Transitioning a home-based, motivational interviewing intervention among families to remote delivery during the COVID-19 pandemic: Key lessons learned. Issue 9 (September 2021)

• Record Type: Journal Article
• Authors: Tang, Lisa; Broad, Julia; Lewis, Rebecca; Ma, David W.L.; Haines, Jess
• Is Part Of: Patient education and counseling. Volume 104:Issue 9(2021)
• Page Start: 2286
• Page End: 2291
• Publication Date: 2021-09
• Subjects: Motivation interviewing -- COVID-19 -- Remote counseling -- Family health -- Counseling; Patient education -- Periodicals; Health counseling -- Periodicals; Health education -- Periodicals; Counseling -- Periodicals; Patient Education -- Periodicals; Éducation des patients -- Périodiques; Counseling -- Périodiques; Éducation sanitaire -- Périodiques; 615.5071
• DOI: 10.1016/j.pec.2021.02.043
• Languages: English
• ISSNs: 0738-3991

Abstract

Highlights: 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. Abstract: Objective: 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. Methods: 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. Results: 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. Conclusion: 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. Practice implications: 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.