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Interviewing Skills for Security Officers

Quincy High School intern Jeff Burke directed this promotional piece.

Quincy High School intern Jeff Burke directed this promotional piece.

Quincy High School intern Jeff Burke directed this promotional piece.

Quincy High School intern Jeff Burke directed this promotional piece.

Interviewing Skills Workshop audio

Get tips on how to interview for a job with Alison Snyder, Holly Spotts and Brenda Rosado from East Penn Manufacturing on this episode of Women2Women Live!

Nursing students usually focus only on the physiological care during clinical practice, lacking training in conversing with patients. Therefore, most students are unfamiliar with clinical conversation skills and can only listen to patients, lacking proper responses to mental symptoms. As a result, they appear inadequate in assessing psychiatric symptoms. Currently, it remains an important issue of how to enhance students' conversational skills, understand the mental symptoms they may encounter during conversations, and apply relevant vocabulary for assessment to reduce the gap between classroom and clinical practice. Key points in assessing psychiatric symptoms may involve understanding emotions, thoughts, and behaviors related to psychological disorders. Therefore, a crucial ability of nursing students during conversations with patients is to assess psychiatric symptoms and emotions to provide appropriate patient caring. However, nursing students need improvement in assessing psychiatric symptoms, especially in detecting depressive symptoms. Nursing students lack the ability in conversation training to capture patients' symptoms and emotions. Nursing students typically try to understand psychiatric symptoms by reading textbooks or searching information online. However, nursing students cannot effectively obtain and apply depressive symptoms in real cases. Furthermore, during past clinical practices, nursing students could not practice sufficiently before conducting clinical interviews, thus unable to conduct proper assessments and discussions on patients' psychiatric symptoms. These factors further affect the quality of nursing students' interviewing with patients. Therefore, an AI-assisted system that can provide students with references on keywords related to psychiatric symptoms in patient-nurse conversations is crucial and helpful. Furthermore, if this system can be applied to clinical training, it will enhance the quality of teaching. This project will combine AI large language models (e.g., ChatGPT) to apply a more intuitive and user-friendly interface in making the learning process easier. By simplifying the operation process and reducing the learning threshold, nursing students can more easily grasp and apply AI technology, improving their overall performance in clinical practice. The purpose of this study is to assess the effectiveness of AI-assisted technology in clinical assessment of psychiatric symptoms and emotions to enhance nursing students' clinical interviewing skills. Through the intervention of using AI-assisted technology, it is expected to improve nursing students' abilities in clinical interviewing and assessments. This study will be conducted in two phases with the following main research objectives: using AI large language models for text analysis in clinical oral conversations to understand the linked psychiatric symptoms, emotions, and other relevant content in conversations, establishing effective and accurate predictive AI models. We will conduct a randomized controlled trial to compare the effectiveness of nursing students' training in clinical conversation abilities using AI-assisted technology with traditional methods. This project will apply an AI-assisted model through prompt engineering and other necessary programming processes. Our project will open possibilities for AI applications in the field of clinical education. We will utilize AI models for analyzing emotions, behaviors, symptoms, and evaluating major aspects of clinical conversations. The experimental design involves a within-subject crossover design (i.e., AI-assisted training vs. traditional training). The advantage of this research design is that the subjects act as their own control group, allowing the exclusion of other interference factors outside the intervention, thereby increasing measurement accuracy and reducing variability.

