RESEARCH ARTICLE: The use of motivational interviewing skills for patient counselling in an interprofessional education learning simulation

Authors

  • Jonathon Pouliot Lipscomb University College of Pharmacy and Health Sciences, United States https://orcid.org/0000-0001-9596-2621
  • Gabrielle Givens Lipscomb University College of Pharmacy and Health Sciences, United States
  • Susan Morley Oregon State University College of Pharmacy, United States
  • Kali Worley MINT Member, United States
  • Jeff Lee Lipscomb University College of Pharmacy and Health Sciences, United States
  • Anne Lowery Lipscomb University College of Pharmacy and Health Sciences, United States
  • Autumn Marshall Lipscomb University College of Pharmacy and Health Sciences, United States
  • Katie Watson Lipscomb University College of Pharmacy and Health Sciences, United States
  • Thomas M. Campbell Lipscomb University College of Pharmacy, United States

DOI:

https://doi.org/10.46542/pe.2021.211.582590

Keywords:

Dietetics, Interprofessional education, Motivational interviewing, Nursing, Pharmacy, Student perceptions

Abstract

Objective: Healthcare training has increasingly focused on interprofessional education (IPE) to provide students opportunities to gain competencies and learn accountability. IPE was incorporated into the curriculum by creating a course for all health science. Motivational interviewing (MI) training was added to enhance the IPE process. The purpose of this study was to determine the effectiveness of MI training in patient counselling simulations.

Methods: A cohort of students enrolled in an IPE course were evaluated on MI skills before and after receiving training. MI performance was coded using the Motivational Interviewing Treatment Integrity (MITI) 4.2.1 scoring system. A student perception survey was also administered.

Results: A total of 210 students were included in the study. Results from the MITI indicate an improvement in the four global ratings after MI training in individual and group cohorts. For example, for the Cultivating global score, 0% reached at least a fair benchmark in the pre-training groups while 90% (individual) and 50% (group) reached the benchmark post-training. Student perceptions of IPE improved following MI training with more students strongly agreeing that working together was better for patients post-training (66.2% vs 75.5%).

Conclusion: The use of MI training in the setting of IPE setting appears to be beneficial. MI gives students a common language and approach to working with patients in an interprofessional setting.

Author Biographies

Jonathon Pouliot, Lipscomb University College of Pharmacy and Health Sciences, United States

Assistant Professor of Pharmacy Practice

Gabrielle Givens, Lipscomb University College of Pharmacy and Health Sciences, United States

  

Susan Morley, Oregon State University College of Pharmacy, United States

  

Jeff Lee, Lipscomb University College of Pharmacy and Health Sciences, United States

Associate Dean for Academic Affairs

Anne Lowery, Lipscomb University College of Pharmacy and Health Sciences, United States

Associate Professor and Dietetic Internship Director, Department of Nutrition and Kinesiology

Autumn Marshall, Lipscomb University College of Pharmacy and Health Sciences, United States

Professor and Chair

Katie Watson, Lipscomb University College of Pharmacy and Health Sciences, United States

Assistant Professor of Nursing

Thomas M. Campbell, Lipscomb University College of Pharmacy, United States

Dean

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Published

11/10/2021

Issue

Section

Research Article