Evaluating asynchronous motivational interviewing training for nursing students: A quantitative study

• Motivational Interviewing is often missing from nursing communication curriculum. • Asynchronous training with deliberate practice improved nursing students’ MI skills. • Mock interview practice with feedback contributes to PCC skill development. Despite its effectiveness in enhancing patient-provider communication, motivational interviewing (MI) is not widely integrated into nursing education due to the demands of traditional teaching methods and limited professor expertise. To evaluate the effectiveness of an asynchronous MI training in improving patient-centered communication competencies among nursing students. A one-group pretest-posttest design was used. The study included 159 graduate nursing students who completed an asynchronous MI training program featuring self-directed modules, simulated mock interviews with standardized patient actors, and feedback on MI skills. Pre- and post-training mock interviews were evaluated using Lyssn.io artificial intelligence. Data were analyzed using paired t-tests, and effect sizes (Cohen’s d) were calculated. Statistically significant improvements were observed in MI proficiency ( d = 0.63), reflections ( d = 0.61), and open questions ( d = 0.68); other measures achieved basic competency thresholds. Results were consistent with or exceeded those of in-person training programs. The findings demonstrate the potential of combining MI and simulation-based strategies to improve nursing education and provide flexible training opportunities to develop patient-centered communication competencies.