After completing this course you’ll be able to:
| 1. | List several health problems strongly linked to behavior and lifestyle. |
| 2. | State how motivational interviewing works. |
| 3. | List and describe the three “spirits” of motivational interviewing. |
| 4. | Describe the acronym RULE. |
| 5. | List and describe the three communication styles. |
| 6. | List the three guiding styles of MI. |
| 7. | List the three core communication skills. |
| 8. | State the most common communication tools that practitioners use. |
| 9. | Describe ambivalence. |
| 10. | List examples of change talk: desire, ability and reasons. |
| 11. | List examples of change talk: need, commitment, and taking steps. |
| 12. | Describe the acronym DARN. |
| 13. | Describe open and closed questions. |
| 14. | List several purposes that open questions serve. |
| 15. | Describe a Routine Assessment using a “Typical Day.” (Table 4.1). |
| 16. | State the function of a good guide. |
| 17. | Describe the “bubble sheet.” |
| 18. | List the dual purpose of the ruler. |
| 19. | State the two productive questions regarding change. |
| 20. | State the purpose of a “key question” and give an example. |
| 21. | List five reasons to improve your listening skills |
| 22. | List three key situations for listening. |
| 23. | State the two key signals that open the door to listening. |
| 24. | State why silence is a good teacher. |
| 25. | List four functions of a summary. |
| 26. | State the three practical recommendations about questions while you are listening. |
| 27. | State three effective and gentle ways of bringing listening to a close. |
| 28. | List several steps for clarity regarding information giving and patient compliance |
| 29. | Describe the four forces that block ability to absorb information you offer. |
| 30. | List the methods of obtaining “permission to inform.” |
| 31. | Describe how to offer choices. |
| 32. | List the value of “check” in the chunk, check, chunk strategy of informing. |
| 33. | Describe the Elicit-Provide-Elicit guideline of informing. |
| 34. | List sample questions of how to assess commitment. |
| 35. | List sample questions that elicit DARN statements. |
| 36. | Define being “in the moment.” |
| 37. | State the methods of guiding you will use as skill improves. |
| 38. | List one of the origins of MI. |
| 39. | State why a directing style is inappropriate for a patient in denial. |
| 40. | Define aspirations for patient behavior change. (ABCs) |
| 41. | Define “position of equipoise.” |
| 42. | List several traps when wanting patients to change behavior. |
| 43. | Describe agenda setting. |
| 44. | State one way to get better at guiding. |
| 45. | List briefly the 7 C’s of a Patient-Centered Model of Care. |
| 46. | Discuss the “why” and “how” of patient health behavior change. |
| 47. | According to Table 10.1, list the three traps to avoid when guiding groups. |