Developing Motivational Interviewing Skills Among Undergraduate Nursing Students
Document Type
Article
Date of Original Version
5-1-2023
Abstract
The current study evaluated changes in undergraduate nursing students’ knowledge and self-efficacy in motivational interviewing. Fourth-year undergraduate nursing students completed a hybrid, online curriculum. Changes in knowledge and self-efficacy were assessed using a pretest/posttest design. Repeated measures analysis of variance was used to determine differences between knowledge and self-efficacy mean scores. Of the 144 students who participated in the study, 88.2% were female, 96.5% were non-Hispanic/Latino, 88.9% were White, and mean age was 21.3 years. There were significant increases in knowledge and self-efficacy mean scores between pre-survey and post-survey 1 and 2. There were no differences between post-surveys 1 and 2 scores. A hybrid, online curriculum using asynchronous modules and synchronous simulation training can facilitate nursing students’ learning experiences and enhance knowledge and self-efficacy about motivational interviewing.
Publication Title, e.g., Journal
Journal of Psychosocial Nursing and Mental Health Services
Volume
61
Issue
5
Citation/Publisher Attribution
Ramirez, Andrea, Karen Jennings Mathis, Amy M. Moore, and Alison Tovar. "Developing Motivational Interviewing Skills Among Undergraduate Nursing Students." Journal of Psychosocial Nursing and Mental Health Services 61, 5 (2023). doi: 10.3928/02793695-20221027-01.