Development of an interprofessional lean facilitator assessment scale

ABSTRACT

High reliability is important for optimising quality and safety in healthcare organisations. Reliability efforts include interprofessional collaborative practice (IPCP) and Lean quality/process improvement strategies, which require skilful facilitation. Currently, no validated Lean facilitator assessment tool for interprofessional collaboration exists. This article describes the development and pilot evaluation of such a tool; the Interprofessional Lean Facilitator Assessment Scale (ILFAS), which measures both technical and ‘soft’ skills, which have not been measured in other instruments. The ILFAS was developed using methodologies and principles from Lean/Shingo, IPCP, metacognition research and Bloom’s Taxonomy of Learning Domains. A panel of experts confirmed the initial face validity of the instrument. Researchers independently assessed five facilitators, during six Lean sessions. Analysis included quantitative evaluation of rater agreement. Overall inter-rater agreement of the assessment of facilitator performance was high (92%), and discrepancies in the agreement statistics were analysed. Face and content validity were further established, and usability was evaluated, through primary stakeholder post-pilot feedback, uncovering minor concerns, leading to tool revision. The ILFAS appears comprehensive in the assessment of facilitator knowledge, skills, abilities, and may be useful in the discrimination between facilitators of different skill levels. Further study is needed to explore instrument performance and validity.

KEYWORDS:

• Bloom’s taxonomy
• facilitation
• interprofessional collaborative practice
• Lean
• quality/process improvement
• Shingo Model
• scale development

Acknowledgements

We thank Dr. Stacy Jaffee Gropack, PT, PhD, FASAHP, Associate Dean—School of Health Professions at Long Island University, for her review of the ILFAS and providing invaluable feedback through her expertise in the field of interprofessional education and collaborative practice.

Declaration of interest

The authors report no conflicts of interest. The authors alone are responsible for the writing and content of this article.