Barriers to Learning Motivational Interviewing: A Survey of Motivational Interviewing Trainers' Perceptions

Schumacher, Julie A.; Madson, Michael B.; Nilsen, Per

doi:10.1002/j.2161-1874.2014.00028.x

Cited by 16 publications

(13 citation statements)

References 26 publications

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“…Overall, present findings are consistent with past research in suggesting that clinicians who hold pre-training beliefs and behaviors supportive of the innovation are more likely to evidence subsequent adoption, whereas those committed to a clinical approach inconsistent with the innovation are less likely to put it to use (e.g., Carpenter et al, 2012; see also Schumacher, Madson, & Nilsen, 2014). …”

Section: Discussionsupporting

confidence: 88%

Modeling the Innovation–Decision Process: Dissemination and Adoption of a Motivational Interviewing Preparatory Procedure In Addiction Outpatient Clinics

Walitzer

Dermen

Barrick

et al. 2015

Journal of Substance Abuse Treatment

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Widespread adoption of empirically-supported treatment innovations has the potential to improve effectiveness of treatment received by individuals with substance use disorders. However, the process of disseminating such innovations has been complex, slow, and difficult. We empirically describe the dissemination and adoption of a treatment innovation – an alcohol-treatment preparatory therapeutic procedure based on motivational interviewing (MI) – in the context of Rogers’ (2003) five stages of innovation-decision process (knowledge, persuasion, decision, implementation and confirmation). To this end, 145 randomly-chosen outpatient addiction treatment clinics in New York State received an onsite visit from a project trainer delivering one of three randomly-assigned dissemination intensities: a 15-minute, a half-day or a full-day presentation. Across these clinics, 141 primary administrators and 837 clinicians completed questionnaires assessing aspects of five innovation-decision stages. At each clinic, questionnaire administration occurred immediately pre- and post-dissemination, as well as one and six months after dissemination. Consistent with Rogers’ theory, earlier stages of the innovation-decision process predicted later stages. As hypothesized, dissemination intensity predicted clinicians’ post-dissemination knowledge. Clinician baseline characteristics (including gender, pre-dissemination knowledge regarding the MI preparatory technique, education, case load, beliefs regarding the nature of alcohol problems, and beliefs and behavior with regard to therapeutic style) predicted knowledge and persuasion stage variables. One baseline clinic characteristic (i.e., clinic mean beliefs and behavior regarding an MI-consistent therapeutic style) predicted implementation stage variables. Findings suggest that dissemination strategies should accommodate clinician and clinic characteristics.

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Section: Discussionsupporting

confidence: 88%

Modeling the Innovation–Decision Process: Dissemination and Adoption of a Motivational Interviewing Preparatory Procedure In Addiction Outpatient Clinics

Walitzer

Dermen

Barrick

et al. 2015

Journal of Substance Abuse Treatment

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“…Difficulty ‘unlearning’ habitual righting reflex responses may have been one possible barrier to learning MI (Schumacher et al . ). If it is the case that conversations take place but go unreported, the extent to which nurse–patient interactions and the patient's views are considered a valuable part of rehabilitation nursing might be questioned, in contrast to MI, where the conversation is the intervention (Miller & Rollnick ).…”

Section: Discussionmentioning

confidence: 97%

Feasibility of training nurses in motivational interviewing to improve patient experience in mental health inpatient rehabilitation: a pilot study

Bunyan

Crowley

Smedley

et al. 2017

Psychiatric Ment Health Nurs

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Introduction There is limited research addressing the experiences of patients in inpatient rehabilitation (rehabilitation), who often spend long periods in hospital, and the nursing approaches utilized. Aim Based on evidence that motivational interviewing (MI) may improve nursing practice, this was a pilot study evaluating the feasibility of training rehabilitation nurses in MI and measuring patient experience. Method Nurses underwent training and supervision focusing on MI spirit. Quantitative and qualitative measures were taken pretraining, 2 months post-training and 8 months post-training. Expert-by-experience research assistants facilitated patients' participation in the study. Results This study showed that training rehabilitation nurses in MI was feasible and relevant to their work. Patients participated in interviews and focus groups with support and potential improvements that require further empirical investigation in patient experience were found following the MI training. Discussion This pilot study establishes the feasibility of a larger study addressing efficacy. Tentative qualitative findings question whether interactions between nurses and patients are valued in rehabilitation and support MI as a promising skill set for rehabilitation nurses. Implications for practice Bringing MI into inpatient rehabilitation provoked reflection on nursing practice. Dilemmas for nurses about balancing safety with promoting autonomy and communicating constructively with patients emerged as important.

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“…Results also supported our hypothesis that participants would report a decrease in negative attitudes toward EBPs and increased interest in implementing EBPs. These findings are particularly important because negative attitudes toward EBPs are associated with the research-practice gap as well as low levels of implementation of EBPs (Nelson et al., 2006; Schumacher et al., 2014). It is also interesting to note that pretraining levels of interest in implementing EBPs were high, suggesting that this group of practitioners were motivated to learn MI and SBIRT.…”

Section: Discussionmentioning

confidence: 99%

Impact of Brief Intervention Workshops on Addiction Provider Knowledge, Skills, Negative Attitudes, and Interest in Implementing Evidence-Based Practices

2017

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This study evaluated the impact of Motivational Interviewing (MI) and Screening, Brief Intervention, and Referral to Treatment (SBIRT) workshops on posttraining knowledge, skills, negative attitudes, and interest in implementing evidence-based practices (EBPs). Participants ( N = 70) were primarily mental health counselor (41.4%), social workers (20.0%), substance abuse counselors (15.7%), school counselors (5.7%), and nursing professionals (4.3%) who selected the 1- or 2-day workshop for continuing education credit. Participants attended either a Basic MI training workshop (1 day) or a Basic MI training plus an advanced MI/SBIRT training workshop (2 days) to assess if exposure to two EBPs would improve training outcomes. Participants in both the 1-day and 2-day workshops reported posttraining increased perceived knowledge and skills, decreased negative attitudes toward EBPs, and increased interest in implementing EBPs from pretraining to posttraining. There were no differences between participants in the Basic MI or MI plus advanced MI/SBIRT training conditions. Implications for reducing the research-practice gap in EBPs are discussed.

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Barriers to Learning Motivational Interviewing: A Survey of Motivational Interviewing Trainers' Perceptions

Cited by 16 publications

References 26 publications

Modeling the Innovation–Decision Process: Dissemination and Adoption of a Motivational Interviewing Preparatory Procedure In Addiction Outpatient Clinics

Modeling the Innovation–Decision Process: Dissemination and Adoption of a Motivational Interviewing Preparatory Procedure In Addiction Outpatient Clinics

Feasibility of training nurses in motivational interviewing to improve patient experience in mental health inpatient rehabilitation: a pilot study

Impact of Brief Intervention Workshops on Addiction Provider Knowledge, Skills, Negative Attitudes, and Interest in Implementing Evidence-Based Practices

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