Nursing students usually focus only on the physiological care during clinical practice, lacking training in conversing with patients. Therefore, most students are unfamiliar with clinical conversation skills and can only listen to patients, lacking proper responses to mental symptoms. As a result, they appear inadequate in assessing psychiatric symptoms. Currently, it remains an important issue of how to enhance students' conversational skills, understand the mental symptoms they may encounter during conversations, and apply relevant vocabulary for assessment to reduce the gap between classroom and clinical practice. Key points in assessing psychiatric symptoms may involve understanding emotions, thoughts, and behaviors related to psychological disorders. Therefore, a crucial ability of nursing students during conversations with patients is to assess psychiatric symptoms and emotions to provide appropriate patient caring. However, nursing students need improvement in assessing psychiatric symptoms, especially in detecting depressive symptoms. Nursing students lack the ability in conversation training to capture patients' symptoms and emotions. Nursing students typically try to understand psychiatric symptoms by reading textbooks or searching information online. However, nursing students cannot effectively obtain and apply depressive symptoms in real cases. Furthermore, during past clinical practices, nursing students could not practice sufficiently before conducting clinical interviews, thus unable to conduct proper assessments and discussions on patients' psychiatric symptoms. These factors further affect the quality of nursing students' interviewing with patients. Therefore, an AI-assisted system that can provide students with references on keywords related to psychiatric symptoms in patient-nurse conversations is crucial and helpful. Furthermore, if this system can be applied to clinical training, it will enhance the quality of teaching. This project will combine AI large language models (e.g., ChatGPT) to apply a more intuitive and user-friendly interface in making the learning process easier. By simplifying the operation process and reducing the learning threshold, nursing students can more easily grasp and apply AI technology, improving their overall performance in clinical practice. The purpose of this study is to assess the effectiveness of AI-assisted technology in clinical assessment of psychiatric symptoms and emotions to enhance nursing students' clinical interviewing skills. Through the intervention of using AI-assisted technology, it is expected to improve nursing students' abilities in clinical interviewing and assessments. This study will be conducted in two phases with the following main research objectives: using AI large language models for text analysis in clinical oral conversations to understand the linked psychiatric symptoms, emotions, and other relevant content in conversations, establishing effective and accurate predictive AI models. We will conduct a randomized controlled trial to compare the effectiveness of nursing students' training in clinical conversation abilities using AI-assisted technology with traditional methods. This project will apply an AI-assisted model through prompt engineering and other necessary programming processes. Our project will open possibilities for AI applications in the field of clinical education. We will utilize AI models for analyzing emotions, behaviors, symptoms, and evaluating major aspects of clinical conversations. The experimental design involves a within-subject crossover design (i.e., AI-assisted training vs. traditional training). The advantage of this research design is that the subjects act as their own control group, allowing the exclusion of other interference factors outside the intervention, thereby increasing measurement accuracy and reducing variability.

Nursing students usually focus only on the physiological care during clinical practice, lacking training in conversing with patients. Therefore, most students are unfamiliar with clinical conversation skills and can only listen to patients, lacking proper responses to mental symptoms. As a result, they appear inadequate in assessing psychiatric symptoms. Currently, it remains an important issue of how to enhance students' conversational skills, understand the mental symptoms they may encounter during conversations, and apply relevant vocabulary for assessment to reduce the gap between classroom and clinical practice. Key points in assessing psychiatric symptoms may involve understanding emotions, thoughts, and behaviors related to psychological disorders. Therefore, a crucial ability of nursing students during conversations with patients is to assess psychiatric symptoms and emotions to provide appropriate patient caring. However, nursing students need improvement in assessing psychiatric symptoms, especially in detecting depressive symptoms. Nursing students lack the ability in conversation training to capture patients' symptoms and emotions. Nursing students typically try to understand psychiatric symptoms by reading textbooks or searching information online. However, nursing students cannot effectively obtain and apply depressive symptoms in real cases. Furthermore, during past clinical practices, nursing students could not practice sufficiently before conducting clinical interviews, thus unable to conduct proper assessments and discussions on patients' psychiatric symptoms. These factors further affect the quality of nursing students' interviewing with patients. Therefore, an AI-assisted system that can provide students with references on keywords related to psychiatric symptoms in patient-nurse conversations is crucial and helpful. Furthermore, if this system can be applied to clinical training, it will enhance the quality of teaching. This project will combine AI large language models (e.g., ChatGPT) to apply a more intuitive and user-friendly interface in making the learning process easier. By simplifying the operation process and reducing the learning threshold, nursing students can more easily grasp and apply AI technology, improving their overall performance in clinical practice. The purpose of this study is to assess the effectiveness of AI-assisted technology in clinical assessment of psychiatric symptoms and emotions to enhance nursing students' clinical interviewing skills. Through the intervention of using AI-assisted technology, it is expected to improve nursing students' abilities in clinical interviewing and assessments. This study will be conducted in two phases with the following main research objectives: using AI large language models for text analysis in clinical oral conversations to understand the linked psychiatric symptoms, emotions, and other relevant content in conversations, establishing effective and accurate predictive AI models. We will conduct a randomized controlled trial to compare the effectiveness of nursing students' training in clinical conversation abilities using AI-assisted technology with traditional methods. This project will apply an AI-assisted model through prompt engineering and other necessary programming processes. Our project will open possibilities for AI applications in the field of clinical education. We will utilize AI models for analyzing emotions, behaviors, symptoms, and evaluating major aspects of clinical conversations. The experimental design involves a within-subject crossover design (i.e., AI-assisted training vs. traditional training). The advantage of this research design is that the subjects act as their own control group, allowing the exclusion of other interference factors outside the intervention, thereby increasing measurement accuracy and reducing variability.

