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A Focused Ethnography of Baccalaureate Nursing Students Who Are Using Motivational Interviewing
Author(s) -
Howard Lisa M.,
Williams Beverly A.
Publication year - 2016
Publication title -
journal of nursing scholarship
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.009
H-Index - 80
eISSN - 1547-5069
pISSN - 1527-6546
DOI - 10.1111/jnu.12224
Subject(s) - transformative learning , motivational interviewing , interview , focus group , context (archaeology) , nursing , medical education , nurse education , psychology , health care , promotion (chess) , ethnography , medicine , pedagogy , sociology , intervention (counseling) , politics , paleontology , economic growth , anthropology , political science , law , economics , biology
Purpose The purpose of this article is to describe how nursing students learned and used motivational interviewing (MI) in a community‐based clinical context at a primary care vascular risk reduction clinic focused on health promotion. Design and Methods A focused ethnography was used to access a sample of 20 undergraduate nursing students, 16 patients, and 2 instructors. Data were generated from participant observations, field notes, student journals, and interviews (one‐on‐one and focus group). Findings Central to the students’ experience was their transformation because of learning and using MI. Three sub themes describe the social processes that shaped the student experience: learning a relational skill, engaging patients, and collaborating as partners. Conclusions It is feasible for nursing students to learn MI and use this approach to enhance collaborative care in a primary care setting. The experience can be transformative for students. Clinical Relevance Supporting patients to adopt healthy lifestyles is a significant role for nurses in practice. The findings provide key insights and strategies for nurse educators teaching students a collaborative communication approach, such as MI, to engage patients in health behavior change.