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. |