The Effect of Motivational Interviewing on Nursing Students' Attitudes, Anxiety, and Self-Efficacy Regarding Clinical Practice: A Randomized Controlled Trial
Trial Snapshot
- Phase
- Not Applicable
- Status
- Completed
- Sponsor
- Enrollment
- 66
- Locations
- 1
- Primary Endpoint
- Self-Efficacy in Clinical Performance Scale
Study Overview
Brief Summary
Motivational interviewing is a collaborative and person-centered counseling approach aimed at enhancing individuals' intrinsic motivation. Nursing students often experience stress, anxiety, and low self-efficacy during clinical practice. The aim of this study is to examine the effect of motivational interviewing on nursing students' attitudes toward clinical practice, anxiety levels, and perceptions of self-efficacy. The study will be conducted using a randomized controlled design, and the potential of motivational interviewing as an effective psychological intervention in nursing education will be evaluated.
Study Design
- Study Type
- Interventional
- Allocation
- Randomized
- Intervention Model
- Parallel
- Primary Purpose
- Basic Science
- Masking
- None
Eligibility Criteria
- Ages
- 18 Years to 65 Years (Adult, Older Adult)
- Sex
- All
- Accepts Healthy Volunteers
- No
Inclusion Criteria
- •Being a first-year student in the Nursing Program
- •Enrolled in the Fall semester of the 2025-2026 academic year
- •Voluntarily agreeing to participate in the Motivational Interviewing programAble to attend face-to-face data collection sessions
Exclusion Criteria
- •Students with prior experience in Motivational Interviewing
- •Students unable to attend skills laboratory training
- •Students with prior clinical practice experience that could bias study outcomes
- •Students who do not consent to participate in the study
Arms & Interventions
control
Nursing students in the control group will receive only the standard nursing curriculum without any additional intervention.
Experimental
Nursing students in the intervention group will receive motivational interviewing (MI) sessions integrated into their skills laboratory training.
Intervention: motivational interviewing (Other)
Outcomes
Primary Outcomes
Self-Efficacy in Clinical Performance Scale
Time Frame: Baseline (pre-test) and 4 weeks after intervention (post-test)
Originally developed by Cheraghi et al. (2009), this scale consists of 37 items divided into four sub-dimensions: data collection (items 1-12), diagnosis and planning (items 13-21), implementation (items 22-31), and evaluation (items 32-37). Each item is scored from 0% ("not confident at all") to 100% ("completely confident"). The scale measures nursing students' self-efficacy in clinical performance.
Attitude Toward Clinical Practice Scale for Nursing Students
Time Frame: Baseline (pre-test) and 4 weeks post-intervention
Developed by Akdeniz Uysal and Yeliş Bayülgen (2022), this scale measures nursing students' attitudes toward clinical practice. It consists of items scored on a 5-point Likert scale: 1 = "Strongly Disagree", 2 = "Disagree", 3 = "Undecided", 4 = "Agree", 5 = "Strongly Agree".
Spielberger State-Trait Anxiety Inventory (STAI)
Time Frame: Baseline (pre-test) and 4 weeks post-intervention
Developed by Spielberger, Gorsuch, and Lushene (1970), the STAI consists of two 20-item subscales measuring state anxiety and trait anxiety. The Turkish adaptation has been validated and shown to be reliable for assessing anxiety levels in nursing students.
Secondary Outcomes
No secondary outcomes reported
Investigators
Cemal
Lecturer
Muş Alparslan University