Attitudes Towards Health Care Teams Scale: A Confirmatory Factor Analysis
Methods: Data using a cross-sectional design were collected from 288 graduate students who were enrolled at an urban professional university in the Mid-Atlantic regions. The total sample consisted of 81.6% females and 17.6% males. A confirmatory factor analysis (CFA) was conducted to determine whether the adapted ATHCTS was a reliable and valid instrument in measuring attitudes of graduate professional students toward interprofessional health care teams. To test the construct validity of the scale, the discriminant validity between the ATHCTS and the Interdisciplinary Education Perception Scale (IEPS) was also examined.
Results: A two-factor CFA model (Curran et al., 2008) and a three-factor CFA model (Hayashi et al., 2012) were examined to determine which model better represents the sample, and the two-factor model was determined to be more appropriate to represent the sample (χ²(76) = 221.191; p < .001). This final version of the ATHCTS model was comprised of 14 items with two error covariances between items (χ²(74) = 170.678; p < .001). The factor loadings for 11 items on the quality of care subscale ranged from 0.55 to 0.79, and the loadings for three items on the time constraints subscale ranged from 0.76 to 0.88. Reliability of the ATHCTS with this study's samples was considered good (a = .82). Internal consistency of the quality of care subscale was high at 0.92, and reliability of the time constraints subscale was good at 0.86 in this study. To assess construct validity of the adapted ATHCTS, discriminant validity showed that the ATHCTS was adequately distinct from the IEPS.
Implications: This study is valuable in that it is the first to assess the psychometric properties of the adapted ATHCTS by a confirmatory factor analysis. The CFA from this study provided evidence that the adapted ATHCTS with a two-factor structure is a valid scale with adequate model fit. This study suggests that the-two factor model should be tested across other groups such as undergraduate students, health care professionals, and persons at other training programs. In higher education, it is important to incorporate content related to quality of care and managing time constraints into coursework or training programs.