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comMIt: Comprehensive Motivational Interviewing Training for Health Care Professionals

Continuing Education Information

The National Association of Chain Drug Stores is accredited by the Accreditation Council for Pharmacy Education as a provider of continuing pharmacy education.

Comprehensive Motivational Interviewing Training for Health Care Professionals ACPE University Activity #0206-9999-15-022-H04-P. Initial Release Date: 10/01/2015; Expiration Date: 10/01/2018. 

If you enrolled after January 15, 2018, please see the Purdue University comMIT website for CE information, which is available here: https://tinyurl.com/PurdueCE-MI-HCP.

Target Audience

Claiming Credit

Successful completion of the program involves passing each module's graded assessment with a score of 70 percent or higher. Successful completion of this component will result in 8.0 contact hours of continuing pharmacy, nursing or medical education credit. Partial credit will not be awarded.

Pharmacists: Continuing pharmacy education (CPE) credit will be awarded for the training course only. This is an application-based activity and is primarily constructed to instill, expand or enhance application competencies through the systematic achievement of specified knowledge, skills, attitudes and performance behaviors.

CPE Monitor, a national, collaborative effort by ACPE and the National Association of Boards of Pharmacy (NABP) to provide an electronic system for pharmacists to track their completed PCE credits, went into effect on Jan. 1, 2013. NACDS, as an ACPE-accredited provider, is required to report pharmacist CPE credit using this new tracking system. Pharmacist participants must provide their NABP e-Profile identification number and date of birth (in MMDD format) when they register for a CPE activity. It will be the responsibility of the pharmacist to provide the correct information (i.e., e-Profile identification number and date of birth in MMDD format). If this information is not provided, NABP and ACPE prohibit NACDS from issuing CPE credit. Online access to their inventory of completed credits will allow pharmacists to easily monitor their compliance with CPE requirements and print statements of credit. Therefore, NACDS will not provide printed statements of credit to pharmacists. If you have not signed up for CPE Monitor, please go to MyCPEMonitor.net.

Nurses: Continuing nursing education (CNE) credit will be provided through the Louisiana State University School of Nursing. Upon successful completion of the program a downloadable 8 hour continuing education certificate will be made available to the learner. Louisiana State University Health Sciences Center School of Nursing, Faculty Development Continuing Nursing Education & Entrepreneurial Enterprise is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center's Commission on Accreditation.

Physicians: Continuing medical education (CME) credit will be provided through the Physicians Institute for Excellence in Medicine. Upon successful completion of the program a downloadable 8 hour continuing medical education certificate will be made available to the learner.  This activity has been planned and implemented in accordance with the accreditation requirements and policies of the Accreditation Council for Continuing Medical Education (ACCME) through the joint providership of the Physicians’ Institute for Excellence in Medicine and the Berger Consulting, LLC.  The Physicians’ Institute for Excellence in Medicine is accredited by the Medical Association of Georgia to provide continuing medical education for physicians.  The Physicians’ Institute designates this Enduring educational activity for a maximum of 8.0 AMA PRA Category 1 Credits™.   

Learning Objectives

MODULE ONE
Section 1:
Identify how to go through the e-learning course in the most effective and efficient manner.
Describe the guidelines for passing each module and the entire course.

Section 2:
Explain why motivational interviewing was brought into health care from psychology.
Elaborate on how training health care professionals in motivational interviewing is different than training psychologists.
Distinguish between traditional approaches to motivational interviewing and the approach taken in this e-learning program.

Section 3:
Differentiate between practitioner centered and patient centered care.
Explain why MI is a patient centered approach to care.

MODULE 2
Section 1:
Discuss the relationship between the human brain, threat, patients who are ambivalent or resistant to behavior change and the use of motivational interviewing.
Explain how social threat and face loss can result in patients discounting or dismissing health information.
Differentiate between competence and autonomy face loss and their impact on relational resistance.

Section 2:
Describe how threat experienced by the health care professional can undermine the relationship and behavior change.
Explain how meaning creates feelings.

MODULE 3:
Section 1-2:
Explain how sense making creates motivation for change.
Describe the relationship between a sense, the resulting conclusion and the decision about behavior.
Based upon patients’ statements, identify the appropriate sense making of the patient, the patient’s reasoning, the concern(s) or issue(s) of the patient, and appropriate information to address the patient’s concern(s) or issue(s).
Apply skills to patient cases.

MODULE 4
Section 1:
Explain why rapport is crucial to behavior change.
Apply skills to patient cases.

Section 2:
Identify how to develop rapport in each step of the motivational interviewing process.
Differentiate between appropriate and inappropriate rapport building
Apply skills to patient cases.

Section 3:
Identify how to develop rapport in each step of the motivational interviewing process.
Differentiate between appropriate and inappropriate rapport building
Explain the synergy of MI
Apply rapport building skills to patient cases.

MODULE 5
Section 1:
Examine barriers to building trust and safety with the patient
Describe skills for clarifying the issue
Compare skills for exploring and reframing the issue
Apply skills for addressing the issue and special considerations to case studies.

Section 2:
Compare skills for exploring and reframing the issue
Differentiate when to use skills to explore, clarify or reframe the issue
Describe barriers to appropriate reflections
Apply skills for exploring, clarifying and reframing the issues to case studies

MODULE 6
Section 1:
Define criteria for effectively addressing the issue
Differentiate between when to use varying skills for addressing the issue
Apply skills for addressing the issue and special considerations to case studies.

Section 2:
Describe how to effectively respond to angry patients
Apply skills for managing angry patients.

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