This document evaluates six three-week inservice training sessions provided for Kentucky public assistance workers. The training was conducted with 15 trainees participating in each session. Trainees were state employees who were employed to determine eligibility for food stamps, medical assistance, SSA unemployment insurance, etc. Their formal education was generally less than 2 years of college. The instructional objectives were to develop interviewing and counseling skills, understanding of human behavior, and appreciation of values held by different groups. Enrollees were first trained in discriminating among different qualities of responses that workers might make to clients' statements. They then practiced responding, first in writing and then orally, to client statements. A pre- and posttraining assessment of enrollees' communication skills was made by administering paper-and-pencil tests and by analyzing the content of role-playing interviews. The data suggested that the interviewing skills of the participants were considerably better at the end of training, but short-term training is not adequate to produce the level of interviewing skills possessed by effective counselors or therapists. Pre- and posttraining measures of the participants' values were also obtained. The data indicated that by the end of training the trainees were more accepting of the values desirable for professional social workers. Tables and appendixes of paper-and-pencil tests are included. (Author/KE)

This document evaluates six three-week inservice training sessions provided for Kentucky public assistance workers. The training was conducted with 15 trainees participating in each session. Trainees were state employees who were employed to determine eligibility for food stamps, medical assistance, SSA unemployment insurance, etc. Their formal education was generally less than 2 years of college. The instructional objectives were to develop interviewing and counseling skills, understanding of human behavior, and appreciation of values held by different groups. Enrollees were first trained in discriminating among different qualities of responses that workers might make to clients' statements. They then practiced responding, first in writing and then orally, to client statements. A pre- and posttraining assessment of enrollees' communication skills was made by administering paper-and-pencil tests and by analyzing the content of role-playing interviews. The data suggested that the interviewing skills of the participants were considerably better at the end of training, but short-term training is not adequate to produce the level of interviewing skills possessed by effective counselors or therapists. Pre- and posttraining measures of the participants' values were also obtained. The data indicated that by the end of training the trainees were more accepting of the values desirable for professional social workers. Tables and appendixes of paper-and-pencil tests are included. (Author/KE)

This document evaluates six three-week inservice training sessions provided for Kentucky public assistance workers. The training was conducted with 15 trainees participating in each session. Trainees were state employees who were employed to determine eligibility for food stamps, medical assistance, SSA unemployment insurance, etc. Their formal education was generally less than 2 years of college. The instructional objectives were to develop interviewing and counseling skills, understanding of human behavior, and appreciation of values held by different groups. Enrollees were first trained in discriminating among different qualities of responses that workers might make to clients' statements. They then practiced responding, first in writing and then orally, to client statements. A pre- and posttraining assessment of enrollees' communication skills was made by administering paper-and-pencil tests and by analyzing the content of role-playing interviews. The data suggested that the interviewing skills of the participants were considerably better at the end of training, but short-term training is not adequate to produce the level of interviewing skills possessed by effective counselors or therapists. Pre- and posttraining measures of the participants' values were also obtained. The data indicated that by the end of training the trainees were more accepting of the values desirable for professional social workers. Tables and appendixes of paper-and-pencil tests are included. (Author/KE)

This document evaluates six three-week inservice training sessions provided for Kentucky public assistance workers. The training was conducted with 15 trainees participating in each session. Trainees were state employees who were employed to determine eligibility for food stamps, medical assistance, SSA unemployment insurance, etc. Their formal education was generally less than 2 years of college. The instructional objectives were to develop interviewing and counseling skills, understanding of human behavior, and appreciation of values held by different groups. Enrollees were first trained in discriminating among different qualities of responses that workers might make to clients' statements. They then practiced responding, first in writing and then orally, to client statements. A pre- and posttraining assessment of enrollees' communication skills was made by administering paper-and-pencil tests and by analyzing the content of role-playing interviews. The data suggested that the interviewing skills of the participants were considerably better at the end of training, but short-term training is not adequate to produce the level of interviewing skills possessed by effective counselors or therapists. Pre- and posttraining measures of the participants' values were also obtained. The data indicated that by the end of training the trainees were more accepting of the values desirable for professional social workers. Tables and appendixes of paper-and-pencil tests are included. (Author/KE)

This document assesses the impact of two-week in-service training programs provided for eligibility workers in Kentucky Public Assistance Offices. Approximately 15 trainees participated in each of the three training sessions. Each trainee was a State employee who was required to conduct interviews to determine eligibility for medical assistance, money payments, SSA unemployment insurance, or food stanps. The average age of the participants was 34, and the average level of formal education was less than one year of college. The training sessions were designed to develop interviewing and counseling skills, appreciation of values held by different groups and a greater understanding of human behavior. The participants were first trained to discriminate among different qualities of helper responses. They then practiced written responses to client statements of distress. Emphasis was placed on assisting the participants in sharpening their skills in making appropriate oral responses to client statements of need. The assessment of the enrollees' growth in discrimination, written communication and oral communication skills was made by administering paper-and-pencil tests and by scoring role-playing interviews prior to and following training. The data show that the interviewing-counseling skills of the participants were considerably improved at the end of training. Tables and appendices of paper-and-pencil tests are included. (Author/NM)

