Developing Motivational Interviewing Skills Among Undergraduate Nursing Students
Date of Original Version
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
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.