Teaching motivational interviewing to nurse practitioner students: A pilot study

Abstract

PurposeThis quasi‐experimental study examined the outcomes of a brief educational module for graduate nursing students as to using motivational interviewing (MI)‐consistent counseling skills. Data sourcesPre‐ and posttest narrative and video‐taped data, surveys, and self‐report. ConclusionsSignificantly fewer closed questions, more open questions, and less advice‐giving without permission were noted in the narratives completed after the education. Similarly, the second videotape revealed significantly more affirmations, use of reflections, and use of more summaries when ending patient sessions. Surveys and self‐report indicated strong satisfaction with the opportunity to learn MI. Implications for practice A core competency of nurse practitioner (NP) education involves helping persons adopt positive health behaviors. While research utilizing MI has evidenced substantial success in this regard, little has been published as to how to incorporate teaching this skill set within an already content‐laden NP curriculum. Including at least minimal education in MI should occur in NP programs. Eight hours of education, including video‐taped practice, followed by "booster sessions" to maintain skills and increase confidence is recommended. More research is necessary to elucidate best practices of teaching this skill set to NPs and its eventual outcomes on patients' health.

Implementing motivational interviewing training: Strengthening the role of the registered nurse

“…[16] More prepared faculty are needed who are trained in MI. The Motivational Interviewing Network of Trainers (MINT), is a solid example of a resource educators can use to build upon and share their experience with MI.…”

“…The ideal place to develop MI proficiency is the clinical setting. [9,16] Verbal feedback, in real time, is an instrumental step in the application of MI skill and spirit. This allows the students to engage patients in conversations about their health, tailor information to their needs and engage in a collaborative partnership for the exploration of their health behavior change.…”

“…The amount of time that needs devoted to training has varied, yet outcomes have been positive. [16] The literature reports one 300 minute training session effective, whereas another didactic approach, known as Group Motivational Interviewing (GMI), is another focused competency alternative. [7,18] GMI facilitates active participation and exploration of personal goals, which is the foundational principal of MI in client-centered counseling.…”

“…Booster training sessions are recommended to maintain skills, continue learning and increase confidence with MI application. [16] It is unclear when and where these booster-training sessions are to take place and at what time intervals? Further research is needed to report on time frequency and the importance of booster sessions.…”

“…Another quasi-experimental pilot study, conducted by Nesbitt et al [16] examined counseling skill outcomes of a brief educational module for graduate nursing students. Core competencies for the graduate nursing student speak to the education surrounding the adoption of positive health behavior change, however little has been published as to how to incorporate teaching the MI skill set within the curriculum.…”