Seven of 14 first-year graduate students in Clinical Psychology enrolled in a criterion-referenced self-training course in clinical interviewing were shown a tape of a faculty member or advanced graduate student performing the requisite skills for each of nine modules. Tapes were shown immediately preceding practice of the skills. All students met in groups of three or four with an advanced graduate student or faculty monitor for 90 minutes while practicing the skills for each module. Students received immediate feedback on their performance during these sessions. Students were evaluated on their performance on probe interviews conducted during both the first and last weeks of classes, and they were required to complete a module evaluation form following the completion of each module. Performance and improvement ratings of all students were comparable throughout the semester, the sole excpetion being that students who saw the modeling tapes evidenced a significant decrease in percentage of responses coded as requests for descriptions of covert behavior. The modeling tape group spent significantly more time on the course than the control group. However, they did not rate the time spent as excessive, and they rated the individual modules higher. Providing models who emphasized overt rather than covert behaviors in their interviewing behaviors seemed to fill a gap in the training of behavioral clinicians. It was concluded that modeling tapes should be offered but not required as a part of the course instruction. (Author/PJC)

Seven of 14 first-year graduate students in Clinical Psychology enrolled in a criterion-referenced self-training course in clinical interviewing were shown a tape of a faculty member or advanced graduate student performing the requisite skills for each of nine modules. Tapes were shown immediately preceding practice of the skills. All students met in groups of three or four with an advanced graduate student or faculty monitor for 90 minutes while practicing the skills for each module. Students received immediate feedback on their performance during these sessions. Students were evaluated on their performance on probe interviews conducted during both the first and last weeks of classes, and they were required to complete a module evaluation form following the completion of each module. Performance and improvement ratings of all students were comparable throughout the semester, the sole excpetion being that students who saw the modeling tapes evidenced a significant decrease in percentage of responses coded as requests for descriptions of covert behavior. The modeling tape group spent significantly more time on the course than the control group. However, they did not rate the time spent as excessive, and they rated the individual modules higher. Providing models who emphasized overt rather than covert behaviors in their interviewing behaviors seemed to fill a gap in the training of behavioral clinicians. It was concluded that modeling tapes should be offered but not required as a part of the course instruction. (Author/PJC)

Seven of 14 first-year graduate students in Clinical Psychology enrolled in a criterion-referenced self-training course in clinical interviewing were shown a tape of a faculty member or advanced graduate student performing the requisite skills for each of nine modules. Tapes were shown immediately preceding practice of the skills. All students met in groups of three or four with an advanced graduate student or faculty monitor for 90 minutes while practicing the skills for each module. Students received immediate feedback on their performance during these sessions. Students were evaluated on their performance on probe interviews conducted during both the first and last weeks of classes, and they were required to complete a module evaluation form following the completion of each module. Performance and improvement ratings of all students were comparable throughout the semester, the sole excpetion being that students who saw the modeling tapes evidenced a significant decrease in percentage of responses coded as requests for descriptions of covert behavior. The modeling tape group spent significantly more time on the course than the control group. However, they did not rate the time spent as excessive, and they rated the individual modules higher. Providing models who emphasized overt rather than covert behaviors in their interviewing behaviors seemed to fill a gap in the training of behavioral clinicians. It was concluded that modeling tapes should be offered but not required as a part of the course instruction. (Author/PJC)

Seven of 14 first-year graduate students in Clinical Psychology enrolled in a criterion-referenced self-training course in clinical interviewing were shown a tape of a faculty member or advanced graduate student performing the requisite skills for each of nine modules. Tapes were shown immediately preceding practice of the skills. All students met in groups of three or four with an advanced graduate student or faculty monitor for 90 minutes while practicing the skills for each module. Students received immediate feedback on their performance during these sessions. Students were evaluated on their performance on probe interviews conducted during both the first and last weeks of classes, and they were required to complete a module evaluation form following the completion of each module. Performance and improvement ratings of all students were comparable throughout the semester, the sole excpetion being that students who saw the modeling tapes evidenced a significant decrease in percentage of responses coded as requests for descriptions of covert behavior. The modeling tape group spent significantly more time on the course than the control group. However, they did not rate the time spent as excessive, and they rated the individual modules higher. Providing models who emphasized overt rather than covert behaviors in their interviewing behaviors seemed to fill a gap in the training of behavioral clinicians. It was concluded that modeling tapes should be offered but not required as a part of the course instruction. (Author/PJC)

