Effectiveness of asynchronous motivational interviewing training for pediatric nurse practitioner students: A...

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.