Methods: An experimental 2 group pretest/posttest randomized control group, single blinded study design was used to determine if audio feedback was superior to written feedback in the development of beginning levels of motivational interviewing knowledge and skills among undergraduate baccalaureate level nursing students in the context of a behavioral health scenario. 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.