Adaptação transcultural da Interprofessional Socialization and Valuing Scale (ISVS) para o contexto brasileiro no campo do ensino na saúde

Abstract

Introduction: The transcultural adaptation of assessment instruments is a metodological process, constituted of steps, which allows judging the applicability in a context different from which it was built for, ensuring the psychometric characteristics of the original instrument. The canadian instrument Interprofessional Socialization and Valuing Scale (ISVS), composed of 21 items in Likert scale, seeks to assess the interprofessional socialization process considering the dimensions of the collaborative care in the context of health practice and training, making possible the identification of the professionals’ and students’ perceptions about themselves and the others, their beliefs, values and attitudes that constitute essential aspects of socialization. Objective: To perform the transcultural adaptation of the canadian instrument Interprofessional Socialization and Valuing Scale (ISVS-21) to the Brazilian context in the health educational area. Method: It is a methodological study in which the method proposed by Borsa, Damásio and Bandeira (2012) was adopted to perform the translation and adaptation of instruments. The steps of the performed process comprised the translation of the original instrument by two independent translators who are proficient in English; analysis of translations comparing with the original version by the judges committee, composed by eight health professionals who accepted to contribute with the research; synthesis of the analyses by the researchers; back translation by two translators who are native English speakers; submission to the original instrument’s author and pretest, performed with students of seven health majors of a federal public university in the countryside of São Paulo state. Results: After the first step of the process, the instrument translation, both versions were sent to the judges committee to evaluation of semantic, idiomatic, conceptual and cultural equivalences through an electronic form. Later, a thorough synthesis of the judges’ analyses was done by the researchers, obtaining the consensus Portuguese version 1 (CPV1) in which 14 items did not reach the 75% agreement rate. A new round of analysis was performed by the judges committee in order to discuss the found divergences, reaching a 100% consensus. Thus, a consensus Portuguese version 2 (CPV2) was developed, which was used in the pretest step, being applied to 67 health area students. The same versions were sent to back translation, resulting in two versions (R1 and R2) which were submitted to the original instrument’s author who, after analyzing them, considered R2 the most appropriate and provided suggestions for the writing of some items, resulting in the consensus English version (CEV). After analyses of the CPV2, CEV, with suggestions by the author, and pretest, the final Portuguese version (FPV) was developed. Conclusion: The obtained instrument requires validation and will contribute to the assessment of interprofessional socialization, thus making possible the strengthening of health interprofessional education initiatives.