Transitioning a home-based, motivational interviewing intervention among families to remote delivery during the COVID-19 pandemic: Key lessons learned
•Remote delivery of Motivational Interviewing (MI) counseling was well accepted by families of young children.•Considerations regarding rapport building such as frequent check-ins to show commitment the family’s success can support remote MI-counseling.•Our practice recommendations can help support...
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| Veröffentlicht in: | Patient education and counseling 2021-09, Vol.104 (9), p.2286-2291 |
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| container_title | Patient education and counseling |
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| creator | Tang, Lisa Broad, Julia Lewis, Rebecca Ma, David W.L. Haines, Jess |
| description | •Remote delivery of Motivational Interviewing (MI) counseling was well accepted by families of young children.•Considerations regarding rapport building such as frequent check-ins to show commitment the family’s success can support remote MI-counseling.•Our practice recommendations can help support healthcare professionals working to transition MI-counseling services to remote delivery.
This study examined the experiences, learnings, and strategies of Health Educators (HE) as they transitioned from a home-based model for motivational interviewing (MI) to remote delivery during COVID-19. The overall goal of this paper is to identify key lessons learned to help inform future delivery of remote MI delivery.
HE perceptions and experiences regarding the transition from in-person to remote delivery of MI for 21 families were captured through a video recorded discussion. Thematic analysis was used to identify themes and subthemes and key learnings from the transition experience.
Five themes were identified including: 1) Impact of COVID-19 on families; 2) Scheduling, no-shows, and cancellations; 3) Preference of online video versus phone; 4) Building rapport with remote delivery; 5) HE work satisfaction. Based on these results, several key learnings were identified to improve remote MI-counseling, including using online video platforms versus phone calls, providing families the necessary information and technical support to improve acceptability, using specific strategies to enhance rapport and child engagement, and asking probing questions to elicit deeper reflection.
Specific considerations regarding rapport building including more frequent check-ins to demonstrate commitment to the family’s success, and effective communication strategies including asking more probing questions that elicit complex reflection can support successful transition of MI-counseling from in-person to remote delivery among families with young children.
Our practice recommendations based on key learnings from MI practitioners during the transition from in-person to remote MI-counseling can support healthcare professionals looking to transition MI-counseling services to remote delivery. |
| doi_str_mv | 10.1016/j.pec.2021.02.043 |
| format | Article |
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This study examined the experiences, learnings, and strategies of Health Educators (HE) as they transitioned from a home-based model for motivational interviewing (MI) to remote delivery during COVID-19. The overall goal of this paper is to identify key lessons learned to help inform future delivery of remote MI delivery.
HE perceptions and experiences regarding the transition from in-person to remote delivery of MI for 21 families were captured through a video recorded discussion. Thematic analysis was used to identify themes and subthemes and key learnings from the transition experience.
Five themes were identified including: 1) Impact of COVID-19 on families; 2) Scheduling, no-shows, and cancellations; 3) Preference of online video versus phone; 4) Building rapport with remote delivery; 5) HE work satisfaction. Based on these results, several key learnings were identified to improve remote MI-counseling, including using online video platforms versus phone calls, providing families the necessary information and technical support to improve acceptability, using specific strategies to enhance rapport and child engagement, and asking probing questions to elicit deeper reflection.
Specific considerations regarding rapport building including more frequent check-ins to demonstrate commitment to the family’s success, and effective communication strategies including asking more probing questions that elicit complex reflection can support successful transition of MI-counseling from in-person to remote delivery among families with young children.
Our practice recommendations based on key learnings from MI practitioners during the transition from in-person to remote MI-counseling can support healthcare professionals looking to transition MI-counseling services to remote delivery.</description><identifier>ISSN: 0738-3991</identifier><identifier>EISSN: 1873-5134</identifier><identifier>DOI: 10.1016/j.pec.2021.02.043</identifier><identifier>PMID: 33674132</identifier><language>eng</language><publisher>Ireland: Elsevier B.V</publisher><subject>Child ; Child, Preschool ; Counseling ; COVID-19 ; Family health ; Humans ; Motivation ; Motivation interviewing ; Motivational Interviewing ; Pandemics ; Remote counseling ; SARS-CoV-2</subject><ispartof>Patient education and counseling, 2021-09, Vol.104 (9), p.2286-2291</ispartof><rights>2021 Elsevier B.V.</rights><rights>Copyright © 2021 Elsevier B.V. All rights reserved.</rights><rights>2021 Elsevier B.V. All rights reserved. 2021 Elsevier B.V.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c451t-c15b4c88f1255564ac69311725be80391c631e1d55defcaf944248e1cc3da1423</citedby><cites>FETCH-LOGICAL-c451t-c15b4c88f1255564ac69311725be80391c631e1d55defcaf944248e1cc3da1423</cites><orcidid>0000-0002-1165-5972 ; 0000-0001-7315-1211 ; 0000-0001-5354-3648</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://dx.doi.org/10.1016/j.pec.2021.02.043$$EHTML$$P50$$Gelsevier$$H</linktohtml><link.rule.ids>230,314,777,781,882,3537,27905,27906,45976</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/33674132$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Tang, Lisa</creatorcontrib><creatorcontrib>Broad, Julia</creatorcontrib><creatorcontrib>Lewis, Rebecca</creatorcontrib><creatorcontrib>Ma, David W.L.</creatorcontrib><creatorcontrib>Haines, Jess</creatorcontrib><creatorcontrib>on behalf of the Guelph Family Health Study</creatorcontrib><creatorcontrib>Guelph Family Health Study</creatorcontrib><title>Transitioning a home-based, motivational interviewing intervention among families to remote delivery during the COVID-19 pandemic: Key lessons learned</title><title>Patient education and counseling</title><addtitle>Patient Educ Couns</addtitle><description>•Remote delivery of Motivational Interviewing (MI) counseling was well accepted by families of young children.•Considerations regarding rapport building such as frequent check-ins to show commitment the family’s success can support remote MI-counseling.•Our practice recommendations can help support healthcare professionals working to transition MI-counseling services to remote delivery.