Seven of 14 first-year graduate students in Clinical Psychology enrolled in a criterion-referenced self-training course in clinical interviewing were shown a tape of a faculty member or advanced graduate student performing the requisite skills for each of nine modules. Tapes were shown immediately preceding practice of the skills. All students met in groups of three or four with an advanced graduate student or faculty monitor for 90 minutes while practicing the skills for each module. Students received immediate feedback on their performance during these sessions. Students were evaluated on their performance on probe interviews conducted during both the first and last weeks of classes, and they were required to complete a module evaluation form following the completion of each module. Performance and improvement ratings of all students were comparable throughout the semester, the sole excpetion being that students who saw the modeling tapes evidenced a significant decrease in percentage of responses coded as requests for descriptions of covert behavior. The modeling tape group spent significantly more time on the course than the control group. However, they did not rate the time spent as excessive, and they rated the individual modules higher. Providing models who emphasized overt rather than covert behaviors in their interviewing behaviors seemed to fill a gap in the training of behavioral clinicians. It was concluded that modeling tapes should be offered but not required as a part of the course instruction. (Author/PJC)

This workbook is a guide for work teams focused on one part of the hiring process--interviewing potential employees. The following sections are included: (1) an overview--what can be learned from interviews; (2) constructing effective interviews--identifying the skills and qualities needed; developing appropriate questions; and gathering useful and usable information; (3) stages of the interview--preparation, putting the potential employee at ease, exchange of information, closing the interview, and choosing the right candidate; and (4) guidelines---checklists and guidelines to evaluate the effectiveness of interviews. Forms and information sheets are included. (KC)

This workbook is a guide for work teams focused on one part of the hiring process--interviewing potential employees. The following sections are included: (1) an overview--what can be learned from interviews; (2) constructing effective interviews--identifying the skills and qualities needed; developing appropriate questions; and gathering useful and usable information; (3) stages of the interview--preparation, putting the potential employee at ease, exchange of information, closing the interview, and choosing the right candidate; and (4) guidelines---checklists and guidelines to evaluate the effectiveness of interviews. Forms and information sheets are included. (KC)

If you are on the job hunt or thinking of changing careers you will not want to miss this episode. Special guest and Career Counselor Jasmine speaks to Jennifer about how to successfully prepare for an interview, make yourself shine and answer those hard interview questions. #stressforsuccess #justbeyourself If you have a question about something you didn't learn in school, then chances are someone else has that same question. WRITE IN to the pod at [email protected] sure to Like, Follow, Rate and Review us! Connect with us on Facebook @askmymompod!

In Chapter 8 of 17 in her 2013 Capture Your Flag interview, writer and healthy food advocate Cathy Erway answers "How Have You Learned to Conduct Better On-Air Interviews?" Erway finds practice and repetition help her get more comfortable in her role as an on-air interviewer. She learns not by formal training but by working with the audio engineers and staying relaxed. She enjoys the improvisational elements of talking with interesting guests in an open and personal way. Cathy Erway is a Brooklyn-based author, part-time cook, freelance writer, radio host and teacher focused on healthy food advocacy. Her first book, "The Art of Eating In" developed from her blog "Not Eating Out in New York". She earned a BA in creative writing from Emerson College.

This article is from BMC Family Practice , volume 14 . Abstract Background: The effectiveness of nurse-led motivational interviewing (MI) in routine diabetes care in general practice is inconclusive. Knowledge about the extent to which nurses apply MI skills and the factors that affect the usage can help to understand the black box of this intervention. The current study compared MI skills of trained versus non-trained general practice nurses in diabetes consultations. The nurses participated in a cluster randomized trial in which a comprehensive program (including MI training) was tested on improving clinical parameters, lifestyle, patients’ readiness to change lifestyle, and quality of life. Methods: Fifty-eight general practices were randomly assigned to usual care (35 nurses) or the intervention (30 nurses). The ratings of applying 24 MI skills (primary outcome) were based on five consultation recordings per nurse at baseline and 14 months later. Two judges evaluated independently the MI skills and the consultation characteristics time, amount of nurse communication, amount of lifestyle discussion and patients’ readiness to change. The effect of the training on the MI skills was analysed with a multilevel linear regression by comparing baseline and the one-year follow-up between the interventions with usual care group. The overall effect of the consultation characteristics on the MI skills was studied in a multilevel regression analyses. Results: At one year follow up, it was demonstrated that the nurses improved on 2 of the 24 MI skills, namely, “inviting the patient to talk about behaviour change” (mean difference=0.39, p=0.009), and “assessing patient’s confidence in changing their lifestyle” (mean difference=0.28, p=0.037). Consultation time and the amount of lifestyle discussion as well as the patients’ readiness to change health behaviour was associated positively with applying MI skills. Conclusions: The maintenance of the MI skills one year after the training program was minimal. The question is whether the success of MI to change unhealthy behaviour must be doubted, whether the technique is less suitable for patients with a complex chronic disease, such as diabetes mellitus, or that nurses have problems with the acquisition and maintenance of MI skills in daily practice. Overall, performing MI skills during consultation increases, if there is more time, more lifestyle discussion, and the patients show more readiness to change. Trial registration: Current Controlled Trials ISRCTN68707773

