Effects of video-feedback on the communication, clinical competence and motivational interviewing skills of practice nurses: a pre-test posttest control group study

• Published in: Journal of advanced nursing 2014-10, Vol.70 (10), p.2272-2283
• Main Authors: Noordman, Janneke, van der Weijden, Trudy, van Dulmen, Sandra
• Format: Article
• Language: English
• Subjects: Adult; Animals; Cats; Clinical Competence; Communication; continuing; Continuing education; education; education, nursing, continuing; Feedback; Female; Humans; Interviews as Topic; Male; Motivation; Netherlands; Nurses; Nursing; Nursing care; Nursing Staff; Primary care; primary health care; Videotape Recording
• ISSN: 0309-2402; 1365-2648
• DOI: 10.1111/jan.12376

Aims To examine the effects of individual video‐feedback on the generic communication skills, clinical competence (i.e. adherence to practice guidelines) and motivational interviewing skills of experienced practice nurses working in primary care. Background Continuing professional education may be necessary to refresh and reflect on the communication and motivational interviewing skills of experienced primary care practice nurses. A video‐feedback method was designed to improve these skills. Design Pre‐test/posttest control group design. Methods Seventeen Dutch practice nurses and 325 patients participated between June 2010–June 2011. Nurse–patient consultations were videotaped at two moments (T0 and T1), with an interval of 3–6 months. The videotaped consultations were rated using two protocols: the Maastrichtse Anamnese en Advies Scorelijst met globale items (MAAS‐global) and the Behaviour Change Counselling Index. Before the recordings, nurses were allocated to a control or video‐feedback group. Nurses allocated to the video‐feedback group received video‐feedback between T0 and T1. Data were analysed using multilevel linear or logistic regression. Results Nurses who received video‐feedback appeared to pay significantly more attention to patients’ request for help, their physical examination and gave significantly more understandable information. With respect to motivational interviewing, nurses who received video‐feedback appeared to pay more attention to ‘agenda setting and permission seeking’ during their consultations. Conclusion Video‐feedback is a potentially effective method to improve practice nurses’ generic communication skills. Although a single video‐feedback session does not seem sufficient to increase all motivational interviewing skills, significant improvement in some specific skills was found. Nurses’ clinical competences were not altered after feedback due to already high standards.