Exploring the Effects of Audio Feedback on the Communication Knowledge and Motivational Interviewing Skills of Undergraduate Nursing Students Addressing Behavioral Health Issues with Patients

Object Type: Asset
In Folder: Health Professions Education, Ph.D.

Expand to show object metadata

Exploring the Effects of Audio Feedback on the Communication Knowledge and Motivational Interviewing Skills of Undergraduate Nursing Students Addressing Behavioral Health Issues with Patients

Cifrino, Sheryl - Dissertation

Dublin Core Metadata

title: Exploring the Effects of Audio Feedback on the Communication Knowledge and Motivational Interviewing Skills of Undergraduate Nursing Students Addressing Behavioral Health Issues with Patients

creator: Cifrino, Sheryl

subject: Dissertations, Academic.

description: Background: The enhancement of healthcare providers’ communication with emphasis on patient centered care and the promotion of patient autonomy is an essential element for promoting positive patient centered outcomes. The communication technique of motivational interviewing (MI) may be useful to engage behavioral health patients in a collaborative patient centered rapport. Research supports the value of audio feedback to student learning, and development of academic skills. There is a dearth of literature that explores the use of audio feedback as an effective method for development of motivational interviewing communication knowledge and skills with behavioral health patients in baccalaureate nursing students.Purpose: To explore the possible differences in the effect of audio feedback compared to the written feedback on the development of motivational interviewing knowledge and skills using a standardized patient case among undergraduate baccalaureate nursing students addressing behavioral health issues.Methods: Forty undergraduate baccalaureate nursing students were recruited to participate from one college and randomly assigned to a control group receiving written feedback using the BECCI index tool and an experimental group receiving audio feedback. Both groups engaged in an online education program module describing use and techniques of MI. Each group completed a pre-post test on motivational interviewing knowledge prior to and after the assigned feedback intervention. Both groups engaged in practice of motivational interviewing skills with a standardized audio taped scripted patient prior to and post feedback. Participants received audio feedback or written feedback after the first practice interview. The student MI interviews were rated by research assistants blinded to intervention group using the BECCI index tool for quantifying motivational interviewing skills.Results: Each group demonstrated increased knowledge Motivational Interviewing Knowledge and Attitudes Test (MIKAT) scores and Behavioral Change Counseling Index (BECCI) skills scores across the study. No statistically significant differences were observed in mean MIKAT or BECCI scores between treatment groups. A significant improvement in participant knowledge (MIKAT score) and skills (BECCI scores) increased within groups post intervention (p< 0.05).Conclusion: Audio feedback and written feedback are comparable ways to deliver formative assessment to help develop motivational interviewing knowledge and skills in undergraduate baccalaureate nursing students. These venues for feedback can offer ways to provide learners with insight on their performance during standardized patient encounters allowing for self-directed integration into their knowledge about motivational interviewing techniques.

publisher: Simmons University (Boston, Mass.)

contributor:

date: 2019

type: Text

format: 1 PDF (97 Pages)

identifier: td_hpe_2019_sc

source:

language: English

relation:

coverage:

rights: Material from the Simmons University Archives collections are made available for study purposes only. For more information, or to request rights to reproduce or reuse any material, contact the University Archives at archives@simmons.edu.

Show more ▼