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Teaching Motivational Interviewing Skills to Prelicensure Nursing Students: A Comparison of Simulated Telehealth,
Kelly L Rossler1, Donna Badowski, Nanci Reiland
1About the Authors Kelly L. Rossler, PhD, RN, CHSE-A, CNE, is associate professor, Baylor University Louise Herrington School of Nursing, Dallas, Texas. Donna Badowski, DNP, RN, CNE, CHSE, is professor and director of nursing, St. Mary's University Department of Nursing, San Antonio, Texas. Nanci Reiland, DNP, RN, PHNA-BC, is associate professor, St. Mary's University Department of Nursing. Letitia (Tish) Gill-Gembala, DNP, MSN, RN, CNE, is associate professor of instruction, Temple University College of Public Health, Philadelphia, Pennsylvania. Rebecca Barron, DNP, RN, is associate director, DePaul University School of Nursing, Chicago, Illinois. Weiming Ke, PhD, is biostatistician, Baylor University Louise Herrington School of Nursing. This research was supported by the National League for Nursing Nancy Langston Research Award 2022 to Dr. Badowski, Dr. Rossler, Dr. Reiland, and Dr. Gill-Gembala and a grant from Sigma Theta Tau International to Dr. T. Gill-Gembala. Dr. Badowski is editor of the Nursing Education Perspectives Innovation Center; she had no role in the peer review or acceptance of this article. For more information, contact Dr. Rossler at Kelly_Rossler@baylor.edu .
Aim:
This study examined the effectiveness of a simulated telehealth patient care experience compared to gaming technology and control training on motivational interviewing.
Background:
Motivational interviewing is an evidence-based communication technique assisting patients to commit to healthier lifestyles.
Method:
This study incorporated a multisite quasi-experimental repeated-measures design with a convenience sample from four prelicensure nursing programs. The Helpful Response Questionnaire (HRQ) was used to measure participants' ability to respond empathetically. The System Usability Scale (SUS) assessed participants' perceptions of the technology platforms.
Results:
HRQ scores significantly increased over time ( p = .025). While not statistically significant ( p = .734), HRQ scores indicated the telehealth group outperformed the gaming technology and control groups. SUS scores indicated favorable perceptions of learning technologies.
Conclusion:
Positive changes in empathy over time suggest the value of technology-assisted learning. Simulated telehealth and gaming technologies demonstrated potential for enhancing nursing students' foundational motivational interviewing skills.
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