This study examined the experiences, learnings, and strategies of Health Educators (HE) as they transitioned from a home-based model for motivational interviewing (MI) to remote delivery during COVID-19. The overall goal of this paper is to identify key lessons learned to help inform future delivery of remote MI delivery.
HE perceptions and experiences regarding the transition from in-person to remote delivery of MI for 21 families were captured through a video recorded discussion. Thematic analysis was used to identify themes and subthemes and key learnings from the transition experience.
Five themes were identified including: 1) Impact of COVID-19 on families; 2) Scheduling, no-shows, and cancellations; 3) Preference of online video versus phone; 4) Building rapport with remote delivery; 5) HE work satisfaction. Based on these results, several key learnings were identified to improve remote MI-counseling, including using online video platforms versus phone calls, providing families the necessary information and technical support to improve acceptability, using specific strategies to enhance rapport and child engagement, and asking probing questions to elicit deeper reflection.
Specific considerations regarding rapport building including more frequent check-ins to demonstrate commitment to the family’s success, and effective communication strategies including asking more probing questions that elicit complex reflection can support successful transition of MI-counseling from in-person to remote delivery among families with young children.
Our practice recommendations based on key learnings from MI practitioners during the transition from in-person to remote MI-counseling can support healthcare professionals looking to transition MI-counseling services to remote delivery.</description><subject>Child</subject><subject>Child, Preschool</subject><subject>Counseling</subject><subject>COVID-19</subject><subject>Family health</subject><subject>Humans</subject><subject>Motivation</subject><subject>Motivation interviewing</subject><subject>Motivational Interviewing</subject><subject>Pandemics</subject><subject>Remote counseling</subject><subject>SARS-CoV-2</subject><issn>0738-3991</issn><issn>1873-5134</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2021</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><recordid>eNp9kctuEzEUhi0EomnhAdggL1kwg48vkxmQkFAoUFGpm8LWcuwzjaMZO9iToLwIz4tHKRVsWB3Z_8WXj5AXwGpg0LzZ1ju0NWccasZrJsUjsoB2KSoFQj4mC7YUbSW6Ds7Iec5bxljTSHhKzoRolhIEX5Bft8mE7Ccfgw931NBNHLFam4zuNR3j5A9m1sxAfZgwHTz-nH2nBYZZo2aMZas3ox88ZjpFmrBEkToc_AHTkbp9mlPTBunq5vvVxwo6ujPB4ejtW_oVj3TAnGPIZZoU0D0jT3ozZHx-Py_It0-Xt6sv1fXN56vVh-vKSgVTZUGtpW3bHrhSqpHGNp0AWHK1xpaJDmwjAMEp5bC3pu-k5LJFsFY4A5KLC_L-1Lvbr0d0trwomUHvkh9NOupovP5XCX6j7-JBLzvWKNaUglf3BSn-2GOe9OizxWEwAeM-ay67VrYSOlWscLLaFHNO2D8cA0zPPPVWF5565qkZ14Vnybz8-34PiT8Ai-HdyYDllwqdpLP1GCw6n9BO2kX_n_rfWDy0Sw</recordid><startdate>20210901</startdate><enddate>20210901</enddate><creator>Tang, Lisa</creator><creator>Broad, Julia</creator><creator>Lewis, Rebecca</creator><creator>Ma, David W.L.</creator><creator>Haines, Jess</creator><general>Elsevier B.V</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7X8</scope><scope>5PM</scope><orcidid>https://orcid.org/0000-0002-1165-5972</orcidid><orcidid>https://orcid.org/0000-0001-7315-1211</orcidid><orcidid>https://orcid.org/0000-0001-5354-3648</orcidid></search><sort><creationdate>20210901</creationdate><title>Transitioning a home-based, motivational interviewing intervention among families to remote delivery during the COVID-19 pandemic: Key lessons learned</title><author>Tang, Lisa ; Broad, Julia ; Lewis, Rebecca ; Ma, David W.L. ; Haines, Jess</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c451t-c15b4c88f1255564ac69311725be80391c631e1d55defcaf944248e1cc3da1423</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2021</creationdate><topic>Child</topic><topic>Child, Preschool</topic><topic>Counseling</topic><topic>COVID-19</topic><topic>Family health</topic><topic>Humans</topic><topic>Motivation</topic><topic>Motivation interviewing</topic><topic>Motivational Interviewing</topic><topic>Pandemics</topic><topic>Remote counseling</topic><topic>SARS-CoV-2</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Tang, Lisa</creatorcontrib><creatorcontrib>Broad, Julia</creatorcontrib><creatorcontrib>Lewis, Rebecca</creatorcontrib><creatorcontrib>Ma, David W.L.