Effectiveness of a Sequential Simulation and Online Learning Intervention on Psychiatric Mental Health Nurses’ Motivational Interviewing Knowledge, Confidence, and Skill Performance for Medication Adherence: A Cluster-randomized Controlled Trial
5 affiliations
- 1Department of Nursing, Hungkuang University, Taiwan
- 2School of Nursing, National Taipei University of Nursing and Health Sciences, Taiwan
- 3Department of Nursing, Taipei City Hospital, Songde Branch, Taiwan; Institute of Clinical Medical Sciences, College of Medicine, ChangGung University, Taiwan
- 4Department of Nursing, Taoyuan Psychiatric Center, Ministry of Health and Welfare, Taiwan
- 5School of Nursing, National Taipei University of Nursing and Health Sciences, Taiwan; Correspondence to: Wen-I Liu, School of Nursing, National Taipei University of Nursing and Health Sciences, No. 365, Ming Te Road, Beitou District, 112303, Taipei, Taiwan.
Abstract
Purpose: To evaluate the effectiveness of a sequential dual-track learning intervention that combined a simulation-based motivational interviewing (MI) workshop with online practice learning in enhancing psychiatric mental health nurses' (PMHNs’) knowledge, confidence, and performance in MI for medication adherence. Methods: A parallel cluster-randomized controlled trial was conducted in four psychiatric hospitals. Participants were allocated to the experimental or control groups. The intervention consisted of an 8-hour simulation-based MI workshop followed by a four-month online practice learning phase. Outcomes—MI knowledge, confidence, and skill performance—were assessed at baseline (T0), immediately after the workshop (T1), and after online practice learning (T2). Changes over time were analyzed using repeated-measures analysis of variance. Results: In total, 107 PMHNs completed all three assessments (experimental = 52; control = 55). The sequential dual-track learning intervention produced significant group-by-time effects for knowledge ( F (2, 210) = 4.96, p = .011), confidence ( F (2, 210) = 4.63, p = .011), and skill performance ( F (2, 210) = 41.20, p < .001). The experimental group showed substantially greater gains than the control group at T1, and these gains were maintained at T2, with no significant T2–T1 differences despite a small decline in mean skill scores. Conclusion: The sequential dual-track learning intervention, integrating a simulation-based MI workshop with online practice learning, effectively improved PMHNs’ MI knowledge, confidence, and skill performance for medication adherence and provides a flexible, scalable model for evidence-based continuing education in psychiatric nursing. Trial registration: ClinicalTrials.gov , NCT06004492 (August 16, 2023).
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BibTeX
@article{hsieh2026effectiveness,
title = {{Effectiveness of a Sequential Simulation and Online Learning Intervention on Psychiatric Mental Health Nurses’ Motivational Interviewing Knowledge, Confidence, and Skill Performance for Medication Adherence: A Cluster-randomized Controlled Trial}},
author = {Wen-Ling Hsieh and I-Hsien Li and Tsui-Mei Hung and Chin-Kuai Chiu and Wen-I Liu},
journal = {Asian Nursing Research},
year = {2026},
month = oct,
doi = {10.1016/j.anr.2026.07.001},
url = {https://doi.org/10.1016/j.anr.2026.07.001},
note = {CC BY},
}
RIS
TY - JOUR
TI - Effectiveness of a Sequential Simulation and Online Learning Intervention on Psychiatric Mental Health Nurses’ Motivational Interviewing Knowledge, Confidence, and Skill Performance for Medication Adherence: A Cluster-randomized Controlled Trial
AU - Wen-Ling Hsieh
AU - I-Hsien Li
AU - Tsui-Mei Hung
AU - Chin-Kuai Chiu
AU - Wen-I Liu
PY - 2026
DA - 2026/10/30
JO - Asian Nursing Research
DO - 10.1016/j.anr.2026.07.001
UR - https://doi.org/10.1016/j.anr.2026.07.001
AB - Purpose: To evaluate the effectiveness of a sequential dual-track learning intervention that combined a simulation-based motivational interviewing (MI) workshop with online practice learning in enhancing psychiatric mental health nurses' (PMHNs’) knowledge, confidence, and performance in MI for medication adherence. Methods: A parallel cluster-randomized controlled trial was conducted in four psychiatric hospitals. Participants were allocated to the experimental or control groups. The intervention consisted of an 8-hour simulation-based MI workshop followed by a four-month online practice learning phase. Outcomes—MI knowledge, confidence, and skill performance—were assessed at baseline (T0), immediately after the workshop (T1), and after online practice learning (T2). Changes over time were analyzed using repeated-measures analysis of variance. Results: In total, 107 PMHNs completed all three assessments (experimental = 52; control = 55). The sequential dual-track learning intervention produced significant group-by-time effects for knowledge ( F (2, 210) = 4.96, p = .011), confidence ( F (2, 210) = 4.63, p = .011), and skill performance ( F (2, 210) = 41.20, p < .001). The experimental group showed substantially greater gains than the control group at T1, and these gains were maintained at T2, with no significant T2–T1 differences despite a small decline in mean skill scores. Conclusion: The sequential dual-track learning intervention, integrating a simulation-based MI workshop with online practice learning, effectively improved PMHNs’ MI knowledge, confidence, and skill performance for medication adherence and provides a flexible, scalable model for evidence-based continuing education in psychiatric nursing. Trial registration: ClinicalTrials.gov , NCT06004492 (August 16, 2023).
SN - 1976-1317
ER -