Cheffer Natalie, Barnett Elizabeth, Bullara Alexei
School of Nursing, California State University, Long Beach, 1250 Bellflower Blvd, Long Beach, CA 90840, United States.
Department of Human Development, California State University, Long Beach, 1250 Bellflower Blvd, Long Beach, CA 90840, United States.
Nurse Educ Today. 2025 Oct;153:106790. doi: 10.1016/j.nedt.2025.106790. Epub 2025 May 27.
Effective patient-provider communication is essential for quality healthcare and to promote positive patient behavior changes. However, many prohibitive factors-such as resource-intensive training methods, logistical challenges of in-person workshops, and limited curricular time-have contributed to the limited inclusion of Motivational Interviewing (MI) training in nursing education. As a patient-centered and evidence-based approach, MI has the potential to enhance communication skills, yet traditional training models often fail to support long-term competency.
This mixed-methods study evaluated an asynchronous, web-based MI training curriculum to determine its effectiveness in improving key MI skills among pediatric nurse practitioner (PNP) students.
Thirteen PNP students completed the MI training as part of a seminar and clinical course over a single semester. The curriculum incorporated five deliberate practice exercises focusing on MI techniques such as reflective listening, empathy, and partnership. Pre- and post-training assessments were conducted using mock interviews coded with the Motivational Interviewing Treatment Integrity (MITI) 4.2.1 tool, alongside qualitative analysis of reflective written responses from the students.
Post-training, students demonstrated significant increases in MI-adherent behaviors and global ratings for empathy and partnership, with a marked decrease in MI non-adherent behaviors. Qualitative data supported these findings and revealed that students gained clarity on MI principles and improved their ability to cultivate patient trust and autonomy.
The MI training effectively enhanced MI competencies among PNP students and supported its potential as a scalable alternative to traditional, resource-intensive training methods. Future research with larger samples and extended follow-up is warranted to further validate these findings and explore the long-term impact on clinical practice.
有效的医患沟通对于高质量医疗保健以及促进患者积极行为改变至关重要。然而，许多阻碍因素，如资源密集型培训方法、面对面研讨会的后勤挑战以及课程时间有限，导致动机性访谈（MI）培训在护理教育中的纳入有限。作为一种以患者为中心且基于证据的方法，MI有潜力提高沟通技巧，但传统培训模式往往无法支持长期能力培养。
这项混合方法研究评估了一个基于网络的异步MI培训课程，以确定其在提高儿科执业护士（PNP）学生关键MI技能方面的有效性。
13名PNP学生在一个学期内作为研讨会和临床课程的一部分完成了MI培训。该课程包含五个针对MI技巧（如反思性倾听、同理心和伙伴关系）的刻意练习。培训前和培训后评估使用了用动机性访谈治疗完整性（MITI）4.2.1工具编码的模拟访谈，同时对学生的反思书面回复进行了定性分析。
培训后，学生在MI依从行为以及同理心和伙伴关系的整体评分方面有显著提高，MI非依从行为明显减少。定性数据支持了这些发现，并表明学生对MI原则有了更清晰的认识，提高了培养患者信任和自主性的能力。
MI培训有效地提高了PNP学生的MI能力，并支持其作为传统资源密集型培训方法的可扩展替代方案的潜力。未来有必要进行更大样本和更长随访期的研究，以进一步验证这些发现，并探索对临床实践的长期影响。