</creatorcontrib><creatorcontrib>Haines, Jess</creatorcontrib><creatorcontrib>on behalf of the Guelph Family Health Study</creatorcontrib><creatorcontrib>Guelph Family Health Study</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>MEDLINE - Academic</collection><collection>PubMed Central (Full Participant titles)</collection><jtitle>Patient education and counseling</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Tang, Lisa</au><au>Broad, Julia</au><au>Lewis, Rebecca</au><au>Ma, David W.L.</au><au>Haines, Jess</au><aucorp>on behalf of the Guelph Family Health Study</aucorp><aucorp>Guelph Family Health Study</aucorp><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Transitioning a home-based, motivational interviewing intervention among families to remote delivery during the COVID-19 pandemic: Key lessons learned</atitle><jtitle>Patient education and counseling</jtitle><addtitle>Patient Educ Couns</addtitle><date>2021-09-01</date><risdate>2021</risdate><volume>104</volume><issue>9</issue><spage>2286</spage><epage>2291</epage><pages>2286-2291</pages><issn>0738-3991</issn><eissn>1873-5134</eissn><abstract>•Remote delivery of Motivational Interviewing (MI) counseling was well accepted by families of young children.•Considerations regarding rapport building such as frequent check-ins to show commitment the family’s success can support remote MI-counseling.•Our practice recommendations can help support healthcare professionals working to transition MI-counseling services to remote delivery.
This study examined the experiences, learnings, and strategies of Health Educators (HE) as they transitioned from a home-based model for motivational interviewing (MI) to remote delivery during COVID-19. The overall goal of this paper is to identify key lessons learned to help inform future delivery of remote MI delivery.
HE perceptions and experiences regarding the transition from in-person to remote delivery of MI for 21 families were captured through a video recorded discussion. Thematic analysis was used to identify themes and subthemes and key learnings from the transition experience.
Five themes were identified including: 1) Impact of COVID-19 on families; 2) Scheduling, no-shows, and cancellations; 3) Preference of online video versus phone; 4) Building rapport with remote delivery; 5) HE work satisfaction. Based on these results, several key learnings were identified to improve remote MI-counseling, including using online video platforms versus phone calls, providing families the necessary information and technical support to improve acceptability, using specific strategies to enhance rapport and child engagement, and asking probing questions to elicit deeper reflection.
Specific considerations regarding rapport building including more frequent check-ins to demonstrate commitment to the family’s success, and effective communication strategies including asking more probing questions that elicit complex reflection can support successful transition of MI-counseling from in-person to remote delivery among families with young children.
Our practice recommendations based on key learnings from MI practitioners during the transition from in-person to remote MI-counseling can support healthcare professionals looking to transition MI-counseling services to remote delivery.</abstract><cop>Ireland</cop><pub>Elsevier B.V</pub><pmid>33674132</pmid><doi>10.1016/j.pec.2021.02.043</doi><tpages>6</tpages><orcidid>https://orcid.org/0000-0002-1165-5972</orcidid><orcidid>https://orcid.org/0000-0001-7315-1211</orcidid><orcidid>https://orcid.org/0000-0001-5354-3648</orcidid><oa>free_for_read</oa></addata></record> |
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| ispartof | Patient education and counseling, 2021-09, Vol.104 (9), p.2286-2291 |
| issn | 0738-3991 1873-5134 |
| language | eng |
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| source | MEDLINE; Elsevier ScienceDirect Journals |
| subjects | Child Child, Preschool Counseling COVID-19 Family health Humans Motivation Motivation interviewing Motivational Interviewing Pandemics Remote counseling SARS-CoV-2 |
| title | Transitioning a home-based, motivational interviewing intervention among families to remote delivery during the COVID-19 pandemic: Key lessons learned |
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