Validity and reliability of the Vietnamese version of the readiness for interprofessional learning scale

The World Health Organization recommends interprofessional education (IPE) to cultivate a collaborative workforce and enhance health outcomes. Despite the growing prominence of IPE in Vietnam, a validated instrument to assess student attitudes is lacking. While the 19-item version of Readiness for Interprofessional Learning Scale (RIPLS) has been translated into Vietnamese, its psychometric properties remain unexplored. This study aimed to assess the validity and reliability of the Vietnamese RIPLS, providing educators with a credible tool. We invited health students to complete an online survey prior to their IPE courses at the University of Medicine and Pharmacy in Ho Chi Minh City, Vietnam. Consenting participants received an online survey comprising demographic information and the Vietnamese RIPLS. Internal consistency reliability was assessed using Cronbach’s α coefficient, while confirmatory factor analysis (CFA) evaluated structural validity. A total of 275 students representing medicine, nursing, pharmacy, and rehabilitation sciences completed the survey. The adapted instrument demonstrated strong content validity, face validity, and test-retest reliability. According to the CFA, the four-factor model showed acceptable fit indices. The Cronbach’s α values for the four factors “Teamwork and Collaboration,” “Negative Professional Identity,” “Positive Professional Identity” and “Roles and Responsibilities” were 0.90, 0.92, 0.82, and 0.68, respectively. The Vietnamese adaptation of the RIPLS demonstrated satisfactory validity and reliability as an instrument for assessing the attitudes of Vietnamese healthcare students towards IPE. However, the “Roles and Responsibilities” factor warrants future examination due to its lower internal consistency.