School of Health & Exercise Sciences, University of British Columbia, Kelowna, Canada; International Collaboration on Repair Discoveries (ICORD), University of British Columbia, Vancouver, Canada.
School of Health & Exercise Sciences, University of British Columbia, Kelowna, Canada; International Collaboration on Repair Discoveries (ICORD), University of British Columbia, Vancouver, Canada.
Patient Educ Couns. 2022 May;105(5):1229-1236. doi: 10.1016/j.pec.2021.09.008. Epub 2021 Sep 9.
To examine how the quality of spinal cord injury peer mentorship relationships and mentor-mentee behaviors are impacted by interaction modality.
Using a within-subjects, repeated measures, experimental design, peer mentors (n = 8) completed two mentoring sessions with a standardized mentee in a telephone and a video chat condition. Measures of therapeutic alliance and autonomy supportiveness were administered following each session. Mentors' leadership behaviors, motivational interviewing skills, and behavior change techniques were compared across conditions. Mentors' and mentees' use of motivational interviewing skills and behavior change techniques were further analyzed using state space grids.
Mentors' therapeutic alliance, autonomy supportiveness, use of leadership behaviors, motivational interviewing skills, and behavior change techniques did not significantly differ across the two conditions (ps > 0.123; Cohen's d range = 0.218-0.619). State space grids analyses revealed that the dynamic structure of mentoring conversations was similar when interactions occurred through the telephone versus video chat.
Mentors were effective at forming positive, autonomy supportive relationships with mentees in telephone and video chat interaction conditions. Mentors also used leadership/counselling behaviors to a similar extent when interacting through these two modalities.
Organizations that provide peer mentorship can have confidence in using both telephone and video chat modalitites.
探讨脊髓损伤同伴指导关系的质量和指导者-被指导者的行为如何受到交互方式的影响。
采用被试内、重复测量、实验设计，8 名同伴导师在电话和视频聊天两种条件下分别与一名标准化的被指导者完成了两次指导会议。每次会议后都进行了治疗联盟和自主性支持的测量。比较了两种条件下导师的领导行为、动机访谈技能和行为改变技术。进一步使用状态空间网格分析了导师和被指导者的动机访谈技能和行为改变技术的使用情况。
导师的治疗联盟、自主性支持、领导行为、动机访谈技能和行为改变技术在两种条件下没有显著差异（p>0.123；Cohen's d 范围为 0.218-0.619）。状态空间网格分析表明，当通过电话和视频聊天进行互动时，指导对话的动态结构相似。
导师在电话和视频聊天互动条件下都能与被指导者建立积极、支持自主性的关系。导师在使用这两种模式时，领导/咨询行为的使用程度也相似。
提供同伴指导的组织可以有信心使用电话和视频聊天两种模式。
