Guillaume Fontaine1, Sylvie Cossette2, Marc-André Maheu-Cadotte3, Tanya Mailhot4, Sonia Heppell5, Claudie Roussy6, José Côté7, Marie-Pierre Gagnon8, Véronique Dubé9. 1. Faculty of Nursing, University of Montreal, Montreal, Quebec, Canada; Montreal Heart Institute Research Center, 5000 Belanger Street, S-2490, Montreal H1T 1C8, Quebec, Canada. Electronic address: guillaume.fontaine@umontreal.ca. 2. Faculty of Nursing, University of Montreal, Montreal, Quebec, Canada; Montreal Heart Institute Research Center, Montreal, Quebec, Canada. 3. Faculty of Nursing, University of Montreal, Montreal, Quebec, Canada; Montreal Heart Institute Research Center, Montreal, Quebec, Canada; University of Montreal Hospital Research Center, Montreal, Quebec, Canada. 4. Montreal Heart Institute Research Center, Montreal, Quebec, Canada; Department of Pharmacy and Health Systems Sciences, Bouvé College of Health Sciences, Northeastern University, United States of America. 5. Faculty of Nursing, University of Montreal, Montreal, Quebec, Canada; Montreal Heart Institute, Montreal, Quebec, Canada. 6. Montreal Heart Institute, Montreal, Quebec, Canada. 7. Faculty of Nursing, University of Montreal, Montreal, Quebec, Canada; University of Montreal Hospital Research Center, Montreal, Quebec, Canada. 8. Faculty of Nursing, Laval University, Quebec, Quebec, Canada; CHU de Québec Research Center, Quebec, Quebec, Canada. 9. Faculty of Nursing, University of Montreal, Montreal, Quebec, Canada.
Abstract
OBJECTIVES: (1) To systematically review the literature on behavior change counseling (BCC) training programs targeting nurses and nursing students; (2) to characterize these training programs according to their content (i.e., targeted health behavior[s], BCC approaches taught, BCC techniques taught), structure, and modes of delivery. DESIGN: A systematic, descriptive literature review. DATA SOURCES: PubMed, CINAHL and Embase were searched with no time limitation in August 2018. REVIEW METHODS: A systematic, descriptive literature review structured according to Paré et al.'s methodology and the PRISMA guidelines. Primary studies were included if they evaluated a BCC training program with nurses or nursing students. Review authors screened studies, extracted data, and assessed study quality using the MERSQI. Data was synthesized through narrative synthesis, descriptive statistics, and content analysis. RESULTS: From a pool of 267 articles, we included 25 articles published between 2003 and 2018. Two studies scored as low quality (8%), 18 as moderate quality (72%), and 5 as high quality (20%). Physical activity (n = 14; 56%) and smoking (n = 11; 44%) were the most frequently targeted health behaviors. Eleven BCC approaches were cited (e.g., motivational interviewing), and 48 BCC techniques were identified (e.g., eliciting and scaling change talk). The median number of training sessions was 3 (interquartile range [IQR] 5), the median training program duration was 3 h (IQR 6.25 h), and median training period was 24.5 days (IQR 110 days). Programs were most often delivered as seminars and workshops. CONCLUSIONS: High-quality studies reporting the assessment of BCC training programs with nurses and nursing students are scarce. There was significant heterogeneity in terms of the BCC approaches and techniques taught. Current evidence suggests nurses and nursing students learn BCC mainly through active, realistic practice. However, computer-based training programs are rapidly gaining ground. Further research emphasizing theory-based BCC training programs is warranted.
OBJECTIVES: (1) To systematically review the literature on behavior change counseling (BCC) training programs targeting nurses and nursing students; (2) to characterize these training programs according to their content (i.e., targeted health behavior[s], BCC approaches taught, BCC techniques taught), structure, and modes of delivery. DESIGN: A systematic, descriptive literature review. DATA SOURCES: PubMed, CINAHL and Embase were searched with no time limitation in August 2018. REVIEW METHODS: A systematic, descriptive literature review structured according to Paré et al.'s methodology and the PRISMA guidelines. Primary studies were included if they evaluated a BCC training program with nurses or nursing students. Review authors screened studies, extracted data, and assessed study quality using the MERSQI. Data was synthesized through narrative synthesis, descriptive statistics, and content analysis. RESULTS: From a pool of 267 articles, we included 25 articles published between 2003 and 2018. Two studies scored as low quality (8%), 18 as moderate quality (72%), and 5 as high quality (20%). Physical activity (n = 14; 56%) and smoking (n = 11; 44%) were the most frequently targeted health behaviors. Eleven BCC approaches were cited (e.g., motivational interviewing), and 48 BCC techniques were identified (e.g., eliciting and scaling change talk). The median number of training sessions was 3 (interquartile range [IQR] 5), the median training program duration was 3 h (IQR 6.25 h), and median training period was 24.5 days (IQR 110 days). Programs were most often delivered as seminars and workshops. CONCLUSIONS: High-quality studies reporting the assessment of BCC training programs with nurses and nursing students are scarce. There was significant heterogeneity in terms of the BCC approaches and techniques taught. Current evidence suggests nurses and nursing students learn BCC mainly through active, realistic practice. However, computer-based training programs are rapidly gaining ground. Further research emphasizing theory-based BCC training programs is warranted.
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