This article is from BMC Family Practice , volume 14 . Abstract Background: The effectiveness of nurse-led motivational interviewing (MI) in routine diabetes care in general practice is inconclusive. Knowledge about the extent to which nurses apply MI skills and the factors that affect the usage can help to understand the black box of this intervention. The current study compared MI skills of trained versus non-trained general practice nurses in diabetes consultations. The nurses participated in a cluster randomized trial in which a comprehensive program (including MI training) was tested on improving clinical parameters, lifestyle, patients’ readiness to change lifestyle, and quality of life. Methods: Fifty-eight general practices were randomly assigned to usual care (35 nurses) or the intervention (30 nurses). The ratings of applying 24 MI skills (primary outcome) were based on five consultation recordings per nurse at baseline and 14 months later. Two judges evaluated independently the MI skills and the consultation characteristics time, amount of nurse communication, amount of lifestyle discussion and patients’ readiness to change. The effect of the training on the MI skills was analysed with a multilevel linear regression by comparing baseline and the one-year follow-up between the interventions with usual care group. The overall effect of the consultation characteristics on the MI skills was studied in a multilevel regression analyses. Results: At one year follow up, it was demonstrated that the nurses improved on 2 of the 24 MI skills, namely, “inviting the patient to talk about behaviour change” (mean difference=0.39, p=0.009), and “assessing patient’s confidence in changing their lifestyle” (mean difference=0.28, p=0.037). Consultation time and the amount of lifestyle discussion as well as the patients’ readiness to change health behaviour was associated positively with applying MI skills. Conclusions: The maintenance of the MI skills one year after the training program was minimal. The question is whether the success of MI to change unhealthy behaviour must be doubted, whether the technique is less suitable for patients with a complex chronic disease, such as diabetes mellitus, or that nurses have problems with the acquisition and maintenance of MI skills in daily practice. Overall, performing MI skills during consultation increases, if there is more time, more lifestyle discussion, and the patients show more readiness to change. Trial registration: Current Controlled Trials ISRCTN68707773

This article is from BMC Family Practice , volume 14 . Abstract Background: The effectiveness of nurse-led motivational interviewing (MI) in routine diabetes care in general practice is inconclusive. Knowledge about the extent to which nurses apply MI skills and the factors that affect the usage can help to understand the black box of this intervention. The current study compared MI skills of trained versus non-trained general practice nurses in diabetes consultations. The nurses participated in a cluster randomized trial in which a comprehensive program (including MI training) was tested on improving clinical parameters, lifestyle, patients’ readiness to change lifestyle, and quality of life. Methods: Fifty-eight general practices were randomly assigned to usual care (35 nurses) or the intervention (30 nurses). The ratings of applying 24 MI skills (primary outcome) were based on five consultation recordings per nurse at baseline and 14 months later. Two judges evaluated independently the MI skills and the consultation characteristics time, amount of nurse communication, amount of lifestyle discussion and patients’ readiness to change. The effect of the training on the MI skills was analysed with a multilevel linear regression by comparing baseline and the one-year follow-up between the interventions with usual care group. The overall effect of the consultation characteristics on the MI skills was studied in a multilevel regression analyses. Results: At one year follow up, it was demonstrated that the nurses improved on 2 of the 24 MI skills, namely, “inviting the patient to talk about behaviour change” (mean difference=0.39, p=0.009), and “assessing patient’s confidence in changing their lifestyle” (mean difference=0.28, p=0.037). Consultation time and the amount of lifestyle discussion as well as the patients’ readiness to change health behaviour was associated positively with applying MI skills. Conclusions: The maintenance of the MI skills one year after the training program was minimal. The question is whether the success of MI to change unhealthy behaviour must be doubted, whether the technique is less suitable for patients with a complex chronic disease, such as diabetes mellitus, or that nurses have problems with the acquisition and maintenance of MI skills in daily practice. Overall, performing MI skills during consultation increases, if there is more time, more lifestyle discussion, and the patients show more readiness to change. Trial registration: Current Controlled Trials ISRCTN68707773

