Simulations as a tool of integrative pedagogy in learning motivational interviewing
Keywords:
Integrative pedagogy, motivational interviewing, competence, simulation pedagogy, social welfare and health care reform, UAS Master’s degreeAbstract
Motivational interviewing is a widely used method of counseling in social and health care, and it is typically learnt in continuing education. This article describes and assesses the teaching experiment carried out in University of Applied Sciences Master’s studies, in which motivational interviewing was studied using methods of simulation pedagogy. The theoretical framework of the teaching experiment was the model of integrative pedagogy. The study material consisted of the focus group interviews of 16 students, which were analysed by means of a theory-related content analysis. According to the results, the teaching experiment made it possible to integrate different modes of expertise knowledge. Simulations were particularly well-suited for conceptualising tacit, practical knowledge with the help of theoretical knowledge, reflection in a group setting, and sharing sociocultural knowledge. The skills could be critically assessed in a safe atmosphere. The importance of theoretical knowledge as a basis of motivational interviewing was highlighted in practicing interviewing skills. According to the results, simulation pedagogy is well suited for studying motivational interviewing, since it allows for shared learning experiences and reflection for students from varied backgrounds in working life. Therefore, postgraduate and continuing education should increasingly develop pedagogic models that systematically apply students’ experiential knowledge for advanced vocational competence. In this manner, learning will also be more effective in meeting working life needs.
