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

Authors

  • Janneke Noordman PhD,

    Researcher, Corresponding author
    1. NIVEL, Netherlands Institute for Health Services Research, Utrecht, The Netherlands
    Search for more papers by this author
  • Trudy van der Weijden MD PhD,

    Professor Implementation of Clinical Practice Guideline
    1. Department of General Practice, School for Public Health and Primary Care (CAPHRI), Maastricht University, The Netherlands
    Search for more papers by this author
  • Sandra van Dulmen PhD

    Research Coordinator NIVEL & Professor Communication in Health care
    1. NIVEL, Netherlands Institute for Health Services Research, Utrecht, The Netherlands
    2. Department of Primary and Community Care, Radboud University Nijmegen Medical Centre, The Netherlands
    3. Department of Health Science, Buskerud University College, Drammen, Norway
    Search for more papers by this author

Abstract

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.

Ancillary