The purpose of this study was to compare the effectiveness of three instructional approaches to an established and conceptually related approach, microcounseling. The subjects were thirty-two graduate counseling students, randomly assigned to four treatment groups. These were microcounseling, modified microcounseling, self-modeling and verbal modeling. The procedure involved an initial 5-minute interview, a 20-30 minute instructional period and a final 5-minute interview. Comparative results revealed that each instructional procedure was equally effective in influencing the dependent variable from the pretest to posttest phases. The author concludes that the four approaches represent a potential for matching modes of instruction to the individual student's type of learning. Further, the existence of a variety of instructional alternatives permits students to employ one or several, as best fits their situation. (Author/BW)

Includes bibliographical references (p. 625-652) and indexes

Includes bibliographical references (p. 625-652) and indexes

Includes bibliographical references (p. 625-652) and indexes

Includes bibliographical references (p. 625-652) and indexes

Includes bibliographical references (p. 625-652) and indexes

Includes bibliographical references (p. 625-652) and indexes

Includes bibliographical references (p. 625-652) and indexes

Includes bibliographical references (p. 625-652) and indexes

Includes bibliographical references (p. 625-652) and indexes

Includes bibliographical references (p. 625-652) and indexes

This follow-up study reviews the procedures and findings of the initial study which concluded that the use of simulations when compared to field placement practicum is a much more effective device for training Mental Health Paraprofessionals in interviewing. However since the study was conducted in an 'artificial' environment, it was emphasized that the true measure of a student's interviewing proficiency must come from actual interviews with real clients in an on-the-job situation. The follow-up study hypothesized that those graduates who participated in field placement as students would be rated higher by their supervisors than those graduates who participated in intensive interviewing practicum as student members of the role playing group. Interviewing evaluation forms with instructions were mailed to 38 supervisors of the course graduates after they had been in their jobs for at least two months. After data was received from supervisors, scores were recorded according to the graduates membership (either role playing or field placement group) in the Pilot Study. A t-test was then used to determine which group was rated higher by job supervisors concerning the on-the-job interviewing performance.

Nursing students usually focus only on the physiological care during clinical practice, lacking training in conversing with patients. Therefore, most students are unfamiliar with clinical conversation skills and can only listen to patients, lacking proper responses to mental symptoms. As a result, they appear inadequate in assessing psychiatric symptoms. Currently, it remains an important issue of how to enhance students' conversational skills, understand the mental symptoms they may encounter during conversations, and apply relevant vocabulary for assessment to reduce the gap between classroom and clinical practice. Key points in assessing psychiatric symptoms may involve understanding emotions, thoughts, and behaviors related to psychological disorders. Therefore, a crucial ability of nursing students during conversations with patients is to assess psychiatric symptoms and emotions to provide appropriate patient caring. However, nursing students need improvement in assessing psychiatric symptoms, especially in detecting depressive symptoms. Nursing students lack the ability in conversation training to capture patients' symptoms and emotions. Nursing students typically try to understand psychiatric symptoms by reading textbooks or searching information online. However, nursing students cannot effectively obtain and apply depressive symptoms in real cases. Furthermore, during past clinical practices, nursing students could not practice sufficiently before conducting clinical interviews, thus unable to conduct proper assessments and discussions on patients' psychiatric symptoms. These factors further affect the quality of nursing students' interviewing with patients. Therefore, an AI-assisted system that can provide students with references on keywords related to psychiatric symptoms in patient-nurse conversations is crucial and helpful. Furthermore, if this system can be applied to clinical training, it will enhance the quality of teaching. This project will combine AI large language models (e.g., ChatGPT) to apply a more intuitive and user-friendly interface in making the learning process easier. By simplifying the operation process and reducing the learning threshold, nursing students can more easily grasp and apply AI technology, improving their overall performance in clinical practice. The purpose of this study is to assess the effectiveness of AI-assisted technology in clinical assessment of psychiatric symptoms and emotions to enhance nursing students' clinical interviewing skills. Through the intervention of using AI-assisted technology, it is expected to improve nursing students' abilities in clinical interviewing and assessments. This study will be conducted in two phases with the following main research objectives: using AI large language models for text analysis in clinical oral conversations to understand the linked psychiatric symptoms, emotions, and other relevant content in conversations, establishing effective and accurate predictive AI models. We will conduct a randomized controlled trial to compare the effectiveness of nursing students' training in clinical conversation abilities using AI-assisted technology with traditional methods. This project will apply an AI-assisted model through prompt engineering and other necessary programming processes. Our project will open possibilities for AI applications in the field of clinical education. We will utilize AI models for analyzing emotions, behaviors, symptoms, and evaluating major aspects of clinical conversations. The experimental design involves a within-subject crossover design (i.e., AI-assisted training vs. traditional training). The advantage of this research design is that the subjects act as their own control group, allowing the exclusion of other interference factors outside the intervention, thereby increasing measurement accuracy and reducing variability.

