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An Evaluation of Motivational Interviewing Based Communication Training to Promote Communication Competency for Nursing Students
Korean J Stress Res 2018;26:268-276
Published online December 31, 2018
© 2018 Korean Society of Stress Medicine.

Hee-Jung Kim

College of Nursing, Gachon University, Seongnam, Korea
Correspondence to: Hee-Jung Kim
College of Nursing, Gachon University, 1342 Seongnam-daero, Sujeong-gu, Seongnam 13120, Korea
Tel: +82-31-750-5978
Fax: +82-31-750-8719
E-mail: illine@paran.com
Received October 3, 2018; Revised October 20, 2018; Accepted October 22, 2018.
Articles published in stress are open-access, distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by-nc/4.0), which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
Background: The purpose of this study is to evaluate the effects of the Motivational Interviewing (MI) based communication training for third-year nursing students.
Methods: This study use a quasi-experimental design with pre and post-test to evaluate a 4–hour MI based communication training. This training was offered to 35 third-year nursing students who were participating in elective psychiatric nursing clerkship course. Each student completed pre and post questionnaire which includes assessment of motivational interviewing skills as measured by Helpful Response Questionnaire (HRQ). Also confidence (5 items) in using MI based communication knowledge and core skills were included. Data were independently analyzed by two coders and blindly rated the pre and post HRQ self-reported responses. Data were analyzed using paired t-test, descriptive analysis.
Results: Nursing students showed increasing use of reflection (4.10∼5.67, p<.001), decreasing use of closed-ended question (2.00∼0.73, p<.001), road blocks (2.94∼0.64, p<.001), and improve in depth of reflection (12.79∼20.86 p<.001). But they did not show significant changes in open-ended question (2.01∼2.33, p=.257). Confidence in the interview has increased overall, except for reflecting. The overall satisfaction with the training was quite high, and the most helpful training method was group and individual feedback.
Conclusions: This study provides evidences that 4 hour-training is effective in core skills such as reflection and depth of reflection, and also confidence in interviews. It is necessary to develop step-by-step training modules to enhance undergraduate communication skills. It is necessary to develop an effective training strategy focused on students' confidence in open-ended questions and reflection.
Keywords : Motivational interviewing, Communication, Student, Nursing, Competence


December 2018, 26 (4)

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