Laura;Green, Jennifer
扩大的学校心理健康（ESMH）利用跨专业合作，在学校实施学习支持和心理健康促进战略。本研究报告的早期发展和初步的心理测量学检查的一个新的规模，扩大学校心理健康（IITC-ESMH）的跨专业团队合作的指数，用于衡量跨专业团队的运作。探索性因素分析的结果，使用收集的数据从436名成员的跨专业团队在学校，产生了一个26个项目的规模与四个因素模型（a）反思过程，（B）专业灵活性，（c）新创建的专业活动，（d）角色相互依赖。四个因素的克朗巴赫α分别为0.91、0.91、0.84和0.80。这项研究的结果提供了证据，支持IITC-ESNIH作为一个可靠的工具来衡量专业间的合作。
Expanded school mental health (ESMH) utilizes interprofessional collaboration to implement learning support and mental health promotion strategies in schools. This study reports on the early development and initial psychometric examination of a new scale, the Index of Interprofessional Team Collaboration for Expanded School Mental Health (IITC-ESMH), for measuring the functioning of interprofessional teams. Exploratory factor analysis results, using data collected from 436 members of interprofessional teams in schools, yielded a 26-item scale with a four-factor model (a) Reflection on Process, (b) Professional Flexibility, (c) Newly Created Professional Activities, and (d) Role Interdependence. Cronbach's alphas for the four factors were .91, .91, .84, and .80 respectively. The findings from this study provide evidence to support the IITC-ESNIH as a reliable instrument for measuring interprofessional collaboration.