Feasibility of motivational interviewing on emotional authenticity, academic motivation and dispositional optimism among Saudi Nursing Students: A randomized controlled trial

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice Pub Date : 2025-02-01 DOI:10.1016/j.nepr.2025.104296

Mahmoud Abdelwahab Khedr , Mukhlid Alshammari

{"title":"Feasibility of motivational interviewing on emotional authenticity, academic motivation and dispositional optimism among Saudi Nursing Students: A randomized controlled trial","authors":"Mahmoud Abdelwahab Khedr , Mukhlid Alshammari","doi":"10.1016/j.nepr.2025.104296","DOIUrl":null,"url":null,"abstract":"<div><h3>Aim</h3><div>Determine the effect of motivational interviewing on emotional authenticity, academic motivation and dispositional optimism among Saudi nursing students.</div></div><div><h3>Background</h3><div>Nursing students in Saudi Arabia face various challenges that can impact their emotional authenticity, optimism and academic motivation. As the nursing field grows in Saudi Arabia, maintaining a sustainable nursing workforce and defining the scope of practice present challenges. Therefore, investigating feasible interventions to promote the well-being and success of Saudi nursing students is crucial.</div></div><div><h3>Design</h3><div>A randomized controlled trial research design was followed. Each study participant was randomly assigned 1:1 to either the intervention group or the control group.</div></div><div><h3>Method</h3><div>The study involved 70 nursing students, who were randomly divided into an intervention group (n = 35) and a control group (waiting list) (n = 35). Pre-tests and post-tests were administered to evaluate the impact of motivational interviewing program implemented between April 2024 and mid-August 2024.</div></div><div><h3>Results</h3><div>Following the intervention, the study group demonstrated substantial enhancements in Authenticity Inventory scores, Academic Motivation Scale scores and dispositional optimism, with p-values consistently below 0.001 and large effect sizes ranging from 0.650 to 0.937. Comparing to the control group, the study group showed marked increases in positive optimism and decreases in negative optimism, alongside a reduction in amotivation.</div></div><div><h3>Conclusion</h3><div>The study demonstrates that the motivational interviewing intervention led to significant improvements in various aspects of emotional authenticity, including self-awareness, unbiased emotional processing and authentic behaviors and relational orientations. Additionally, the study group exhibited substantial increases in intrinsic and extrinsic academic motivation and a reduction in amotivation.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"83 ","pages":"Article 104296"},"PeriodicalIF":3.3000,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Nurse Education in Practice","FirstCategoryId":"3","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1471595325000526","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"NURSING","Score":null,"Total":0}

引用次数: 0

Abstract

Aim

Determine the effect of motivational interviewing on emotional authenticity, academic motivation and dispositional optimism among Saudi nursing students.

Background

Nursing students in Saudi Arabia face various challenges that can impact their emotional authenticity, optimism and academic motivation. As the nursing field grows in Saudi Arabia, maintaining a sustainable nursing workforce and defining the scope of practice present challenges. Therefore, investigating feasible interventions to promote the well-being and success of Saudi nursing students is crucial.

Design

A randomized controlled trial research design was followed. Each study participant was randomly assigned 1:1 to either the intervention group or the control group.

Method

The study involved 70 nursing students, who were randomly divided into an intervention group (n = 35) and a control group (waiting list) (n = 35). Pre-tests and post-tests were administered to evaluate the impact of motivational interviewing program implemented between April 2024 and mid-August 2024.

Results

Following the intervention, the study group demonstrated substantial enhancements in Authenticity Inventory scores, Academic Motivation Scale scores and dispositional optimism, with p-values consistently below 0.001 and large effect sizes ranging from 0.650 to 0.937. Comparing to the control group, the study group showed marked increases in positive optimism and decreases in negative optimism, alongside a reduction in amotivation.

Conclusion

The study demonstrates that the motivational interviewing intervention led to significant improvements in various aspects of emotional authenticity, including self-awareness, unbiased emotional processing and authentic behaviors and relational orientations. Additionally, the study group exhibited substantial increases in intrinsic and extrinsic academic motivation and a reduction in amotivation.

查看原文本刊更多论文

动机访谈对沙特护生情绪真实性、学业动机和性格乐观的可行性：一项随机对照试验

目的探讨动机性访谈对沙特护生情绪真实性、学业动机和性格乐观的影响。沙特阿拉伯的护理专业学生面临着各种各样的挑战，这些挑战会影响他们的情感真实性、乐观情绪和学习动机。随着护理领域在沙特阿拉伯的发展，维持一支可持续的护理队伍和确定实践范围面临挑战。因此，研究可行的干预措施，以促进沙特护理学生的福祉和成功是至关重要的。设计采用随机对照试验研究设计。每个研究参与者按1:1的比例随机分配到干预组或对照组。方法将70名护生随机分为干预组（n = 35）和对照组（n = 35）。通过前测和后测对2024年4月至8月中旬实施的动机性访谈项目的效果进行评价。结果干预后，研究小组在真实性量表得分、学业动机量表得分和性格乐观情绪方面均有显著提高，p值始终低于0.001，效应量在0.650 ~ 0.937之间。与对照组相比，研究组的积极乐观情绪明显增加，消极乐观情绪明显减少，同时动机也有所减少。结论动机访谈干预在情绪真实性的自我意识、无偏情绪加工、真实行为和关系取向等方面均有显著改善。此外，研究小组表现出内在和外在学术动机的显著增加和动机的减少。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Nurse Education in Practice NURSING-

CiteScore

5.40

自引率

9.40%

发文量

180

审稿时长

51 days

期刊介绍： Nurse Education in Practice enables lecturers and practitioners to both share and disseminate evidence that demonstrates the actual practice of education as it is experienced in the realities of their respective work environments. It is supportive of new authors and will be at the forefront in publishing individual and collaborative papers that demonstrate the link between education and practice.