Qualitative research is taught across in universities at both undergraduate and postgraduate level. Whilst there is growing literature (and a consequent focus in teaching) on the importance of methods (such as reflexivity) to facilitate high quality research (Olmos-Vega, Stalmeijer, Varpio, & Kahlke, 2023), little attention has been given to how to support students and researchers to develop practical skills in qualitative interviewing. In addition to quality assurance, qualitative researchers often interview vulnerable populations where it is necessary to interview in a sensitive and skilled manner. This project aims to develop a tool which supports the development of skills/competencies in qualitative interviewing practice and can be used in self-reflective activities, supervision and/or research. As an initial step, the research team aim to run focus groups to develop an understanding of which skills and practices in qualitative interviewing are considered important by experienced qualitative researchers. The project also involves running focus groups with postgraduate students on the experience of developing qualitative interviewing skills. Both sets of focus groups will also explore common challenges/facilitators to qualitative interview skill development. Both sets of data will be used to develop the tool and inform our understanding of qualitative interviewing skill development.

St. Norbert College Interviewing Skills Workshop audio

Although interviewing looks easy, it is much more complicated than it appears, and generally, students are not taught how to conduct an interview. Planning and preparation must include research about the subject of the interview and the person being interviewed. Good questions build on the question before, make the person being interviewed think, and sometimes surprise the interviewee. Questions which can be answered "yes" or "no," too personal questions, and questions with obvious answers should be avoided. Among types of interviews are: the fact interview, to obtain current information of general interest to the public; the biographical interview; the descriptive interview; and the personality or celebrity interview. Classroom applications are included. (CR)

Although interviewing looks easy, it is much more complicated than it appears, and generally, students are not taught how to conduct an interview. Planning and preparation must include research about the subject of the interview and the person being interviewed. Good questions build on the question before, make the person being interviewed think, and sometimes surprise the interviewee. Questions which can be answered "yes" or "no," too personal questions, and questions with obvious answers should be avoided. Among types of interviews are: the fact interview, to obtain current information of general interest to the public; the biographical interview; the descriptive interview; and the personality or celebrity interview. Classroom applications are included. (CR)

Although interviewing looks easy, it is much more complicated than it appears, and generally, students are not taught how to conduct an interview. Planning and preparation must include research about the subject of the interview and the person being interviewed. Good questions build on the question before, make the person being interviewed think, and sometimes surprise the interviewee. Questions which can be answered "yes" or "no," too personal questions, and questions with obvious answers should be avoided. Among types of interviews are: the fact interview, to obtain current information of general interest to the public; the biographical interview; the descriptive interview; and the personality or celebrity interview. Classroom applications are included. (CR)

Although interviewing looks easy, it is much more complicated than it appears, and generally, students are not taught how to conduct an interview. Planning and preparation must include research about the subject of the interview and the person being interviewed. Good questions build on the question before, make the person being interviewed think, and sometimes surprise the interviewee. Questions which can be answered "yes" or "no," too personal questions, and questions with obvious answers should be avoided. Among types of interviews are: the fact interview, to obtain current information of general interest to the public; the biographical interview; the descriptive interview; and the personality or celebrity interview. Classroom applications are included. (CR)

Although interviewing looks easy, it is much more complicated than it appears, and generally, students are not taught how to conduct an interview. Planning and preparation must include research about the subject of the interview and the person being interviewed. Good questions build on the question before, make the person being interviewed think, and sometimes surprise the interviewee. Questions which can be answered "yes" or "no," too personal questions, and questions with obvious answers should be avoided. Among types of interviews are: the fact interview, to obtain current information of general interest to the public; the biographical interview; the descriptive interview; and the personality or celebrity interview. Classroom applications are included. (CR)

Although interviewing looks easy, it is much more complicated than it appears, and generally, students are not taught how to conduct an interview. Planning and preparation must include research about the subject of the interview and the person being interviewed. Good questions build on the question before, make the person being interviewed think, and sometimes surprise the interviewee. Questions which can be answered "yes" or "no," too personal questions, and questions with obvious answers should be avoided. Among types of interviews are: the fact interview, to obtain current information of general interest to the public; the biographical interview; the descriptive interview; and the personality or celebrity interview. Classroom applications are included. (CR)

Although interviewing looks easy, it is much more complicated than it appears, and generally, students are not taught how to conduct an interview. Planning and preparation must include research about the subject of the interview and the person being interviewed. Good questions build on the question before, make the person being interviewed think, and sometimes surprise the interviewee. Questions which can be answered "yes" or "no," too personal questions, and questions with obvious answers should be avoided. Among types of interviews are: the fact interview, to obtain current information of general interest to the public; the biographical interview; the descriptive interview; and the personality or celebrity interview. Classroom applications are included. (CR)